UNIVERSIDAD CENTROAMERICANA

JOSE SIMEON CAAS

MODULE 3
Communicative Approach and Task-Based Learning

ACTION RESEARCH PROJECT REVISION

Advisor:

Licda. Blanca Delgado

Action Research Team:

Katia Lorena Argueta De La O

Raquel Elizabeth Bentez Sigarn
Milton Reinaldo Caas del Cid
Mara Teresa Hidalgo Larn

September, 2017
 FIELD DIARY AND NOTES

(OBSERVATION SHEET)

Institutions name: ____________________________________________________________________________

Teachers name: ______________________________________________________________________________

Date: ______________ Grade: ________ Section: ____________________ Number of students: ____________

Topic: ______________________________________________________________________________________

Description:

Analysis and Interpretation:

 ACTION RESEARCH INSTRUMENT:
QUESTIONNAIRE
The purpose of this research is to determine to what extent students disruptive behavior inside the classroom affects the
learning process and hence their academic achievement

In order to collect information about teachers classroom management skills answer the following survey.

Instructions: tick the answer that best fits your classroom management skills.

1. HOW CONFIDENT ARE YOU IN MANAGING CURRENT BEHAVIOR PROBLEMS IN YOUR CLASSROOM?

Very unconfident

Unconfident

Neutral
Confident

Very confident

2. HOW CONFIDENT ARE YOU IN YOUR ABILITY TO MANAGE FUTURE BEHAVIOR PROBLEMS IN YOUR CLASSROOM?

Very unconfident

Unconfident

Neutral
Confident

Very confident

3. HOW CONFIDENT ARE YOU IN YOUR ABILITY TO PROMOTE STUDENTS EMOTIONAL, SOCIAL AND PROBLEM SOLVING SKILLS?

Very unconfident
Unconfident

Neutral

Confident

Very confident

4. COACH POSITIVE SOCIAL BEHAVIORS (HELPING, SHARING, WAITING)

Rarely/never

Sometimes

Half the time

Often

Very often
5. DESCRIBE OR COMMENT ON BAD BEHAVIOR

Rarely/never

Sometimes

Half the time

Often
Very often

6. USE TIME OUT (TIME AWAY TO CALM DOWN) FOR AGGRESSIVE BEHAVIOR

Rarely/never

Sometimes
Half the time

Often

Very often

7. SINGLE OUT A CHILD OR A GROUP OF CHILDREN FOR MISBEHAVIOR

Rarely/never

Sometimes

Half the time

Often

Very often

8. IN-HOUSE SUSPENSION (SEND TO PRINCIPALS OFFICE FOR MISBEHAVIOR)

Rarely/never
Sometimes

Half the time

Often

Very often

9. WARN OR THREATEN TO SEND CHILD OUT OF CLASSROOM IF S/HE DOESNT BEHAVE

Rarely/never

Sometimes

Half the time

Often
Very often

10. WARN OR THREATEN TO SEND CHILD OUT OF CLASSROOM IF S/HE DOESNT BEHAVE

Rarely/never

Sometimes

Half the time

Often

Very often
11. IGNORE MISBEHAVIOR THAT IS NON-DISRUPTIVE TO CLASS

Rarely/never

Sometimes

Half the time

Often
Very often

12. USE GROUP INCENTIVES

Rarely/never
Sometimes

Half the time

Often

Very often

13. GIVE CLEAR POSITIVE DIRECTIONS

Rarely/never

Sometimes

Half the time

Often

Very often

14. WARN OF CONSEQUENCES FOR MISBEHAVIOR (E.G., LOSS OF PRIVILEGES)

Rarely/never

Sometimes

Half the time

Often
Very often

15. USE PERSISTENCE COACHING (FOCUSING, BEING PATIENT, WORKING HARD)

Rarely/never
Sometimes

Half the time

Often

Very often
 Participants Information Protocol

Dear English teacher please read the following information and helps us to get a result used to improve

the English-Teaching Learning process. Thanks in advance for your collaboration.

Research Project Title: Improving English teachers classroom management skills related to behavior to

enhance students grades results.

Research shows that the time a teacher has to take to correct misbehavior caused by poor classroom

management skills results in a lower rate of academic engagement in the classroom. There must be a

carefully planned technique system of procedures, rules and routines that create an atmosphere to

learn, the teacher is the key variable in the classroom. This study will examine the progressive ideology

that students should be able to govern themselves and the conservative ideology of a structured

classroom environment and their effects on students academic achievement.

The purpose of this research is to determine to what extent students disruptive behavior inside the

classroom affects the learning process and hence their academic achievement by using the action

research approach to carry it on.

Data Collection is an important aspect of any type of research study. Inaccurate data collection can

impact the results of a study and ultimately lead to invalid results. Regardless of the kinds of data

involved, the researcher needs to record any potentially useful data accurately, and systematically.

Journals, checklists and surveys are the selected instruments to gather information from teachers. These

instruments will help the researchers team to find critical information to determine on what extend

teachers are able to recognize disruptive behavior in the classroom as well as the type of strategies they
implement when dealing with it. After that, the researchers will compare and contrast how the use of

certain techniques helps teachers to keep an outstanding classroom management.

You will be asked to let English Teachers at your school to complete a survey, which we estimate will

take no more than fifteen minutes. You may also be asked to let them take a checklist to one of their

classes to find out more about classroom management. As well as give permission to take pictures and

record videos to be part of the evidences the research team need to present at the end of the project.

The survey and other types of evidence will represent your opinion and actions in terms of the research

being implemented. The information collected during this stage will provide insights on effects of the

current research in terms on how it may have improved your experience in learning English language.

The project is done by a group of professionals in English Language Teaching from Instituto Nacional

Joaquin Ernesto Cardenas, Centro Escolar Mauricio Ernesto Vargas. Who are in charge of carrying out

this project as part of a specialization course MINED aimed to improve their practicum.