As I began to read the Action Research text and the requirements for this project my reaction was pretty much the same as the one described in the first sentence of chapter 1, “surprise, disbelief, and ( I left or out ) wariness. The more I read, the more I began to see that most good teachers do this on an informal level all of the time. So the idea or issue I plan to address in my project revolves around perceptions, how some kids think they are seen. I know this a really big picture idea, so I am thinking that I will focus on a group of students who are obviously capable of performing at much higher levels academically, but refuse to do so in fear of being labeled or nerd, or whatever today’s equivalent to that is. I believe this research on this particular group of students lends itself very well to the ideas described by Stringer. I think it will be first cyclical, it will require several attempts and revisions of ideas and techniques, including my own methods and practices, to see what will engage them, interest them in the topic enough to overcome the fears, or whatever issues or feelings are keeping them striving for Cs.
I think the second characteristic or quality from Action Research that this topic will connect with is the collaboration. If this project is to lead to more effective ways for me to motivate this group of students, it will require my efforts as well as those students, their families, and the knowledge and practices I can draw from other educators, both in person and through readings, inside and outside of this class.
The third quality I connected my idea with was form p. 10, “Kemmis and McTaggart….action research is a ‘form of collective, self-reflective enquiry undertaken… in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of these practices’.” I think this will apply directly to my choice of topics, the change in this groups attitude will come from the changes I make in what I do. The students will be the ones who benefit from the changes, and their input, as well as that of colleagues will help shape the decisions I make as to what strategies and methods to employ and how to refine and adapt them as I reflect upon their success or failure.
Craig Cavender
Comments (7)
The perceptions issue is a very big one. I think this is a great idea and look forward to seeing what you can come up with Craig. This, as Stringer says, is something that we as teachers should be able to use in the classroom to help other teachers. I for one, would love to hear and see the perceptions that are come up with. I know that all people don't learn the same way or act in the same manner. One key component you might look at is what socio/economical areas the students come from. Does this have an effect on the perceptions the students have? Is this a non binding factor? I'm sure we will be able to get more answers on the subject as we continue in Stringers book.
Scott Harrill
Posted by Scott Harrill | January 17, 2009 3:20 PM
Posted on January 17, 2009 15:20
Craig,
I love your idea. We are currently working on an Anti-Bullying campaign at our school, through this I have found out some amazing insight from our kids about how they feel other students see them. One thing that came up in my class's discussions was how some kids weren't athletic, and weren't good at recess games. I was really surprised to learn how much this affected their perception of themselves throughout the day. Some questions I have for you would be; How much do sports play a role in your school community? Do athletes get treated differently in the hallways and classrooms? I think students see athletes put on TV and this makes them feel inferior when the don't participate in these things!
Posted by Matt Maurer | January 17, 2009 5:53 PM
Posted on January 17, 2009 17:53
I had a student this semester who is very bright but chose to underachieve so not to reveal how smart he really is. He actually verbalized this to me, "Mr. Heavner, I am sorry but I have a reputation to up hold" Why do students do this? How can that kind of self perception have that much power over them? I guess the old saying of "you are who you think you are" is very true. I use it all the time with my Baseball team to build their confidence. I guess I never really thought of it in a negative light..Thanks Craig and good luck!
Scott Heavner
Posted by Scott Heavner | January 19, 2009 10:36 AM
Posted on January 19, 2009 10:36
Craig, I'm very interested to see what develops of this topic. I myself wonder, too, how many students under achieve so that they look "cool" or don't look like a nerd. I had a manager for my soccer team last year that was proud of making an F on her report card. She said, "I'm finally cool" and to this another soccer player responded, "That's not cool, making A's and B's is cool." It is very interesting to see how kids perceive themselves and their actions.
I'm looking forward to hearing about your finds. Good luck.
Posted by Kristen Clark | January 19, 2009 6:33 PM
Posted on January 19, 2009 18:33
Craig,
I think yours is an excellent idea; this is a phenomenon with which we are all familiar, and I think that your research can provide some important insight into the motivations behind underachievement. One thing to consider, though, is the fact that you may not want to further isolate these students by singling them out for the research project. If they're already reluctant to participate due to their concerns with others' perception of them, they may be uncomfortable being the "special" students who are selected for your research.
Is there a way to extend your research community to include those who do reach their potential and those who may be supporting the idea that your other students are nerds? If you frame it as a project that seeks to explore self-perception and perception by others, you may be able to work with all your students while still getting the information you seek about underachievers. I think this is a really important topic, and hope that by including your students in the research process they will be able to examine their own habits and work with you to create a solution.
Posted by Tara Smith | January 19, 2009 6:52 PM
Posted on January 19, 2009 18:52
Nice one Craig. I am very interested in this whole motivation thing. It seems to me that many of the students that I come across are only interested in social advancement. So many "cool" kids have this potential they are unwilling to harness. I see this phenomenon magnified at my inner city middle school. It may be interesting to study the socio-economic implications of this behavior.
Posted by Jason Mammano | January 19, 2009 7:42 PM
Posted on January 19, 2009 19:42
Craig,
I see this essentially as a study of identity and self-perception first -- in the larger culture -- and then as it relates to classroom roles, performances, motivations, etc. Am I interpreting this correctly?
What will make this study really fascinating is your careful choice of participants. This study will require some intense self-reflection by students as well as candor. You'll need to think about who is most likely to be your best informants in this regard.
What might also be interesting is, once you have identified the students, to interview teachers' perceptions of those students. Sometimes kids have self-fulfilling prophecies; they have been told/treated a certain way for so long that they don't know how to break out of that position. Does that make sense?
This study will have multiple angles and will probably emerge as much more complex than any of us can anticipate, which I happen to think is terrific!
Posted by Alecia Jackson | January 20, 2009 3:20 PM
Posted on January 20, 2009 15:20