Wondering

Wondering

Wonderings may culminate into positive outcome in relations to improving the classroom experience for the teachers (Anderson, O’Connor, & Greene, 2006). They can also culminate and provide a guide to robust research exploration in a classroom. This paper presents a number of wonderings that would be effective in guiding in research exploration and how they reflect a passion in professional life today.

The three wonderings  that I  can use for action research in my classroom are; what are the strategies that a teacher can employ to ensure that student’s attitude is enhanced in their classroom, how can slower learners’ be handled to ensure that they also perform well like their counterparts?  and how can the students with special needs in the classroom be attended to and made to feel comfortable in the classroom situation to enhance their learning?

These three wonderings are important and viable in guiding the research to ensure that I improve my classroom experience. In the current learning institutions, students have different abilities and some of them have various disabilities that require special attention (Zeteroglu et al. 2012).  Such students in most of the time are disadvantaged from the learning process.  The current training of teachers does not provide enough training on how to handles students with special need (Johnson & Kuerten Dellagnelo, 2013). Furthermore, the current needs  whereby teachers are required to sign  performance contracts has worsened the situation as teachers target those students that are performing well. They leave the slow learners and those with special needs to struggle on their own because of the perceptions that they cannot perform well (Buchanan, 2012) Therefore, these wondering will help to dig deeper in finding out why these disparities happens and the way forward.   Student attitude towards learning and towards their teachers is also another aspect that affects the performance of the student s overall. It is therefore prudent that this is investigated to find out the best strategies that can be used to ensure that the attitude of students towards leaning and towards their teachers is improved to enhance learning.  Class environment can only be enjoyable and fulfilling if students are able to interact freely with their teachers, ask questions, and even engage in constructive debates with their teachers (McVicker, 2009). Strategies that can be applied to foster learning may include commending them for the  good  thing they have done,  encouraging them to ask questions, allowing them  time,  express themselves so as they feel that the teacher  is not  a person to  fear  but an individual to assist them understand various learning concepts.

These three wonderings are a clear reflection of my professional life today.  Currently I do believe that learning is an opportunity for the students not just to acquire academic skills and knowledge but is a multifaceted concept that requires that students learn social skills to be able to understand how to interact with the entire society. Therefore, this is why I do believe that,   teachers must adopt to strategies that allow the students to feel part of the learning and to participate in learning process well.   If students can be able to feel free to ask teachers questions without fear and feelings of intimidations then, classroom environment can be enhanced.  It is also important to recognize and embrace the fact that slow learners and students with special indeed have the capability and right to be taught just like the other students (Wise & Usdan, 2013). That is why I would ensure that in my teaching I also attend to their learning needs to help them achieve their goals.

Education is important in our society and it is the responsibilities of the teachers to ensure that they create a conducive environment to help the learners to understand the concepts and feel at home even as they acquire their skills.

 

References

Anderson, P. J., O’Connor, K. A., & Greene, H. C. (2006). Action research: Questions asked,       questions answered. Delta Kappa Gamma Bulletin, 72(4), 13–28.

Buchanan, J. (2012). Telling tales out of school: Exploring why former teachers are not returning to the classroom, Australian Journal of Education (ACER Press). 56(2): 205-217.

Jacobs, N. (2013). Traditional teacher education still matters, Phi Delta Kappan, 94(70): 18-22

Johnson, K., & Kuerten Dellagnelo, A. (2013). How ‘sign meaning develops’: Strategic    mediation in learning to teach, Language Teaching Research, 17(4):409-432

McVicker, C. (2009). Inquiring Illinois teachers want to know: Action research questions from     the field! Illinois Reading Council Journal, 37(1), 22–26.

Wise, A., &  Usdan, M. (2013). The Teaching Profession at the Crossroads, Educational   Leadership, 71(2): 30-34.

Zeteroglu,  E et al. (2012).  Determining the Opinions of Preschool and Primary School Teacher   Candidates on Creativity and Metaphorical Perception, Educational Sciences: Theory &    Practice. Autumn Supplement, 12: 3135-3152

 

 

 

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