Reflection
Recognizing myself as a teacher-researcher was an incredibly fulfilling experience. I believe that all teachers, by the very nature of the role, are researchers. However, the process of analyzing data and recording my findings has shaped my pedagogy, improving my effectiveness and impacting how I perceive my students and myself.
I am excited about continuing as a teacher-researcher, in my own time, at my own pace, with my own students, in my own classroom. Limiting the distractions and external factors will allow for more meaningful research.
Be focused yet flexible
Initially, I was unsure how to conduct meaningful, overarching, impactful research, and had trouble focusing my research in one area. I had so many questions pertaining to so many areas, that even after I’d determined my research question I would still find my thoughts wondering. What if I was researching the wrong topic? What if my data was useless? What if I became disinterested in my research? I believe my indecisiveness led to my inability to successfully position myself as a writer during Phase 1. I spent too long finalizing my questions, and before I knew it the need to begin Phase 1 was upon me. This meant my data collection tools did not always provide insight into my research topic.
Having said that, I think it’s important to let the research develop organically. Research should be based on student needs, not teacher wants, and subsequent phases should be developed from student responses not teacher preconceptions. Teachers shouldn’t be afraid of their research going in a different direction than initially planned. Listening to students and not forcing research, is more likely to lead to meaningful research. This allowed me to design more sophisticated data collection tools for Phase 2. By then, my mind was focused and I had more time to reflect on my next steps, armed with relevant data.
I’m as complex as my 10th grade students
I pride myself on my ability to build strong relationships and even if I hadn’t been conducting research, I would’ve shown an interest in my students as both people and learners. What this process did do was allow me to reach students who are more opposed to sharing their thoughts. It forced me to listen to more voices, not just the ones I wanted to hear, and I discovered how fascinating and complex 10th graders can be. Students opened up to me, whether or not due to my position as writer and learner, and I became more aware of the daily challenges they face. Becoming aware of the reoccurring, as well as unique, concerns has reaffirmed the need to treat all my students as individuals, strengthening my desire to create a community in my classroom. I see my students as people first, often afraid and unsure of themselves, requiring guidance, looking for leadership and role-models. I have a huge responsibility as an educator to enhance the minds of future generations; questioning and challenge their preconceptions, exposing them to different perspectives, pushing them beyond their capabilities.
I discovered that I learn best in a collaborative environment, and as an extrovert, I feed off the energy of others. That’s why I found it so hard to write a play, without a partner in such limited time. Like my students, I need to set clear goals in order to be successful.
Looks great on paper
I was very excited once I had determined my Phase 1 Intervention. I enjoy writing and was really looking forward to working alongside my students, hopefully gaining insight into their thought-process. I had not written creatively for some time and couldn’t wait to get back in the swing of things. However, I soon discovered that it’s very hard to practice theory. I should have been prepared having read all the different literature about how to teach the writing process. There was such an array that it was apparent there is no right way.
My failed attempts to position myself as a writer were largely due to the restrictive environment. Given more time, in a project focused on scriptwriting rather than play production, I could have designed more meaningful lessons which would have supported my research. In hindsight, one approach would have been to model the collaborative process by partnering with a student. Selecting a reliable student, performing think-alouds as a pair, recording our wonderings, and sharing with the class would have been a great way to model revision. It would also present the opportunity to monitor the affect on how my student-partner was perceived, and how he perceived others and himself. If done effectively, the process wouldn’t remove students from class activities and they would still be subject to the same grading process.
I also realized I need to practice what I preach. If my opinion of revision was judged on how I approach written assignments as a graduate student, then my students would rightly berate me. I am a slow, methodical writer often leaving revision until the last minute. However, the pace at which I write allows me to be reflective during the process and make revisions as I write. This would have been a great approach for students to witness, but the pressure of time, restricted opportunities to really share how I approach writing. I am more aware and more patient of my students’ approach to writing, recognizing that it is an area of concern for many, and that few share my passion. It is my responsibility to instill that passion by addressing concerns and removing the fear-factor.
I am excited about continuing as a teacher-researcher, in my own time, at my own pace, with my own students, in my own classroom. Limiting the distractions and external factors will allow for more meaningful research.
Be focused yet flexible
Initially, I was unsure how to conduct meaningful, overarching, impactful research, and had trouble focusing my research in one area. I had so many questions pertaining to so many areas, that even after I’d determined my research question I would still find my thoughts wondering. What if I was researching the wrong topic? What if my data was useless? What if I became disinterested in my research? I believe my indecisiveness led to my inability to successfully position myself as a writer during Phase 1. I spent too long finalizing my questions, and before I knew it the need to begin Phase 1 was upon me. This meant my data collection tools did not always provide insight into my research topic.
Having said that, I think it’s important to let the research develop organically. Research should be based on student needs, not teacher wants, and subsequent phases should be developed from student responses not teacher preconceptions. Teachers shouldn’t be afraid of their research going in a different direction than initially planned. Listening to students and not forcing research, is more likely to lead to meaningful research. This allowed me to design more sophisticated data collection tools for Phase 2. By then, my mind was focused and I had more time to reflect on my next steps, armed with relevant data.
I’m as complex as my 10th grade students
I pride myself on my ability to build strong relationships and even if I hadn’t been conducting research, I would’ve shown an interest in my students as both people and learners. What this process did do was allow me to reach students who are more opposed to sharing their thoughts. It forced me to listen to more voices, not just the ones I wanted to hear, and I discovered how fascinating and complex 10th graders can be. Students opened up to me, whether or not due to my position as writer and learner, and I became more aware of the daily challenges they face. Becoming aware of the reoccurring, as well as unique, concerns has reaffirmed the need to treat all my students as individuals, strengthening my desire to create a community in my classroom. I see my students as people first, often afraid and unsure of themselves, requiring guidance, looking for leadership and role-models. I have a huge responsibility as an educator to enhance the minds of future generations; questioning and challenge their preconceptions, exposing them to different perspectives, pushing them beyond their capabilities.
I discovered that I learn best in a collaborative environment, and as an extrovert, I feed off the energy of others. That’s why I found it so hard to write a play, without a partner in such limited time. Like my students, I need to set clear goals in order to be successful.
Looks great on paper
I was very excited once I had determined my Phase 1 Intervention. I enjoy writing and was really looking forward to working alongside my students, hopefully gaining insight into their thought-process. I had not written creatively for some time and couldn’t wait to get back in the swing of things. However, I soon discovered that it’s very hard to practice theory. I should have been prepared having read all the different literature about how to teach the writing process. There was such an array that it was apparent there is no right way.
My failed attempts to position myself as a writer were largely due to the restrictive environment. Given more time, in a project focused on scriptwriting rather than play production, I could have designed more meaningful lessons which would have supported my research. In hindsight, one approach would have been to model the collaborative process by partnering with a student. Selecting a reliable student, performing think-alouds as a pair, recording our wonderings, and sharing with the class would have been a great way to model revision. It would also present the opportunity to monitor the affect on how my student-partner was perceived, and how he perceived others and himself. If done effectively, the process wouldn’t remove students from class activities and they would still be subject to the same grading process.
I also realized I need to practice what I preach. If my opinion of revision was judged on how I approach written assignments as a graduate student, then my students would rightly berate me. I am a slow, methodical writer often leaving revision until the last minute. However, the pace at which I write allows me to be reflective during the process and make revisions as I write. This would have been a great approach for students to witness, but the pressure of time, restricted opportunities to really share how I approach writing. I am more aware and more patient of my students’ approach to writing, recognizing that it is an area of concern for many, and that few share my passion. It is my responsibility to instill that passion by addressing concerns and removing the fear-factor.