Educational Implications
Having implemented Phase 1 and Phase 2, collected and analyzed my data, and noted significant findings, my thoughts turned to how my research has implications beyond my classroom.
Do the work yourself before you give it to your students
My Phase 1 exposed the need to complete tasks before assigning them to students. As I regularly noted in my teacher journal in Phase 1, I found it nearly impossible to write alongside my students, unaware of the unrealistic expectations that had been placed on them. Huge credit must go to my students for stepping up to the occasion and writing wonderful, thoughtful, historical plays.
I could have been better prepared, and created more reasonable, relevant, realistic lessons and assessments if I had better understood my students’ situation. This can be applied to any classroom, whatever the content and grade as Gray (1987) points out, “teachers need to experience regularly what they are asking of their students”.
If unable to complete the work beforehand, then learning alongside students is still a valuable experience for both parties. I will continue to use this method in my classroom as it is a powerful way of understanding students, allowing them to see your strengths and weaknesses, creating a strong sense of community, and exposing students to an additional way of solving problems. This building of a stronger community was not only reflected in students’ increasing motivation to revise, and desire to seek feedback from teachers and peers but also in their improved behavior. In Phase 1, my observation guide included a code for off-task behavior, which I recorded throughout the first three weeks, and as the graph below indicates there was a significant decrease in off-task behavior.
Do the work yourself before you give it to your students
My Phase 1 exposed the need to complete tasks before assigning them to students. As I regularly noted in my teacher journal in Phase 1, I found it nearly impossible to write alongside my students, unaware of the unrealistic expectations that had been placed on them. Huge credit must go to my students for stepping up to the occasion and writing wonderful, thoughtful, historical plays.
I could have been better prepared, and created more reasonable, relevant, realistic lessons and assessments if I had better understood my students’ situation. This can be applied to any classroom, whatever the content and grade as Gray (1987) points out, “teachers need to experience regularly what they are asking of their students”.
If unable to complete the work beforehand, then learning alongside students is still a valuable experience for both parties. I will continue to use this method in my classroom as it is a powerful way of understanding students, allowing them to see your strengths and weaknesses, creating a strong sense of community, and exposing students to an additional way of solving problems. This building of a stronger community was not only reflected in students’ increasing motivation to revise, and desire to seek feedback from teachers and peers but also in their improved behavior. In Phase 1, my observation guide included a code for off-task behavior, which I recorded throughout the first three weeks, and as the graph below indicates there was a significant decrease in off-task behavior.
A teacher’s role is multi-dimensional, as students expect a leader, facilitator, learner, and peer, amongst others. We can only master these roles by putting ourselves in our students’ shoes. Doing so brings you closer to your students, builds stronger relationships, and removes any pedestal that some students put their teacher on. Many teachers prefer to create a distinction between themselves and their students, but I have the opposite approach is more rewarding as it improves student behavior and increases motivation when they view their teacher as an equal, invested in their learning, creating a community.
I believe the ability to adjust your role as a teacher is promoted by Common Core. It calls for depth over breadth, allowing teachers to focus on specific areas, exploring ideas, spending more time than ever before on certain concepts, rather than rushing through a preset, rigid curriculum.
Place students in leadership roles
Giving students autonomy was incredibly empowering for them. They learned fundamental life skills to prepare them for college and career. However, they need support, and at times, explicit instruction or coaching on how to lead and collaborate with peers.
I have written how some directors had issues with certain group members, and required teachers to model management techniques, but having a peer as a leader had a positive impact on student engagement. This was once again reflected in my observation guide, but this time during Phase 2, as student-leaders assumed more responsibility and recognition off-task behavior decreased.
I believe the ability to adjust your role as a teacher is promoted by Common Core. It calls for depth over breadth, allowing teachers to focus on specific areas, exploring ideas, spending more time than ever before on certain concepts, rather than rushing through a preset, rigid curriculum.
Place students in leadership roles
Giving students autonomy was incredibly empowering for them. They learned fundamental life skills to prepare them for college and career. However, they need support, and at times, explicit instruction or coaching on how to lead and collaborate with peers.
I have written how some directors had issues with certain group members, and required teachers to model management techniques, but having a peer as a leader had a positive impact on student engagement. This was once again reflected in my observation guide, but this time during Phase 2, as student-leaders assumed more responsibility and recognition off-task behavior decreased.
Undoubtedly, positioning students as leaders had a profound effect on students’ motivation and ability to revise, as well as how they perceive themselves, peers, teachers, and collaboration.
The connection between an increase in student motivation and autonomy is supported by the work of Ryan & Deci (2000), whose Self Determination Theory focuses on “supporting our natural or intrinsic tendencies to behave in effective and healthy ways”. Fundamental to this theory is that an individual’s sense of control defines their intrinsic motivation. Giving students control over the project, and choice in what role to adopt, moved them from performance-oriented to mastery-oriented students.
At the school where I conducted my research students have several opportunities to assume leadership roles. They are part of an all-grade Advisory group, remaining with the same student advisees and teacher advisor throughout their time at the school. Juniors and Seniors are expected to take on leadership roles, guiding Freshmen and Sophomores through the complicated, convoluted experience of High School. Students master skills and adopt behaviors by observing respected, informed peers from higher grades. It’s an endless cycle and works to good effect. The impact of student-leaders reaches far beyond classroom walls, as students can also become School Ambassadors, giving them increased voice, reaching out to the community and becoming school representatives. Research shows that “in schools where students are part of the shared leadership for the implementation of a professional development initiative about school climate, collaboration, and community the depth of implementation is improved” (Pedersen, 2012)
The connection between an increase in student motivation and autonomy is supported by the work of Ryan & Deci (2000), whose Self Determination Theory focuses on “supporting our natural or intrinsic tendencies to behave in effective and healthy ways”. Fundamental to this theory is that an individual’s sense of control defines their intrinsic motivation. Giving students control over the project, and choice in what role to adopt, moved them from performance-oriented to mastery-oriented students.
At the school where I conducted my research students have several opportunities to assume leadership roles. They are part of an all-grade Advisory group, remaining with the same student advisees and teacher advisor throughout their time at the school. Juniors and Seniors are expected to take on leadership roles, guiding Freshmen and Sophomores through the complicated, convoluted experience of High School. Students master skills and adopt behaviors by observing respected, informed peers from higher grades. It’s an endless cycle and works to good effect. The impact of student-leaders reaches far beyond classroom walls, as students can also become School Ambassadors, giving them increased voice, reaching out to the community and becoming school representatives. Research shows that “in schools where students are part of the shared leadership for the implementation of a professional development initiative about school climate, collaboration, and community the depth of implementation is improved” (Pedersen, 2012)