Frequently asked questions of teachers

How can I get the students to enjoy learning?

•
What can I do to make handicapped children feel part
•
of my class?
How can I make my classroom more interesting for
• students?

• How might we conduct teacher evaluation processes in this

school in ways that will improve teaching and learning?
• How can I encourage more parental support for what does
on in the classroom?
• How can I adapt an already demanding curriculum to
better meet the specific needs of the students in my class?
•
How might we work together better as a staff to
establish such things as school objectives, philosophy,
•
and budget priorities?
 ACTION
RESEARCH?
 *Action Research
• is the process through which teachers
* try out new strategies,
*new program or curriculum
*new policy
*new plan
 * new methods in teaching
( learning centered approach, behaviorist model,
technology approach)

* discover new techniques in

dealing with pupil’s behavior
( other than reward system, point system,
appreciation scheme what other discovery you want
to share and try)

* practices in teaching
 What is action research?
• Action research can be described as a
family of research methodologies which
pursue ACTION (or Change) and
RESEARCH (or Understanding) at the
same time.
*It is a research ( needs process,
*theory,
*methods,
*steps,
*respondents,
*tools or instruments ,
*data collection,
*interpretation of data,
*conclusion and
* recommendation )
that addresses a specific, practical issue and seeks to
obtain solution to a problem ( Crosswell, 2005).
 Why AR?
• AR gives educators new opportunities to
reflect on and assess their teaching;
• To explore and test new ideas, methods, and
materials;
• To assess how effective the new approaches
were;
• To share feedback with fellow team members;
• To make decisions about which new approaches
to include in the practice.
 to GUIDE
 to CORRECT
 to EVALUATE decisions and actions
done by teachers in school setting
in order to improve professional career
being a
* teacher,
* administrator,
 to SOLVE
real problems experienced in school setting
 to IMPROVE
instruction and
 to INCREASE
student achievement
 to DISCOVER
new technique, new method, new strategy, new
policy,
new plans and an innovative way
 to SHARE
new discovery to co-teachers,
administrators, supervisors
•
*To OBTAIN information

*To INFORM local practices or strategies

*To SHARE findings to co-teachers, supervisors, etc.

findings to co-practitioners
*To IMPROVE
achievement , leadership, management, and supervision.
*To EMPOWER
individuals to improve
*To BRING changes and improvement

*To IMPACT CHANGE

In a nutshell . . .
Action
… Research
seeks to accomplish
two goals:

1. Stimulate Learning and

2. Make a Difference.
 How Action Research
is Done?

• Using a Cyclic or Spiral process which

alternates between Action and critical
Reflection, and

• Continuously refining methods, data and

interpretation in the light of the
understanding developed in the earlier
cycles.
2nd ppt….(black)
 Scope of AR
Understanding Students (Factors related to Students,
Behaviour/Characteristics):
 Ascertaining the readiness for teaching a particular
concept or principle in a particular subject
 Gender difference in interest towards a subject.
 Reasons of shyness in the classroom for a subject
 Causes of truancy (absenteeism) in a subject.
 Performance of children in a particular subject with or
without private tuition.
 Comparison of performance in a subject of normal
children with those belonging to disadvantaged groups.
 Scope of AR
(b) Roles and Functions of Teachers (Factors related to
teachers):
• Effect of incentives on the development of improvised
aids in a particular subject.
• Teachers’ problems in teaching a particular subject in
primary / secondary / senior secondary schools.
• Quality of teacher-pupil interaction and pupils’ interest
in the learning of a subject.
• Teachers’ personality and teacher-pupil interaction.
• Comparison of quality of interaction in classes of a
particular subject taken by male and female teachers.
• Teachers’ applying experience gained by them in in-
service training in a particular subject.
 Scope of AR
(c) School climate/infrastructure (Factors related to
school climate):
• Changing sitting order in classroom and span of
attention in solving mathematics problems.
• Effect of closed and open-air classrooms on increasing
interest in a particular subject.
• Changing time of mathematics period and interest of
students in mathematics learning in the class.
 Scope of AR
(d) Curricular and Co curricular practices (Factors
related to Curricular and Co curricular Practices):
• Management of classroom activities with children of
wide ranging abilities.
• Pupils’ performance on different types of test items on
the same content areas of a particular subject.
• Effects of peer teaching on the attainment of mastery
learning.
• Effects of different remedial measures in removing
learning difficulties.
*Practical Problems For Supervisors /
School Principal/ School Head

• Teachers leaving class too often or sitting down

always ,texting & calling during class hours
• DAT, RAT and NAT Result
• Low mean result in subject area assigned
• Teachers’ cooperation
• Teachers’ performance
• School facility Improvement
• Absenteeism of teachers, submission of lesson plans
• Impact of new curriculum or program
• Impact of New School Policy
• Educational Needs
• Mentoring program
• Use of ICT among Teachers
• K to 12 Implementation
• Instructional innovation
• Stress Management or Percentage of Stress
Among Teachers
• Observation of Classes among Teachers
• Parents Involvement in School Program/Meeting
• School Cleanliness
• Use of Lecture Method in Teaching
• Use of Logbook, Bondy Clock, Biometric to
Monitor Attendance of Teacher
• Loading of Teachers’ Schedule/Exodus of
Teacher
• Use of Instructional Materials
• Monitoring and Delegation of Authority
• Community Linkage
• Stakeholders Cooperation
• Community Projects
• Teaching / Learning Styles of Teachers
• Teachers Professional Development
• Lack of Classrooms, Lack of Teachers
• Lack of Textbooks, Manuals for Teachers and
Children
• Seminars and Trainings for Teachers
• The Implementation of Time On Task
• Teachers’ Benefits
• Reading and Science Camp, Math Trail and others
• Teacher’s Financial Problem
• Child Friendly Environment
• Time Management/ Promptness in Report
Submission
• Respect to Authority
*For Teachers in their classrooms
• Poor Hygiene of children
• Absenteeism of children
• Learning styles of children
• Poor Study Habits
• Poor Reading Ability
• Behavioral Problems
• Disruptive Behavior
• Tardiness of children
• Teaching strategies
• Students Nutritional Status ( students w/o breakfast)
*Low Achievement Rate
*Oral Participation
*On- time Project Submission
*Failure Rate of children
*Feeding Program Among Malnourished
Children
*Dealing with Exceptional Children
*Drug Addiction Problem
*Attentiveness of Children During Class Hours
*Multitude of Activities and Program of DepEd
*Truancy among students
*Parent Involvement
*Bullying
*Teachers’ Treatment among Children
*Disrespect to Authority
*Flag Ceremony Attendance
*Pupil/ Students’ Daily Responsibility
*The Use of Television
*Parent’s Tutoring of their children at home
*Cheating inside the Classroom
*Lying
*Interventions
Remedial Reading Program
Beat Box Reading
Hygienic Coordinator Implementation
Search for Model Classroom
Giving of Incentive, Benefits, Service
Project LEARN, Love Math, Alam Ko,
Maksa, etc.
Bondy Clock, Log Book, Biometric
Design Program, Seminar, Training
Feeding Program, Mentoring Program
Free Sakay Sa Umaga ( for late comers)
Others of your discovery
*Conduct training and seminar
*Orientation program
*Guidance counselor time
*Securing of admission slips
*Excuse letter signed by parents
or guardians
*Delegation of tasks
*Team teaching
*Buddy Teachers Scheme
*Using technology ( cellphone,
computer)
*Conduct of meeting
TYPES OF RESEARCH
 Individual Teacher Research – usually
focuses on a single issue in the classroom.

 Collaborative Action Research – may

include as few as two teachers or a group
of several teachers and others interested in
addressing in a classroom or department
issue.

 School-wide Research – focuses on issue

common to all.
Types of Action Research

 District-wide Research – far more

complex and utilizes more resources,
but the rewards can be great. Issues
can be organizational, community-
based, performance-based or
processes for decision making.
PARTS OF ACTION
RESEARCH PROPOSAL
I. Rationale
a. Context
b. Intervention

II. Review of Related Literature

III. Research Questions
IV. Scope and Limitation
V. Methodology
a. Sources of Data and
Participants
b. Data Collection
c. Ethical Issues
d. Plan for Data Analysis

VI. Workplan
VII. Cost Estimates
VIII. Action Plan
IX. List of References
PARTS OF COMPLETED ACTION
RESEARCH
Abstract
I. Problem and its Background
Introduction
Intervention
II. Review of Related Literature
Research Questions
III. Methodology
Ethical Issues
Plan for Data Analysis
IV. Results and Discussions
V. Conclusion and Recommendations
VI. Workplan
VII. Cost Estimates
VIII. Action Plan
IX. References
Practical action research:
The Research Spiral
(Mills, 2000)
Identify an
Area of Focus

Develop an
Collect Data
Action Plan

Analyze and
Interpret Data
Steps in Action Research
1. Identification of problem area
2. Collection and organization
of data
3. Interpretation of data
4. Action based on data
5. Reflection
Identify a Problem Area
Teachers often have several
questions they wish to
investigate; however, it is
important to limit the question to
one that is meaningful and doable
in the confines of their daily work.
Careful planning at the first stage
will limit false starts and
frustrations.
Identify a Problem Area
There are several criteria to
consider before investing the time and
effort in “researching” a problem. The
question should:
 be higher-order question-not a YES or
NO
 be stated in common language,
avoiding jargon
 be concise
 be meaningful
 not already have an answer
Gather Data
The collection of data is
an important step in deciding
what action needs to be
taken. Multiple sources of
data are used to better
understand the scope of
happenings in the classroom
or school.
 Taxonomy of action research
data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring (by using records)
(By observing) (By asking)
Participant Observation Archival documents
(Active participant) Informal Interview Journals
Structured formal Maps
Interview Audio and
Passive Observer Questionnaires Videotapes
Attitude Scales Artifacts
Standardized Tests Fieldnotes
 Gather Data
there are many vehicles in collection
of data:
Interviews Portfolios Journals
Diaries Videotapes Audio Tapes
Photos Memos Case Studies
Surveys Field Notes Checklist
Questionnaires Logs of Individual Files
Meetings
Self - Records - Test Report Cards
assessment
Attendance
Interpret Data
Analyze and identify major
themes. Depending upon the
question, teachers may wish to
use classroom data, individual
data or subgroup data. Some of
the data are quantifiable and
can be analyzed without the use
of statistics or technical
assistance
Act on Evidence
Using the information from the
data collection and review of
current literature , design a plan of
action
That will allow you to make change
and to study that change. It is
important that only one variable be
altered.
Evaluate Results
Assess the effects of the
intervention to determine if
improvement has occurred. Is there
improvement, do the data clearly
provide the supporting evidence?
If NO, what changes can be made
to the actions to elicit better
results?
 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145

1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144

1) Locate, listen to and articulate your inner voice

2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10) Monitor and strengthen the connection between your
development and students' development