REFLECTION PAGE 9:

The insights from various teaching standards and TED talks brought to light the essence of
effective teaching—listening to students. Initially, the range of ideas about what defines a great
teacher left me a bit bewildered. However, as the speaker clarified these perspectives, it
became evident that the core of exceptional teaching lies in mastering the art of listening. This
realization emphasizes the importance of communication and fostering stronger teacher-
student bonds.

From these sources, it's apparent that exceptional teachers possess a spectrum of
competencies—from patience and creative thinking to composure and the ability to transcend
conventional teaching methods. These competencies create a platform for understanding
students' unique language, enabling effective communication, and building meaningful
connections.

In my role supporting a Resource Teacher, I observed a gap between these essential

competencies and her practice. She struggled notably in actively listening to students and
lacked proficiency in assessment and coaching skills. This gap directly resulted in challenges
within the class, highlighting the critical role these competencies play in creating a conducive
learning environment. This experience underscores the significance of actively honing these

Illustrational Strategies for Teaching

Pre-Algebra to a Diverse Group of
Learners. Mary Joy Olicia

A total for Improving Teacher Katherine A. Connon

Quality and Classroom Practice. H. Corol Greene
Patricia J. Anderson

Effect of Teaching Technology on Jane Hollis

Enthusiasm for Learning Science.

Improving Students’ Speaking DWI Nurul Fajariyah

Proficiency using Games.

Improving of Reading Jian-Ping Lon

Comprehension of CET4

Artifacts: page 49
Physical Environment:
The school boasts a well-designed physical environment conducive to face-to-face
learning. Classrooms are spacious, furnished with ergonomic seating arrangements
that promote comfort and flexibility. Colorful and educational displays adorn the
walls, incorporating visual aids and student-created artworks that stimulate curiosity.
The use of technology is seamlessly integrated, with interactive whiteboards and
multimedia resources enhancing lesson delivery. There are dedicated spaces for group
activities, fostering collaboration and teamwork. Additionally, the school courtyard
serves as an outdoor learning area, promoting a holistic approach to education by
blending indoor and outdoor spaces.

Psychological Environment:
The psychological environment is nurturing and supportive, fostering a sense of safety
and belonging among students. Teachers actively engage in creating a positive
atmosphere, offering encouragement and fostering growth mindsets. Classroom
routines and expectations are well-established, providing structure while allowing for
individuality and creativity. The emphasis on student well-being is evident through
counseling services, promoting mental health awareness and providing support for
students' emotional needs. Moreover, the school encourages open communication,
ensuring students feel heard and valued in their learning journey.

Social Environment:
The social environment promotes inclusivity and collaboration among students. Peer
interaction is encouraged through group projects, discussions, and interactive learning
activities. Students demonstrate a strong sense of camaraderie, respecting diverse
perspectives and actively participating in classroom discussions. The school organizes
various extracurricular activities and clubs that facilitate social interaction and
teamwork beyond the classroom. Furthermore, teachers foster a culture of respect and
empathy, creating a supportive community where students feel comfortable
expressing themselves and working together towards common goals.

Overall, the face-to-face learning environment at the school is exemplary,

emphasizing a well-designed physical space, nurturing psychological support, and a
vibrant social atmosphere, all contributing to a holistic and enriching educational
experience for students.

. Context and Rationale

Students who participate in class on a regular basis are constantlyengaged with the material and are more likely to
remember a greater portion of it.Active participation in class improves critical and higher level thinking skills
aswell. Students who participate in class have studied the material thoroughlyenough to present new concepts to
their classmates. This level of thinking goesbeyond simple text comprehension and can improve memory.
Participation canalso help students learn from one another, resulting in increased comprehensionthrough
collaboration. This, in turn, can improve relationships between studentsas well as between students and
professors.Approaches based on active learning are a capable option. Simply put,active learning is the process of
learning through interaction with content. Itmeans that students are interacting with the material in any way that
promotesactive thought, such as through 'activities' for learning or by re-framing the note-taking process to
encourage thinking about the material rather than transcribingit. While definitions of active learning differ, they all
share common priorities:students are doing more than just listening; the goal is skill development ratherthan
simply conveying information; and students engage in activities (e.g.,discussion, debate, application of principles)
that promote higher-order thinking(such as critical thinking, analysis etc).According to a study into learning-
centered approaches toeducation, students learn more when they participate in the process of learning.Active
learning is discussion, practice, review, or application. Active learningencourages your brain to activate cognitive
and sensory networks, which helpsprocess and store new information. Claire Hoogendoorn, New York City
Collegeof Technology wrote a good introductory article on the neuroscience of activelearning. She summarized
several studies, writing, “...learning is enhanced whenmultiple neural pathways are activated at the same time. In
plain terms, the morewe can activate students’ brains in different ways, the more they learn. Thismeans that
engaging as many sensory, cognitive, emotional, and socialprocesses in students will increase their learning
potential.” When given the opportunity to actively engage with the information they’re learning, studentsperform
better. It nurtures the brain, giving it an extended opportunity to connectnew and old information, correct previous
misconceptions, and reconsiderexisting thoughts or opinions.Even though some students commented that their
participation doesn’tenhance their learning, the sizable number who indicated the role others’comments play in
their learning validates the importance of encouragingparticipation from a broader range of students than might
normally volunteer.Further, students who assert they learn better by listening can be encouraged toparticipate at
least a moderate amount to contribute to the learning of others, justas they benefit from others’ contributions.
Although not comprehensive, theserecommendations illustrate the breadth of strategies instructors can use
toincrease learning through discussion (Elise Dallimore., et, al, March 2017).The goal of increasing participation is
not to have every student participatein the same way or at the same rate. Instead, it is to create an environment
inwhich all participants have the opportunity to learn and in which the classexplores issues and ideas in-depth,
from a variety of viewpoints. Some studentswill raise their voices more than others; this variation is a result of
differences inlearning preferences as well as differences in personalities. For example, somestudents who do not
speak often in class are reflective learners, who typicallydevelop ideas and questions in their minds before
speaking; others are shystudents who feel uncomfortable speaking in front of groups (at least initially).Many
students who frequently volunteer to contribute are active learners, whotypically think while they speak. The
instructor’s goal is to create conditions thatenable students of various learning preferences and personalities to
contribute.To reach this goal, you will need to take extra steps to encourage quiet studentsto speak up and,
occasionally, ask the more verbose students to hold back fromcommenting in order to give others a chance (WU
St.Louis, 2021

opportunity to actively engage with the information they’re learning, studentsperform better. It nurtures
the brain, giving it an extended opportunity to connectnew and old information, correct previous
misconceptions, and reconsiderexisting thoughts or opinions.Even though some students commented that
their participation doesn’tenhance their learning, the sizable number who indicated the role
others’comments play in their learning validates the importance of encouragingparticipation from a
broader range of students than might normally volunteer.Further, students who assert they learn better by
listening can be encouraged toparticipate at least a moderate amount to contribute to the learning of others, justas
they benefit from others’ contributions. Although not comprehensive, theserecommendations illustrate the
breadth of strategies instructors can use toincrease learning through discussion (Elise Dallimore., et, al,
March 2017).The goal of increasing participation is not to have every student participatein the same way or at the
same rate. Instead, it is to create an environment inwhich all participants have the opportunity to learn
and in which the classexplores issues and ideas in-depth, from a variety of viewpoints. Some studentswill
raise their voices more than others; this variation is a result of differences inlearning preferences as well as
differences in personalities. For example, somestudents who do not speak often in class are reflective learners, who
typicallydevelop ideas and questions in their minds before speaking; others are shystudents who feel
uncomfortable speaking in front of groups (at least initially).Many students who frequently volunteer to contribute
are active learners, whotypically think while they speak. The instructor’s goal is to create conditions thatenable
students of various learning preferences and personalities to contribute.To reach this goal, you will need to take
extra steps to encourage quiet studentsto speak up and, occasionally, ask the more verbose students to hold back
fromcommenting in order to give others a chance (WU St.Louis, 2021

V. Action Research Methods This study will be employing the descriptive method to gather data onclassroom
pupil active participation and their performance will be assess throughthe use of instructional material. A.
Participants/Other Sources DataIn this action research study, the researcher first developed a definition
ofparticipation based on scientific literature as well as personal reflections. Anytype of student involvement
in the classroom, which results in various5
interactions with the teacher as well as other classmates, is very important to thisstudy.B. Data Gathering
MethodsFollowing the presentation of the action plan to the students, a discussionwas held on the subject.
Agreement on the proposed actions' implementationwas reached. The length of the action the plan differed
depending on the studentgroup, but it lasted at least one month. Following the implementation of the actionplan in
the classrooms, a survey was used to assess students' perceptions of theaction plan. The survey included ten items
that were scored on a Likert scalebased on how much the participant agreed with each of them (1 being the
lowestagreement and 4 the highest agreement).

V. Action Research Methods

This study will be employing the descriptive method to gather data on classroom pupil active participation and
their performance will be assess through the use of instructional material.

A. Participants/Other Sources Data

In this action research study, the researcher first developed a definition of participation based on scientific
literature as well as personal reflections. Any type of student involvement in the classroom, which results in
various interactions with the teacher as well as other classmates, is very important to this study.

B. Data Gathering Methods

Following the presentation of the action plan to the students, a discussion was held on the subject. Agreement on
the proposed actions' implementation was reached. The length of the action the plan differed depending on the
student group, but it lasted at least one month. Following the implementation of the action plan in the classrooms,
a survey was used to assess students' perceptions of the action plan. The survey included ten items that were scored
on a Likert scale based on how much the participant agreed with each of them (1 being the lowest
agreement and 4 the highest agreement).

C. Data Analysis Plan After reflecting on the experience, the instructors who took part in this experience
documented their perceptions in writing, providing feedback on the evolution of the action plan, comments from
students, and any other additional comments
VII. Plan for Dissemination and Utilization Each teacher held an
information session prior to implementing this plan.Provided students
with an explanation of the research project to be conductedand, in
turn, particularly, one of the action plan's goals is to increase
participation.Students were informed that an action plan
would be implemented in theirclasses beginning that week,
which would include the following four actions: (1)Explaining the
objectives and procedures for each activity to students. (2)
Askingfor student participation by name. (3) Allowing
them time to reflect beforeparticipating; (4) Inviting
students who are not paying attention to participate

Smart Sparrow (2018) what is active learning? Retrieved

fromhttps://www.smartsparrow.com/what-is-active-learning/Elise J.
Dallimore, et, al. (March 207) How do students learn from
participating inclass discussion Retrieved from
https://www.facultyfocus.com/articles/effective-teaching-strategies/
students-learn-participation-class-discussion/Washington University
in St. Louis (2021) Increasing student
participationRetrieved from
https://ctl.wustl.edu/resources/increasing-student-participation

Reflect: p 186
Crafting an action research plan felt like exploring uncharted territory. I
began by diving into a sea of ideas, trying to understand how to boost student
engagement in online learning.Creating the plan was like building a puzzle—
each piece a different method or approach. I carefully selected the best ones,
aiming for a plan that was both solid and adaptable.
Putting it into action was challenging but exciting. Gathering data was like
collecting puzzle pieces, and analyzing it revealed the bigger picture.Looking
back, it wasn't just about the research. It was a journey of discovery,
resilience, and the joy of learning in action.

Smart Sparrow (2018) what is active learning? Retrieved fromhttps://www.smartsparrow.com/what-is-active-

learning/Elise J. Dallimore, et, al. (March 207) How do students learn from participating inclass discussion Retrieved
from https://www.facultyfocus.com/articles/effective-teaching-strategies/students-learn-participation-class-discussion/
Washington University in St. Louis (2021) Increasing student participationRetrieved from
https://ctl.wustl.edu/resources/increasing-student-participation