I have been told that forming the question is the most difficult part, and I believe it!
Or at least I hope it is the most difficult part, because I am having a hard time with the development of mine.
My Question is:
How do instructional coaches support the implementation of effective classroom management?
****I believe this is an important question because I know from my reading and research that effective classroom management (Wong) is the number one causing factor in promoting student achievement. In addition, I know that without effective classroom procedures established during the first few weeks of school, a teacher will face challenges all year long to gain control of the classroom. I also know that without effective classroom management more time is wasted in the classroom over the course of a school year (Sprick) than is spent actively teaching and learning.
**** I believe that support for a developing teacher in the area of classroom management leads to student progress?
My concerns: Does my action research have to prove this? Because at this point I am trying to wrap this up, so I don't want to extend myself beyond what I can feasible cover.
****I feel that Effective Classroom Management is defined as including but not limited to the following:
- Rules posted
- Consistency
- Organization
- Positive reinforcement
- Visible schedule
- Daily routine
- Opening and closing procedures
- Differentiated curriculum for students with special needs
5 comments:
Marie,
The pursuit of the action research question is part of the process. Any “difficulty” is balanced with your growth in the area of study. Your reflections speak volumes! Wonderful : )
In regard to your question, “How do instructional coaches support the implementation of effective classroom management?”, would you say that your question is…
Significant: Your question addresses learning practices that could lead to improved performance of the IC.
Manageable: Your question is neither so broad as to be impossible to answer, nor is it so narrow that it cannot offer much insight.
Contextual: Your question is embedded in the day-to-day work of the IC and NE rather than an extra project added on to existing teaching tasks.
Clearly Stated: Your question accurately conveys the focus and scope of the research.
Open-Ended: Your question is phrased to include a broad range of insights or understandings rather than to prove a specific point or to compare experimental and control groups.
Self-Reflective: Your question focuses on the action or practice of the researcher.
What focus areas stand out to you that you will want to learn more about?
Since student progress is not identified in this action research question, you will not be collecting and analyzing data on student progress. However, in the future you might want to develop a question on student progress to follow the work of this current question.
Is it realistic for new educators to have all of the above mentioned pieces in place?
When you do your data collecting, you will identify what the current reality is. Your data will reveal what pieces are in the current reality. Then your goal, interventions/support and impact will focus toward the pieces in the desired state.
Marie,
You defined effective classroom management for your study. Please identify what IC support will look like in your data. It will narrow your focus.
Marie, while you are determining what areas of Instructional Coach support you will examine, you are considering what areas you can influence in coaching coaches to increase the educator's ineffective classroom management.
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