PROS AND CONS OF ACTIVE RESEARCH
Meant Used for interaction, both teachers and student and teachers and colleagues
(Cain, 2011, p. 12)
Teachers learn to use practical research to inform and improve their practice and
therefore it is appropriate and appropriate to their circumstances. (Stagg Peterson, S., Swartz,
L., Bodnar, S., McCaigg, G., Ritchie, S., Dawson, R. and Glassford, J., 2010.p, 7)
It is regarded as the most effective and coherent approach to curriculum development,
assessment and professional development.
Increases teacher self-esteem by learning the various ways in which they can change
their lives and the value of their careers as it improves their confidence in their teaching
Teachers have a better understanding of the teaching process and will be able to
improve their teaching methods even if they are not able to do research.
Activity research is not fully understood or fully implemented (Cain, 2011, p. 4)
Teachers may view it as an addition to their normal classroom work due to
misinterpretation or misunderstanding.
Without proper training and support, it can be difficult for teachers to monitor their
How Do I Get My Students Involved?
Student participation in the classroom that is linked to learning, reflection and graduation (Brookfield
and Preskill 1999) states that classroom discussion is helpful in helping students develop social
thinking (page 8). They also suggest that there are four key communication objectives that include
helping participants achieve a deeper understanding of topics, increasing participants' self-esteem and
The visual approach is to act as a catalyst in fostering appreciation of ideas among participants
and helping people to take action for information in the world when exchanged honestly and
sincerely. (Brookfield and Preskill 1999, p. 3).
The Type of Data to Be Collected
The type of data to be collected in the analysis of the above question is divided into two
A) Observational data – This is extracted by examining behavior or activity. Because the
observational data is captured in real time, it is difficult to recreate it if lost. However, students
tend to repeat the trend in the classroom setup and therefore it is not so easy for teachers to lose
observational data. The teacher may therefore observe certain trends; Students without phones
and tablets have difficulty communicating socially, students have no critical thinking, some
students are lazy, students are at risk of verbal abuse and bullying.
B) Experimental data – The teacher may choose to conduct an experiment in the classroom to
ensure that students do not participate in the classroom discussion. The teacher can take students
to an open classroom and prompt them to discuss a topic. Kane, 2011 proves that changes in the
classroom setup can help students stay in touch and be interested in their understanding. This
experiment demonstrates that Student A is willing to discuss with Student B, not with Student C,
that any student is interested in discussion and not in spite of environmental changes.
The observation data should be maintained on a daily basis as the teacher communicates regularly
with the students on a daily basis. Experimental data can be maintained once a week or twice a
month and, in rare cases, at least once a semester / period.
Collect and Analyze Data
I collected data from various affiliations as follows; English, Science and Art classes.
Data collected ENGLISH SCIENCE ART
Fear of bullying 25% 35% 30%
Addicted to technology 40% 50% 60%
Lazy students 2% 1% 1%
From the data collected above, students responded as to why they do not like to be involved in
class discussions across departments.
In the case of students afraid of being bullied in class, it is advised for teachers to change seating
arrangements or even shuffle students in discussions. Brookfield and Preskill, 1999, suggest that
taking action against one class bully discourages others from bullying others.
Majority of students in schools are addicted to technology and gadgets and therefore their
socializing skills are wanting. This makes it hard for teachers to conduct class discussions offline.
A small percentage of students are merely lazy and do not want to engage in any form of class
work. Cain, 2011 says that it is difficult for teachers to motivate lazy students as laziness is a
habit and must be conquered individually. Therefore, it is advised that teachers continuously
motivate students and remind them of their future to prompt them contribute to class work.
Based on the above findings and action plan, I have acquired several ideas that might help my
students to get involved in class discussions. In my Art class, I will discourage entering my
classroom with technological gadgets and emphasize on more practicals to fully engage their
minds. In the case of students who fear bullying and fear speaking out, I will conduct
motivational sessions before and after class to personally see to it that they participate freely in
discussions. (Stagg Peterson, S., Swartz, L., Bodnar, S.,McCaigg, G., Ritchie, S., Dawson, R. and
Glassford, J., 2010.p,22) advise on motivating students to enhance free speech in class.
Brookfield, S., & Preskill, S. (2012). Discussion as a Way of Teaching. Wiley.
Cain, T. (2011). Becoming a research-informed school (4th Ed.).
S, S. P., Swartz L, McCaigg, B. S., S, G. R., Dawson R, & Glassford J. (n.d.). COLLABORATIVE
ACTION RESEARCH SUPPORTING TEACHERS … Collaborative action research supporting
teachers' professional development as exemplified by one teacher team's action research on a
study of silent reading. http://oar.nipissingu.ca/PDFS/V1113.pdf.