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a.      You are concerned about your students' attitudes toward English and toward language learning. You try to promote positive attitudes toward learning English. You wish to find out what your students' attitudes are and whether they change throughout the duration of a language course.

Answer:

The attitude of the students towards the development of activities are those that mark emotional learning, being the process to acquire the knowledge and skills necessary to learn this new language, conducting observation within a class supports safety and many will take their good performance as a personal challenge since it must be observed by two teachers, one of them being the gatherer of thoughts and reactions, as teachers we must create environments that motivate students, to learn more every day the English language, and to make a monitoring of students versus knowledge during the time the course will take.

b.      You are very conscientious about planning your lessons, but somehow they never seem to go according to plan. You rarely have time to get through all the material that you had planned. You want to find out why this is happening.

Answer:

Observation requires planning and order of the educational process, since the observer verifies that the order of the class is followed, and planning in turn guides the method to be implemented.

c.       You are concerned about one of your students who always avoids sitting near the front of the class. This student seems to be paying attention, but rarely participates actively in lessons. You are not sure why. Since you have a large class, it is difficult for you to monitor individual students. You want to find out what this student's attitude is toward the class.

Answer:

The challenge for teachers is to identify each learning process of their students, observation allows identifying students who have difficulty or participate little, in order to provide more security in the construction of their knowledge.

d.      You have been teaching English to elementary students for several years, and colleagues point out that you have developed a special kind of "teacher's English." You want to investigate whether this is true, what these features are, and whether it helps or hinders your teaching.

Answer:

The development of the four skills must be worked alternating different activities, writing is one of the most complex to stimulate, but as teachers we can provide interesting documents, games such as letter-crossword puzzles, and role play that helps learning Experiential, observation being a method that seeks to improve deficiencies in the classroom and not as a critical evaluation, information should be collected and the cycles of planning, action, observation and reflection should be executed.

# data[].attributes.body
a. You are concerned about your students' attitudes toward English and toward language learning. You try to promote positive attitudes toward learning English. You wish to find out what your students' attitudes are and whether they change throughout the duration of a language course.

Teaching scriptures or record experiences. With this strategy, a record of the significant pedagogical experiences is kept, and thus it can be seen who better and why and like those who are reluctant. So if I am concerned, this is the importance of this strategy.

b. You are very conscientious about planning your lessons, but somehow they never seem to go according to plan. You rarely have time to get through all the material that you had planned. You want to find out why this is happening.

Planning does not imply that the students will react to the class as planned, it is expected that it will be destroyed in some way, but the mood and other circumstances, the class can not go as planned, this is why it is You must carry out a record of experiences, so as not to forget what works and what does not.

c. You are concerned about one of your students who always avoids sitting near the front of the class. This student seems to be paying attention, but rarely participates actively in lessons. You are not sure why. Since you have a large class, it is difficult for you to monitor individual students. You want to find out what this student's attitude is toward the class.

Consider that you cannot effectively follow everyone individually, but those special cases become notorious and should be dealt with individually, dialogue with him, perhaps invite him to participate, so that he has greater confidence.

d. You have been teaching English to elementary students for several years, and colleagues point out that you have developed a special kind of "teacher's English." You want to investigate whether this is true, what these features are, and whether it helps or hinders your teaching.

Change is always good and generally obligatory for human beings to improve. Of course, in primary or secondary school, he always manages some degree of comfort, it is necessary to dialogue with other colleagues and listen to opinions.

e. You have been experimenting with a process approach for teaching writing (i.e., one in which you encourage students to go through a number of stages when completing a writing task, from planning to drafting to reviewing and revising). You want to find out if students actually find this

Engaging in other areas of knowledge is an option, which allows us to see if a student really reduces communication skills.approach useful and whether they use it on writing assignments outside of class.

Change is always good and generally obligatory for human beings to improve. Of course, in primary or secondary school, he always manages some degree of comfort, it is necessary to dialogue with other colleagues and listen to opinions.

1. Which of the issues in question 1 would be suitable for action research?

I think the most  topic for action research would be lesson reports

# data[].attributes.body
a. You are concerned about your students' attitudes toward English and toward language learning. You try to promote positive attitudes toward learning English. You wish to find out what your students' attitudes are and whether they change throughout the duration of a language course.

Of course it is somewhat worrying, since the young people of our era whenever their English is spoken to them automatically their attitudes change this can become an obstacle for the teacher, that is why he must rethink his classes and look for alternatives where He manages to capture the attention of the students so that he can better design his classes.

b. You are very conscientious about planning your lessons, but somehow they never seem to go according to plan. You rarely have time to get through all the material that you had planned. You want to find out why this is happening.

It is pertinent that as future teachers we are clear that if we plan our classes we can have a good development of these, this means that we as educators must use other mechanisms that allow us to reach students more clearly and with more confidence, in addition as teachers we must inspire confidence in the student this to make their learning easier.

c. You are concerned about one of your students who always avoids sitting near the front of the class. This student seems to be paying attention, but rarely participates actively in lessons. You are not sure why. Since you have a large class, it is difficult for you to monitor individual students. You want to find out what this student's attitude is toward the class.

As future teachers we should be concerned about each of our students, we cannot ignore a situation like this, since if one of our students does not participate in classes and is afraid to speak, he may be going through a family problem or with his classmates As a teacher it is our duty to talk to the student and find a way to help him.

d. You have been teaching English to elementary students for several years, and colleagues point out that you have developed a special kind of "teacher's English." You want to investigate whether this is true, what these features are, and whether it helps or hinders your teaching.

As the years go by, teaching strategies must also advance, and more so for English, which is an essential and fundamental language for the development of the person's knowledge, which is why it must evolve so as not to bore the students with the same monotony. teaching.

e. You have been experimenting with a process approach for teaching writing (i.e., one in which you encourage students to go through a number of stages when completing a writing task, from planning to drafting to reviewing and revising). You want to find out if students actually find this approach useful and whether they use it on writing assignments outside of class.

There are several types of students are those who like to read, write or speak, but at the same time there are those who do not find these actions important, the first thing to do as educators is to find a way to make these students take love to study looking for alternatives that facilitate their learning.
No the truth I have not had the opportunity to work with these types of processes.

1.   . Which of the issues in question 1 would be suitable for action research?

lesson reports

# data[].attributes.body
a). The first thing you would do at the beginning of the school year would be a survey of the students about their expectations for the English class, what they would like to see done and what they do not like when learning English. According to the results obtained, new technological resources are implemented. At the end of each school period, students' satisfaction is evaluated to see if the strategies work.

b. I think you should be wondering if the material is really adequate, if I am not wasting too much time on the students' indiscipline or if the activities are developed without taking into account the real time it takes for the students to develop them. A thorough evaluation of the classes must be made and their planning must be improved according to the needs of the students.

c. The most important thing would be to speak personally with the student, but there is no form of scolding but an informal chat about the class process, inquiring about their interests and weaknesses in this area. Motivate him to participate more in class and to lose his fear of the English language

d. Over time when teaching the same subject to the same population, a comfort zone can be created that makes it seem that we always teach the same thing, I think we cannot fall into monotony (so we teach the same thing), we must be up to date with the new digital tools that we have at hand and we must motivate our students through them, adapting the topics to their needs, since today's students are not the same as they were 5 years ago, even if they are in the same grade..

e. The main thing would be to talk to the students asking if this method works, if they think it is useful, what weaknesses it presents. After this, corrections are made to the method if required.

2. I think the most appropriate topic for action research would be lesson reports

# data[].attributes.body
1.   Which of the procedures discussed in that chapter would be most appropriate for gathering information about it: teaching journal, lesson reports, surveys and questionnaires, audio and video recording, or observation?

a. You are concerned about your students' attitudes toward English and toward language learning. You try to promote positive attitudes toward learning English. You wish to find out what your students' attitudes are and whether they change throughout the duration of a language course

The truth is that students today take everything with the least effort, which makes me as a teacher worries about how we will contribute to having better results than help motivation.

Of course, as a teacher, I must see that none of this happens because every day we are training for students to learn in didactic ways, but that is never discouraged, and this is why I have several methods, and strategies to develop.

b. You are very conscientious about planning your lessons, but somehow, they never seem to go according to plan. You rarely have time to get through all the material that you had planned. You want to find out why this is happening.

As a future teacher, I consider it pertinent that the class should always be planned, based on this, to improve the action plan so that it is effective in the activities that are developed with the student.

c. You are concerned about one of your students who always avoids sitting near the front of the class. This student seems to be paying attention, but rarely participates actively in lessons. You are not sure why. Since you have a large class, it is difficult for you to monitor individual students. You want to find out what this student's attitude is toward the class.

I am concerned that it is quite possibly a student who may be fearful or have learning difficulties or communication difficulties. I would sit down and talk to him to find out why, and motivate him to be better in class and that if he doesn't understand, he should never be afraid. And if it does not improve, I would quote the parents to indicate the student's attitude.

d. You have been teaching English to elementary students for several years, and colleagues point out that you have developed a special kind of "teacher's English." You want to investigate whether this is true, what these features are, and whether it helps or hinders your teaching.

The teaching strategies must be changed every year so that the students are motivated to continue liking the English language because it is monotonous to always teach them the same. We already know that today students are bored with the same methodology, which is why it is necessary to vary their classes.

e. You have been experimenting with a process approach for teaching writing (i.e., one in which you encourage students to go through a number of stages when completing a writing task, from planning to drafting to reviewing and revising). You want to find out if students actually find this approach useful and whether they use it on writing assignments outside of class.

There are students of students, many will find it difficult to write and therefore do not consider it useful, others think of it as a way of learning as this is contributing to their teaching-learning process in the English language. It is what we work every day so that students improve their skills of competences (speaking, writing, listening and reading)

If it is tedious, I would look for a better way for students to see this approach as something that should also be learned, since it is part of teaching in the language.

2. Which of the issues in question 1 would be suitable for action research?

Surveys and questionaries