Reflection
The entire process of Action Research – from identifying a passion, assessing students’ needs and forming an essential question to implementing an intervention, collecting data and recognizing themes – has been one that pushed me beyond the limitations I thought I had as a teacher, researcher and learner. I have learned that I am a lot more resilient than I give myself credit for and that an important aspect of growing as an educator is experiencing feelings of frustration, discouragement and confusion. These feelings were the ones that pushed me to think outside the box, seek assistance from colleagues and mentors, and discover ideas I would not have otherwise discovered on my own.
I have learned to celebrate my ‘amateurness’.
I have been teaching K-8 students for almost nine years now and during this time, I have always felt proud of myself for being prepared, informed, and organized. If I was going to present a topic or begin a unit that I did not feel I was an ‘expert’ in, I would make sure that I studied up on the topic at length before beginning the lesson or unit. Additionally, I ensured that my lesson plans were meticulous and thorough so that I always knew the direction I would go two steps ahead of when I needed to know it. While I still believe in the importance of being prepared and organized, the Action Research process allowed me to see the value in learning with my students as opposed to learning before my students. There was so much to learn regarding writing instruction and the Writing Workshop that it was impossible for me to know even a fraction of the information available before implementing the Workshop in my class. When I communicated with my students that we would be learning how to use a Writing Workshop to improve our skills as writers and that I would be learning how to best help them develop their writing abilities, they seemed to appreciate my honesty and the fact that even though I am a teacher, I continuously strive to learn. As a result, my students were extremely honest and open when providing feedback during Phase One and Phase Two. Furthermore, I felt a sense of freedom that went along with not knowing what was going to happen next. Learning as events occurred and making decisions in response to those events felt much more natural and less frightening than I expected it to feel. Action Research helped me realize that learning along with my students is not just beneficial for me, but beneficial for my students as well because it illustrates for them the value of being a lifelong learner.
Students are teachers, too.
The process of Action Research also reminded me to take time to listen to my students, not just in relation to their writing experiences, but in all aspects of their educational experience. Involving my students as co-researchers in this inquiry and validating their thoughts, ideas and feelings gave them the courage to voice their thoughts in a meaningful and purposeful way. I learned so much from my students because of the ideas they shared with me, and I was pleasantly surprised that my students began to learn from each other as well. Teaching and expecting students to encourage, assist, listen to and learn from their peers gave each student 23 more ‘teachers’ from which they could learn. Observing students during Phase Two regularly participate in peer conferencing allowed me to see that each of my students had a teacher within them.
Doing nothing does not mean I am doing nothing.
Prior to Action Research, I believed that as a teacher, I continuously had to be doing something, whether it was actively instructing, reteaching an individual or small group, assessing student work or preparing for future lessons. I was extremely uncomfortable with the idea that a large part of Action Research entailed observing and reflecting. In my mind, “observing and reflecting” meant “doing nothing.” The process of Action Research helped me realize that keen observations and setting aside time to think and reflect are actually a few of the most important things a teacher can do to help her students. It is only through observation and reflection can teachers authentically identify the strengths and weaknesses within their students and make sound plans that respond to these strengths and weaknesses. Had I not took the time to observe students’ off task behavior or reflect upon the feedback students provided me, I may have missed the elements of the Writing Workshop that helped and the elements that hindered their learning.
Gratitude.
The cyclical process of Action Research is something I intend to participate in as I strive to perfect my craft. Continuously observing, learning from and responding to my experiences as I teach and learn will undoubtedly assist me in serving my students in the best possible way that I can. I am truly grateful for this enlightening experience and I look forward to using this process in the years ahead.
I have learned to celebrate my ‘amateurness’.
I have been teaching K-8 students for almost nine years now and during this time, I have always felt proud of myself for being prepared, informed, and organized. If I was going to present a topic or begin a unit that I did not feel I was an ‘expert’ in, I would make sure that I studied up on the topic at length before beginning the lesson or unit. Additionally, I ensured that my lesson plans were meticulous and thorough so that I always knew the direction I would go two steps ahead of when I needed to know it. While I still believe in the importance of being prepared and organized, the Action Research process allowed me to see the value in learning with my students as opposed to learning before my students. There was so much to learn regarding writing instruction and the Writing Workshop that it was impossible for me to know even a fraction of the information available before implementing the Workshop in my class. When I communicated with my students that we would be learning how to use a Writing Workshop to improve our skills as writers and that I would be learning how to best help them develop their writing abilities, they seemed to appreciate my honesty and the fact that even though I am a teacher, I continuously strive to learn. As a result, my students were extremely honest and open when providing feedback during Phase One and Phase Two. Furthermore, I felt a sense of freedom that went along with not knowing what was going to happen next. Learning as events occurred and making decisions in response to those events felt much more natural and less frightening than I expected it to feel. Action Research helped me realize that learning along with my students is not just beneficial for me, but beneficial for my students as well because it illustrates for them the value of being a lifelong learner.
Students are teachers, too.
The process of Action Research also reminded me to take time to listen to my students, not just in relation to their writing experiences, but in all aspects of their educational experience. Involving my students as co-researchers in this inquiry and validating their thoughts, ideas and feelings gave them the courage to voice their thoughts in a meaningful and purposeful way. I learned so much from my students because of the ideas they shared with me, and I was pleasantly surprised that my students began to learn from each other as well. Teaching and expecting students to encourage, assist, listen to and learn from their peers gave each student 23 more ‘teachers’ from which they could learn. Observing students during Phase Two regularly participate in peer conferencing allowed me to see that each of my students had a teacher within them.
Doing nothing does not mean I am doing nothing.
Prior to Action Research, I believed that as a teacher, I continuously had to be doing something, whether it was actively instructing, reteaching an individual or small group, assessing student work or preparing for future lessons. I was extremely uncomfortable with the idea that a large part of Action Research entailed observing and reflecting. In my mind, “observing and reflecting” meant “doing nothing.” The process of Action Research helped me realize that keen observations and setting aside time to think and reflect are actually a few of the most important things a teacher can do to help her students. It is only through observation and reflection can teachers authentically identify the strengths and weaknesses within their students and make sound plans that respond to these strengths and weaknesses. Had I not took the time to observe students’ off task behavior or reflect upon the feedback students provided me, I may have missed the elements of the Writing Workshop that helped and the elements that hindered their learning.
Gratitude.
The cyclical process of Action Research is something I intend to participate in as I strive to perfect my craft. Continuously observing, learning from and responding to my experiences as I teach and learn will undoubtedly assist me in serving my students in the best possible way that I can. I am truly grateful for this enlightening experience and I look forward to using this process in the years ahead.