Essentially, all of the data will be grouped together in a method that shows me if there is improvement on the amount of homework done and quality of work done. This will be especially important when I look at test scores and amount of homework turned in.
In order to tell if changing their homework has any affect on their performance in the class, I will need to compare the data. If I see that they are doing more homework, I should see a direct correlation to increased test scores. For the initial portion of the research, I will need at least the first half of the school year. If I really want to make this research effective, I will need at least two years of data collection. I will need to talk to the students after the school year is over to evaluate how the new process worked and any changes I can make for the following year.
I want to get a better understanding of what happened, what went wrong and what worked last year. We will focus on getting them assignments they are interested in doing right at the start of the year. After I have conducted my interviews, I will select the few students from each period as my case studies.
I will not let them know they are involved in the study, in order to keep them from tainting the data. I will simply use them as the highlighter for how the entire class is doing. I will study them throughout the entire year. I will collect the data for amount of homework completed throughout the school year.
I will also collect and analyze the test and quiz scores throughout the year. At the end of the project, or school year, I will conduct the interviews of the entire class one more time. This will allow me to learn information I could not have otherwise known; who cheated, who tried on the HW, what assignments worked the best. The goals for my classroom have a very important theme; I want to have a safe environment where everyone wants to help each other succeed and has fun.
I also want to show the students that I care about their education and I will work hard to make sure they are taught to the best of my ability. I create a classroom environment of cooperation and peer support. I return all test grades within one school day. I give homework assignments that relate to the material learned. I give test questions to test their knowledge of the material and not to trick them. I have a classroom that is a fun place to be. I teach the students science concepts that interest them and relate to their life.
The mission of Mr. Students are not expected to leave the classroom as trained scientists; rather, they are to leave with an interest in the subject and a desire to continue studying the topic and possibly enter into a future career in science. I think having a proper cue technique is one of my largest goals for the next school year.
Throughout last year, I never had a consistent cue technique. However, I never felt I had trouble transitioning or getting the attention of the students. So, For this section, I will say the techniques I used and the techniques I would like to try for the next school year.
To cue the students for giving directions my method was to ask for their attention and then wait until I had it. Usually, since my directions were for a lab or a demonstration, they were excited to participate and eager to listen.
So, I rarely had trouble getting them to listen. However, near the end of the year, especially if we were doing an activity they were super excited about, I did have trouble with some students talking and not paying attention. This is a problem since they need to know the direction or it could be potentially dangerous for them and their partners. For next year, I would like to have a cue technique that I can use for giving directions.
I think the technique I will use will be to stand in a specific part of the room and hold up the lab or activity. This will signal to the students that I am going to talk about the directions and they need to pay attention. The cue I would use for transitions would vary depending on the activity. Sometimes, I would get their attention by hitting the wall, hitting the floor, or jumping up and down on a table. All of these seemed to get their attention, so I never thought about changing it.
However, for next year, I would like to have a cue that signals we are done with one part of the activity and are about to move on to the next. I think what I would like to do is put a time number on the board.
Maybe the number ten or five. This will signal to the students that they have that long to finish up what they are doing and need to prepare to move on the to the next part. I can then stand in front of the number when the time has come I want them to transition. For procedures I really had to cue technique. This is the area I would like to have a cue the most. I would like to start the year by teaching them the protocol and having them go through it several times until they understand.
This should help them see that they need to perform certain tasks every day that they walk into the room. Having the kids do their homework is the focus of my action research plan and I have already discussed that in depth. I will use this section to discuss the cue I use to have them turn in their homework. I felt that this was one of my strongest cues. The kids were never confused about when they had to turn their homework in, and what I expected of them when they were turning it in.
Essentially, they knew that I always checked their homework when they were doing their warm up activity. They knew that when they got out their warm up sheet, they had to also get out their homework assignment. If they did not have it out when I walked by, then they were marked as either not having it or late.
I was very happy with this cue technique, and it is not one I plan on changing. Motivation, Expectations, Emotional Climate. For me, motivating the students is the crux of my teaching strategy. I think that having motivated students in your classroom will decrease the amount of classroom management needed and increase the quality and quantity of work produced.
You need to think of the class as employees of a company; if they are motivated and have a purpose, they will work hard and take pride in what they do. I have noticed that when the students are truly motivated to produce high quality work, they will produce work that far exceeds their abilities and your expectations. My philosophy for motivation is to make sure that the students feel there work and the lesson has a real life connection and purpose. Also, the students need to know they can succeed at the task they have been given, and that when they succeed they will be acknowledged for their achievement.
I definitely make sure that the basic needs of all the students are met in my classroom. I try to have snacks and water available for those who are in need of food or drink. I always make sure the temperature in the room is comfortable. I also make sure that the students understand every lesson at least on a basic level.
I never move on from a lesson or material until everyone in the class has understood at least the basic concept of what I am teaching. I try to use informal visual assessments and checks for understanding to make sure this has been accomplished: thumbs up or down, eyes up or down, and hand open or closed.
I think my ability to motivate students stems from a continuous series of actions and events that provide the students with the emotions I mentioned in my philosophy. Some of the specific things I do are to show the students what happens when they succeed in school and science. I bring in outside speakers, take them on field trips, and show them videos of people in similar socioeconomic backgrounds who have succeeded.
After making sure they know they can succeed, I then give them praise when they accomplish the tasks I have given them. For example, I love giving high fives. I also put certificates of students on the walls and make sure to announce any achievements they have made outside of my class.
Then, I try to find extracurricular activities for the students to perform. I only allow students with a passing GPA to participate. Some examples of these are field trips, summer jobs, research positions, and science fairs. Doing all of these things seems to work effectively to create an atmosphere of motivation in my classroom. The emotional climate in my classroom is focused primarily on having fun, learning science, and enjoying life.
I am not a strict teacher, but I expect the students to behave like young adults. Also, I do not tolerate any form of bullying. The emotional climate represents a safe classroom and peer support. The easiest way I can establish this climate is to be as open and supportive as possible.
I never get angry or frustrated with the students, and I encourage them to do the same with each other. I also try to listen to their problems instead of providing solutions. I think doing these things shows the kids they can relax and be open in my room.
Whole Class Goals and Strategies. Making sure that the students have strong bonds with each other is not a top priority in my classroom. I cannot control who becomes friends with who, and which students want to make strong bonds with each other. However, I can encourage them to work together and to be polite and friendly towards everyone in the school. I can make sure that they are tolerant of everyone, no matter what they say, do, look like or are friends with.
At the high school level, this is very difficult. Students at this age are very group oriented, forming strong friendships with a few individuals and shunning the others. They also tend to be very opinionated and influenced easily by peers and the media. So, my goals is to model for them the type of behavior they should exhibit, and require that behavior when they are in my presence. In my classroom, consequences are clear and quick.
I have lots of different consequences for several different actions, but they are all fair and the students know what to expect when they break the rules. They have to spin the wheel, and perform the task they land on. Since I am fair, I have a get out of jail free space on the wheel.
One student got it last year and was very excited! For behavior, especially during labs or science activities, I simply give them an alternative assignment to complete in another room. During the internship in our school are have seen that students of standard 8th are not doing their home work properly. The learners of Prerna Hindi Higer secondary shoocl in std 8th not doing their home work Prerna Hindi Higer secondary shoocl studying in std 8th not doing their home work properly.
The learners of Prerna Hindi High School studying in std 8th not doing their homework properly. Words like suppositions and images are also used for hypothesis. Hypothesis is stated as conditional statements solutions for the seasons responsible for the problem and its possible consequences are forecast in it. The statement presenting a hypothesis begins with its.
In such a statement the activities or techniques useful for the solution of the problem and also the possibility of the results stated above can have following hypothesis. I awareness is brought about the importance of home may lead them to do home work.
If they come to know the importance of the home-work they will do their home-work regularly. If sometimes is provide to the learners to do their school work at home then they will do their work sincerely. If parents helps the learners to do their work, may lead them to do their work. If they set free to do their work from house hold work then they will do their work.
If they have company of bad friends then proper guidance should be provide to avoid the bad company. During this stage of the research the teacher has to collect basic information using the available resources. Conclusions, results and follow up are the important aspects of action research on the basis of the evaluation about the research success can be derived the find of the result achieved can also he shown keeping the result in view the teacher can decide how to process ahead with his work and what kind of follow up should be taken up.
Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? Action Research. Uploaded by sanjay prajapati. Did you find this document useful? Is this content inappropriate? Report this Document. Flag for inappropriate content. Download now. Related titles. Carousel Previous Carousel Next. Ulfa Rahmi Jump to Page. Search inside document. The stages are as follows:- 1 The problem selection 2. Probable Area 3.
Probable reasons for the problems 4. Hypotheses 5. Action plan 6. Base line takes collection 7. Analyses and interaction 8. Conclusions and fallow-up 1. The Problem Selection:- During the internship in our school are have seen that students of standard 8th are not doing their home work properly. Problem Area:- The learners of Prerna Hindi Higer secondary shoocl in std 8th not doing their home work Prerna Hindi Higer secondary shoocl studying in std 8th not doing their home work properly.
Probable Reasons for the problem The learners of Prerna Hindi High School studying in std 8th not doing their homework properly.
There were approximately 75 students, student surveys to document evidence action research about homework daily basis. An action research project report include an increase in single-parent homework completion and motivation is speaking homes, and pressure on complete homework. Teacher researchers used parent and a change within the family. The purpose of this action completion with teacher supervision on involved in this study. The parents were apprised weekly of their child's progress by receiving a home note on a weekly basis, outlining their professional article ghostwriter website for mba to excel outside of. This study was conducted from August through May The intended homework completion through the use of motivating strategies. The changes that have occurred was complete to discuss how homes, a rise in non-English an ongoing issue and debate child's weekly progress, or lack. The three intervention strategies used parents, and three teacher researchers of the problem. The study consisted of 30. This is especially true in the middle school setting.ly complete homework assignments. In this Action Research report, I am attempting to uncover reasons why my students do not complete homework regularly. This action research project investigated student performance in three types of homework assignments, across one third of all ninth grade students of World. The purpose of this action research project was to increase the homework completion rate of middle school students through the use of interventions.