STUDENT GRADE/MARK REPORT Course Assessment/Student Details | Course Code: | EDU 4003 | Course Name: | Research Methodology and Reflective Practice in Education | Course Teacher: | Dean Vanvelzer | Task Title: | Literature Review | Student Name: | | Student ID: | |

Final Grade/Mark | | |

ASSESSMENT COVER PAGE Course Name: | Research Methodology and Reflective Practice in Education | Course Code: | EDU 4003 | Instructor Name: | Mr. Dean Vanvelzer | Task Title: | Literature Review | Due Date: | March 23rd 2016 | Date Submitted: | March 23rd 2016 |

Student Name: | | Student ID: | | Section: | 1 |

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Unless special circumstances are agreed with the course teacher regarding late submission, work submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work submitted more than 3 days late will get a zero mark.

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Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in the text and listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I understand that I may be orally examined on my submission.

1.Abstract

Classroom management is one of the most difficult challenges for teachers, especially for us as we are beginners. Learning can be affected negatively if there is no effective management of the classroom. However, every learning environment varies from the other, therefore classroom management strategies and problems are different in the UAE. Some teachers face many difficulties and problems in primary schools. One of the most major problems is handling an out of control students.

The purpose of our research is to examine the existence of classroom management problems in primary schools in the UAE and to discover the effective techniques and skills considered necessary for teachers to manage their classes effectively.

Our research seeks to answer the following questions:

1. How can the stand up game improve or change student’s behavior? 2. What is the effect of using solution focused approach for students and teachers? 3. What is the role of building rapport between teachers and students in classroom management?

To answer these questions, we used both a quantitative and qualitative data collection and analysis. The action research was conducted in 2 primary government schools for boys in Dubai for one month. Around 5 teachers participated in this study. They were chosen to participate in informal interviews. In addition, 60 male public primary schools student’s was a part in the study.

The findings show that there is a serious problem regarding classroom management in primary schools in the UAE. Furthermore, the study suggests some beneficial implications for teachers for effective classroom management. One of those implications is the stand up game. Another approach is solution-focused and the last is building good relationships with students.

2.Overview of the study

Some teachers face many challenges and problems in primary schools in the UAE. One of the most major problems is controlling disruptive students and their behaviors. Some of students come late to class, do not pay attention, do not do their homework and a few do not participate in class activities. Furthermore, they sometimes engage in very disruptive behavior like coming late to class, making noise during the lessons, insulting other students and paying no attention to teacher’s instructions.

Disruptive students in any teaching and learning environment are a challenge to manage. We have found that most disruptive students seem to lack motivation. For instance, some people’s vision in the UAE on behalf of learning is limited as the society looks at education as it is just learning how to write and read or how to pass exams. This vision has a bad impact on learning as many students do not care about their studies and they have become unmotivated. Many of these disruptive students have their own social problems that stand as a barrier towards their successful learning. According to Underwood (1987), “ teachers, like everyone else have a variety of abilities and skills and need to make the best possible use of whatever talents they have”. As future teachers, one of our most important concerns is how to manage student’s behavior in order to obtain an effective learning. According to Martin and Loomis (2007), “Implementing a fair and firm classroom management plan is among a teacher's most important activities”.

We believe that successful classroom management is the key to improve learning in primary schools in the UAE. According to Wragg (2003), “Successful primary teachers operate in many different ways but they have one thing in common—an ability to manage their classrooms effectively”. Teachers who do not manage their classes successfully will face problems, even if they are the most inspiring and knowledgeable teachers. Additionally, Martin and Loomis (2007) state, “Well-defined classroom procedures and routines help satisfy student’s needs for safety, security, and belonging”.

4. Literature Review

The purpose of this study is to identify the different strategies used in ICT classroom for primary students. As a part of this study, a literature review was completed to know and identify various classroom management strategies used in ICT classes and as we are future teachers, we have to know and enhance ourselves in term of applying an effective classroom management strategies with primary students. The literature review will focus on three areas in the research: Encouraging student participation with the stand up game. Another approach is solution-focused and the last is building good relationships with students.

Encourage Student Participation With The Stand Up Game
One of the strategies that have been found effectively to manage classroom behavior and keep the students engaged is the stand up game. It is basically a game were students stand up in class and basically get to set down when they contribute. According to Sarah (2012) “ I have got a lot of students to come tired in the morning and one of the first thing I learned long ago is that there is no good in saying “wake up” or “what are you doing”, so everyone just stand up”. What is useful about this game is that there is not necessarily pressure to participate. Instead of just waiting for students to raise their hand, everybody is already standing. It is a way to flip that mode to participation, as the students will always be alert and ready to answer. This is such a great strategy to use for many different reasons. For one, because of the nature of the student at that age as they are very hyper and energetic, so standing up can make them feel like they are playing a game and it is a way to put that energy on the right track so it can be effective for classroom management. Moreover, primary school students get really tired and bored during the class so having them stand up can wake them up a little and bring back energy. Additionally, this is a great way for the shy students to break away from their comfort zone. Since they do not have any other choice but to speak, they can slowly build that confidence and get rid of the fear of speaking in front of the class. Adding to that, stand-up strategy will ensure the teacher that the student will always know and remember what have been discussed in the class as they will always be prepared and motivated (Sarah, 2012).

Solution-focused: a positive approach to improving behavior

Solution-focused is an approach, which is based upon solution building as opposed to problem solving. Metcalf (1999) suggests the “solution focused approach” in which the teacher does not solve the problems for students. Instead, the teacher let the students capabilities guide them to solutions. She points out that “this approach lends itself to a more collaborative relationship that often results in a student feeling as if the teacher is on his/her side”. She adds that what makes this approach different from the traditional behavior modification approach is that “the teacher does not compliment just when the student does well, as if only to praise or reinforce him, she compliments the student from a stance of amazement, curiosity and discovery”. For example: Behavior-Modification Approach: “ Sara I know you are a good student and I enjoy having you in my class. However, your homework grades are low but your tests are passing. You must bring up your homework grade to pass this semester”. Solution-Focused Approach: “ Sara, your test grades are excellent. I noticed that you turned in more homework assignment the first sex weeks of this semester. What were you doing then that helped you turn in the assignments? What were we doing in class that helped you to complete them?
The Solution-Focused Approach guides students to have collaborative relationships with their teachers and makes students feel as if their teachers are on their side.

Building good relationships with students as a key factor to classroom management

Building rapport with students can be a remarkably effective way to improve classroom management. Shub and Deweerd (2006) point out that” teachers who devote the time and attention to establishing a strong supportive-connection with each of their students in the beginning of the year find they have fewer discipline and learning challenges”. They note that teachers need to understand how to motivate their students, reach each student and focus on the general classroom environment. Ridnouer (2006) claims “ adolescent students like to be authorities over their own behavior and they behave or misbehave to send whatever message they feel like sending at that moment”. She suggests developing a positive relationship with students and they will usually change their misbehavior when the teacher points out its negative impact on the class. She argues that this technique is better than giving direct comments like “ That’s enough” or “ Wake up”. So, it is the skill of the teacher to provide students with things that interest and motivate students. In addition, Weinstein (2007) maintains that when students find academic activities meaningful and stimulating, they are less willing to daydream or disrupt. She points out that orderly classes depend on the teacher’s ability to manage the activities of the group than of particular ways of handling misbehave.

Conclusion
To conclude, literature reviews indicates that there is a serious problem regarding classroom management in primary schools in UAE. Furthermore, the study suggests some beneficial implications for teachers for effective classroom management. One of those implications is the stand up game. Another approach is solution-focused and the last is building good relationships with students.

5. Methodology

To achieve the purpose of this study, both quantitative and qualitative data were collected from multiple sources including interviews, journals, questionnaire and checklist. The teachers were female teachers from two Schools in Dubai. Moreover, interviews were conducted with 3 high school teachers from Dubai. In addition, approximately 60 males high school students participated in a questionnaire and 6 of them were interviewed.

Figure 1: “Ferrance research cycle” (Ferrance, 2000)

Action research cycle:

We chosen for our research ”Jeffrey’s research cycle”(Jeffrey Glanz, 2014)( see the above figure 1)

Description of Data collection:

Journals
We had 6 journals, each one of us wrote 2 journals to record thoughts and observations related to all parts of our research. Some of us used the journals to collect notes and others kept their notes separate and used the journal to take notes of their impressions and ideas to the research process. The advantage of journals is that it made everything easy and quick to read and organize, and we shared them with the colleagues. (see appendix 1).

Checklist
We had a weekly checklist that is consists of certain attributes such as behaviors, participations, assignments or skills. The checklist gave us a good sense of where the students were spending the majority of their time, skills learned and the skills that needed to be taught. ( see appendix 2)

Interviews
We did 3 interviews each one did one, once a week. Each interview lasted between 20 and 30 minutes. We informed the interviewees that the interview was expected to last for about 20 minutes. However, some interviewees were very passionate about the topic and needed more time to express their point of view. ( see appendix 3)

Ethical considerations

During our teaching practice, we were able to study our own practice of becoming teachers through our action research project. Particularly, we wanted to learn about the affective strategies that will help us to have an effective classroom management. We got all the support from our MST teachers and they were aware that the project would be presented to the faculty and our colleagues at my college. In addition, we were able to collect data such as interviews and checklists during the normal course of class routine and work.

Description of teaching strategies:
We used 3 different strategies in our action research project, which are the stand up game, solution-focused and Building good relationships with students.

The stand up game

We have relatively large class sizes, around thirty students. So it is difficult for us to get everyone involved. We implemented the strategy in ICT classroom, were students stand up in class and get to set down when they contribute. We noticed that the stand up game gave those shy students more motivation to participate and get their voices heard. Moreover, the strategy ensured that the students always know and remember what have been discussed in the class as they are always prepared and motivated to participate. Moreover, we used the stand up game strategy if the students are annoying or not concentrated in the class and that helped us a lot to have an effective classroom management.

Solution-focused approach
Solution-focused approach was used once a week when we give feedbacks of students work. Solution-focused techniques allow us to look at the skills and abilities of students, teachers and parents. It can help us empower our students to think of times when they have been successful in the past. This technique made a real difference in a student’s life. When the students are able to think of when they have been successful in the past, they are more likely to apply those solutions to their current situations. For instance, we applied this strategy taking time to work with students who had difficulty in something rather than continuing to mark failing scores. This helped students to improve them self’s.

Building good relationships with students

Building rapport with students is a keystone for effective classroom management. Therefore, we did our best to establish this rapport. Classroom management depends mostly on the rapport we build with the students. This came true by being close to the student and showing interest in their needs, likes and dislikes. Moreover, we were very concerned to listen to students opinions, cooperate with them and create a balanced relation with them. So, it was effective to find something positive with students like greeting them at the door, asking them about their weekends and telling them what we want to achieve in the lesson and then at the end say how successful we think they have been. We noticed that students are always more receptive to us when they sense that we have a real interest in them and it created a more learning-friendly environment.

Findings

Interviews

The teacher’s interviews were conducted in 2 different places: Al Aqsa School and Jahid School. To avoid any possible sensitivity to the UAE community customs any concerns on the part of the participants in our study, we did not ask to record or video tape the interviews but we took a detailed notes.
The teacher’s interviews were conducted in 2 different places: Al Aqsa School and Jahid School. To avoid any possible sensitivity to the UAE community customs any concerns on the part of the participants in our study, we did not ask to record or video tape the interviews but we took a detailed notes.
Three teachers attended a discussion about the problem of classroom management in public high schools in the UAE and about the strategies as well. We informed the teachers and the students about the purpose and goal of the study. We also told them that it was their right to refuse participation. In addition, we informed them that they have the right to be anonymous and that data would be kept confidential. We were aware of this because we are all locals. Moreover, we have not faced any difficulties in doing interviews and we were able to collect data such as interviews and checklists during the normal course of class routine and work.

Appendix 3
Teachers interview

Is building rapport between the teacher and the students a good way to manage the classroom? Why
Yes, of course. If there is a good rapport between teachers and students, automatically students will love their teachers and if this happens everything will go easily and smoothly.
Another teacher commented, “Of course, this will make the teacher's job easier with the classroom management. If the students have good relationship with the teacher, they would not break the rules.
Answering the same question about building rapport, a teacher said, “Yes, because good rapport affects students positively more than rules and regulations.” She added “When there is such good rapport, students try to maintain it through avoiding things which their teacher might not accept.”
Additionally, a teacher gave deeper insights of building rapport. She said that developing rapport helps students build their self-confidence and trust their abilities and this enables them to be successful and responsible. Another teacher shared her view. she commented that establishing rapport may “build their responsibility and improve their bad habits and behavior.”

The second group of participants included primary school students from 2 different schools. The group included 60 male students. Moreover, three students were interviewed. We believed that those students are thoughtful enough to give rich information. In the student’s interviews, we made the students to feel free to use their native language to feel comfortable and secure for the sake of collecting detailed data. Shono (2006) encourages interviewing participants in their own language because “interviewing research participants in a language other than their native language is a daunting difficult task”.
We prepared a structured schedule of interview questions, as we thought these questions were enough to gather all the information we need, but we left the door open for any new questions that might come to our mind as the discussion proceeded with our interviewees.

Appendix 3
Students interview

Do you like building good relationships with your teachers?
All the participants in the interviews showed strong agreement. One student in an interview mentioned, “Of course yes, I like building good relationsips with my teacher because this affects me positively. I would like the subject she is teaching and I would be interested in studying it. Building good rapport with my teacher makes me respect her more and more.”
A student gave another reason: “Yes, of course. Because by establishing good relationship with the teacher, I will like the subject” In an informal interview with another student, he showed his agreement by saying “ Yes, I like to build good rapport with my teacher because I can learn better. Second, I can tell her about my problems and ask her to help me solve these problems”.
In addition, the last question in our interviews was, “What do you suggest for your teacher to manage her classroom effectively?”
The students suggested a lot of ideas. One student suggested giving them prizes when they do good things, using modern methods in teaching like having outside trips to help learn better.
Another student mentioned the following suggestion: “Build a good relationship with your students inside and outside school, make your students feel that you are very close to them and care about their problems, respect your students so that they would respect you.
A student concluded, “ I would like to remind my teachers to care about our interests. Finally, I would like to thank all our teachers for what they have been doing for us all these years.”

Questionnaires

I like my teacher When she: No. | Statement | Strongly Agree | Agree | Neutral | Disagree | Stringly disagree | 1 | Listens to me | 64% | 36% | 0% | 0% | 0% | 2 | Is patient, polite and enjoyshelping me. | 76% | 16% | 8% | 0% | 0% | 3 | is considerate (thoughtful of my needs) | 62% | 24% | 10% | 0% | 4% | 4 | Has good classroompresence and personality. | 74% | 26% | 10% | 0% | 0% | 5 | Smiles and laughs with me. | 58% | 32% | 10% | 0% | 0% | 6 | Communicates an enthusiasm for the subject. | 72% | 20% | 8% | 0% | 0% | 8 | Gets angry. | 0% | 0% | 32% | 10% | 80% | 9 | Build good relationship with me | 50% | 39% | 11% | 0% | 0% |

The purpose of the students survey was to get deeper insights into the problem of classroom management by exploring students point of view of the teachers they like or do not like and how they respond to each one of them. Moreover, this study was to examine some techniques and strategies used by teachers to mange their classroom. The questionnaire showed that most of students like their teachers when they smile and laugh with them. On the other hand, 0 of students like their teachers when they get angry. Moreover, most of students like to establish good rapport with them.

JOURNALS

Week 3(Journal) We observed two teachers. We noticed that they are likely out of control to manage the classroom and the students were very disrespectful and they only scream as a solution of keeping the class quite. We did not like it but one teacher claims that disrespectful students distract the class and they do not allow the good students to pay attention in class. Moreover, we noticed that some students have low grades and they do not progress in class. |

Week 4(Journal) we used the stand up game strategy when we notice the students are annoying or not concentrated in the class and that helped us a lot to have an effective classroom management to manage their behaviors. Moreover, it was effective to find something positive with students like greeting them at the door, asking them about their weekends and telling them what we want to achieve in the lesson. In addition, using the solution-focused approach helped the students in finding the solution and improving their self’s. |

Week 5(Journal) The stand up game ensured that the students always know and remember what have been discussed in the class as they are always prepared and motivated to participate. Moreover, after following the solution-focused strategy, students are more likely improved their work and assignments. In addition, We noticed that students are always more receptive to us when they sense that we have a real interest in them and it created a more learning-friendly environment. | Figure 1

Checklist ( appendix 2)

Conclusion:

RQ | Actions to take | Time | Frequency | Permission | Data to collect | Resources | What strategies are currently being used in the UAE? | - The Clap-Using X card-Using gift card | During the leasson | 3 / 4 times a week. | Nobody | pictures | | What strategies can be used to improve class behavior in the UAE? | - Being positive in your interactions with students.- Provide weaker students with more reasonable targets for success | Everyday | 4/5 times a week | Nobody | QuestionnaireInterviews | Surveys | What new strategies should be used? | * using solution-focused approach * The Stand-up game to encourge participations | During & after lesson | Daily uses | Nobody | Pictures | |

References:

Ridnouer, K. (2006). Managing your classroom with heart: A guide for nurturing adolescent learners. Alexandria, VA, USA: Association for Supervision &
Curriculum Development. Retrieved December 28, 2007, from ebrary: http://site.ebrary.com /lib/aus/Doc?id=10152476

Sarah (2012). The Stand-Up Game: A Classroom Strategy. Retrieved May 10, 2016, from https://www.teachingchannel.org/videos/stand-up-game

Shono, S. (2006). Empowering researchers and nonnative learners through interviews. In D. Schwarzer, M. Bloom, & S. Shono, Research as a tool for 86 empowerment: Theory informing practice (pp. 297-330).

Underwood, M. (1987). Effective class management. London: Longman.
Valdivia, J. S. (2007). Classroom management strategies for students with autism.
Retrieved January 2, 2008, from the ERIC database.

Martin, N. K., Yin, Z., & Mayall. H. (2006). Classroom management training, teaching experience and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Retrieved December 16,
2007, from the ERIC database.

Weinstein, C. (2007). Middle and secondary classroom management: Lessons from research and practice. Boston: McGraw-Hill.

Wragg, E. C. (2003). Classroom management in the secondary school. New York: Routledge/Falmer. Retrieved September 20, 2006, from ebrary: http://site. ebrary.com./lib/aus/Doc?id=10071251 GRADING/MARKING RUBRIC

GRADING/MARKING CRITERIA | ACHIEVEMENT INDICATORS | | F | D | C | B | A | | Achievement that does not meet requirements | Achievement that minimally meets the course requirements | Achievement that satisfactorily meets the course requirements | Achievement that is significantly above the course requirements | Achievement that is outstanding relative to the course requirements | | Significantly below course requirements | Below course requirements | | | | | GENERAL CRITERIA (1-10) | Research (15%)
Identification and investigation of a range of appropriate academic and/ or cultural sources | Little or no information presented | Information presented is insufficient or does not relate sufficiently to the task; there may be evidence of rudimentary research | Some information has been gathered from readily available sources applying standard techniques. Information is sometimes inaccurate | Adequate information has been gathered from readily available sources applying standard techniques. Information is generally accurate | Information is accurate with only occasional errors, appropriately categorized and from a wide range of sources. | Extensive independent research, accuracy, familiarity with the material, and sound judgments | This competency refers to your ability to draw from a range of relevant and appropriate sources to communicate an accurate and (relatively) complete discussion of your specific topic. | Subject knowledge (30%)
Understanding and application of subject knowledge and underlying principles | Unable to evidence or articulate basic principles and knowledge related to the subject. Information may be irrelevant, incomplete and/or inaccurate. | Limited knowledge of subject. Information may be significantly irrelevant, incomplete and/or inaccurate making information hard to follow logically. | Some evidence of understanding key aspects of the subject, but details are lacking. Some irrelevancies and inaccuracies | Generally accurate understanding of key aspects of the subject. Some irrelevancies and inaccuracies | Accurate extensive understanding of subject. Minor irrelevancies and inaccuracies | Complete and full understanding of subject. Extensive evidence of appreciation of the relative significance of all relevant aspects of the subject. | This competency refers to the depth of knowledge you demonstrate in your report. This should be relevant (to your research questions) and should also demonstrate that you understand the topic. This is achieved through discussion of quotes and references as well as through the selection of quotes and references. | Reflection (10%)
Management of learning through reflection | Consistent lack of evidence of reflection for learning. No awareness of personal strengths and weaknesses in relation to task | Sporadic evidence of reflection not followed through consistently. Incomplete awareness of personal strengths and weaknesses | Some evidence of insight and thoughtful reflection. Developing an awareness of strengths and weaknesses | Adequate evidence of insight and thoughtful reflection. Generally, has an awareness of strengths and weaknesses | Reflection is comprehensive with only a few lapses and has led to noteworthy insight. Has a good awareness of strengths and weaknesses | Reflection is complete and has led to substantial insight. Strengths have been built on and weaknesses mitigated | To achieve this competency you should critically appraise the ideas you discuss from your readings to demonstrate a good level of understanding. You may also choose to apply them to the research context (UAE, the school or class). | 10. References (10%)Bibliography, citation, in text citation, referencing (APA style format) | Little or no referencingIrrelevant or inappropriate selection of references.No citations in text. | Inadequate referencing with a significant number of inconsistenciesFew references that are not suitable or reputable.The citations have no links to your ideas. | Evidence of referencing, but not throughout.Few references and many are not suitable or reputable.Few citations with little or no links to your ideas. | Adequate referencing, but some inconsistencies.Limited number of references, but not all are suitable or reputable.Few citations that are not directly linked to your ideas. | Fully-formed references with minor errorsLimited number and selection of reputable and suitable references.Many citations are appropriate but only used as an association to your ideas. | Fully-formed and accurate references. Extensive selection of reputable and suitable references.Well selected citations that support ideas. | It is the expectation that all references, both within the text and in the bibliography are recorded accurately. The number of relevant and appropriate references will differentiate between the higher grades. However, this cannot be quantified as the quality and relevance of the texts is also relevant. |

WRITTEN LANGUAGE CRITERIA – APPLIED BACHELOR (11-13) | 11. Clarity and accuracy (20%)
Clarity of message, accuracy of grammar, vocabulary, spelling, punctuation sentences | The whole text is unclear. Errors are numerous and cause significant misunderstanding. | Mostly unclear with patches of significant break down. Errors can cause significant misunderstanding and require numerous corrections. | Sometimes clear, with patches of confusion. Accuracy is inconsistent. Errors cause misunderstanding. Correction required. | Generally clear and accurate. Errors can cause misunderstanding in places. Still some correction required. | Clearly expressed, with only occasional errors that do not cause misunderstanding. Requiring a minimal amount of correction. | Clearly expressed throughout. Consistently accurate. Requiring a minimal amount of correction. | 12. Organization (15%)
Organization, structure and style | There is no evidence of style, structure or organization. | Significant inconsistencies in style, structure and/ or organization. | Some inconsistencies in style and structure. Organization not fully logical. | Structure and style generally appropriate. Mostly logical organization. | Only occasional lapses in structure and style conventions. Main points are clear and logically organized. | Smooth flowing and logically structured and organized. Appropriate style throughout. | Each paragraph should have a clear central theme and the overall argument/ discussion should be developed logically, using sign posts (eg. On the other hand, Additionally etc) to guide the reader. Ideas, drawn from texts, should be synthesized. |