What specific challenges do you foresee in implementing your action research study?
1. TIME TIME TIME. Time is the biggest constraint I can foresee in my action research. I am very squeezed for time myself as a classroom teacher, department head, campus technology coordinator and Lamar student. When will I find time to work these teachers one on one? Will these teachers be willing to work with me on their time off like their conference or after school? Their willingness to participate is a crucial aspect of this research. If teachers participate in my research will it affect their preparation of students for TAKS testing?
2. Second challenge stems from the first one, TIME. Although our mentors signed that they will continue to support our research on campus, I am afraid that my research will disrupt teaches valuable time and resources that could be used to prepare students for TAKS. I know for a fact that TAKS training prevails over any other training on our campus. Being shut off by teachers and administrators is my second challenge I may see once I start the action research.
How do you plan to address those challenges?
1. The only way to combat the issue on time is finding ways to become more efficient. In other words don't waste any time. Any opportunity that I get to perform research, I will take it. If that means arriving to school a whole hour earlier, staying after school an extra hour or skipping lunch. I have seen it done before by other teachers so I am sure I can manage. As far as teachers willing to work with me will depend on the relationship that I have with them. I will have to develop an incentive program for these teachers. Nothing big but something that will entice them to participate fully. One of the ways I usually respond well to is Food. Yes, that's right food. I will buy lunch or dinner for those participants willing to stay and participate in my study. I am also going to buy inexpensive items such as flash drives to give to those teachers willing to participate.
2. The second challenge is a tough one. The only way I can address that issue is by making certain that ALL lessons I create for teachers are relevant and have an element of TAKS preparation embedded. The teachers need to be reassured that the training will help them become more effective teachers but also that it will not hinder their performance towards TAKS. That will be my selling point to teachers and administrators. This is going to be tough!
I, too, am concerned about teacher participation and motivation to really use the training. My research has to do partly with how to get them to my trainings! (I am a district trainer and attendance at many of my trainings will be voluntary.)
ReplyDeleteYou're absolutely right that they must see that the training will be useful. I hope that the teachers who do attend at first will spread the word and encourage others to attend. Word of mouth is powerful!