Action Research : Academic and Social Gaps

Action Research is a great way and reason for a teacher to evaluate and really take a deep meaningful look at an issue or problem taking place in the classroom. Teachers have so much responsibility placed on them every day and they are often too busy to take the time to think of ways to improve a situation. It was important for me to be reminded that there are always ways to improve the classroom environment. I think I am sometimes so worried with educating the children, that I do not always reflect on the best possible methods for this, or if the way that I'm teaching them is really impacting them in a positive way.





Ideas generated as a result of your project:

My Action Research Problem addressed the issue of the academic and social gap that very often exists with ESL students. This issue is often seen with newly arrived refugee students. These students are often thrown into classrooms that might be age appropriate, but not always knowledge appropriate. These students also struggle with socializing in English, as their proficiency level is often low.

The student's academic gap and lack of socialization was the focus of the study. Many of these students need to be “caught up” in order to be placed in their appropriate (age based) classroom. They often also lack motivation when it comes to social skills. Many of the new arrivals have very little English and have no confidence in speaking .



Suggestions to other ESL professionals based on your finding:

My research found numerous methods, ideas, and techniques that could be used to improve the above mentioned situation. The basis of the plan consists of making the students feel more comfortable and relaxed in the classroom. The teacher should also consider sources outside of the classroom, such as cultural orientation and sensitivity training. The teacher should be in open communication with the other teachers working with the students, as well as family members, if possible. It is also helpful to learn from previous ESL learners that might have been in the same situation. This seemed to help tremendously.

It would be useful for the teacher to do his or her own research on the student's country of origin in order to understand their common educational techniques, as well as the educational settings that were used in their home country. The teacher should also pair up the new students with older students and implement a buddy system to hopefully ease nervousness and encourage social interaction on a more comfortable level. The teacher needs to evaluate the level of the students and then gather more grade appropriate material to supplement with regular classroom work until the student is "caught up." The students may also catch up academically by using resources, such as tutors or other teachers for any possible one on one help that might be available. Above all else, it is important for the teacher to remember what some of these students might have gone through in their journey to the United States and teach and communicate with them in a sensitive manner.

Observation, Problem Identification, and Reflective FrieldNotes

Teaching Issues

I observed a lesson in math for this observation. The task the children were asked to complete involved long division. The teacher presented the material on the white board while the children were asked to watch. The teacher did all of the work herself without asking for any input from the children. She clearly stated the steps that were involved and also wrote them out in word form on the white board. After she had completed about five problems, she passed a worksheet out to the children and asked them to TRY some examples on their own. She encouraged them by telling them that she understood this was a new concept, but that she wanted them to try their best and she would be around to answer questions as needed.
One of the first problems I noticed was the fact that many of the children seemed lost. I observed some of them struggling with previous steps needed in long division, such as multiplication. Of course this was not the case with the entire class, but it seemed like not all of the students were on the same math ability level. They also had issues with lining up the appropriate number placement, which causes mass confusion when it comes to long division. These are steps that a teacher might assume a student has mastered up to this point, but if they haven't, it will hold them back from being successful in this task.
As far as student grouping was concerned, I did notice a couple students working with their neighbor, but at a closer look, they were really just copying the steps from their neighbor. The students were also situated in a way that prevented them from sitting beside someone that spoke their language. I'm assuming this was to encourage the use of English, but I noticed that they were still using their first language, but directing it across the room instead of next to their neighbor.


Second Language Acquisition
The lesson was conducted in English and the children were asked to use only English when speaking with their classmates about the assignment. The teacher provided great visual aids on the board by writing out the steps in word form, which seemed to help clarify the steps. In my opinion, asking a few questions in the students first language isn't that big of a deal and possibly even beneficial, but it did not seem to be allowed in the class. The students were allowed to take out their books to follow more examples, which was also a helpful resource. The teacher walked around the classroom and assisted each student one on one which was also productive. There wasn't a use of manipulatives in the classroom, which might have helped the students with their multiplication steps.
English was the only language being used, except for the occasional chatter among the students in their first language. I know this is the common methodology and it seemed like most of the students were comfortable enough in English that this was not an issue. There were also word walls and plenty of other math related materials hanging in the classroom that the students could use as a "crutch."

Ethnographic Perspective
I think one of the most important things that the teacher should know and use would be the student's previous skills in math. It would be helpful to know which child was struggling with the basic steps involved in long division. These students would benefit from a more detailed lesson or review of multiplication, number placement, etc. It would also be good to understand their different learning styles and try to tailor the lesson to these needs. Some of them might have needed more of an opportunity to ask questions or even more visual aids. Some students might have benefited from being asked to verbally add to the demonstration lesson.
As an outsider looking in, it would have been helpful to know the different cultures and backgrounds that were represented in the classroom. With a little research on their backgrounds, the teacher could understand what type of learning style or methods some of the students might be comfortable with. In working with students from different backgrounds, I have noticed a couple of different methods used in long division, and I think it wouldn't be a bad idea for the teacher to present a varied method to the task. Again, it is also very important to consider the student's culture as in my opinion, this lesson was presented in only one typical method. Some of the students might have enjoyed group work, peer checking, question/answer time, or more examples from the teacher before being asked to work the problems on their own. Children all learn differently and it's not always a matter or culture, race or ethnicity, it can also just be about learning styles.