Prompt 5: Analyzing May’s Field Note Data
Some of the trends I noticed from Sienna’s field notes were that May does most of her re-directing of students within the first twenty minutes of class. She commonly use “Listen Up” or “Guys” to get the students attention and try and get them back on task. It was helpful that Sienna made comments on what the students were doing or not doing during the times of re-direction. Sienna even gave May suggestions on how to improve these situations when re-direction was at its highest. I think through May looking over the field notes she is reaffirming the fact that students are off track the first half of the class. Redirection observation data report #4 had significantly less re-directions then the data report from week #1. This shows May that students were beginning to see and understand how much time they were wasting at the start of class each day and that moving specific students seats helped.
Prompt # 6: Describe May’s class graph. What new goals do you think May set based on her students responses to the timed agenda challenge?
Using May’s class graph of the five minute challenge you can clearly see that the number of students completing the five minute challenge increased from day 1 to day 9. May learned that she had to give more re-direction during transition times and less during academic instruction. May developed and implemented more detailed instructions of how her students would complete tasks during transition times. May also noticed students became more focused at the start of class due to her challenge and she had to give students little re-direction during that time. I think May’s new goal should be for all students to complete the five minute challenge for a week straight. This way all students are working together to achieve this goal. If her students complete that goal then she can start reducing the amount of time to complete the challenge. I think by then she will not even have to say anything to her students they will have the routine down pact and May can spend more class time on implementing engaging lessons and activities.
Prompt # 7: Describe Anthony and Leah’s data and what happened over time. What do you think May might do in the future to capitalize on Anthony and Leah’s success and keep them on track during the entire class period?
May identified early on into her action research study that Anthony and Leah required more attention to get their work completed at the start of class. May had Anthony and Leah work with Darby to create their own individual graphs on how long it took them to complete their bell work. Darby had Anthony and Leah compare their individual graphs with that day’s graph for the whole class. Anthony and Leah both started out completing their bell work around three minutes and as the days continued they completed their work faster and faster. This strategy was working for Anthony and Leah and helped them focus and start their work as soon as they enter the classroom. May can have Anthony and Leah keep track with a stop watch on how long it takes for them to complete the different tasks they are assigned that day in class. They will also time how much class time they waste by being off task or not completing the assigned task. I think once they realize how much class time they are wasting they will try to get through an entire class period without wasting any class time.
Prompt # 8: What will you share and how will you share what you learned from your action research study at the first faculty meeting of next school year?
The first and most important thing I would share if I was May would be that through her action research study she learned that she would be a better educator if she stopped focusing on her students behaviors and focused more on her own behaviors inside the classroom. May also learned that getting to know her students backgrounds is crucial in understand their behaviors in the classroom and their learning. May will share the actual results of her action research study. May can display on the white board the graphed results of her students five minute challenge and her students. The majority of her fourth period class successfully completed the five minute challenge at the beginning of class and her more difficult behaved students accepted their leadership roles and became an asset in the classroom. May’s research team is excited to tackle more inquiries next year. May can also explain the entire action research process she went through and explain how easily any teacher can complete the process. She can start with how she developed her wondering and how she collaborated with other teachers to complete the study. May can end her presentation with explain the new wonderings her research team are going to work on at the start of the upcoming school year.
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