Action research transcends constraints of poverty in elementary ...

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OK, so because of the a voluntarily working to rule (due to anElementary Teachers Federation of Ontario labour dispute) I amtrying to stick writing short descriptions of student learning skillson the report cards- one strength and one next step sentence.. Ijust wrote to a colleague, “It is a rather interesting exercisetrying to pinpoint the main one for each. I think it is actuallybetter, more focused that way.” (Sunday, February 3, 2013 8:22AM -0500). I used to try to make a comment about each sectionof the learning skills (responsibility, independent work,initiative, organization, collaboration, self-regulation) and to myear they came out sounding canned. Well they were because Iused a template and modified it for each student, making surethat I did comment on at least one big goal for each student:*Name* demonstrates good learning skills on a consistent basis.*He/She* is able to work cooperatively in small and large groupsand usually resolve conflicts independently when they arise.*Name* demonstrates a positive attitude towards learning andcompletes most work in a timely manner. *He/She* usesinitiative in problem solving. Next Step: Begin to set your owngoals and work towards them.This time, in just focusing on two sentences I am really thinkingabout each student, about the best thing they bring to the class.For the next steps, I have found my manner has changed veryquickly (and these are my first brainstorming drafts):1. NAME is dedicated student who gives her best in all areas ofher school life. The next step for NAME is to continue to workunderstand her areas of difficulty and how to compensate forthem.2. NAME has demonstrated initiative in figuring out how to gobeyond the basic requirements of any assignment. The next stepfor NAME is to reflect on any difficulty he has in resolvingconflicts.3. NAME’s efficiency and focus in completing work is exemplary.The next step for him continues to be in taking the initiative andreflecting on the question, "How might I engage and do mybest rather than rushing to get tasks done?"I have very quickly settled into using “reflect”. It was natural todo this. We have had so much conversation in the classroomwith me asking the questions, “What do you think?”, “Explainyour thinking.”, “What do you think you need to work on?”,“How did that strategy work for you?” etc. When I wrote
statement #2 I was aware that in my old style of writing mighthave been, “needs to practice strategies for resolving conflict” oras below (an actual comment from a few years ago) a qualifierthat reports on how often the student is resolving conflict(usually).New Thinking: I have just realized that I am trying tointentionally comment on where they are in the process ofreflecting on their own practice and learning. I am workingtowards my comments being “Liz niggles” [thought provokingquestions that do not lead you in your thinking but that wigglearound your brain until you can answer them yourself] ratherthan “thou shalts” or “you shoulds”. I want them to think aboutwhat they are doing and what they might experiment withchanging. I am not there yet. Even doing this right now I havemade little tweaks to some of the comments to make them lessvalue laden, less judgmental on my part and put more of theresponsibility on the student for the thinking. I don’t want tohand them my judgment any more. I want them judgethemselves, to be responsible for themselves, to reflect.For example, here are various versions of a report card commentwith the value-laden or judgemental parts highlighted:1. NAME’s efficiency in completing work is commendable. Thenext step for him continues to be in taking the initiative andreflecting on the question, "How might I find fulfilment and domy best rather than rushing to get tasks done and then escapinginto a book?"2. NAME’s efficiency and focus in completing work iscommendable. The next step for him continues to be in takingthe initiative and reflecting on the question, "How might Iengage and do my best rather than rushing to get tasks done?"3. NAME is very focused and efficient in completing any task oractivity. The next step for him continues to be in taking theinitiative and reflecting on the question, "How might I engage,do my best and find some enjoyment in the process?"It still isn’t right. I feel that my questions are still judgmental.OK, so what is it I want him to find out about himself? If he isan action researcher what is he going to investigate?4. NAME is very focused and efficient in completing any task oractivity. The next step for him is to investigate, "What affects
Page 1 and 2: Action research transcends constrai
Page 3: issues of intellectual and moral po
Page 6 and 7: social issues in terms of the inter
Page 8 and 9: our influence in improving the soci
Page 10 and 11: understanding of the value-laden pr
Page 12 and 13: iii) How could I extend and deepen
Page 14 and 15: in improving practice and generatin
Page 16 and 17: was the space where I experienced b
Page 18 and 19: application and there is still much
Page 20 and 21: esearchers looking for alternative
Page 22 and 23: questions because I did not know ho
Page 24 and 25: of these things until I watched the
Page 26 and 27: influence on self, others, and the
Page 28 and 29: Then Cathy Griffin will share her l
Page 30 and 31: First and foremost, we wish to faci
Page 32 and 33: students to value our problem solvi
Page 34 and 35: 1) First, think through the whole p
Page 36 and 37: e.I like competitive group work. (a
Page 40 and 41: my enjoyment and engagement in scho
Page 42 and 43: I had a conversation with one boy w
Page 44 and 45: embodied knowledge. For education r
Page 46 and 47: DELONG’S RESPONSE TO THE FOUR VID
Page 48 and 49: fortunate to provide encouragement
Page 50 and 51: going to learn together about how t
Page 52 and 53: created a gateway for all of us to
Page 54 and 55: for the future of humanity, into ex
Page 56 and 57: ut perhaps comfortable explaining o
Page 58 and 59: conversations and writings that can
Page 60 and 61: http://www.aera.net/uploadedFiles/P
Page 62 and 63: Whitehead, J. (2008) Using a living
Page 64: This aim covers moral education in

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