Rule #1 Cardio, #2 Double Tap, #3 Beware of Bathrooms, #4 Seatbelts. That is what my colleague learned at our last day of professional development. He sat next to me for the 6 hours and watched Netflix. As I sat in the Balcony of our 800 seat auditorium I saw well over half of the participants grading papers, using their computers, or texting. The afternoon was much worse as attendance dropped by about a third.
So what was the topic that was so terrible? Dr. Tammy Heflebower from the Marzano Research Laboratory. I was shocked at what I witnessed. I was shocked that my colleagues wouldn’t find what was being presented as valuable and want to try to learn something to become better teachers. I couldn’t believe that my colleagues would do that to our school.
My next question was why are they all leaving? What makes them think it is okay to skip out on a valuable presentation? I found it a great opportunity to reflect on my own practices. My question was answered as I quietly slipped out to use the restroom. In the hallway outside the auditorium their were about fifty people, including our administrators. As I made my way through the crowd, I was stopped by one of my administrators and what ensued was a 45 minute conversation about basketball.
If the leaders of my school do not see value in professional development, why would the staff have any investment in self improvement? This is one of the arguments brought up in the article “Action Research: An Educational Leader’s Guide to School Improvement.”
As I read through the article, I realized that I conduct action research on a regular basis. Before, after, and during a lesson I am always asking myself what went well and what needs improvement. I also spend a lot of time discussing these things with a few of my colleagues.
Here is my action research plan for my lesson plan. I want to see which of two review methods are more effective. The first is a review game where each student answers a question, the students discuss their answer as a group and decide on a final answer. Each group gets points for the correct response. The second method is an assignment given from the book. I walk around the room offering help as needed.
The two main strategies that I am using are Reinforcing effort and providing recognition and Homework and Practice. Both methods use cooperative learning as a secondary strategy. I used a pre test and a post test that asked questions regarding the confidence level of 5 main types of problems from the unit.
Zombieland. Fleischer, Ruben. (Director) 2009. Sony Pictures.
I have experienced the same type of disregard shown by my colleagues at training sessions as well. The difference is that these colleagues actually signed up for the course of their own free will and were not trying to fulfill professional development credits. It is appalling to me that teachers and/or instructors would treat another in the same profession with such disrespect. In one, the teacher had asked us to quietly whisper into our microphones so they did not disturb others. The lady up front taped a whole lesson while talking out loud while the rest of us tried to tape our comments. When we played them back, we all heard her on our recordings. I watched as others checked email and searched the web constantly and then kept us waiting as they asked questions about what they had missed.
ReplyDeleteGood job on your action research plan. I am interested to see what you find in your study. I wondered if having the students work in groups in the technology lesson while the others work individually in the non-technology lesson will be difficult to compare in the analysis stage. Is there a lesson they could do from the book where they also work together in a group? Just a thought. Good luck!
Those people who don't work hard to get better at their profession give the rest of us a bad name. What other career do you have to get an additional degree just to keep your job?
ReplyDeleteBoth groups that I am comparing had the same options as far as how they worked. Some students prefer individual and some prefer groups. I had students in both classes work as individuals. I also had groups of anywhere from 2-5 in both classes.