Asking questions, observing, analysing, probing, trying out something new, checking, comparing, reading, talking, looking for, etc

classroom research

asking questions, observing, analysing, probing, trying out something new, checking, comparing, reading, talking, looking for, etc.

Classroom research is …..

• critical analysis of teaching practices with the purpose of improving teaching and students’ learning. It is entirely a teacher’s responsibility to monitor, analyse, and adjust processes in the classroom. Often teachers observe what happens in the classroom and see that something works particularly well but other things have to be changed. This process can be called classroom research.

How can classroom research help teachers?

• It can: ~ help them become more aware of factors influencing learning in their own classrooms ~ give feedback as to the success or failure of what they are doing ~ help them tailor their teaching to respond to their learners’ needs and specific contexts ~ justify their choices in teaching ~ increase their knowledge about teaching and learning ~ help them become independent ~ encourage them to cooperate with colleagues

• Mistakenly, teachers are discouraged by the term ‘Classroom research’ and think that it requires specific skills and preparation.
• However, research can be a very interesting and motivating process done on a day-to-day basis. In reality all teachers are researchers in their classrooms because they always want to improve the way they teach and the way their students learn.

1) Formulating the general question or the problem which will be solved. This usually emerges from the researcher’s experience, from research paradigms or from sources outside the second language field. 2) Feasibility of the research work we aim to carry out to solve the problem. 3) Deciding on the objectives that will be achieved. 4) Formulating the research plan and hypothesis to be tested.