Overall Reflections: Transformations & Takeaways
With all its ups and downs, the adventurous life of this research project has yielded rich benefits. I have witnessed growth and transformation in my students as well as in myself, on both professional and personal levels.
The progress my students made throughout this process, despite the often-rocky road, is thrilling to reflect on. First, and perhaps foremost, my third graders really grew to focus on evidence in their reading. By the end of the project, they had gone from not even really looking for supporting information to actively seeking evidence to support their reasons. Even if they did not always succeed in identifying all of the relevant evidence, I consider the fact that they were developing into strong, active readers and thinkers is a great success. Also, the students benefitted from having instruction and guided practice in evidence-gathering strategies, such as underlining or highlighting key information in their texts. It was a proud moment for me to see their homework and other unrelated assignments come back with underline and highlighting marks.
For me, this action research journey has been both humbling and enlightening, and through this I feel that I have become a better teacher and a better person. On a professional level, this project has increased my commitment to always center on the students, especially after seeing through my Phase I experiences how easy it is to lose focus in the midst of juggling daily responsibilities. In order to avoid this, I believe it is important to establish habits that will be in place even on days that are particularly difficult or chaotic. One of the most valuable and enriching habits that I found was carving out time to listen to the students. After reflecting on my challenges in Phase I, I resolved to intentionally and consistently seek my students’ ideas and suggestions in Phase II. In asking for their feedback on lessons, I gained insight into their learning in a more direct way. This habit also helped to cultivate a stronger bond of communication and respect within our group and to create learning experiences that were more personal and meaningful.
On a personal level, this project was much like an expedition up a beautiful but terrifying mountain. As I worked to climb higher and go father, I became more mindful of myself and how I relate to those around me, and I learned to draw strength and inspiration from my students and my fellow teacher-researchers. The unpredictable nature of action research trained me to stay flexible but focused in my planning; although somewhat counterintuitive, the more adaptable I was, the smoother and more effective the lessons were. Similarly, I have seen an improvement in my confidence and readiness to change. At the beginning of this project, I did not feel confident moving into unchartered territory without having a firm plan and an abundance of resources. However, because action research is rather fluid in nature, this reliance on knowing exactly what is coming next caused me constant stress and many sleep-deprived days. Although it is a trait that I will be working to perfect for years to come, my research journey gave me a unique opportunity to remain confident as I step out into the unknown.
This great journey that I embarked on several months ago comes to some conclusion here, although it is a disservice to the word to say that research ever truly ends. Learning, at its heart, is so intimately tied to life that as long as one endures, so does the other. And like life, learning has its peaks and valleys, its storms and its calms. In sum, this adventure into action research has reminded me of the truth contained in these words of the poet Longfellow (1886):
The progress my students made throughout this process, despite the often-rocky road, is thrilling to reflect on. First, and perhaps foremost, my third graders really grew to focus on evidence in their reading. By the end of the project, they had gone from not even really looking for supporting information to actively seeking evidence to support their reasons. Even if they did not always succeed in identifying all of the relevant evidence, I consider the fact that they were developing into strong, active readers and thinkers is a great success. Also, the students benefitted from having instruction and guided practice in evidence-gathering strategies, such as underlining or highlighting key information in their texts. It was a proud moment for me to see their homework and other unrelated assignments come back with underline and highlighting marks.
For me, this action research journey has been both humbling and enlightening, and through this I feel that I have become a better teacher and a better person. On a professional level, this project has increased my commitment to always center on the students, especially after seeing through my Phase I experiences how easy it is to lose focus in the midst of juggling daily responsibilities. In order to avoid this, I believe it is important to establish habits that will be in place even on days that are particularly difficult or chaotic. One of the most valuable and enriching habits that I found was carving out time to listen to the students. After reflecting on my challenges in Phase I, I resolved to intentionally and consistently seek my students’ ideas and suggestions in Phase II. In asking for their feedback on lessons, I gained insight into their learning in a more direct way. This habit also helped to cultivate a stronger bond of communication and respect within our group and to create learning experiences that were more personal and meaningful.
On a personal level, this project was much like an expedition up a beautiful but terrifying mountain. As I worked to climb higher and go father, I became more mindful of myself and how I relate to those around me, and I learned to draw strength and inspiration from my students and my fellow teacher-researchers. The unpredictable nature of action research trained me to stay flexible but focused in my planning; although somewhat counterintuitive, the more adaptable I was, the smoother and more effective the lessons were. Similarly, I have seen an improvement in my confidence and readiness to change. At the beginning of this project, I did not feel confident moving into unchartered territory without having a firm plan and an abundance of resources. However, because action research is rather fluid in nature, this reliance on knowing exactly what is coming next caused me constant stress and many sleep-deprived days. Although it is a trait that I will be working to perfect for years to come, my research journey gave me a unique opportunity to remain confident as I step out into the unknown.
This great journey that I embarked on several months ago comes to some conclusion here, although it is a disservice to the word to say that research ever truly ends. Learning, at its heart, is so intimately tied to life that as long as one endures, so does the other. And like life, learning has its peaks and valleys, its storms and its calms. In sum, this adventure into action research has reminded me of the truth contained in these words of the poet Longfellow (1886):
We have not wings, we cannot soar;
But we have feet to scale and climb
By slow degrees, by more and more,
The cloudy summits of our time.
(The Ladder of St. Augustine, p. 21)
But we have feet to scale and climb
By slow degrees, by more and more,
The cloudy summits of our time.
(The Ladder of St. Augustine, p. 21)