Overall Reflection
The biggest transformation that took place was the insight I had onto my own outlook on my teaching practice. While at times the process of Action Research was a struggle, I still found that as this process comes to a close I am only wiser from the experience. I have realized that it is not hugely important what the actual content matter of an Action Research is; rather it is the reflection on one’s teaching that will allow an educator to gain the most out of the experience. Every teacher will gain insight into whichever content area they choose to explore, whether it is obtained by failures or successes in learning from the students. The success of the Action Research can be found when a teacher can realize what the implications of the study are and then utilize them in future practice.
A take-away that stands out to me is the concept that things take time with students, and more often than not the amount of time will vary greatly amongst students. After Phase 1 of my project, I began to understand that while I may be enthusiastic and excited to teach certain content, I need to be fully aware of the progress and abilities of my students. It is possible and common for students to move forward by skipping steps in content areas like mathematics, but it is my job to make sure they are fully able to climb each individual step along the way.
Action Research is like a road whose destination is constantly changing. By this I mean that you can always find directions to get to a certain place, but once the place is reached a new destination is then added. To say that someone is finished with Action Research would always be partly untrue. Whether or not a formal project is completed, educators are always reflecting in some way in their classroom about how to improve the learning in different content areas. I hope that when I become a teacher, I find myself back on that path, infinitely working towards that goal of finding the best way to help my students learn.
A take-away that stands out to me is the concept that things take time with students, and more often than not the amount of time will vary greatly amongst students. After Phase 1 of my project, I began to understand that while I may be enthusiastic and excited to teach certain content, I need to be fully aware of the progress and abilities of my students. It is possible and common for students to move forward by skipping steps in content areas like mathematics, but it is my job to make sure they are fully able to climb each individual step along the way.
Action Research is like a road whose destination is constantly changing. By this I mean that you can always find directions to get to a certain place, but once the place is reached a new destination is then added. To say that someone is finished with Action Research would always be partly untrue. Whether or not a formal project is completed, educators are always reflecting in some way in their classroom about how to improve the learning in different content areas. I hope that when I become a teacher, I find myself back on that path, infinitely working towards that goal of finding the best way to help my students learn.