Guided Response: Review the posts of your classmates and the responses of the instructor. Substantively reply to at least two peers with your reaction to the initial posts. Discuss how their justifications may be similar to or different than your own. Also, skim the action research proposal they have provided, discuss interesting items you found in the proposal and how it is similar to or different than the one you posted.
Nevin, A., Hood, A., & Arizona State Univ.-West, P. (2002). Improving the Learning Outcomes of Preschool-Grade 12 Students with Disabilities through Collaborative Action Research and Data Based Instruction.
I chose this article for this week discussion because it discusses collaborative action research and the teacher reflected on strategies that worked in her special needs classroom. I also liked the fact that the children she worked with had different ages. The article discusses motivations to curve behaviors and incentives that worked with I the setting to help with behaviors. This article also gave a good description of the disabilities and behaviors the teachers were seeing in the classroom, identified the problems the teachers wanted to solve, identified the steps they used to correct those issues and how each strategy worked.
The teacher also reflected on herself and her classroom at the beginning of the article to which gave good background knowledge to the reader. This article can also be used to gain ideas that may work in your classroom. This article also discussed a link to the IEP and monitoring progress. It also talked about the ABC analysis which is the Antecedent (what happens before the behavior), the Behavior, and the Consequence of the behavior. This article supports my current role because I am a teacher in the classroom, and I do deal with disabilities and behaviors. This article gave good ideas to use in the classroom that were easy to follow and the teacher who did the research on these methods was very relatable.
Cohn-Vargas, B., & Steele, D. M. (2016). Creating Identity Safe Classroom Environments. Illinois Reading Council Journal, 44(3), 23–32. Retrieved from http://search.ebscohost.com.proxylibrary.ashford.edu/login.aspx?direct=true&db=a9h&AN=116161938&site=eds-live&scope=site
Choosing a safe classroom environment was very easy for me. We are seeing some many changes in society and classrooms are evolving daily. I want to help teachers and caregivers offer a safe and welcoming learning environment to all students, regardless of race, gender, disability, etc.…
The topic I choose will support my role as a Training Curriculum Specialist. I can use action research to help learn about what is needed to create an Identity safe classroom environment for all students. Interaction is so essential to the development of students. My role is to ensure all teachers and caregivers are creating a culturally inclusive learning environment that is also developmentally appropriate. I promote a classroom that offers learning instructions that are diverse and respectful to all students.
Relationships affect the aspects of our lives in every area, social, emotional, and behavioral. Learning strategies for building relationships with students will be essential to creating an inclusive learning environment. Understanding all students (diverse cultures) will assist with not stereotyping, as well as creating and welcoming classroom community.