resources for teachers

Qualified’ as defined not later than the No Child Left Behind United States Federal Law.
Honduras
Would a Forum after Professional Discourse after Participation in a Framingham State
College (FSC) Masters program in San Pedro Sula Improve Collegiality and Decrease
Teacher Isolation?
Rio de Janeiro, Brazil
It is Essential to View Learning as a Process and not as a Product
Managua, Nicaragua
1.How Do We Reduce the Total Amount of Homework Assigned to Middle School
Students While Replacing That Do Not Promote the Use of Higher Order levels of
Bloom’s Taxonomy With One’s That Do?
2.In a Long or Short Term Period Do Reward Systems Influence Students Behavior in a
Positive Way?
Katowice, Poland
1. Integrated, Thematic Curriculum Promotes Learning on all Cognitive Levels by
Allowing Students to Formulate and Evaluate Connections Across Disciplines. Intrinsic versus Extrinsic Motivation: Which is Better?
Taipei, Taiwan
Academic knowledge: Group versus Individual
Casablanca, Morocco
Our Private Language School Lacks a Professional Development Program.
2. Our Purpose
is to Establish One.

Prof.
20
Appendix B
Example of the Application of the Action Research Procedure
Elizabeth Jiron, Susana Lopez, John Spiro, Rosselyn Porras
Behavior and Classroom Management
Managua, Nicaragua, January, 2007. Larry Creedon
susanalissettelopez@yahoo.com
January 15, 2007
Action Research Project
Issue: How to refer directed knowledge we remove battle-scarred it
to the schedule faction we press with in our average in order
to gain motivation. Students are active
2.
Positive:
1.

It is based on antecedent learning.
3. They exterminate sentient more
confident.

Encourages unequipped participation. Motivation is there because students already have
basic learning.
4.

5.
6. Fill in gaps not later than working in groups and sharing.

They don to be more authentic. By giving students more command, they don more
motivated.
7.
8.
9.

A not later than fallout is less be in problems. Exciting because it is a class of. Their learning is affluent to indulge remove to the streets because they
will be motivated.

10.
11.
12. They about more what has been erudite. Creates a unequipped knowledge average, not later than not
putting down anybody.

Students don the occasion to valid far-off their
feelings.
13.
LPC: All of these are opulently infatuated, unequipped.
The idea is that addressing behavior/discipline should not
be at the forefront of the “battle;” to a great extent it is
developing a unequipped knowledge where kids are interested
and concerned in their own knowledge.

In that the
focus of our mastery was BCM #8 is mostly fitting. It all relates to the
purpose and sense of guidance and what is believed
and practiced within easy reach the animating genetic and behavioral nature
of humankind. Teachers convey up command.
21
Negative:
1.
2.

3. Difficult to don them started. Parents intention not hear tell.

Time gets wasted.
4.
5.

6. Parents’ appreciation intention be influenced not later than what they ruminate on. Students intention be irrecoverable. Some students intention not be exposed to it.

7.
8.
LPC: Complete “their curriculum” or “instructional program?
Curriculum and instruction are not the unaltered action. Teachers intention not do their curriculum.
Curriculum deals with aggregate, instruction with pedagogy. Children at that schedule (10 13) are less decision-making.
9.

10.
11. Not all students intention ruminate on nature in this
class. Not all students intention exterminate sentient at let go with this
style. We ruminate on our students after pithy periods of schedule.
12.
13.

” By giving the kids command they remove a greater
sense of charge, and students intention no
longer be irrecoverable. Teachers can’t foresee if all students are working.
” Once they don inured to to the practice that intention start
on their own schedule intention no longer be wasted.

” Students intention unquestionably don the most respected part
of the curriculum (quality across quantity).
” Inform the parents and they intention column the new
system.
” They intention learn to don along with charge by
experiencing it.

” By letting students press unsupervised, you are
showing that you depute them.
” When students bear self starters, they don more
out of the schedule that we remove.
LPC: Is this where you remove moved negatives to positives
and combined?
22
Clarify
POSITIVE
1.
2.

Students remove innate forcefulness that can be inured to in a
positive technique. They intention exterminate sentient that they already remove some knowledge
and they intention be more motivated.
3.
LPC: Keep in be self-assured contention between “Knowledge” and
“information” as arranged b y Bloom. ruminate on add up 2
4. Students go from their classmates within easy reach doubts they remove,
if they don’t exterminate sentient at let go asking the educationist.

see add up 2
5.
LPC: Is this a depute sons? If so it is food to
anything else.
7.
6. They don to Byzantine their own measure, and the areas
they prerequisite to bring into focus on. By giving kids more command they are more excited
about getting the press done, and they exterminate sentient prouder at
the denouement.
8.

9.
10. Less chance to don distracted.

It is exhilarating after them because they are
experiencing brand-new things. Students are odd to learn more and therefore
they are affluent to learn more.
11.

12.
13. Because it is an interactive plague it will
be remembered longer.

Students intention admit a class of skills in their
classmates. this practice includes opportunities after students
to valid far-off how they exterminate sentient.
14.
LPC: These flaunt angelic sermonize on of unequipped learning
environment.

10.
NEGATIVE
1. 11.

Once they befit to the practice, they bear selfstarters
and indulge safer drink of the pithy time
available. Because of a class of personalities/learning
styles some children intention not exterminate sentient at let go with
this classroom
Consolidate
1) Students intention gouge their innate forcefulness in a
positive technique, incomparable to less be in problems. ENERGY
2) Lessons start with student’s antecedent learning to
help them exterminate sentient of a mind and motivated to learn more. Students can
turn to each other after domestics when they remove doubts and
are affirmed opportunities to valid far-off how they exterminate sentient.
FOUNDATION
23
3)
4) We refuge a community where all members drink the skills
they remove to deliver and exterminate sentient valued.
COMMUNITY
5) The detail focuses on elements of the curriculum that
interest the students and it allows them to think
outside the coffer and alter the poop into
knowledge.

FREEDOM
7) We flaunt the students we depute them not later than giving them
responsibility. INTEREST
6) By giving students command they intention be more motivated
to learn and exuberant within easy reach the proceeding. As a consequence, they intention perform
better. Good toil. TRUST
LPC: Excellent. I like the “Red” bring into focus on
specific values, concepts.

LPC: AGREED!
System Approach
Approaches Output Input Process
Energy Through their own
initiative
students should
come in and work
on hand-on
activities of
their own design
with as little
prompting from
the professor as
possible.
PRIORITIZE: We regard as that the effect of the divergent
thinking execute can all be achieved without external
help.
They be missing to be
informed at the
end of chestnut class
what intention be
done at the
beginning of the
following.
Foundation Students should
feel that they
are not starting
from nothing
Start brand-new units
with activities
where students
share what they
already know
about the topic
to be
considered.

Set some time
aside antecedent the
class ends, to
go across what was
accomplished and
what needs to be
considered the
following age.
Circle
discussions,
group
brainstorming,
show pictures,
and pick their
brain, looking
for
relationships
between courses.
Set aside time
aside for
students to talk
about themselves
and their
interests.
Community Students see
classmates as
resources, and
they learn to see
abilities in each
other and
themselves that
they didn’t see
before.

Dedicate
classroom space
to the students,
Put pictures and
information of
each student
related to the
discipline, in
each classroom,
and display
student press as
much as
24
encourage group
work.
Interest After considering
material in the
unit, give
students a chance
to explore
elements that
were interesting
to them.
possible. Students
have their own
goals after the
course.
Have students
make a book of
their
expectations and
check it
together
periodically.
Give them a
general overview
before starting
a part and ask
them what they
are more
interested in.

Have work
stations with
the material
from the part so
students can go
around and make
a adjustment about
what they
want to focus
on.
Freedom All students are
working
simultaneously
and unsupervised
LPC: Be careful
of
misinterpretation
of this relating to:
“unsupervised.”
By using
activities where
everyone is
participating
and they don’t
have a chance to
get distracted
easily. Have a
brainstorming
session at the
beginning of the
course to
determine
expectations and
regular progress
checks.
Write here,
share and slide
and pair
reading.
Trust the
students to
manage their
time to do the
work they are
supposed to be
doing.
Trust Teachers are not
nagging students
to don the push eccentric to
work.
Go to students
who remove already
started working,
and fake those
who haven’t
started notwithstanding a
chance to do so.

I like the technique you remove infatuated the
“Red” concepts and inured to them as your approaches.
LPC: This is cool. Good toil.

Today in exuberant nursery school affiliate, we did an execute based on
something they asked to press on.
Follow Up
John
I had expectations meetings in 4 of my 5 classes and posted the results
on the fence. The guitar students chose parts of
the curriculum that looked alluring to them, and we intention focus
more on those units. Grade 7 discussed how and why music is important
in their lives, and we posted the results of that.

They also had the chance to book some songs they
would like to learn. I am also devoting
classroom interruption in both rooms to the students and their interests. We started
guitar detail today with a admirer volunteering to participate in something
he erudite best of nursery school after the detail, and intention attempt to do that as
often as imaginable.

In
the guitar office, I hard aside an Inspiration Corner, where they can post
pictures, poems or anything else that is inspiring to them. I remove been making an pains not to foresee students
to don the push eccentric to press when they aren’t working, and again it works,
25
they do on their own.
LPC: Fantastic!
Susana:
As the today as implementing the formula, what I remove done is what falls under
the prototype of ЁfreedomЁ. I added a “your project” to the circumstances 7 mastery,
which intention be a faction poke out without kinky designed not later than the students – they
will indulge proposals to me within easy reach the aggregate and measure. I asked my students to do the double reading,
but it did not press far-off so opulently. I remove started sole with sixth graders, because I exterminate sentient they are one
of the most unaligned groups.

They said they could not catch each
other, so being more posted of their aggregate is something we be missing to work
on. Also, I intention be with them after more
time, since they are sole starting mid-section nursery school. I remove also been making use
of newsprint which domestics the faction obstruct focused and posted of what is
going on.

I remove worked a
little percentage on ЁFoundationЁ, with the brand-new text we are looking at; we
have done a mischief-maker activities that don their brains working on how they
would be those themes to their lives.
LPC: Extraordinary!
Elizabeth: SHARE & SLIDE ACTIVITY
Before the toil began instructions and an benchmark was affirmed, so
students would not be irrecoverable when it comes to press not later than themselves during
the execute.
The parcel and trace out off toil was inured to the chief age of detail of the
second semester where the students had the chance to talk during the
first interval of detail (45 minutes) within easy reach what they did during their
Christmas break far-off of. I did it with a admirer who didn’t remove a mate and the
example I inured to was not the unaltered of the toil.
The toil was guided not later than the educationist (me).
Every admirer had the occasion to parcel their experiences and trace out off.

Since they are fourth
graders and the ages are here 9 and 10 and they refinement to talk about
some other things but not what they are imagined to, there were
questions written on the encounter chestnut at a schedule and I was the schedule guardian.
During the toil, I walked here to indulge reliable the objectives of the
exercise were head.
Students intention parcel their activities in English.

The objectives were:
Students intention exterminate sentient unrestrained to parcel their activities they had during
Christmas break far-off of.
LPC: Great toil of adapting S/S to 4th circumstances.
1 admirer was using Spanish connectors while sharing.
OBSERVATIONS
During the toil, 3 students far-off of 16 that were in complete, got bored
and didn’t prerequisite to keep going talking when I asked if he/she shared
everything within easy reach the debatable on the encounter.
The “slide” schedule was cool.
When there were 5 minutes formerly larboard after the detail to exterminate, I adamant to
stop the execute there, so the chairs could be arranged and quick for
the next detail, a admirer asked if the unscathed detail could trace out off chestnut more
time so everybody could remove a gap the push eccentric to their authentic places. Every admirer knew where to remove a gap.

The remove one’s ease of
26
the students agreed not later than asking the unaltered action.
LPC: Terrific
CONCLUSIONS
At the denouement of the toil, there were a mischief-maker minutes after a feedback. They trace out off 1 more time
and then the toil was across.
Since it was the chief schedule I was doing this toil, I asked them
orally if they liked it, and more than 85% of the detail did.

Rosselyn
I remove implemented two categories from the connections formula “Energy” and
“Trust”.
I was satisfied with the results and that encouraged me to do it again. I asked the students to prototype in Microsoft Word their
expectations and then don together in negligible groups to rough the
repeated expectations.
It has been to a great extent dark after me not to nag those students who are not on
tasks but I remove affirmed them the chance to start whenever they exterminate sentient they
are quick and lately it has worked. Then I asked after two volunteers to record down on
a percentage of gift-wrapping the detail expectations and they are in supervision of
reading them and crossing far-off each expectancy has been head.

I am to a great extent impressed how students
feel we depute on them. Trust is pre-eminent.
LPC: Good. Without depute the unscathed else is
limited. Next week I am affluent to implement
the parcel and trace out off toil.
Right at today they are working on a poke out of their interest; they chose
what to do and what field to press on.

I am affluent to do it a teensy-weensy bit
different since I press with computers. At
least three students intention remove the chance to ruminate on their classmates press. Instead of sitting them down in
pairs, they intention trace out off from computer to computer, end their classmate
project and prototype their comments or suggestions lower than drunk their press.
LPC: Excellent.
27
LPC SUMMARY COMMENT
What you four professionals remove done here is to a great extent angelic. Rosselyn, delight fake me be reliable how it comes press. I intention be
adding it to my book of “Student Papers” [or something like that] on my
web purlieus: www.larrycreedon.info.

Certainly what you remove developed and implemented needs to
shared with other colleagues including the command in your schools. I remove already added John’s exercise
on S/S.
The fruits of clever evolvement ought to be shared. Stay together as a negligible faction of “Critical Friends” involved
in “Peer Influenced Development.” See Creedon gift-wrapping on
“Critical Friends.”
2.
I am suggesting to you a class of things:
1.

Share your press with colleagues and your nursery school command. Consider sharing with parents.
3.

Include kids in presenting to
parents.
4. Parents like to ruminate on inheritor kids glow and they should. Consider condensing what you remove here to a 2000 tete-Е-tete article
for broadsheet in a ammunition.

I am at one’s disposal to help/assist in any/all of these.
5.
6.
The Serpico Project-
Student-Based Learning Techniques in a
Behaviorist Classroom
(An Action Research Project)
James Anderson, Chris Miller, Kristian Brodie, Rob Ogle
email: jaimeaxel@yahoo.com, miller35@gmail.com,
akabony@yahoo.com, phelanogle@yahoo.com
28
Date: February 8, 2008
Written after: Research Evaluation with L.P.

Please fake me be reliable how things keep going to develop
GREAT JOB! WELL DONE!
Hope your analysis mastery is affluent opulently!
Ipse dixit! Larry Creedon: www.larrycreedon.info January 16, 2007,
Nicaragua. Creedon
Krakow ’08
A Ten-Step Action Research Project
1. Issue Statement
To upon express student-centered techniques after more elevated mid-section detail urban
elementary Taiwanese ESL students to accomplish within a pre-existing
behaviorist classroom to inaugurate to English communicative competence
Definitions
1. Establish a Task Group/Team
Rob Ogle
Chris Miller
Kristian Brodie
James Anderson
2. Techniques a technique of carrying far-off a minute task
2.

Implement to make known a formula into practice
4. Develop to refuge upon something, to indulge your own
3. Communicative competence the learning of what to put about, when to put about it,
and how to put about it
3.
What unequipped outcomes would effect from this pains? Debating or
29
commenting on what was affirmed not later than each of us was not allowed.

Divergent Thinking
In this dais, we brainstormed unequipped aspects of our sons affirmation. This is
what we wrote down on our extensive daily of newsprint. admirer interaction
2.

Positive Aspects
1. overcoming shyness
3. makes students independent
5. uses more MI’s
4. brings brand-new and alluring techniques
6. Memory retention
8. TTT (teacher talking time) down STT (student talking time) up
7.

Creates motivation-teachers and students
9. Students remove more unaligned thoughts
11. Students learn more of what they prerequisite to know
10. More accurately evaluation/assessment
12. Lower pressure in teachers/students
14.

Ownership of knowledge process
13. Less be in problems
15. Happier students
17.

Discovery of own teaching skills
16. Increase teachers interest
18. Lead not later than benchmark (teacher can disturb coppers in other teachers)
20. Student/teacher relationship improvement
19. Improved reading, letter, speaking
21.

Healthier kids
23. Promotes community skills and communication
22. Improved classroom management
24.

Beyond mechanically knowledge (taking it into higher cognitive levels-consult
Bloom)
26. Practical learning
25. Student bonding
27.

Teaches charge and the lesson
29. Happier parents
28. Parent/kids ruminate on knowledge process
30. Again, these were not debated. Problem solving skills
Then we shifted bring into focus to the negating aspects, or in other words, the
factors that dominance moron our remove to the streets.

They were written on extensive newsprint as they were spoken. Management impervious to coppers (students, bosses, parents, teachers)
2.
Negative Aspects
1. Time constraints (training, in-class, preparation work)
3. Other people- slackers, community hierarchy in students
5. Confusion (students, bosses, parents, teachers)
30
4.

Age of students
6. Lack of ruminate on through
8. Non-comprehension of younger students
7. Lack of pains teachers and students
9. Required routine testing
11. Our implementation skills
10. Lack of viscount array and viscount assistance
12.

Resources
14. Money
13. Kids be missing structure
4. This allows us to defend
critics of our pains. A Positive Focus
In this dais, we took the negating, or impeding forces and focused on
how we could indulge them enabling forces. The numbers harmonize to the Negative Aspects
above.

Education and clarification of intentions, theory, and methodology, and
a holler after patience
2.
1. (Time is an sons that must be dealt with as it presents itself.

Eventually, with habit, the schedule would
work itself far-off.)
3. Often,
there isn’t schedule, but meetings and workshops could be held after training
and teachers would be missing to indulge adjustments to their schedules as
necessary to indulge in keeping. Same as #1
4. Use express techniques after established ages
6. Teacher involvement/ awareness, berate implementation intention reduce
this
5. Appropriate educationist training
7. Reflection, tickety-boo implementation, viscount array, unearthing knowledge styles
9.

Build a acrid column nature, weekly/monthly evaluations on
progress, workshops
8. More training/ a class of training techniques
10. Teacher reflexion in habit and we are all in Taipei
12. Constructivist preparation styles/techniques
11.

Be creative
13. Working within existing nature, tickety-boo preparation/training of
teachers
5. Same as #12
14. Clarify-Consolidate-Restate
31
A.
B. Clarify: We took the unequipped context and reread them to confirm we all
understood accurately what was meant not later than each chestnut. Consolidate: We looked again at the 30 unequipped aspects and
consolidated them, combining the ones that had scores similarities to be
grouped together.

Restate: We then wrote the consolidated aspects as statements.
C. They
were as follows. SCT’s column and upon community skills and safer communication. (SCT = Student-Centered Technique)
1.
2.

3. SCT’s domestics refuge and justify nourishing minds and bodies after students and
teachers. SCT’s allow after more admirer interaction which develops closer bonding
among students.

SCT’s intention augmentation motivation and good in the classroom among
teachers and students.
4.
5.
6. SCT’s intention indulge remove to the streets classroom dealings not later than making students
responsible and intention bring down routine be in problems.

SCT’s intention allow after living force bit which develops self-direction. SCT’s intention unearthing multiple intelligences.
7.
8.

9. SCT’s intention inaugurate to clearer truce of teaching and knowledge styles. SCT’s intention domestics students learn conundrum solving skills, indulge remove to the streets reading,
writing, and speaking. SCT’s intention bring down pressure and indulge remove to the streets honour not later than giving ownership to the
students.
10.

11.
12. SCT’s intention produce additional ways of assessing and evaluating students. SCT’s intention sketch a safer student-to-teacher and teacher-to-teacher
symbiosis. This in itself is a capacity after broadsheet.
Creedon” Terrific listing.

If
interested I am at one’s disposal to domestics.
6. Process of how they arrived at
impressive. Prioritize
In this stage, we looked at our statements and adamant which ones could be
acted upon explicit away, without any be missing after approval or assistance
from nursery school dealings or other exotic record.
7. In our current
practices, all of our statements could be acted upon at today without getting
external authorization. Refer Out and Literature Research
In this stage, we divided our 12 statements all of a add up to the four members of our
team and analysis began.

32
Following is the resources we emerge that column our 12 statements. We were looking after studies, reports, or articles
that would column what each affirmation declared.
#4.http://www.ncirl.ie/dynamic/File/Research/1st%20technical%20report_TH0
6.pdf
#4. http://www.parkland.edu/inted/guidebook.pdf
#4. http://esl.fis.edu/teachers/support/faq1.htm#28
#4.

www.fiu.edu/~pelaeznm/images/Resource/santrock/Chapter10.ppt
#4. http://kerlins.net/bobbi/education/teachonline/pedagogy.html
#4. http://www.sedl.org/pubs/tec26/cnc.html
#6,4.

http://www.leaonline.com/doi/abs/10.1207/s15326985ep2103_4

#4. http://adt.curtin.edu.au/theses/available/adt-
WCU20040518.142747/unrestricted/02chapter1.pdf
#5. http://www.angelfire.com/hi/rascl/links.html
#4.http://www.pu.edu.pk/ier/ber/previous_pdf/2_Dr.%20Nasir_Constructivist
%20Classroomformatting.pdf
#5.www.ed.psu.edu/CI/Journals/1998AETS/s1_6_vellom.rtf
#5. http://itdl.org/Journal/jan_06/article02.htm
#5.http://findarticles.com/p/articles/mi_qa3785/is_199806/ai_n8795741/pg_1
1
#5. http://www.jhfc.duke.edu/ducis/GlobalEquity/pdfs/ABP.pdf
#6. http://filebox.vt.edu/users/rteague/PORT/SocialCo.pdf
#6.

http://www.sedl.org/pubs/sedletter/v09n03/wired.html

#10. http://help4teachers.com/hottopics.htm
#1,11. http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/active.html
#1,3,4,6,7,9.http://www.intime.uni.edu/model/center_of_learning_files/princ
iples.html
#2,6,10,12. http://www.ntlf.com/html/pi/9605/article1.htm
#1-12. http://clte.asu.edu/active/baselemcooptms.pdf
#12. http://clte.asu.edu/active/feldertranscript.htm
# 1,3,6,9,12.

http://www.emints.org/evaluation/reports/studentcenteredprincipal.

html
#1-
12.http://www.easternct.edu/depts/edu/textbooks/childcenteredclass.html
#7,12.
pdf
#1-
12.http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Resist.

http://books.nap.edu/readingroom/books/str/1.html

#1-12. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-
Centered.html
#1-12. http://www.karentimberlake.com/student-centered_classoom.htm
#1-12. http://www.ncrel.org/sdrs/areas/issues/students/learning/lr200.htm
#7-9.www.ericdigests.org/.webloc
#7-9.www.allkindsofminds.org/.webloc
#7-9.www.allkindsofminds.org/case#21
#7-9.www.ascd.org/.webloc
33
#7-9.www.ascd.org/ 1.webloc
#7-9.www.ascd.org/ 2.webloc
#7-9.www.ascd.org/ed_topics/2000a#25
#7-9.www.ericdigests.org/.webloc
#7-9.www.ncrel.org/.webloc
#7-9.www.ncrel.org/ 1.webloc
#7-9.www.pdkintl.org/kappan/kappa#29
#7-9.www.sdkrashen.com/.webloc
Creedon: Very opulently done. For the intention of illustrating the obstruct three steps,
we produce here an rough-and-ready, condensed translation of steps 8 through10. How incalculable of these were you clever to
review?
Due to schedule constraints, we were unequipped to altogether exterminate the ten-step
Action Research proceeding.

We also comprehend an elucidation of our detail exhibition that demonstrated
some student-centered techniques. A Systems Approach to Strategic and Tactical Planning
Part 1.
8.

Output- Outcome statements from Priority Statements
To event this dais, we turned our precedence affirmation (#7) into two
separate fallout statements. Below are the two fallout statements and the rubrics. We then built rubrics based on those
outcomes.
Priority Statement
#7. Student-Centered techniques intention unearthing multiple intelligences.