In order for pupils to succeed in their education, decisions

must be made. A supportive learning environment is one crucial

component needed for the student to flourish. These environments
start to take shape in students' minds at a very young age thanks to
their parents, teachers, staff members, and other people associated
with the educational setting. Since it encourages academic success
for the student, a positive and good learning environment is crucial
for student performance. A good school will first start in the
classroom. The instructor should establish a secure and productive
learning atmosphere in the classroom. It is important to foster an
environment in the classroom that is conducive to the social and
emotional health of the children. Better learning conditions will
promote successful academic performance. The creation of an
academic code of conduct is another crucial strategy. A school's
code of conduct will outline unambiguous guidelines for
acceptable and unacceptable student behavior. The other key
educational technique is to encourage and develop constructive and
fruitful learning in schools while promoting positive behaviors.
Last but not least, educators like parents and teachers can support
children by encouraging intrinsic drive. I think it's important to
create a respectful environment that is emotionally stable, caring,
and designed for both teachers and children. I believe that
developing positive classroom relationships is crucial to fostering
learning, and teachers should make an effort to get to know their
students as soon as they are introduced, also teacher should treat
her student equally for them to have a good relationship. One way
to do this is to have students fill out questionnaires about their
likes, dislikes, interests, and perhaps even personal development
goals. An effective classroom setting should include team building,
response systems, and participatory learning. Urging pupils to
engage and respect one another's opinions.
 Improving Reading Comprehension Through the use of Higher Order Thinking Activities

Noel R. Dauran

The area of focus for my project is improving Reading Comprehension Through the Use
of Higher Order Thinking Skill Activities. Without the solid foundation of reading skill the
researcher feels the children will be struggle hard throughout their schooling and adult life. By
learning the best comprehension strategies and how to best teach these strategies to the pupils,
the researcher hopes to provide the solid foundation needed to succeed. Although the school’s
NAT result has met or exceed its expectation, still the researcher has a thought of a way to
improve it. In reading class, the grade three pupil’s scored 84% but the scored dropped in their
4th grade. So the researcher concludes that the pupils score decreases because of the pupils have
very poor higher-order thinking skills to increase reading test scores and develop meaningful
reading experience to the pupils.

As the researcher of this research, i have found out that many of my pupils in grade III are able
to read fluently but still have difficulty in answering the 'how' and 'why' questions. i am hoping
that by incorporating higher order thinking skills my pupils would be able to transfer and make
connections to reading. this is important in order for a child to be successful. i feel that
incorporating reading strategies and showing students how to reflect about what they have read,
would improve their reading comprehension and to become life-long learners. i am looking
forward to working on this are of concern and sharing my findings with my co-teachers.

The Meta comprehension strategy index had a total of 25 questions divided into three parts that
asked about the strategies pupils used to help them better understand the story. Part I of MSI is
consist of statement about the strategies and used prior to reading a story, Part II of the MSI
consist of statement about the strategies used while reading a story, and the part III of the MSI
consist of statement about the strategies used after reading the story.
Key Components Entry from your Sample Action Research

Obsreve The Problem

In Saudi Arabia, there are many obstacles that limit students' ability to
be creative and affect science teaching activities, such as the short
duration of science sessions, instructor schedules, and a large number of
students in the lab, which prevents them from continuing the
experiment.
REFLECT Plan of Action
By converting the entire environment from reality to
virtual, the VSL's main objective was to facilitate science
instruction. During this shift, bulky machinery will be
swapped out for graphical tools that can be moved more
quickly and easily due to drag-and-drop functionality. The
VSL also needs technical help rather than a science
technician. In addition, the VSL makes use of technological
resources that are substantially less expensive than those
found in HOLs, including computers, the internet, parts, and
specialized software. Middle school students in Saudi Arabia
can learn about a secure and engaging lab environment by
using the VSL, a web-based platform. Students can perform
experiments online either alone or in groups because it
generates a virtual learning environment for them to do so. In
a manner similar to any e-learning system, it also makes
science education easier by giving professors and students
tools for collaboration and communication. Additionally, it
gives teachers the ability to perform laboratory tests to assess
their students' progress and add new experiments to enhance
their students' understanding.
ACT Implementation
Five second-year middle school students from various
Jeddah-area schools participated in a pre-test to gauge the
effectiveness of the VSL and compare it to HOLs. Students
used a variety of computers under the supervision of
researchers. The students were questioned about their
knowledge and comprehension of the key ideas behind
specific science experiments taught in HOLs before the
computer test began. The results showed that just 40% of the
students had a solid knowledge of the experiments' primary
goals, and 60% had trouble comprehending them at all. The
identical experiment was thereafter to be performed
independently by the pupils using the VSL. Their interaction
with the virtual environment during the experiment was
assessed using a post-test.