Positive: One of the biggest positives from this class was starting to see the pieces from the other classes fall into place and start to see how everything fits and is connected between our classes from last year and our end goal of our research and paper. My research still feels exciting after this time and it feels very connected to my everyday teaching. The don't feel like separate things, but an extension of the same thing. I am starting to see exciting work come together from my students.
Minus: I need to be more mindful of recording what I am doing in class and the conversations I have with students. I have developed a system to save any of their writing that speaks to my research topic, but going forward I need to get a better system for recording after conferencing with students. The craziness from our master schedule change seems to be under control, but my classes are going SLOOOOOWWWW. We are usually well into Unit 2 by now and we are just starting. I am going to have to make some decisions about what to cut soon to make time for my new voice instruction lessons and be able to finish our content by the semester. I will be facing the decision to cut a unit from my classes to have better and probably more quality work on fewer projects, or trying to get them to pick up the pace so we don't have to cut. I struggled a lot with comprehending the framework and how to use it. I think I will still need some more edits in the spring to make this integrate and flow with my paper. Interesting/Intriguing: My most interesting data so far has been that students don't feel like they have voice, even if they report they are confident in the qualities that add up to their voice. I am also interested in the directions students are choosing to explore and the personal narratives they are choosing to pull from. So far students have explored, their trans identity, the death of a family member, the bystander effect, body image, their adoption story, the frustration of living with crutches, and much more. I think they are starting to find their flow. Questions: As I get into my research, I find I am more interested in what is happening in my classroom and less interested in other teachers. Is it ok to drop the part of my study that was researching other teacher's practice? This is also leaving me on the fence if my study should transition from grounded theory to narrative.
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AuthorMorgan Singleton is a secondary art educator with a Master's degree in art education. Archives
April 2017
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