EDU 671 WK5 DB1

Research Plan Draft

Marcus Coleman

Ashford University

Area of Focus Statement

The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.

Problem – Interest

When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.

Problem – Background

In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.

I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group work or pair work since they might learn mistakes from their partners. There is no apparent evidence that supports this worry yet it is very common. Some students are usually so self conscious such that they become embarrassed and nervous when asked to contribute in group work.

Problem –Prior Interventions

One of the interventions made to attempt solve this problem is having different task levels. Since all classes have students with mixed ability, teachers try preparing difficult, medium and easy versions of similar tasks so that the students at different levels can work together at a level which is suitable to them. For instance, after a listening exercise, scholars with diverse tasks can share with each other what they have learnt. This approach has worked well since no student feels intimidated by not doing well. Another intervention is repeating tasks and reverse interactions. This has been applied in large classes that have a lot of students. The teacher plans to move the students around in a manner that they are not always interacting with one partner. Students are asked to perform same task but with different partners. Apart from offering a number of interactions, this approach also makes the most of the task being worked on. However, this approach does not work well with students who do not adapt quickly to changes. Such students only want to be familiar to one partner and stick to working with them.

Participant Description

One of the participants in this study is the teacher. teachers really playa great part in the lives of student. daily interactions of teachers with their students really make a big difference in the lives of students, I learnt that there is a clear evidence that it is these daily interactions that students have with their teachers that play a great part in their performance in class. students learn many of the skills when still young and through their interaction with their teachers the other participants are the fellow students. Students interaction with their fellow students really helps them gain knowledge and skills that offer foundation for their later learning (Markee, 2015). parents also play a part in their children’s students lives. good interactions of parents with their children will yield good performance and interactions in school and vice versa.

Participant Justification

The reason why I chose to work with all these participants in this study is because each and every one of them has a very vital role that they play in the students’ lives. Interaction assists students in developing social skills and language learning and therefore, make the most of relations in the classroom is a significant part of the teacher's role. Fellow students also have a part to play in the interactions with other students.

Research Questions

1. Why is student to student interaction advantageous?

2. What are the problems faced when trying to enhance interaction?

3. How can we endorse a raise in student interaction?

Interaction assists students in developing social skills and language learning and therefore, make the most of relations in the classroom is a significant part of the teacher's role. Interaction will not essentially occur spontaneously, though, and in my view it is essential to consider it before teaching. all the approaches that have been applied to try increase interactions have one similarity which is that they all need to be consideration before and are, thus, a part of the lecture planning process.

References

Kumpulainen, K. & Wray, D. (2002). Classroom interaction and social learning: from theory to practice. London New York: RoutledgeFalmer.

Manke, M. (1997). Classroom Power Relations Understanding Student-teacher Interaction. Hoboken: Taylor & Francis.

Markee, N. (2015). The handbook of classroom discourse and interaction. Malden, MA: Wiley-Blackwell.