The purpose of my Action Research is to motivate my students to be engaged successful learners through a classroom environment where they are participants and leaders.
The problem that I want to solve.... or the situation that I want to improve is to have my students become more motivated learners in a classroom where there are multiple opportunities for success. I do not want there to be one time only chances to demonstrate their learning and understanding. Also, I want students to not settle for a D and not allow the D to be passing. Instead, I want my students to be able to redo assignments as many times as possible in order that they will truly show their learning and understanding. I do not want them to move on until they truly show they learned it. I want my students to have a say in their education and learning trying to figure out if this will motivate them to be more successful and develop a greater understanding of their learning.
RESEARCH QUESTION: My research question is “How do I motivate my students to become more successful learners?”
It is apparent through these readings that students succeed in learning environments that are open, motivating, and engaging where students and teachers are working together in successful partnerships. In these learning environments, the classroom is often more student-centered with the child directing his/her learning with the guidance of a teacher. The teacher in these learning environments is seen as more of a facilitator towards the students learning rather than the giver of knowledge. This way the student rises to the challenges of directing his/her own learning. Additionally, since the learning becomes more personal, students are more engaged learners and more motivated to learn. One of the most significant changes in education that result from this change to a student-centered classroom environment is that standards in these classrooms are typically much higher because of the responsibility placed on the student as well as the control the teacher turns over to the student. Overall, these classrooms are tremendously successful in benefitting the student, teacher, classroom, and school as a whole transforming the students into effective learners.
Planning my first cycle: The research question is “If I remove the possibility of my students getting a D, will my students…
· aim for the higher grade because failure isn’t an option
· be more motivated to try harder
· need more assistance from me to help when they aren’t understanding
· be more engaged in their learning
· seek out extra assistance when they aren’t understanding
I am going to be looking at changing my students’ perceptions towards grades as well as the quality of work my students submit for grades. In the past few years, I have really struggled with kids becoming more complacent with turning in lower and lower quality work just so they could pass with a “D”. When I would contact parents and speak with the student, much of the time, the reply was, “ Well, that’s all Johnny has ever done.”
With a very rigorous school and curriculum that we have in Littleton, full of well educated parents, many are college graduates or higher, and well supported students financially speaking, I think it is time to change the focus on what is acceptable work and what is not. Our school continually does well on national and state testing. We have a school that is primarily Caucasian, suburban, and middle to upper class. One interesting thing to note about our test scores is that for years we have been the leader in our school district and have received state wide recognition for our success. Although in recent years, many local school have been increasing steadily while our numbers to seem to have stagnated.
Because of this stagnation and complacency towards turning in lower quality work, I have decided to seek to change this environment. If a “D” signifies below proficient on work, then why are we allowing students to move on to the next level of learning when they have not demonstrated that they have learned or understood the material. I want my students to turn in work that truly demonstrates their learning and understanding. I want them to define for each other what “A”, “B”, and “C” quality work looks like so that they can hold me as well as themselves to that standard. I want them to all start with an “A” in my class and work towards maintaining that A with their hard work and my support and guidance.
Forces Driving the Change:
The forces driving the change are a few: one, there is me and my desire to see education done differently so that kids aren’t moved along the track of learning without really having to demonstrate that they learned the material; secondly, a have a number of colleagues who have participated with me in some intense staff development work over the past three years. We spend a considerable amount of time this past year discussing grading: we are assigning less busy work and so our students’ grades are dropping. There aren’t the extra credit opportunities or simple worksheet and study guide to help students with their grades. The grades are really dependent upon them showing their understanding. We have come to the conclusion that we just aren’t going to accept “Crap” work from them anymore. We want them to really rise to the challenge; finally, the last force for change is my principal. About three or four years ago he had a discussion with the faculty about not assigning “D’s” anymore. What was the purpose. He put more of the emphasis on that it was giving teachers an easy way out so they could pass students who really shouldn’t pass. But that stuck in my mind ever since. My colleagues may be trying similar things with grading in their classroom so some students will be hearing some of the same conversations about grading and acceptable work. This will really help to be a driving force towards change as well as providing a supportive ear and shoulder when I am struggling.
With forces opposing the change, there would be of course my students , their parents and surprisingly, me. With the students, I am taking away the possibility of passing with a D. That means they need to get at least a 69% on assignment to pass the class. For some of my students, that might be the hardest thing they have done. I regards to their parents, I think some of the parents are so used to not fighting with their kids about academic achievement that they will not want to support me in this journey. For the most part, our parents at Arapahoe our always very encouraging and supportive but I can imagine that this will be a change in their thinking. And lastly, there is me opposing this change. Why, because it means a tremendous amount of extra grading, work, and conferencing with students.
With the restraining forces, I think the ones that I need to concentrate on are the relationships and conversations between students, parents, and my self. I am hoping to get this started on the right foot. I have already talked with the students about this project, defining A, B, C quality work, spoke with my principal so he is aware of the changes I am trying to make, and next, I am going to speak with my students’ parents on Back to School night to solicit their feedback and sign permission forms.
If the forces become overwhelming or to difficult to manage, the first step is to review the communication between parents and students. Are they well informed of everything we are trying to do in class? Secondly, I think face to face meetings or additional support time with parents and students present can work wonders to get everyone on the same page. Finally, the student always has the option of leaving the project. That is the most drastic way to deal with it, but to keep the rest of the class focused sometimes that might be what is needed. Luckily, I feel like through AHS and my cadre groups I have a supportive environment for change around me to work towards some new ground in education and my improvement as a teacher.
Cycle One: No D Policy
Cycle timeline- first and second semester
Collect survey results every six week grading period during first semester
Over Christmas Break- write cycle one report (submit to MR for feedback)
Cycle Two: multiple redos for success
Cycle time line: first and second semester
Personal interviews with students after first six week period of second semester
Possible look at kids who weren’t successful first semester and examine what strategies they will implement second semester in order to be successful
Cycle Two report- March
Cycle Three: mentoring with student teacher- can the no D and multiple redos exist with another teacher
Cycle timeline- second semester
Final survey online with all students
Interview with student teacher and select students
Cycle Three Report- May
Final Presentation: June