Research & Knowledge: Your Thesis

I am in my third year of teaching, and I still go back to my thesis project for ideas and research.  I remember spending hours and hours in front of the computer refining my lesson plans, printing my reflections, and gathering my artifacts from student teaching.  With all the hard work and effort put into my huge binder, I keep it within reach for future projects. 

As a student you are in the process of gathering your artifacts for research and refinement.  Some universities may have you collect your items for a huge final portfolio, while others use formal evaluations from student teaching.  I would like to discuss a few topics that are worthy for current and future research for your teaching professionalism.

Leaning Environment.  Some students may be required to fulfill all student teaching training within one school, while others split into elementary/secondary schools.  In my situation, I student taught at two different schools in different towns.  At the elementary level, I soaked in everything I could about the learning environment and documented what I could.  I planned to use similar techniques in my own classroom setting.  I also soon learned that what works in some classrooms and schools may not work in other situations!  It is still always good to take notes on how you adapt to your situations and add tips on how you would like to create your own learning environment in your future career.  My biggest concern in the elementary classroom was how to switch project materials around in back to back classes.  You must constantly be vigilant with students that leave and enter the classroom, and when you are unprepared for a lesson, the students will see your discomfort and act upon it.  Spend time in the beginning of your days at school setting up and preparing for all your classes throughout the day.  Take notes on what worked and what didn’t work.  If you are being observed for your evaluations, send a copy of your lesson plans with reflections to your observer. 

6th Grade Printmaking Project, 2009

Instruction.  I admit I was an overachiever.  I wanted to make sure that I had a typed out lesson plan for all projects I taught in advance while student teaching, even the lessons offered by my cooperating teacher.  As much as I tried to keep up, it just wasn’t happening.  Toward the end of my student teaching, I still took notes and prepared the lesson plans for my future career. 

At the secondary level, I had more detailed lesson plans to prepare, but I noticed a difference in my instruction and techniques.  I discovered ways to introduce techniques and processes that just weren’t available at the elementary level.  I was also working in a block schedule, which made the classes 90 minutes instead of the elementary 40 minute time period. 

When you give any lesson, make sure you document for your reflections.  You may discover one material works better for a final result.  Maybe you can find a way to focus more attention on the final products and assess the works differently.  Reflection is always to best way to go when you teach a lesson the following year.

Teacher Professionalism. In some student teaching cases, you will be observed by a third party for your formal evaluations.  It is always a good gesture to introduce yourself prior to observation and prepare a lesson plan in advance.  While delivering your instruction, you may encourage the observer to walk around the room, or you may formally explain the students’ prior knowledge.  After your observations are done, take the time to reflect upon your lessons and present your final results to your observer.  This act shows that you are prepared to take on your challenges and follow through with your instruction. 

Another good way to document your progress would be to develop a growth plan in your teaching skills.  Start off with writing down what your challenges are in the beginning of student teaching.  Maybe you are uncomfortable with discipline, or you may not be projecting your voice loud enough.  Document your progress each week until the very end of your assignment.  If you keep records for your thesis, add your results into the collection! 

Did you receive any letters from students or parents?  Collecting data from community involvement is always a bonus in your thesis portfolio.  When applying for your future career, your boss will want to see how you reached out to the local community. 

Inquiry into Teaching.  When I completed my portfolio, I needed to complete an Action Research Brief..  My focus was on time management strategies for high school art students in a block schedule.  I noticed that my students had different styles in working habits and time management.  Some students had focused all attention on their project and finished way in advance, while others lulled behind.  I had spent time researching strategies to slow down the ambitious students while keeping the students in the back on track.  I had researched different essays and literature to find evidence for similar situations and compiled my data for the Research Brief.  If you are familiar with this project, then you know how much effort can go into this process.  I do encourage you to gather your artifacts for such a situation so you may document your facts and present your case.  In the future, you may possibly be a creator of a formal essay in a literary magazine, or even a research brief in a compiled education series!

For many students, this is still the beginning of the school year, so you have plenty of time to gather your artifacts for your future thesis.  I always like to share with my peers to be prepared for any possibilities that could happen in your classroom environment.  You may also look back in your thesis portfolio for ideas and references while you’re teaching!

-Heidi O’Hanley