Champion Teachers Mexico I: Stories of Exploratory Action Research

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https://hdl.handle.net/20.500.14069/781

The Champion Teachers programme started in Chile in 2013 as a form of professional development for teachers of English working at public schools. It was initiated to support teachers in the design and implementation of small-scale research projects in their own settings whereby they could understand their learners and explore their teaching through the collection of evidence. This exploration process would then result in action points to make improvements. Thus, via Exploratory Action Research (EAR) – the approach used – teachers would be able to make informed decisions about their teaching to influence their students’ learning.

The Champion Teachers Mexico programme was launched in August 2018 with an initial workshop in Mexico City, which a total of 29 teachers attended. During the two-day event, teachers reflected on their classroom situations and identified their main area of concern by drafting a brief EAR proposal. Based on this proposal, Champion Teachers Mexico entered the second phase of the programme with the support of their mentors. As this was the first year of the programme in Mexico, three experienced mentors from Chile were requested to assist their Mexican colleagues. These mentors had already carried out their own EAR and had also mentored teachers for the programme in Chile, Peru and Colombia. With the assistance of these mentors, Champion Teachers went through the stages of EAR detailed above and engaged in processes where they reflected on their practices and their students’ learning, designed data collection tools, analysed the information obtained, designed an action plan and evaluated final results.

The nine stories included in this collection were selected and edited from the reports teachers wrote at the end of the Champion Teachers programme in February 2019. These teachers work in primary and secondary classrooms in diverse contexts and regions stretching right across Mexico, from Baja California Sur on the Pacific west to The Yucatán Peninsula on the Gulf of Mexico. Interestingly, each of the nine stories is concerned with a different issue. Five focus on language and skills – reading, writing, speaking, listening and vocabulary; three focus on aspects of classroom management – attention, participation and behaviour; and one centres on the use of technology.,

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Now showing 1 - 5 of 9

Improving students' reading comprehension
(2019) Argente, Ana Fabiola Velasco
Context: This study explores methods to enhance reading comprehension in an English class at a technical high school in Chetumal, Mexico. The class, comprising 24 students aged 17-18 with basic English proficiency (A1-A2 CEFR), struggled with comprehension tasks. Initial assumptions were that students were not utilizing taught reading strategies, prompting an exploratory investigation. Aims: The research aimed to identify effective interventions to improve students' reading comprehension. Specific objectives included understanding students' engagement with reading strategies, identifying their difficulties with comprehension exercises, and determining the types of support needed. Methods: The teacher employed a reflective journal, classroom observations, and a focus group with nine students of varying skill levels. Data collection spanned two weeks, encompassing peer observations and feedback on activities before, during, and after reading. Focal points included students' perceptions of reading materials, strategies, and their challenges. Findings: Analysis revealed that students employed strategies when needed and comprehended main ideas. However, comprehension was hindered by unfamiliar topics and difficulties with dictionary use, affecting reading pace and the ability to answer open-ended questions. Visual aids and games like "Hot Potato" were particularly effective and appreciated by students. Interventions, such as offering text choices on familiar topics, incorporating visual aids, and pre-reading dictionary exercises, improved engagement and comprehension. Students expressed a preference for structured support such as sentence frames for open questions and enjoyed competitive, interactive games. Implications: The findings suggest that understanding students' preferences and incorporating familiar, engaging, and supportive materials can enhance reading comprehension. Teachers might learn from this study the value of student feedback in designing tailored interventions, the role of varied and relevant reading materials, and the effectiveness of games in fostering participation and comprehension.
Improving behaviour in the disruptive classroom
(2019) Quintero, Martha De La Cruz
Context: The study was conducted by a middle school English teacher in Sayula, Jalisco, Mexico, working with a second-grade class of 35 students aged 12-13. The classroom was characterized by frequent misbehaviour, particularly at the start and end of lessons, causing frustration for the teacher and hindering teaching effectiveness. Aims: The project aimed to reduce disruptive behaviour and create a more conducive learning environment. Specific objectives included identifying when and why misbehaviour occurred, evaluating the effectiveness of current disciplinary methods, and addressing students' attitudes towards classroom behaviour. Methods: Data collection involved a six-week exploratory phase using video journals, peer observations, and student questionnaires. These methods captured perspectives on when disruptions occurred, how discipline was managed, and students' awareness of and attitudes toward their behaviour. After analysing the findings, the teacher implemented interventions involving student-created rules and positive reinforcement over a four-week period. Findings: Misbehaviour was most frequent at the beginning and end of lessons. Students largely acknowledged their disruptive behaviour but lacked awareness of appropriate conduct. Initial discipline strategies, including punishment and reprimands, were ineffective. Interventions, such as collaboratively creating classroom rules and reinforcing positive behaviour, led to notable improvements. Peer observations and student feedback highlighted increased orderliness, punctuality, and engagement. Students perceived the teacher's encouragement and praise positively, citing specific comments that motivated them. Implications: The study highlights the potential of student-cantered approaches, such as involving learners in rule-making and fostering a positive classroom atmosphere through consistent reinforcement. Other educators might consider exploring how these strategies could be adapted to improve behaviour and classroom dynamics in their contexts.
Improving listening skills: small changes make big differences
(2019) Zapata, Dulce Sanchez
Context: This study was conducted at a primary school in Mérida, Yucatán, Mexico, with a group of 29 fifth-grade students aged 10-11. The students were generally motivated and well-behaved, but they were less enthusiastic about listening activities compared to other English skills. Aims: The project aimed to enhance students' listening skills and engagement by addressing their perceptions and preferences for listening tasks. It sought to improve the effectiveness of listening activities through targeted interventions. Methods: Data collection included a student questionnaire, peer observations using video recordings, and a reflective journal. Dulce also analysed students' responses to identify challenges, preferences, and opportunities for practice. Based on this, she designed a structured lesson plan and homework tasks focusing on listening skills. Findings: Students found listening tasks challenging primarily due to the speed of the audio. They were more motivated by videos and songs than by traditional dialogues. Effective activities included gap-fills and matching tasks combined with pre-teaching vocabulary. Implementing shorter audios, incorporating multimedia, and increasing listening frequency resulted in improved comprehension and engagement. However, while many students found homework tasks useful, participation was low. Implications: The study highlights the importance of tailoring listening activities to students' preferences and providing preparatory support to ease comprehension. Teachers might consider using multimedia resources to increase interest and comprehension while carefully planning homework frequency to ensure feasibility for students.
Leading students to speak
(2019) Pineda, Omar Rugerio
Context: This study was conducted by an English teacher at a secondary school in Tlalmanalco, Mexico, focusing on a group of 21 beginner-level students aged 14-15. The challenge was students' reluctance to speak in English, attributed to fear of mispronunciation and mistakes. Despite regular speaking activities, students primarily used Spanish in class. Aims: The project aimed to address students' hesitation and improve their willingness and ability to speak English. The teacher sought to explore students' preferences for speaking activities, their feelings about speaking English, and effective ways to support them. Methods: Data collection included a student questionnaire, peer observations during three lessons, and a teacher's reflective journal. These methods examined students' interaction preferences, the support provided during speaking activities, and their language use in class. Post-intervention, further surveys and individual interviews were conducted to assess the impact of the implemented changes. Findings: Students preferred group or team activities and cited role plays as the most beneficial speaking task. Pre-teaching five common expressions and practicing their pronunciation were found effective in reducing anxiety. A mini-book of classroom expressions provided support for maintaining conversations. Students reported increased confidence and enjoyment of interactive activities, while colleagues noted improved pronunciation and engagement during lessons. Implications: The study illustrates the importance of tailoring teaching strategies to students' needs and preferences, as well as the value of evidence-based teaching decisions. Other educators might explore using role plays, pre-teaching functional language, and creating supportive resources like mini-books to encourage participation. Engaging students in selecting activities and gathering feedback may lead to greater motivation and learning outcomes.
Encouraging reluctant students to participate
(2019) Carballo, Elizabeth Espinoza
Context: This study was conducted in a Grade 6 English classroom at a public primary school in Santa Cruz, Huatulco, Oaxaca, Mexico. The class of 27 students, aged 12-13, had limited prior English education. Some students were reluctant to participate, leading to gaps in learning and negative attitudes toward group work. Aims: The project aimed to encourage greater participation among reluctant students, improve teamwork dynamics, and create a more inclusive classroom environment. It sought to identify the causes of low participation and implement strategies to address these issues. Methods: Data were gathered through a teacher's reflective journal, a student questionnaire, and peer observations over six lessons. While the initial focus was on reluctant students, the teacher broadened the investigation to include the entire class to test assumptions and explore collective participation patterns. Findings: Students generally enjoyed participating in engaging activities like games, competitions, and songs but felt nervous or insecure during tasks requiring new language skills. Many cited fear of being wrong or laughed at as barriers to participation. Teamwork was more effective when groups were small and diverse, with clear roles assigned to members. The cooperative learning strategy "Numbered Heads Together," combined with assigned team roles, was implemented and found to significantly increase participation and reduce negative attitudes. Implications: This study highlights the importance of structured group activities and role assignment in fostering inclusive participation. Other educators might explore cooperative learning strategies and role-based teamwork to engage reluctant students and create a supportive environment. Assigning roles can provide students with a clear sense of responsibility, improving confidence and collaboration.

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