When

first asked to choose my topic for my action research I knew immediately that this was going to be an amazing opportunity to focus my craft on an issue that has been at the forefront of my teaching experience: sharing the air in classroom discussions. We all remember those kids in class that wouldnt stop talking, while feeling unconnected with the many students that never talked. This may sound as if I was only trying to manage the Chatty Cathys of my class, but it was bigger than that. I didnt necessarily think it was a bad thing when students were eager to share often, but this always left me wondering if others were listening and learning from what they had to say. With the right coaching I hoped to have students develop more insight from one another, rather than just seeing me as a central figure. I initially planned on taking this on with my kindergarteners (a grade where I felt extremely comfortable), but as life happens I was blessed with my son and moved up to third grade so I could job share. Our job share situation was unique in that I was teaching the entire second half of school year. New grade, new teaching partner, new baby and one years worth of research crammed into what seemed like a very short few months! I wasnt going to give up; I had wanted this for too long. In the back of my head I kept reassuring myself that because of the detailed plan I had created pre-baby I would be able to just follow my steps in my methods section, plug in the data and write away. Well, that plan went out the window within the first three days back in the classroom. What I had initially planned on wasnt working. I jumped into my research on day one of reentering the classroom. I threw my kids into group work and whole group discussions at every opportunity possible, but felt like all I was observing were students shouting above one another. It seemed as if nobody was listening, no one was waiting for others to finish their sentences, I had many blank stares, and I caught myself getting frustrated and just sending kids back to their seats. What I came to realize was that although students reported on the initial survey that they had felt comfortable in small group work, they actually had no idea how to cooperatively work together. In terms of classroom discussions, they were able to articulate what behaviors needed to be present to allow everyone to feel good and safe, but they couldnt put them to practice. Through all of this chaos I had no clue how I was going to build this community of active and respectful participants in classroom discussions. The Power of Colleagues! When speaking to a colleague about my frustration and confusion of where to go from there, she shared with me a protocol that she had implemented in her classroom and that she believed changed the entire environment. She believed that her kids had become more aware of different viewpoints, began thinking more critically, and were carefully listening to the opinions and thoughts of their peers. I

Final Reflection

needed to know immediately what the protocol was and how I could adapt it to my third graders. After investigating and enlisting the help of other teachers who actively use and believe in this protocol I was able to find the Junior Great Books Shared Inquiry Program for my class and even have a teacher offer to come in and model it. Within a few days I was able to observe and video the first of many shared inquiry discussions with my students. What had I been missing? Protocol! After a year and a half of doing protocols within the HTH GSE, I had never tried them with my own students. Of course the more and more shared inquiry circles we did, the more I was comfortable adapting the protocol to the needs of my students and they ended up thriving in this structured discussion setting. The adaptations came from my own observations, student reflections and the suggestions of colleagues within the GSE. My group work made a turn for the better after receiving a recommendation from my critical friend in the GSE to read the book, Creating Group Work in a Heterogeneous Classroom, written by Elizabeth Cohen. I was slightly hesitant since my critical friend is a high school math teacher and I was uncertain how this book could be adapt from high schoolers to primary age students. Boy, was I wrong. This book has changed my teaching and the way I view group work! I devoured this book in two days and couldnt imagine doing my action research without it. Again, the power of colleagues! Having open discussions around what your doing inside your classroom can lead to amazing things! This has all reinforced for me the power of collaboration. The Evolution Ive always known that kids are capable of amazing things, but we need to provide the appropriate support for their success. I wish every teacher would take the opportunity to take an afternoon and just sit back and closely watch their students interactions. Before my action research I always felt that I was creating the right environment by offering tons of group collaboration opportunities. Reflecting back, I now wish I would have taken a closer look to see if they were positive experiences for the kids. Until this action research I didnt seem to give myself permission to just observe. I always felt that I needed to skim the room for any fires that needed to be put out, rather than noticing specific interactions and the details within conversations. I cant help but feel guilty for going this long without building this knowledge into my teaching practice. I have become a better teacher, a better listener, a stronger collaborator and more reflective because of this program. This mindset wont just stop with me, but will hopefully travel into the hearts and minds of all the students in my future.