Healthy interaction with elders A Significant factor of social development at primary level

Healthy interaction with elders A Significant factor of social development at primary level

Healthy interaction with elders A Significant factor of social development at primary level

Course Code: 8613

Semester: Spring 2021

Theme: Promoting children’s socio emotional development

Sub-Theme:Healthy interaction and relations with elders

Topic: “Healthy interaction with elders A Significant factor of social development at primary level”.

Q.1 Why did you select this specific sub-theme and topic? Relate it to your experience / problem in your home / institution.

During pandemic situation, all parents and children staying at their home all time. I see children playing in front of their houses but most of parents use Games & application and activities for their children to keep them at home. After talking some parents I decided to choose the following research problem:“Healthy interaction with elders A Significant factor of social development at primary level”.

This study aimed to examine the conceptions of…….District …..student interactions and relationships with elders. If you were to ask your child “What did you do at school today?” they likely answered with a story involving a friend, fellow student or teacher. Relationships are one of the largest aspects of a child’s academic life. A positive interaction with a teacher can help ignite excitement in your child about a certain subject. A negative interaction with a fellow student can make a child not want to go to school the next day. Good or bad, relationships have the potential to make or break a child’s education. Children learn about relationships through a number of ways. They pick things up through movies, music, and television, and they copy the actions of their peers, teachers, siblings, and (of course) parents. Kids are perceptive and easily molded. A positive environment with nurturing relationships set’s your student up for academic success.

Student-Student Relationships

• Students perform better in friendly and supportive environments.
• Students may not participate in class if they are worried they will get made fun of for a wrong answer.
• Students who are bullied or mistreated by their peers may struggle to focus in class, lose excitement for certain classes, or even start to dread school.
• Students, like in life, often have to work on assignments in groups or pairs. Students who struggle to work together may get lower grades.
• Healthy interaction with elders A Significant factor of social development at primary level

Student-Teacher Relationships

• Students who feel respected and supported by their teachers are more likely to enjoy their studies and be motivated to try their best.
• Students who feel disrespected or unsupported by their teacher may disconnect from their class or lose interest in certain subjects.
• Students who disrespect a teacher or their classroom rules, may suffer disciplinary consequences or miss out on valuable class time.

Student – Parent Relationships

• Negative emotions or unhealthy relationships at home can follow children into the classroom
• Students in emotional distress or who feel unsupported may have difficulty concentrating in class.
• Children develop most of their social cues from the adults in their life. Watch your own social habits and relationships your child observes.
• Parents can help their child develop strong relationships by teaching them healthy boundaries. Talk to your child about:

Students spend a good portion of the day in classrooms. There they learn to read, write, and calculate math problems, but they’re also learning another vital skill: developing relationships. Each day, students interact with their peers and others, including teachers, mentors, and community members.

While it’s well-known that healthy teacher-student interactions are essential, it’s arguably even more important to students and the learning experience that students treat each other with respect. Negative student interactions can cause negative feelings and impede a growing sense of self-worth, or self-esteem. If student interactions are poor, the classroom environment can feel chaotic, unpredictable, and unsafe.

Healthy interaction with elders A Significant factor of social development at primary level

On the other hand, positive student interactions foster feelings of safety. The classroom environment is predictable, and students readily support one another in personal and academic growth. Self-esteem can grow as students learn their strengths and help one another with struggles. The benefits of positive student interactions also go beyond the classroom—the communication skills students learn in the classroom will help them develop healthy relationships in the future.

Navigating these relationships may come easily for some students, but many need the support of their teachers.

To further investigate the above argument, the current research i explored following recent work for understanding and mapping the trends and patterns of the selected study.

Q.2. What was your discussion with your colleague/friend/senior teacher or supervisor regarding the problem? (Provide your discussion with your colleague or supervisor for better understanding of the problem and alternate solutions)

Discussion with colleagues/friends/supervisor:

Since I began my teaching practice, I have been using as many creative tasks as possible, not only strictly to teach students. In my action research project, I am therefore going to explore the “Healthy interaction with elders A Significant factor of social development at primary level”. during this death-trap situation. I discussed with mycolleagues/friends/supervisor for better understanding of the problem and alternate solutions.

First of all, I explained that Teaching in a class is already challenging, let alone getting your students’ attention and keeping them engaged. But things can be even more difficult when you have to handle bad student behavior. The bad news is that you cannot control how your students behave. And more often than not, when you try to restrict your students, you might feel helpless and frustrated. But the good news is that you can influence them through evidence-based strategies and make them change their own behavior.

Discussion with colleague:

My one colleague said that Improving students’ relationships with teachers and other students has important, positive and long-lasting implications for both students’ academic and social development. Solely improving students’ relationships with their teachers and students will not produce gains in achievement. However, those students who have close, positive and supportive relationships with their friends will attain higher levels of achievement than those students with more conflict in their relationships. Picture a student who feels a strong personal connection to histeacher or students, talks with  frequently, and receives more constructive guidance and praise rather than just criticism from his teacher. The student is likely to trust his teacher more, show more engagement in learning, behave better in class and achieve at higher levels academically. Positive teacher- and students- student relationships draw students into the process of learning and promote their desire to learn (assuming that the content material of the class is engaging, age-appropriate and well matched to the student’s skills).

Discussion with supervisor:

my supervisor expressed that he helps cultivate positive interactions among students by being a good role-model, a person who serves as an example that others should imitate. He shows students how to treat one another through her actions. By being consistently positive in his interactions, he setting the tone for her classroom environment, thereby establishing a pattern of trust and mutual support. As he has found, the cornerstone of success is teaching students to show respect to themselves and others. He accomplishes this by constantly modeling positive interactions between himself and his students. When he wants students to take out their reading baskets, he asks in a kind and respectful manner, saying ‘please’ and ‘thank you.’  He also tries to maintain a sense of humility with his students. He recognizes that he’s human and makes mistakes. When this happens, he apologizes and shows students how to make amends gracefully. For example, when he misplaced a basket of student books, she admitted the mistake to the students, taking full responsibility for his absentmindedness. He asked students how she could make up for it, and the class decided to take a bit of time to help his look for the basket. Throughout the encounter, he focused on interacting with care and showed interest in his students’ feelings, attempting to repair his mistake.

Discussion with friends:

One of my friend expressed that When students meet young students’ needs, by developing positive student-student interactions and applying effective techniques and not emphasizing competition, students report emotional well-being and higher motivation in learning. As to the students who have aggressive behaviors, teachers can foster positive and supportive school adjustment for them. Positive student-student relationship is associated with motivation, achievement, and social and learning competence in school.

From many research surveys, we can know that few students describe student as friends or as the source of a close personal relationship during middle school period. The children who have poor relationship with teachers and students poor school adjustment are more likely to fail course work, to have higher absenteeism, and to fail to complete future study. Some researchers have validated that students who have a secure relationship with previous caregiver can experience more positive school adjustment and this relation can further affect later learning and school adjustment. Therefore, former teachers play key roles in the process of students’ learning and school adjustment.

“The teacher is the one who is responsible for creating the appropriate learning environment and for continuously making efforts to create better environment. Under such environment, learners may have meaningful experience, become intrinsically motivated, and as a result find a meaningful ‘self’”. Therefore, it is teachers’ responsibility to nurture appropriate leaning environment for students.

Q.3. What did you find about the problem in the existing literature (books / articles / websites)? (Explore books and online resources to know what and how has been already done regarding this problem)

It is widely believed that student-to-student interaction is important in distance learning. This belief was reinforced by Dixson (2010) in the statement, “one of the recurrent themes in the literature is the effectiveness of using collaborative activities, group discussions, and other forms of student-student interaction” (p. 2). In a typical journal article about distance education, one often finds statements such as “the importance of interaction in education is practically a ‘given’” (Hillman, Willis, &Gunawardena, 1994, p. 31) and “interaction [is] an essential element to student learning and to the overall success and effectiveness of distance education” (Sher, 2009, p. 103).

What is the basis for the recommendation that student-to-student interaction is important in distance education classes? Many journal articles looking at interaction in distance education reference the work of Chickering and Gamson (1987) or Chickering and Ehrmann (1996). In 1987, Chickering and Gamson identified seven principles of effective teaching practice for undergraduate education. Their seminal efforts were supported by the Johnson Foundation and the American Association for Higher Education. The seven principles grew out of 50 years of higher education research and have been promoted and adopted at many universities. The seven principles included frequent and open communication between faculty members and students, promotion of collaborative student efforts, incorporation of active learning, prompt feedback, efficient use of time, establishing high expectations, and celebrating differences in student learning.

As technology became more commonplace on university campuses, Chickering and Ehrmann (1996) tweaked the seven principles to show how technology could be used to support and enhance these teaching principles. Chickering and Ehrmann (1996) noted technology could strengthen the communication between faculty and students, support and sustain student collaboration, and increase opportunities for active learning.

Along with the work of Chickering and colleagues, Moore (1989, 1993, 2013) is widely cited in distance education literature. He identified three types of interaction believed to be important in distance education courses. These are student-to-content interaction, student-toinstructor interaction, and student-to-student interaction.

A question could be raised about the empirical evidence to support the claim that studentto-student interaction is essential in distance education. The seven principles were developed from research on face-to-face undergraduate classes taught during the 1960s, 70s, and 80s. The students of that era could be different from the students of today. Also, undergraduates are different from graduate students and distance education classes are different than face-to-face classes. Even though the seven principles were tweaked in 1996 to account for technology, the technology of the 1990s is nothing like the technology of today.

A number of educators have suggested empirical research is needed in regards to the efficacy of student-to-student interaction in distance education classes. Liu (2008) asserts “few studies have focused on the student interaction issues in distance education” (para. 3). Grandzol and Grandzol (2010) state there are “conflicting findings and unanswered questions…” (para. 2). Hutchins (2003) found Chickering and Gamson’s seminal work was given attention in educational journals and practitioner literature but was “lacking in instructional research” (para. 2). Arbarugh and Hornick (2006) question the applicability of the seven principles to graduate education.

In the research studies examining interaction in distance education classes, student-tostudent interaction is typically not isolated from overall interaction. All three of the interactions described by Moore (1993) are collapsed into one variable. Therefore, the results and conclusions might be skewed. The research tends to show interaction is important but which type of interaction? When one collapses student-to-student interaction into an overall interaction score, this detail is lost.

Of the limited number of research studies focusing specifically on student-to-student interaction in distance education classes, the findings are mixed. Bernard et al. (2009) conducted a meta-analysis of previous research and found 10 studies where student-to-student interaction had a large effect size on student learning. However, there were 44 studies that found large effect size for student-teacher interaction and 20 that found the same for student-content interaction. However, Grandzol and Grandzol (2010) found a significant, negative relationship between student-student interaction and course completion rates in six mid-Western community colleges. Kuo, Walker, Belland, and Schroder (2013) found student-teacher interaction and student-content interaction were good predictors of student satisfaction with online courses; however, student-student interaction did not contribute to student satisfaction. Arbaugh and Rau (2007) found learner-learner interaction was negatively correlated with course satisfaction among MBA students. Liu’s (2008) qualitative study of distance education students found students liked the convenience of taking distance education courses but did not want to put more time and effort into interacting with other students.

In 2003, Zirkle completed a synthesis of the research on distance education in Career and Technical Education. Zirkle (2003) found a wide variety of distance education topics were examined in the 71 studies, but only two specifically looked at interaction among students (Flowers, 1991; Zirkle, 2002). Flowers (1991) surveyed technology educators and learned, “more respondents preferred learning on their own than preferred learning by interacting with other students” (p. 24). Zirkle (2002) surveyed Trade and Industrial majors and found they rated the statement “isolation from other learners/lack of opportunity for interaction with other students” as a possible barrier for participating in distance education.

A later study in agricultural education examined interaction in distance education classes. Kelsey and D’souza (2004) conducted a case study of graduate students who had completed distance education coursework over a two-year period. The participants recognized their interaction with course instructors to be most beneficial and felt student-to-student interaction was minimally important. Chapman and Henderson (2010) surveyed 64 business educators who taught via distance education and found the respondents to believe “interaction” was important and should be a benchmark for distance education classes but the meaning of “interaction” was not defined.

Numerous distance education research studies have been conducted in career and technical education since Zirkle’s work, but none other than the Kelsey and D’souza (2004) paper focused on student-to-student interaction. The scant research on student-to-student interaction in career and technical education has yielded mixed findings.

In addition to looking specifically at expectations regarding student-to-student interaction, it might be prudent to gather more information about characteristics of students enrolled in distance education classes. Different personality types tend to prefer different modes of instruction (Lawrence, 2009). Extroverts enjoy engaging with others, so in the classroom they appreciate social interaction provided by collaborative projects and active learning techniques. In contrast, introverts are more introspective and favor opportunities for internal processing (Felder, Felder, & Dietz, 2002).

Generational differences among learners have been well documented in the literature. Millennials tend to prefer a more team-based and collaborative approach to learning (Oblinger, 2003; Raines, 2002), whereas baby boomers have been accustomed to a more passive approach to learning and rely on instructors to provide information through the use of lecture (Mangold, 2007). The fact that distance learners may be older adults who work full-time and are often part-time students could influence their learning preferences (Huang, 2002; Moore & Wilson, 2005).

Why is it important to examine the delivery of distance education courses? An increasing number of college courses are being delivered via distance. The Sloan Consortium has been tracking online enrollments for the past 10 years (Allen & Seaman, 2013). Between Fall 2002 and Fall 2011, the percent of online enrollment as a percent of total enrollment in colleges and universities had risen from less than 10% to more than 30%. In the last two years college enrollments have remained flat (and actually declined in 2011), but enrollment in distance education classes has continued to climb at a 9-10% annual growth rate. Over 90% of public universities offer online courses and programs. It is clear online learning is growing and is here to stay.

The increasing popularity and enrollment in distance education courses is expected to continue. With the continuing growth in distance education offerings, it is important to critically examine the pedagogical strategies most appropriate in distance education courses.

Q.4. What were the major variables / construct of your project? Give definitions / description from literature.

(What are the key terms in your topic or study? what do you mean of these terms? What particular meaning you will attach to the term when used in this project?)

Key Terms in the Project/Major variables:

A word that serves as a key, as to the meaning of another word, a sentence, passage, or the like. The key concept is usually the main idea in the essay question. To provide the readers a better understanding of the frequently used terms in the study, the following terms are defined operationally:

Interaction:

A dealing, working, etc. together or with another. The activity of being with and talking to other people, and the way that people react to each other.

Relationship:

A connection, association, or involvement.

Connection between persons by blood or marriage.

An emotional or other connection between people:

The relationship between teachers and students.

Respect:

Respect as “a person’s attitude towards other people, in whom he/she sees a reason that, in itself, justifies a degree of attention and a type of behavior that in return engenders in the target a feeling of being appreciated in importance and worth as a person”.

Behavior

Children learn behavior by watching and imitating others. Many types of behavior detract from learning. These include talking out of turn, being out of the seat without permission, not paying attention and disrupting other students by making noise or touching them.

Education:

Education_iis_iwhat_ipushes_ius_ito_iachieve_iour_igoals,_ifeel_imore_ifulfilled_iand_iimprove_iour_ioverall_iquality_iof_ilife. iUnderstanding_iand_ideveloping_iyour_iEducation_ican_ihelp_iyou_ito_itake_icontrol_iof_imany_iother_iaspects_iof_iyour_ilife.

Pandemic Condition

A pandemic is defined as “an epidemic occurring worldwide, or over a very wide area, crossing international boundaries and usually affecting a large number of people”. The classical definition includes nothing about population immunity, virology or disease severity.

Q.5 What did you want to achieve in this research project? (Objective / purpose of the study;what was the critical question that was tried to be answered in this project)

Research problems and research objectives basically have the same meaning. Therefore, very often research problems are stated in the same way as the research objectives. This indicates the important role of research problems and research objectives in research activities. However, research objectives should be stated differently from the research problems, as the research problems are stated as questions to be answered by the researchers, while the objectives are stated as the goal of research to be achieved by the researchers. Research objectives are more focused than research problems.

Objective / purpose of the study;

• Toexplore the effects of healthy interaction among students on education system.
• To examine the children behaviour during classes.
• To investigate the possible causes of bed behaviour of students
• To give some suggestions on how to minimize the barriers faced by healthy interaction among students.
• To promote the value of healthy interaction among students as the basis of human coexistence during the teaching and learning process .
• To innovate in a way of team work in terms of coexistence and respect towards the students-students.

following questions were analyzed in this research.

Critical Questions:

• What are the effects of healthy interaction among students on education system?
• Discuss the children behaviour during classes ?
• What are the possible causes of bed behaviour of students?
• To give some suggestions on how to minimize the barriers faced by healthy interaction among students ?
• How you can promote the value of healthy interaction among students as the basis of human coexistence during the teaching and learning process ?
• To innovate in a way of team work in terms of coexistence and respect towards the students-students ?
• How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school ?

Q.6      Who were the participants in your project? 

In order to understand the complexities of much validity, researchers’ participation in and observation of the phenomenon should be the appropriate approach for more authentic understanding and explanation of the qualitative data. The targeted population was children enrolled in primary (5th) level of …… However, in this questionnaire, forty (35) children, taking a related course, were selected in a ….. located in …….. as a sample while considering the research control and validity of this study. This sample included children of the two major medium (English Medium and Urdu Medium). These participants might generally represent the children in primary (5th) level. The peer reading strategies was developed on the basis of a series of research regarding “Healthy interaction with elders A Significant factor of social development at primary level” and improvement for primary (5th) children. This curriculum purported to develop “Healthy interaction with elders A Significant factor of social development at primary level“among the children of primary (5th) level.

Q.7How did you try to solve the problem?

Action Research

Action research encompasses small scale systematic inquiry and contains of a number of stages which frequently persist in cycles. Like planning, action, observation and reflection. Classroom action research was separated into two cycles; they were cycle I and cycle II and each cycle contained of four interrelated activities, specifically: Planning, Action, Observation and Reflection. It was crucial to reminder that early reflection was normally used in a classroom action study. Plan is prospective to action, action is deliberate and controlled, observation is responsive, reflection is evaluation to make it apparent, and the design of present classroom action study would be described as follows. In the present study,I collected data based on following steps.

Healthy interaction with elders A Significant factor of social development at primary level

Method of the Study :

The methodology of this research was comprised on an action research to found out and solve the problem. The social phenomenon under scrutiny was the “Healthy interaction with elders A Significant factor of social development at primary level” on students learning and achievement. I used Questionnaires, interviews, field notes and observations to collect the data needed to provide the information and insight necessary to answer my research requirements.

Population:

The entire group from which a sample is chosen is known as the population.  All the students of grade 5th who were enrolled in ……District ……., was population of my study. It was quite convenient for me, being a resident to accumulate quality data from the chosen city and school.

Healthy interaction with elders A Significant factor of social development at primary level

Sample:

Sample is smaller representation of large whole. Generally, it consists of some of the observations that represent the whole population. I sampled grade 5th students enrolled in …..District …… for this study.

Sample Size:

The numbers of observation included in a sample is called size of sample. I selected 35 students of grade 5th for action research-based study.

Research instrument:

Interview schedule is referred to formal meeting between the respondent and the interviewer. In this technique a number of questions were designed according to the requirement and relevancy of researcher being conducted. I prepared questionnaire to attain study objectives.

 Collection of Data:

The term questionnaire is often used interchangeably with survey. It is common and easy method of data collection in action research. I collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. I used Quantitative method to get important and meticulous information through questionnaire consisting only close ended questions relative to my research objectives.

Q.8. What kind of instrument was used to collect the data? How was the instrument developed(For example: observation, rating scale, interview, student work, portfolio, test, etc.)

Healthy interaction with elders A Significant factor of social development at primary level

Data Collection:

Data collection is the process of gathering and measuring information on targeted variables in an established system, which then enables one to answer relevant questions and evaluate outcomes to answer the research problem. In this Action Research, I kept all ethical consideration in mind. I also discussed the plan with the students and also took permission from the management and students before initiating the action cycle. I used following instruments for data collection.

Research Instruments :

Research instruments are a way of gathering data concerning the research focus. Gathering data using different research instruments is in fact creating different ways to study the social event being researched.

Questionnaire:

I developed the questionnaire to obtain data on“Healthy interaction with elders A Significant factor of social development at primary level “at grade 5th. Questionnaires are a convenient way of collecting data from a large number of individuals.

Critical Questions:

• What are the effects of healthy interaction among students on education system?
• Discuss the children behaviour during classes ?
• What are the possible causes of bed behaviour of students?
• To give some suggestions on how to minimize the barriers faced by healthy interaction among students ?
• How you can promote the value of healthy interaction among students as the basis of human coexistence during the teaching and learning process ?
• To innovate in a way of team work in terms of coexistence and respect towards the students-students ?
• How you can create a pleasant atmosphere simultaneously with the integral, personal and academic formation in children at the school ?

Rating Scale:

A rating scale is a tool used for assessing the performance of tasks, skill levels, procedures, processes, qualities, quantities, or end products, such as reports, drawings, and computer programs. These are judged at a defined level within a stated range. I also develop rating scale to judge student’s performance.

Case Study :

A case study is usually an in-depth description of a process, experience, or structure at a single institution.  In order to answer a combination of ‘what’ and ‘why’ questions, case studies generally involve a mix of quantitative (i.e., surveys, usage statistics, etc.) and qualitative (i.e., interviews, focus groups, extant document analysis, etc.) data collection techniques.  I analyse quantitative data first and then use qualitative strategies to look deeper into the meaning of the trends identified in the numerical data.

Checklists :

Checklists structure a person’s observation or evaluation of a performance or artifact. They can be simple lists of criteria that can be marked as present or absent, or can provide space for observer comments. These tools can provide consistency over time or between observers. Checklists can be used for evaluating databases, virtual IM service, the use of library space, or for structuring peer observations of instruction sessions. I also used checklists for effective data collection.

Interviews:

I prompt the interviewee for detail information regarding my study themes. My role as researcher was to pose the questions and I used the responses of the students to prompt them for more detail if I thought it necessary. On several occasions, the interviewees’ responses led to discussions not pertinent to the research and I had to focus their thoughts on the topic.  In the course of these discussions, their understanding of the topic was revealed. The complete interview was audio recorded and the recorder was placed in such a way that everybody could see it.

Students Portfolio :

Portfolios can be a physical collection of student work that includes materials. I check students portfolio such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards and honours .

Field Notes :

Field experiences support candidates to better understand and apply the themes through their work with students. To understand in simple words field notes are draft/rough notes taking while sitting in a class. So based on these field notes I was prepared my final observation.  I also took field notes.

Q.9. What were the findings and conclusion? (Provide instruments and analysis as appendix)

Appendix

Scale

1.Often   2. Sometimes   3. Never 

Major Findings :

1)     65% of the students admitted that children behaviour during  classis not good witch disturbing the process of learning. First of all, I explained that Teaching in aclass is already challenging, let alone getting your students’ attention and keeping them engaged. But things can be even more difficult when you have to handle bad student behavior. The bad news is that you cannot control how your students behave. And more often than not, when you try to restrict your students, you might feel helpless and frustrated. But the good news is that you can influence them through evidence-based strategies and make them change their own behavior.

2)     More than half 55% of the students admitted that  student mis behaviors in classroom and to identify the most common, disruptive, and unacceptable student problem behaviors from teachers’ perspective. Twelve individual interviews with teachers were conducted. A list of student problem behaviors was generated. Results showed that the most common and disruptive problem behavior was talking out of turn, followed by non attentiveness , daydreaming, and idleness. The most unacceptable problem behavior was disrespecting teachers in terms of disobedience and rudeness, followed by talking out of turn and verbal aggression.

3)     50% of the students admitted that As much as you like to help, you really cannot get into their personal lives. The best thing you can do is identify the root causes of their troublesome student behavior and then create systems that promote self-awareness and self-control.

4)     More than half 55% of the students admitted that  According to them Bring difficult students close to you.This can be challenging, especially in the classroom environment. In the classroom setting, noisemakers usually sit at the back of the classroom. You can sit them somewhere near your desk to deter them from making noise. In your virtual classroom.

Conclusions and Discussion

In general, students in classes taught at a distance do not desire student-to-student interaction in their classes. Even though there were some students who tended to be positive about having student-to-student interaction, there were more who didn’t. When one dis aggregates the data and looks at mean scores for various sub-groups, the same conclusion is reached. says about millennials they did not embrace student-to-student interaction, nor did the extroverts. Both males and females had the same less-than positive views. When the other demographic variables were examined, part-time and full-time students, those who were employed full-time and part-time, and those who had taken more courses, the results were the same – none of the sub-groups had positive perceptions of student-to-student interaction in distance education classes.

it does not appear student-to-student interaction is a major expectation of the students. Students are satisfied with distance education classes in the absence of student-to-student interaction and seem to prefer it that way. Those educators who cling to the nearly two decades old thoughts of about the need for student-to-student interaction might want to rethink and re-examine their beliefs.

Q.10. Summary of the Project (What and how was the research conducted – main objective, process and findings)

Research studies are being conducted in order to provide results that will help with social, professional and the purpose of this action research will be a common knowledge that when teachers are seen upholding sound professional conduct, it creates a high level of public confidence and trust in the teaching profession. The data was collected through well-structured research tool (Interview schedule). So in such type studies, it is very necessary during development of measurement tool for quality data to keep all aspects in mind. Qualitative / Quantitative method was used to get important and meticulous information. Information was collected through questionnaire consisting only close ended questions relative to research objectives. The close ended questionnaire was made for data collection. When conducting a research study involving young children, it is vital that the children are protected and treated fairly. In order to ensure that is the case in this study, all participants in the study are referred to by “Children.” No personal information, such as addresses, is included in the study. In order to make sure that all children are treated fairly, all children received the interventions implemented. The quantitative findings suggest that using home study for self-motivations to directly teach children strategies to solve study problems does have a significant effect on their ability to solve problems.  During the intervention period there were many behavioral issues that took place in the home, many times preventing the interventions from happening. Also, the academic schedule of the school impacted the implementation of the interventions. There were many half day/professional days that caused the interventions to be cut from the daily schedule. In addition, the fourth grade team at the school implemented a new study curriculum right before the interventions began. Initially, this new implementation should not have caused any issues with the interventions. However, it was decided that more time needed to be devoted to the Walk to Study program and the new curriculum. This caused the intervention time to be cut from the daily schedule. Also, as stated previously in this paper, there was a chance that the new curriculum influenced the children’ studying abilities, thus creating inflated results. For most of the tools administered, the teacher gave them to the children. This might have affected the results of the data because the teacher presence might have had different effects on the children. The children might have felt that they needed to answer a certain way.

Objective/purpose of the study

• To explore the effects of healthy interaction among students on education system.
• To examine the children behaviour during classes.
• To investigate the possible causes of bed behaviour of students
• To give some suggestions on how to minimize the barriers faced by healthy interaction among students.
• To promote the value of healthy interaction among students as the basis of human coexistence during the teaching and learning process .
• To innovate in a way of team work in terms of coexistence and respect towards the students-students.

11. How do you feel about this practice? What have you learnt? (Self-reflection) ?

Feeling about this Practice/Action Research

I used a classroom action research method, which is a research through self-reflection strategy. This method has characteristics of active participation and collaboration of education practitioners to improve student achievement and teacher performance, and solve classroom problems. This action research provides me a structured process for customizing research findings, enabling me to solve problems using this method within own classrooms, schools, or districts. I had mixed feelings with research. I was bit nervous and somewhat curious to learn action research. I attend all of the meeting to reach 80% attendance to learn about how to do action research effectively. My experience regarding current research was informative. In this regard my respective supervisor helps me a lot.

Self-Reflection :

Self-reflection is like looking into a mirror and describing what you see. It is a way of assessing ways of working and how study observed. Reflecting and composing a piece of self-reflective writing is becoming an increasingly important element to any form of study or learning. Self-reflection helps to build emotional self-awareness. I called on students by name and used information about them (from the information sheets they filled out during the first-class period) in the examples I gave Unfortunately, I spent so much time on the presentation stage of the lesson that we had to rush through the other activities. The closure of educational institutions due to preventive measures against the spread of COVID-19 has affected the education, well-being, and functioning of all parties involved and benefiting from educational systems in the world. While the process of shifting learning to a remote or online format has already become part of many educational institutions in different parts of the world, a number of factors( behaviour) related to the quality of educational institutions, teachers, parents and students, in conjunction with changes to their emotional states are assumed to be contributing factors that may affect the quality of learning, teacher performance, student knowledge and skills. According to the findings of this study, the new circumstances created due to the spread of COVID-19, including changes in education, have caused a number of concerns among students, parents, and teachers in my city.

Q.12. What has it added to your professional skills as a teacher?

Action research is a form of research that is authentic and meaningful to the teacher researcher because it is conducted by the teacher in his/her own classroom space. Action research helps me to pick up threads suggested in academic circles, and weave them in my own classroom. Action research allows me to take ownership over my teaching and occurs when teacher researchers contemplate a classroom or instructional issue, design a study, execute the study, track data and results, and reflect. The action research progression is interactive; it is not a passive process, as teacher-researchers are active constructors of knowledge. This action research helped me to maintain classroom management through effective discipline practices for effective writing skills. I learnt that good behaviour in Educational activities associated with high academic performance during or academic achievements . From this practice I’m able to assess the problem in my class. Now I can identify, process and solve the problem through scientific way which results better than previous which was beating about bush. As teachers construct new knowledge while linking prior knowledge, learning occurs. This research provides me with data from my own experiences and my own students. This is the meaningful evidence that I need to be able to tell other stories. I strongly believed that there is no better way to communicate your story than to stand up in front of my peers and share the journey of action research. This study added my professional skills as trainee teacher that sharing useful strategies with students and provide them examples enhance their English skills. I will give assignments to students that offer appropriate practice with feedback. Writing is a complex skill which most students actually need in order to successfully go through college. Because everything is based on writing during academic years, a student who possesses good writing skills will automatically do better at everything, including exams, essays, assignments, and so on. I’m talking about general and specific tips and tricks on how to approach a specific type of essay. For example, you can emphasize the importance of creating clear and concise outlines before they start writing. As a teacher, my role is to help each and every student improve themselves, acquire new skills, and become a better individual by the end of their time spent in school. Even though one cannot improve their skills without working hard and having a desire to make progress, a teacher can definitely get involved and make huge differences concerning this matter. I will follow these tips, for improvements in my student’s mind-set to use good behaviour for effective learning.

Q.13. List the works you cited in your project (follow the APA manual – 6th Edition).

References

• Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Needham, MA: The Sloan Consortium. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
• Arbaugh, J., &Hornik, S. (2006). Do Chickering and Gamson’s seven principles also apply to online MBAs? The Journal of Educators Online, 3(2), 1-18. Retrieved from http://www.thejeo.com/Volume3Number2/ArbaughFinal.pdf.
• Arbaugh, J. B., & Rau, B. L. (2007). A study of disciplinary, structural, and behavioral outcomes in online MBS courses. Decision Sciences Journal of Innovative Education. 5(1), 65-95.
• doi: 10.1111/j.1540-4609.2007.00128.x Benson, A. D., Johnson, S. D., Taylor, G. D., Treat, T., Shinkareva, O. N., & Duncan, J. (2004). Distance learning in postsecondary career and technical education: A comparison of achievement in online vs. on-campus CTE courses. National Research Center for Career and Technical Education. http://eric.ed.gov/?id=ED493603.
• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., Surkes, M. A., & Bethel, E.C. (2009). A meta-analysis of three interaction treatments in distance education.

Review of Educational Research, 79(3), 1243–1289. doi:10.3102/0034654309333844

• Chapman, B. F., & Henderson, R.G. (2010). E-learning quality assurance: A perspective of business teacher educators and distance learning coordinators. Delta Pi Epsilon Journal. 52(1), 16-31.
• Chickering, A. W., &Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6. Retrieved from http://www.aahea.org/aahea/articles/sevenprinciples.htm
• Chickering, A. W., &Gamson, Z. F. (1987). Seven principles for good practice. AAHE Bulletin,

39(7), 3-7. Retrieved from http://www.aahea.org/aahea/articles/sevenprinciples1987.htm

• Dixson, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning. 10(2), 1-13. Retrieved from http://josotl.indiana.edu/article/view/1744/1742