Greenway Park Public School: Engaging Pedagogies Action Research

This assignment presents a detailed action research plan focused on enhancing student engagement and classroom behavior management within a kindergarten setting. The student utilizes the MeE framework to address the pedagogical issue of inattentive students and disruptive behavior. The project outlines the framework's application, the student's teaching philosophy, and the context of the action research conducted at Greenway Park Public School. The plan includes data collection methods through observation and surveys, and employs behaviorist learning principles and positive reinforcement strategies. It aims to improve student motivation and learning behavior through engaging activities, feedback mechanisms, and the creation of a positive classroom environment. The expected impact involves fostering inquiry-based learning, promoting knowledge management, and building positive teacher-student relationships to successfully address classroom behavior issues and improve overall student engagement.

Running Head: Researching And Developing Engaging Pedagogies
RESEARCHING AND DEVELOPING ENGAGING
PEDAGOGIES

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Researching And Developing Engaging Pedagogies
Table of Contents
Description of MeE framework..................................................................................................3
Critical summary of philosophy and practices of student..........................................................4
Description of action research context.......................................................................................5
Plan for action research cycle.....................................................................................................6
Impact and potential impact of planned action..........................................................................7
Reference list..............................................................................................................................9
Appendix..................................................................................................................................12

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Description of MeE framework
MeE is the framework that helps teachers to develop an action plan to improve
teaching and learning practice. Using this framework, teachers can understand the existing
relationship between students and the concerned education system. Classroom behavior
management is a difficult pedagogic issue that must be solved by a teacher by using Mee
framework. As mentioned by Korpershoek, Harms, de Boer, Hvan Kuijk, M., & Doolaard
(2016), this framework has been designed based on two different dimensions including
psychological dimension and sociological dimension. This framework postulates that
discourses, pedagogies and meaningful connections are directly connected with behavioral
and cognitive lives of students. McKim, Sorensen, Velez & Henderson (2017) have added
that this interconnection between psychological and social foundations indicates about the
expectations students from their school. This framework has been developed to address the
tension between psychological and sociological needs of students. It can be stated that
teachers can engage all students in the learning process with the help of this framework. If
teachers must engage students in the classroom by refining and recognizing their pedagogical
practices.
This framework can be used to develop an action plan for improving classroom
behavior of students. Some of the students do not pay attention to the class and talk among
each other. Focusing on negative reinforcement cannot help in this kind of situations. As per
the MeE framework, the teacher needs to understand the reason behind the lack of attention
in students. As stated by Michel (2018), "E" of this framework refers to engagement, where
students value the school. On the other hand, "e" refers to rational level engagement, where
students become engaged in pedagogic relationships. "M" refers to the motivation that helps
students to have adaptive thinking and adaptive behavior. This framework has the potential to

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play a dual role including an evaluative device and a guide to developing a plane to enhance
engagement of students. It suggests considering positive thoughts in terms of motivation and
both kinds of engagement. For example, wearing students and detaining them cannot help in
increasing their engagement. A teacher needs to include positive thought to engage students
in the learning process. It can include interesting classroom activities and giving points on
those activities to each student.
Critical summary of philosophy and practices of student
I think it is the duty of educators to engage students through necessary tools and
practices that can motivate them to acquire knowledge properly. Shaping them in the
classroom through different approaches can help students to get engaged in the system of
study properly. As opined by Fletcher (2016), educational outcomes can be achieved through
influencing students by employing a range of practices. For example, for improving behavior
of students effective reinforcements can be applied that includes verbal warnings, writing
names on board and others. Moreover, different strategies can be taken to motivate the
students in engaging in the class. For example, creation of chart with points, which will
measure learning behavior of each student. This is a positive reinforcement that can help to
engage students in the learning process. Moreover, Parker, Rose & Gilbert (2016) stated that
effective teaching can influence the level of engagement of student that can be achieved
through employing a range of practices and different resources. I believe that effective
education can be provided to students through imparting knowledge and increasing tier
engagement level in learning process. My personal teaching style includes imparting
knowledge, providing reward and feedbacks, conducting student engagement activities and
extrinsic motivation of students. Hence, I follow behaviorist model that helps to improve
learning behavior of students. As opined by Gilboy, Heinerichs & Pazzaglia (2015), there are

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Researching And Developing Engaging Pedagogies
two sides of behaviorist model that includes classical and operant conditioning. According to
operant conditioning, a particular behavior can be reinforced through activities like feedback
and rewards. Hence, different negative reinforcements like writing names on board can be
applied to improve classroom behavior of students. Application of these techniques can help
to create a positive learning behavior among students and learning environment in the
classroom can improve. Similarly, Hagenauer, Hascher & Volet (2015) said that different
needs and expectations of the students can be fulfilled by positive reinforcements. Thus, I
can employ different positive reinforcements like creation of table charts to improve learning
behavior among students. Hence, encouraging engagement in lessons and creating a learning
relationship can help me to develop and engage the students. Through implementation of
MeE framework, I can develop behaviorist practice and improve the motivation level in
students who lacks it.
Description of action research context
This part focuses on the process of differentiating different activities effectively
across the classroom that can help to increase engagement of students and develop positive
behavior among them. My final practicum will be completed in Greenway Park Public
School in West Hoxton. This is a large school, which has near about 775 enrollments that
includes kindergarten and senior-level students. I have placed in a class consists of 35
kindergarten students. The classroom consists of a diverse range of students, which are
managed by 4 teachers on a rotation basis. I have 5 students who are less engaged and has
poor learning behavior and require motivation. They are less attentive in class and are busy
talking and disturbing others.
Main focus of the action plan is given on developing engagement upon students who
lack it. Moreover, learning behavior needs to be developed among students by implementing

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different actions and strategies. Students have different requirements and needs that include a
lack of motivation to acquire lessons. Lack of motivation is influencing them to engage in
different other tasks that can create disturbance for others. As stated by Kuo, Browning &
Penner (2018), engagement of students can be increased by creating a family environment,
providing feedback and learning environment creation, building positive relationships and
creating equal chances of learning for all. This is the main focus area of the action plan,
which needs to be aligned with guidelines provided by the school and government. Hence, a
sustainable plan for engaging students can be developed that can provide benefit for all.
Plan for action research cycle
Consideration of action research can help me to identify areas of improvement for
enhancing student's engagement. Here, the pedagogical issue is managing classroom
behavior. Kindergarten students are not paying attention to the class and it is the
responsibility of the teacher to solve this issue by implementing MeE framework in practice.
Research cycle includes 5 stages and these are discovering the issue, gathering
information, analyzing the impact of the issue, planning for the solutions. At the first
stage, I need to understand the issue of classroom behavior management. Information will be
gathered by observing student's activities during class and conducting a small survey with the
35 children. After collection of information, I will review information for analyzing its
impact on the learning. After that, I will develop a plan to engage students in the process of
learning. According to Pas, Cash, O'Brennan, Debnam & Bradshaw (2015), a teacher needs
to consider positive thoughts while developing a plan for engaging student in class activities.
This plan will include providing feedback, creating a learning environment with a family
atmosphere, developing a good relationship between teacher and students, and providing
equal chances of learning to all the students.

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Researching And Developing Engaging Pedagogies
Two data collection process will be followed. Firstly, classroom behavior of selected
students will be observed and the entire observation will be recorded in forms of written
notes. Secondly, the students will be asked to select options to answer survey questions.
Option of different color will be there to attract children to participate. For example, they will
be asked to tick red color if they love their teacher, blue color if they hate their teachers.
Questions will be very simple and these will be about the perception of students towards class
teachers and learning process. As mentioned by Hidalgo-Cabrillana & Lopez-Mayan (2018),
selection of appropriate data analysis process helps in understanding the impact of pedagogic
issues on students. Notes of observation will be reviewed after completion of data collection
process. Answers of students will be assessed by making graphical representations. After
analyzing the data, clear understanding will be developed regarding the gap in the teaching
process, which is the cause behind less involvement of students in the classroom.
Impact and potential impact of planned action
Behaviorist learning process can help these students to develop learning behavior
among them motivate them to gain lessons. Different activities like providing feedback and
writing names on board can help to develop a learning behavior among students who lack it.
However, different skills need to be developed among students to increase their learning
behavior and classroom engagement. As stated by Strawhacker, Lee & Bers (2018), teachers
need to guide students constantly in achieving a task, which can help in reaching right
conclusions. This can help the teacher to develop different learning skills that are not
inherent. I can motivate the students to adopt the style of inquiry-based learning, which can
motivate the students and eliminate any sort of distraction. This pedagogical approach can
help to achieve success to engage students in classroom activities. Another essential impact
of this planned action is involving students in knowledge management. Increase of different

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skills and motivating actions can develop a learning behavior among students that can lead
them to success (Zhang, Fu, Li & He, 2019). Moreover, knowledge about different
distractions that are hampering their education process can be increased by this approach.
Hence, development of a sense can occur in them and they can differentiate between good
and bad.
In addition, this plan includes designing a learning space for engaging students and
improving their behavior. The classroom, in this case, will be designed that includes different
engaging and motivating pictures and success stories of big personalities. This can help the
students to gain motivating stories and encourage them by improving their behavior. This
pedagogical approach can help in building a positive relationship between teacher and
students. I can collect information about different extracurricular activities performed by
students and motivate them to perform in class. For example, I can motivate them to write
about their hobbies that can help to improve their grammatical sense. Giving points on
different learning behavior sections can create competition between them to achieve success.
Thus, a learning behavior can be created in the classroom and issue of behavior management
in the classroom can be successfully handled. Moreover, I can work according to the MeE
frameworks as the tasks in the plan will engage students in classroom activities at all levels.

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Reference list
Fletcher, K. (2016). How far can behaviourist learning theories be applied to science &
technology teaching?. Editor’s welcome, 33. Retrieved from:
https://istonline.org.uk/cms/wp-content/uploads/2018/08/ist-journal-2016-
spring.pdf#page=34
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using
the flipped classroom. Journal of nutrition education and behavior, 47(1), 109-114.
Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1499404614006381
Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom:
associations with students’ engagement, classroom discipline and the interpersonal
teacher-student relationship. European Journal of Psychology of Education, 30(4),
385-403. Retrieved from:
https://www.researchgate.net/profile/Tina_Hascher/publication/276859758_Teacher_
emotions_in_the_classroom_Associations_with_students'_engagement_classroom_di
scipline_and_the_interpersonal_teacher-student_relationship/links/
55b0ca4308aeb92399174c27/Teacher-emotions-in-the-classroom-Associations-with-
students-engagement-classroom-discipline-and-the-interpersonal-teacher-student-
relationship.pdf
Hidalgo-Cabrillana, A., & Lopez-Mayan, C. (2018). Teaching styles and achievement:
Student and teacher perspectives. Economics of Education Review, 67, 184-206.
Retrieved from: https://riuma.uma.es/xmlui/bitstream/handle/10630/13427/TP.pdf?
sequence=1

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Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-
analysis of the effects of classroom management strategies and classroom
management programs on students’ academic, behavioral, emotional, and
motivational outcomes. Review of Educational Research, 86(3), 643-680. Retrieved
from:
http://www.academia.edu/download/41798465/REVIEW_OF_EDUCATIONAL_RE
SEARCH-2016-Korpershoek-0034654315626799.pdf
Kuo, M., Browning, M. H., & Penner, M. L. (2018). Do lessons in nature boost subsequent
classroom engagement? Refueling students in flight. Frontiers in psychology, 8, 2253.
Retrieved from: https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02253/full?
utm_source=G-
BLO&utm_medium=WEXT&utm_campaign=ECO_FPSYG_20180117_outdoor-
lessons
McKim, A. J., Sorensen, T. J., Velez, J. J., & Henderson, T. M. (2017). Analyzing the
Relationship between Four Teacher Competence Areas and Commitment to Teaching.
Journal of Agricultural Education, 58(4), 1-14. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1167129.pdf
Michel, A. Y. K. (2018). A pedagogic and didactic use of representations and learning styles
for learner engagement: A conceptual framework for teacher mediation. International
Journal of Learning, Teaching and Educational Research, 17(3). Retrieved from:
http://www.ijlter.org/index.php/ijlter/article/view/1127
Parker, R., Rose, J., & Gilbert, L. (2016). Attachment Aware Schools: an alternative to
behaviourism in supporting children’s behaviour?. In The Palgrave International
Handbook of Alternative Education (pp. 463-483). Palgrave Macmillan, London.

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Retrieved from:
https://www.cypsomersethealth.org/resources/SECP/attachment_aware_schools.docx
Pas, E. T., Cash, A. H., O'Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of
classroom behavior in high schools: Associations with teacher behavior management
strategies and classroom composition. Journal of School Psychology, 53(2), 137-148.
Retrieved from:
https://www.researchgate.net/profile/Anne_Cash/publication/268084795_Observing_t
he_Relationship_Between_Teacher_Classroom_Management_Style_and_Student_Be
havior/links/552ec8dd0cf22d437170c163/Observing-the-Relationship-Between-
Teacher-Classroom-Management-Style-and-Student-Behavior.pdf
Strawhacker, A., Lee, M., & Bers, M. U. (2018). Teaching tools, teachers’ rules: exploring
the impact of teaching styles on young children’s programming knowledge in
ScratchJr. International Journal of Technology and Design Education, 28(2), 347-
376. Retrieved from:
https://pdfs.semanticscholar.org/36fa/374ecf999666ee5f7e1e38082fa4a095b865.pdf
Zhang, L. F., Fu, M., Li, D. T., & He, Y. (2019). Emotions and teaching styles among
academics: the mediating role of research and teaching efficacy. Educational
Psychology, 39(3), 370-394. Retrieved from:
https://www.tandfonline.com/doi/abs/10.1080/01443410.2018.1520970

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Appendix
Appendix
Total number of student 35
Participants All have participated
Use of feedback
 Providing feedback
 Creating a learning environment with a family atmosphere
 Developing a good relationship between teacher and students
 Providing equal chances of learning to all the students.