Week 3 Reflection

This week was probably the toughest. Trying to find articles that would work for my question was difficult. I was not able to find articles that worked for my question. I found some of my peers having the same trouble. I explained how the Egan Library was the best resource to use when searching for full PDF articles.
When I started researching for articles, I had to modify my question and ended up changing it completely. Once I changed my question to "what are effective management skills used in the classroom"? I was able to find a lot of information. Google Scholar only gave me articles I could purchase. When I started researching for articles through the Egan Library, I found many articles with very in-depth information on my new question. Next week, I plan on creating a new survey for my colleagues to complete due to changing my question completely. I also plan on researching for more articles and adding it to my annotated bibliography.

Week 3 Annotated Bibliography

As I was reading the literature for my questions, I found that my question has started to change and be more focused on the importance of having an in-depth classroom management plan. My first question was based on effective classroom management skills for energetic students. As I started to read the literature, I was not able to find evidence towards my question. When I narrowed my search to effective classroom management techniques, I found a lot of resources. These are a few articles I found. I will continue to read more articles and add them to my research. The first article was a guide on how to read research articles and what information to look for. This article helped me when I started reading the literature. I would not read articles unless it had an Abstract and Introduction. This guide was very helpful.

Franzoi, S.L. & Ratlif-Crain, J. (2003). Guide to reading research articles. In Instructor's manual to accompany social psychology. 3rd ed. (pp.29-30).  Boston:McGraw-Hill. This article explains what to look for in a research study article. If these components; Abstract, Introduction, Methods, Results, Discussion and References are not in the article, then it is not a research study article. It also explains how to read a research study article. Instead of reading page by page, first is to read the introduction, then the ending for the hypothesis and skim the discussion throughout the article. The last part suggests reading the whole article first page to last for deep comprehension understanding This article will be helpful.

Emmer, E.T. & Anderson, L (1980).  Effective Classroom Management at the Beginning of the School Year.  The Elementary School Journal. Volume 80. Number 5, The Universtiy of Chicago. This article explains techniques, ideas and management tools to use and have in place at the beginning of the school year. Behavior might be caused for lack of management skills or not setting the expectations in place right away. This article will be helpful.

Schroeder, D.L. & Granger, M.J. (1995).  A New Generation of Network Technology Requires New Generational Teaching. (pp. 406-407). Idea Group Publishing. This article outlines how this generation needs to be taught with technology in the classroom. It explains when educators are not up to speed with technology; students are not ready for the workplace. This will be helpful during my research.

ONES, K. A., JONES, J. L., & VERMETE, P. J. (2013). Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment. American Secondary Education, 41(3), 21-33. This article outlines eight components for successful classroom management. It explains how student-teacher relationships are important and gives many ideas on how to have a successful managed class. This article will be helpful.

GARRETT, T. (2013). CLASSROOM MANAGEMENT: It's More Than a Bag of Tricks. Education Digest, 78(9), 45-49. This is an article on different ways to conduct classroom management without using bribery. It describes how positive communication with parents and explaining to students what to do rather than what not to do creates successful management.

Erdoğan, M., Kurşun, E., Şışman, G., Saltan, F., Gök, A., & Yildiz, İ. (2010). A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A Case of Information Technologies Class. Educational Sciences: Theory & Practice, 10(2), 881-891. This article described the reasons why the classroom management can be ineffective. It explained how timing, classroom size, and design could be factors to an unsuccessful classroom management plan.

Week 2 Reflection

This week we discussed the shifts in Language Arts with the new Common Core State Standards. I explained how my students use the text when answering questions after they have read something. I got an over view from my colleagues that there is a major shift with the new state standards. The posts I read on my colleagues blogs, discussed how our students would be behind and have too many items to complete. I think once our students understand the expectations and requirements it won't be so cumbersome for them. When I start something new or take on many different projects, I'm overwhelmed at first, but once I find a rhythm and a way to finish all of my projects I am stress free. The resources I shared with my colleagues this week was our new yearly planning guide for language arts. The planning guide was developed over the summer with many different educators k-12th grade. The planning guide describes in detail certain skills to be taught throughout the week that align with the common core state standards. I also shared a website to view and purchase the six trait writing kit. I use this kit in my classroom and it really helps my students use all six traits when they are writing. This will help with all the writing requirements our students have with the new standards. This coming week I plan on creating a survey and having my work colleagues fill it out. The survey will give me information to use in my research papers.

#seaccr How does the shift in the Alaska Language Arts standards impact teaching and learning in my classroom? What is the question I would like to research over the next eight weeks?

In my classroom during Language Arts, my students read non-fiction and fiction stories. Michael Gurian says it’s “important for students to read fifty percent fiction and fifty percent non-fiction during the school year”. It is difficult to find non-fiction stories. I am pleased to see Science and Social Studies Links in their Houghton Mifflin Anthologies. When my students read the Science and Social Studies Links, we always discuss how to read these links. I always have the following discussion with them: “It’s not a story, there are no characters, so what are we reading and why are we reading this”?  I think it’s important for students to know why they are doing something and how it’s going to help them. I always have my students use the text when completing an activity after they have read information or a story. “The Common Core’s expectations reveal that today’s document places a much stronger emphasis on higher-level comprehension skills. Even young children are asked to analyze multiple accounts of an event, noting similarities and differences in the points of view presented, assessing the warrant behind people’s ideas” (Pathways).  My students were learning about comparing and contrasting events from a story the other day.  When my students completed their diagram, I had them use their text. “Students need to develop the skill of grounding their responses in evidence from the text” (Dr. Anner Jones).  I found that having my students use the text helped them understand the similarities and differences and they were not using short- term memory to complete the activity. It also, taught them how to use their anthology as a resource when learning. These are tools they will understand and be able to use in future classes.

The questions I will be researching over the next eight weeks:

1.     What kind of technology tools are we using that help students be successful or not? 2. What are some different management tools to challenge students with a lot of energy.

If you saw two questions, you are correct. I am enrolled in both classes and required to research two different topics. The topics I chose were created to give me resources in my classroom. I plan on collaborating with my colleagues at school and in the class. I will create a survey for my colleagues to complete. From the survey, I will be informed of the technology tools that are used in their classrooms, if they help their students be successful or not. I will also, be informed of management tools that are working to keep students with a lot of energy engaged.

Resources:

Gurian, M. (2013, 07/12). In Dakota Hoyt (Chair). Literacy. Presentation delivered at the Institute Gurian institute, all about boys and girls, Colorado Springs, CO.

Jones, D. A. (2013). Ela shifts Power Point presentation. In ELA Shifts.

Calkins, L., & Ehrenworth, M. (2012). Pathways to the common core. Retrieved from http://www.heinemann.com/shared/onlineresources/E04355/PathwaystoCCch1re.

Week 1 Reflection

This week the question was what is action research? At first, I didn't really know how to answer the question. It seemed so broad, until I could relate it to education. The definition was a lot easier to understand, when I pictured myself doing action research in my classroom and during the school year.
Action research to me, is the same outline of a student support team committee. I also, had better understanding watching videos, reading other posts, communicating with my peers and hearing their opinion on action research. I think it is important to conduct action research as an educator.

This week I was introduced to LiveText, Twubs and TweetDeck by Twitter. When I started the Tweet meeting on Thursday, I felt overwhelmed. It was difficult to read everyone's conversation, but once I was told to only follow a few people and start conversations with them, it became easier. I look forward to the many tweet meetings ahead. Tweeting is a perfect way to get a question or idea across quickly. This tool gives responses a lot quicker than an email. It's the same design as a chat room, but anyone can tweet anything. The most important thing to remember is always # the name of the group your tweeting. If you don't, you could tweet your information to everyone. Stay tuned next week for the two research projects I will completing in this class.

#seaccr What is Action Research?

Action Research is a process of collaborating with colleagues and administrators.  It is a time to reflect on immediate practice and what tends to work well and what needs to be changed or discontinued.  It is important as a teacher to reflect on each lesson given to students. Reflect on what went well during the lesson, what took away from students’ learning, and what could improve their students’ learning.  Action Research works best when each student reflects on his or her learning experience. Grade level teams or the whole staff at a school can collaborate and find new implementation strategies during Action Research. There are five specific stages with Action Research:

1.     Problem Formulation

2.     Data Collection

3.     Data Analysis

4.     Reporting Results

5.     Action Planning            

When I think of Action Research, I think of the Student Support Team. When a teacher refers a student to SST, the teacher explains the problem, takes data on the student, and brings the data to the meeting. The committee looks over the data, and gives immediate and practical feedback. The teacher is required to try the new interventions and report the results back to the team during the next meeting.  If nothing has changed and there is still a problem an action plan is created.  The student is either referred for special services or the interventions are changed. This process is Action Research.

http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

http://infed.org/mobi/action-research/

http://seaccr.files.wordpress.com/2013/08/becoming-a-teacher-leader-through-action-research.pdf