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Group 3

Implement the action plan

Set the number of times to implement the action plan can be challenging. (Should we state clearly in the manual that how many times / duration of time the action plan should be implemented?)

Data analysis

Do it with ST and try to motivate to see the good points n their reflection. ST is more confident later to see their data and learn about themselves.

Remind the ST that everything done in the classroom is cherished. This is to create the positive perception for STs and keep them inspired.

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- Identifying an area to explore:

Teachers choose a very big/ too general area to explore

The area must be authentic

- Developing RQs

- Choosing and developing tools

Some teachers cannot distinguish between exploratory stage and action stage

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- Data collection:

choosing the tools to match students' characteristics (e.g. young learners) --> using Thai in questions so that the young students could understand them

teachers design one tool for each research question -> mentor can guide teachers to make use of the tool to get more than one answer

teachers have confusion between research questions and questions to put in the tool --> mentors can help by asking which question would need more questions

teachers have trouble in deciding the sequence of items of the data collection tool --> mentors help by suggesting the sequence

teachers cannot think of related questions --> mentors can ask what teachers want to know from their students

teachers sometimes do not create original work which may not fit their context

- Data analysis:

mentors should use the template to help teachers explore the data and plan for the action plan

teachers can have problems in synthesizing the data --> going through the data with teachers and co-analyze

teachers cannot see some parts of the results --> mentor can ask questions to help teachers see in another perspective

- Designing an action plan and evaluating it.

mentor can ask teachers what they want to solve from the data they collected

mentor can suggest solutions and resources

teachers can have problem in designing evaluation tools because they use the same exploratory questions

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Here are some reasons why students' attention may wander and ways to keep your classes on track.

Keep in control. Anticipation is the best form of teacher defence so keep scanning the room, making eye contact with all students. You will catch those who are starting to fidget, look out of window or chat to their mates. Then you can react accordingly before the noise level has distracted everyone and created a situation.

Keep in tune with the class. Don't just glide along with the best. If one student answers your questions this is not proof that all the others are following what is being discussed. Aim for responses from as wide a sample as possible. Don't just accept answers from the 3 or 4 class leaders or you will leave the rest behind.

Chant. Select a weekly chant which rouses students. Students stand or sit, clap along or snap their fingers and repeat the rap you have devised. This can be a quotation for higher levels or a sentence construction covered by lower levels. Make it short, snappy and fun.

Drill. Use some quick fire questioning around the class and involve as many as possible. Then get the students to do the questions as well as supplying answers. Use visuals as prompts for this questioning.

Play a game. Do a 10 minute revision game involving everyone pooling ideas, words or questions. Even a spelling game for beginners does the trick. Word association or memory games work well!

Give a dictation. They do have to concentrate here ! It might be just a short piece of text or a list of words .It could be some lines from a song in the charts.

Keep checking understanding. Try not to use questions like "Do you understand ?" or "Has everyone got that ?" Students are notoriously wary of admitting they haven't understood, especially if their peers are feigning comprehension! Use further questions to see if they have understood the concepts.

Keep demonstrating. Attention wanders when they don't know what to do and are too afraid to admit it. Keep your instructions to a minimum and demonstrate what to do rather than giving lengthy or detailed explanations. If nearly half of them are clearly unsure and starting to flounder or chat in their mother tongue, take action. Call on the pairs who are doing the task successfully to demonstrate their work as an example for others then try again.

Changing the pace
Here are some tried and tested techniques for changing the pace of the lesson to keep students awake.

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Here are some reasons why students' attention may wander and ways to keep your classes on track.

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- Implement the action plan and collect data

Teachers only use pre-post test to evaluate their students --> mentors can suggest some more in-depth ways

- Data analysis

Teachers should reminded whether the data collected can answer the action research questions

- Report findings:

Timing

Sharing experience

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The group title is Teachers Research!

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Group 1

Call ST to ask about their context.

ST's and MT's context are quite similar so it doesn't take much time to understand that.

At the earlier stage, talk about ST. Get to know them, their perception about working style and research and how they view their students.

Identifying problems

Designing research questions

Show the possibility of data collection for each type of question

Ask ST to elaborate on research problem and then together with MT, they look into the possibilities of doing the research.

Show examples of past studies to ST (EAR publication, EAR PPT-EAR batch 1).

Choosing and developing tools

Create a table of type of data and type of tools.

Create a bank of tools (suggestion)

Going through the questions on the questionnaire together with ST.

Write a reflection together with ST - use coding system for each sentence to show if it's a description or feeling.

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Teacher-friendly tips and short reading passages to get new ideas for classroom: https://www.edutopia.org/

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Online resources for teacher-researchers and teacher-research mentors

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Online resources for teacher-researchers and teacher-research mentors

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This list of links to online resources was originally compiled by Erzsébet Békés in August 2022, with the aim of providing easy access to introductory publications for intending teacher-researchers and mentors of teacher-research, and links to examples of teacher-research organized geographically, as well as some supplementary video-based resources. For easy orientation, the list is title-led, and non-essential publication details are disregarded. Only items which are Open Access online and easily downloadable are included. [Last updated, 29 October, 2023]

A) Key publications:

Richard Smith and Paula Rebolledo (2018) A Handbook for Exploratory Action Research London: British Council.

Richard Smith (2020) Mentoring Teachers to Research Their Classrooms: A Practical Handbook New Delhi: British Council. Associated video interviews with mentors

Facebook group for teachers: https://www.facebook.com/groups/teachersresearch/
​
Facebook group for mentors: https://www.facebook.com/groups/mentoringTR/

C) Collections of teacher-research reports from particular regions or countries:
Exploring Gender in the African Classroom, edited by Paula Rebolledo and Teresa Okoth (2023).

English Connects Action Research: Learnings from the African Classroom , edited by Paula Rebolledo, Teresa Okoth and Irene Simiyu (2023).

Teachers Researching Their Classroom Questions: Reports from Africa, edited by Kuchah Kuchah, Amira Salama and Ana Inés Salvi (2022).

Sierra Leone:
Teachers as Change Agents: Classroom Research in Sierra Leone Secondary Schools, Sierra Leone: Ministry of Education (2021).

Action research in action edited by Gregory Hadley (2003).

Teaching in Low-resource Classrooms: Voices of Experience, edited by Richard Smith, Amol Padwad and Deborah Bullock (2017). Associated video presentations.

Bangladesh:
Teachers' Voices: Capturing the Dynamics of Change, edited by Bikash Chandra Sarkar, Claire Hedges, Malcolm Griffiths, Rama Mathew and Sudeb Kumar Biswas (2017).

India
Teacher Research: Stories of Exploration, edited by Jayanthi N G and Divya S V (2023).
Thailand:
Nepal:
Exploratory Action Research: Stories of Nepalese EFL Teachers, edited by Laxman Gnawali, Suman Laudari and Sagun Shrestha (2021).

Exploring for Action, Acting for Change: Stories of Exploratory Action Research in Nepal, edited by Janak Singh Negi (2019).

Exploratory Action Research in Thai Schools: English Teachers Identifying Problems, Taking Action and Assessing Results, edited by Anne Burns (2023).

Uzbekistan:
The Teacher Research Journey: Voices from Champion Teacher-Researchers of Uzbekistan, edited by Elyanora Menglieva, Mamura Alimova, Malika Mirvokhidova, Ella Maksakova and Nilufar Tillaeva (2022).

[Cambridge Language Assessment] Research Notes - volumes 44, 48, 53, 56, 60, 64, 67, 69, 74, 79.
Teachers' Voices - seven volumes of action research in ELT from Australia (1995-2001).

Horizontes 1: ELT Teacher-research in Latin America, edited by Darío Luis Banegas, Magdalena De Stefani, Paula Rebolledo, Carlos Rico Troncoso and Richard Smith (2020).

Brazil:
Why seek to understand classroom life?: Experiences of the Exploratory Practice Group, by Exploratory Practice Group, Rio de Janeiro (2021).
Peru: Global collections of teacher-research reports
Champion Teachers Peru: Stories of Exploratory Action Research, edited by Paula Rebolledo, Deborah Bullock and Richard Smith (2017).
Chile:
Champion Teachers: Stories of Exploratory Action Research, edited by Paula Rebolledo, Richard Smith and Deborah Bullock (2016).

Mexico:
Champion Teachers Mexico: Stories of Exploratory Action Research in Escuelas Normales. edited by Paula Rebolledo and Deborah Bullock (2021).
Champion Teachers Mexico II: Stories of Exploratory Action Research, edited by Paula Rebolledo and Deborah Bullock (2021).
Champion Teachers Mexico: Stories of Exploratory Action Research, edited by Paula Rebolledo and Deborah Bullock (2019).

ELT Research in Action: Bringing together two communities of practice, edited by Jessica Mackay, Marilisa Birello and Daniel Xerri (2020).

Creating Quiet Reflective Spaces: Language Teacher Research Professional Development, edited by Loreto Aliaga Salas and Elena Oncevska Ager (2020).

Energizing Teacher Research, edited by Kenan Dikilitaş, Mark Wyatt, Anne Burns and Gary Barkhuizen (2019).

Stories by Teacher Researchers in an Online Research Community, edited by Aslı Lidice Goktürk Sağlam and Kenan Dikilitaş (2019).

Empowering Teacher-Researchers, Empowering Learners, edited by Gary Barkhuizen, Anne Burns, Kenan Dikilitaş and Mark Wyatt (2018).

ELT Research in Action: Bridging the Gap between Research and Classroom Practice, e dited by Jessica Mackay, Marilisa Birello and Daniel Xerri (2018).
Teachers Research!, edited by Deborah Bullock and Richard Smith (2015).
Teaching in Low-resource Classrooms: Voices of Experience, edited by Richard Smith, Amol Padwad and Deborah Bullock (2017).

Developing Insights into Teacher-research, edited by Anne Burns, Kenan Dikilitas, Richard Smith and Mark Wyatt (2017).

Developing as an EFL Researcher: Stories from the Field, edited by Siân Etherington and Mark Daubney (2017).

Teachers Engaging in Research, edited by Kenan Dikilitas, Mark Wyatt, Judith Hanks and Deborah Bullock (2016).

Teacher-researchers in Action, edited by Kenan Dikilitas, Richard Smith and Wayne Trotman (2015).

Teachers Research! Online 2023: Proceedings of an IATEFL Research Special Interest Group conference, featuring posters, presentation videos and Q&A with teachers from around the world, edited by Aslı Lidice Göktürk Sağlam, Richard Smith and Zening Yang (April, 2023).

Video and posters from the IATEFL Research SIG event Stories of Mentoring Teacher-research (June 2023).

Teachers Research! Online 2021: Proceedings of the final event in the International Festival of Teacher-research in ELT 2021, featuring posters, presentation videos and Q&A with teachers from around the world, edited by Richard Smith, Asli Lidice Gokturk Saglam and Zening Yang (February, 2022).

Video and posters from the International Festival of Teacher-research in ELT 2021 event Mentoring Teacher-Research - In a Time of Covid-19 (November 2021).

Webinar introduction to Exploratory Action Research (British Council webinar for secondary school teachers in Ukraine): Paula Rebolledo and Richard Smith (October 2021).

Slides for the inaugural webinar for BBELT (Mexico) Teacher Research SIG on 'An Invitation to Research', 8 June 2020, and webinar recording, by Richard Smith (June 2020).

Slides for the webinar for British Council India on 'Teacher-Research: From First Steps to Mentoring', 21 & 22 May 2020, and webinar recording, by Richard Smith (May 2020).

Teachers Research! Posters, Talks, Discussions, compiled by Richard Smith, Daniel Xerri, Yasmin Dar and Ana Inés Salvi. Record of an event for teacher-researchers in April 2014, organized by IATEFL Research SIG.

Classroom Research EVO 2021 Webinars, by Mark Wyatt, Emily Edwards, Anne Burns, Gary Barkhuizen, Kenan Dikilitas and Richard Smith.

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This list of links to online resources was originally compiled by Erzsébet Békés in August 2022, with the aim of providing easy access to introductory publications for intending...