Teaching in the Diverse Classroom

¶ … California teachers meet the challenges of a classroom that is becoming increasingly culturally and linguistically diverse. The research will be based upon several proven strategies, including reflective practice, and incorporating the knowledge gained into practice.

Action research is described as "as a tool of curriculum development consisting of continuous feedback that targets specific problems in a particular school setting" (Ferraro). Mettetal adds that action research is undertaken in order to answer a specific practical problem, resulting in action. It is relevant to the specific site where it occurs, and results are shared with individuals who are directly affected by the research.

The action research program proposed here will follow the model set forth by Ferraro. A senior teacher will take the role of the researcher and role model. As such, the senior teacher will hold monthly meetings with all student teachers. At these meetings the student teachers will report their field experiences to the entire class. As a class, and under the guidance of the senior teacher, each student's report will be analyzed, and recommendations will be made regarding specific teaching strategies. This collaborative process, based on reflective practice, will give students and opportunity to review and enrich their own personal reflections, and provide them with valuable peer support, as well as the guidance of the senior teacher.

Student teachers will be asked to provide personal histories. The student teachers will keep journals and logs, and periodically review these to look for patterns. Specifically, they will try to draw and chart patterns (Parsons). Discussions of their teaching experiences will be explored in both small and large group settings. Peer groups are expected to enable the student teachers to challenge preconceptions about teaching, and explore existing theories of teaching. Further, peer groups model a successful collaborative type of professional development (Ferraro).

An important part of this process will be triangulating evidence. In this scenario, student teachers will try to determine if the same themes or patterns appear two or more reports (Parsons). For example, students may attempt to determine if specific cultural or linguistic groups benefit from specific teaching techniques.

The senior teacher is also expected to benefit from the action research of the students. The experience of influencing student teachers and their classrooms will encourage the senior teacher to remain involved in the community and grow professionally. Further, the action teacher will also present reports of their classroom experience, and discuss and evaluate them with the students. In this way, they will receive many of the benefits of the student teachers, including challenging existing views of teaching theory, and encouraging collaborative professional development (Ferraro).