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The way in which I would begin a grammar lesson would be like this: first, I would define the subject that we would be studying. For example, if I was introducing an idea such as a part of speech like an adverb can be used to modify a verb, adjective or other adverb, I would define this concept for the students. This would be a form of direct teaching. Then I would give some examples of the concept, using real sentences on the board. Finally, I would diagram the examples, so as to provide a visual aid for the students.
I tried to engage the students, in this manner, in different ways—appealing to their intellect, their visual sense, and their auricular sense. I would activate their prior knowledge by building on concepts that they had already learned—such as, what it means to be an adjective, or what it means to modify a word. I would tie in past concepts with the new lesson and build on them, showing how knowledge keeps expanding upward and outward through further advancement of concepts in grammar.
I believe it was a successful method for engaging students’ attention because as Folse (2009) notes, one of the keys to teaching grammar is to...
My feeling is that students learn by way of example. Also, by activating their prior knowledge and engaging their attention, I could see that the lesson opening was working—and I knew it was working because the students were engaged and were able to demonstrate in class that they were following along through active participation: I would have them come up and do examples at the board.
2: Customized Hypothetical Action Research Project
What I would do systematically to determine whether my students were comprehending how to organize an essay would be first to conduct action research, as Mills (2014) suggests. I would monitor the effects of my teaching by conducting assessments, and examining the performance of the students. If they are not doing well, then I must understand why. I can do this by reflecting on my own presentation, discussing in class the lesson, and rethinking my approach.
From this research, I could revise my general plan or approach and try a new version of it. I would implement this new approach to the lesson and…
References
Folse, K. S. (2009). Keys to teaching grammar to English language learners: A practical handbook. Ann Arbor, MI: University of Michigan Press.
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA: Pearson.
Action Research Study According to Dana and Yendol-Hoppey (2010), action research is a "systematic, intentional study by teachers of their own classroom practice" (p. 6). Because the intention of action research is to effect meaningful change in real-world classroom settings, action research must be focused on practice issues of interest to reading teachers. The seven steps described by Brighton (2009) can help guide the action research process by providing a
The authors further note that the National Research Council (2003) state that the "obligation to treat individuals as autonomous agents whose decisions on whether or not to participate in research are to be respected and not overridden by a researcher" (as sited in Nolen & Vander Putten, 2007, p. 402). When considered in the context of students as a protected research group in a K- 12 classroom this obligation may
The case studies compiled and edited by Caro-Brice (2007) provide a somewhat broader perspective than the singular case study conducted by Coles-Ritchie and Lugo (2010). These studies are all geared towards promoting equality in instructional methods and learning rates in diverse classroom settings, however, making them directly useful in this review and plan development. Some of the central common findings of the studies compiled by Caro-Brice (2007) and the lessons that
Do you ever read English for pleasure? If yes, include follow-up question below. Follow-up: What do you like to read in English? [Interviewer could have several examples of ESOL reading materials to help identify specific examples here.] 3. Do you seek help when you don't understand something you read? If no, include follow-up question below? Follow-up: Are there peer-tutoring resources available to you? Have you used these resources in the past? If
Putting Research Into Action Action research provides the process by which educators can resolve issues and problems specific to their classrooms, schools, and organizations. Action research is defined as a formative research of progress that is commonly practiced by teachers in schools (Lesha, 2014). This formative study of progress is carried out by teachers to help enhance their effectiveness in teaching and promoting development of their students. Given its significance and
Education Research The problem being researched or evaluated The presenting problems are inattentive and non-cooperative behavior in two special education students during classroom instruction. The teacher needs to get the attention of the students and get them to sit in their seats in order to engage them in instruction. The teacher will need to determine how to reward the students for attending and engaging in the lessons being presented to them. • The