Impact of action research
Prior to completing my action research, I dreaded teaching writing. I lacked confidence in my abilities as a writing teacher and felt the majority of my time was spent managing behaviors. Students flocked to my sides asking how to spell words, asking for help, and looking for reassurance. Meanwhile, I had students sitting with their head in their hands, unsure where to begin, while others shouted "I'm done."
Noting the need for change, I began to research. Action research gave me foundational blocks to create a calm and organized structure, providing tools to help all students believe they are writers. From this action research, I learned how to teach writing in a manner that is manageable to meet the needs of my diverse learners and promotes independence. Through the implementation of the writer's workshop model, my students could rely on a predictable structure, a purpose for writing, and a quiet writing environment. Each child received support in areas conducive to their academic level. Conferences allowed for students to ask individualized questions, highlight areas of strengths, and focus on one area to improve. During independent writing time, students learned to make note of any questions gathered throughout the writing process, promoting self-reliant writers.
Action research has impacted my teaching in multiple ways. I have learned how to effectively use data collected from students to reflect and help drive my instruction. Action research has also given me many avenues and tools to help students who struggle to generate ideas, are reluctant to write, or struggle to experience success.
Noting the need for change, I began to research. Action research gave me foundational blocks to create a calm and organized structure, providing tools to help all students believe they are writers. From this action research, I learned how to teach writing in a manner that is manageable to meet the needs of my diverse learners and promotes independence. Through the implementation of the writer's workshop model, my students could rely on a predictable structure, a purpose for writing, and a quiet writing environment. Each child received support in areas conducive to their academic level. Conferences allowed for students to ask individualized questions, highlight areas of strengths, and focus on one area to improve. During independent writing time, students learned to make note of any questions gathered throughout the writing process, promoting self-reliant writers.
Action research has impacted my teaching in multiple ways. I have learned how to effectively use data collected from students to reflect and help drive my instruction. Action research has also given me many avenues and tools to help students who struggle to generate ideas, are reluctant to write, or struggle to experience success.