How can I improve my classroom management in order to optimize the learning environment in a 2nd grade?

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(1)English Pedagogy Faculty of Education. Action Research How can I improve my classroom management in order to optimize the learning environment in a 2nd Grade?. Author: María José Calderón Alvarez.

(2) Strategies of Classroom Management to optimize Learning Environment. Table of Contents Introduction ................................................................................................................................................... 3 Context .......................................................................................................................................................... 4 The School ................................................................................................................................................ 4 The Class................................................................................................................................................... 5 The Problem .............................................................................................................................................. 7 Research Question ........................................................................................................................................ 9 Rationale ..................................................................................................................................................... 10 Literature Review........................................................................................................................................ 11 Young Learners....................................................................................................................................... 11 Learning Environment ............................................................................................................................ 12 Strategies of Classroom Management..................................................................................................... 15 Research Methodology ............................................................................................................................... 19 Methods of Data Collection .................................................................................................................... 19 Observational methods........................................................................................................................ 19 Non-observational methods. ............................................................................................................... 20 Ethical issues and permission. ............................................................................................................ 22 Action Plan.............................................................................................................................................. 22 Data Analysis .............................................................................................................................................. 25 Interviews................................................................................................................................................ 25 Facial Pictorial Scale............................................................................................................................... 27 First implementation. .......................................................................................................................... 27 Second implementation ....................................................................................................................... 29 Comparison of results ......................................................................................................................... 30 Conclusion .................................................................................................................................................. 42 Implications............................................................................................................................................. 43 References ................................................................................................................................................... 47 Appendices.................................................................................................................................................. 49. 2.

(3) Strategies of Classroom Management to optimize Learning Environment. Introduction Classroom management is the most observable skill of a teacher and it could become in a difficult challenge for a novice educator. Many questions arise in our minds when the lack of experience in the field, and insufficient strategies affect our performance during the lessons. As a result, students’ learning environment and their learning process could be affected, as well as, our confidence as teachers. The main purpose of the project is to instigate the development of classroom management strategies emphasized on the promotion of an adequate learning environment. To do so, the paper exposes the background research and the implementation of an action plan focused on classroom management strategies with young learners. The paper is presented introducing the general dimensions of Escuela Francisco Varela and providing detailed characteristics of the group studied. Afterwards, the problem is described and it gives the basis for the formulation of the research question and the rationale. The theoretical framework of the project is set by the literature review that inquires in the field of young learners, learning environment, classroom management and strategies of classroom management. The project continues with the establishment of the research methodology and the designing of the action plan. Subsequently to the implementation of the instruments and action plan, the data collected is analysed through the use of a time triangulation. It provides an open view of the results observed in the lapses of three weeks. Successively, the outcomes are exposed, as well as, the professional and personal implications of the research. The project culminates answering the research question, framing the conclusions and main learning of the action research process.. 3.

(4) Strategies of Classroom Management to optimize Learning Environment. Context The School Escuela Francisco Varela is a mixed-gender private school located in Peñalolén. It encompasses students from Pre-kinder to 9th Grade that do not present a vulnerable socioeconomic background. Since its foundation on 2013, the institution has established a project based on a Buddhist Philosophy. Francisco Varela’s educational project (2016) sets the objective of the school on the creation of an inclusive community that promotes the holistic formation of the students in order to foster their active participation into society. Therefore, the school follows different approaches accord to its mission such as Waldorf, Montessori and Project-based methodology, among others. According to the approaches named previously, the student is portrayed as an active participant of the learning process. Likewise, the teacher acts as guide and generates opportunities for an active and collaborative learning in the classroom, setting up a studentcentered class (Proyecto Educativo Escuela Francisco Varela, 2016). In order to facilitate the role of the teacher, each classroom possesses a “pedagogical partner” who is a permanent company for the students. He or she provides support in terms of management (for both teacher and students) and monitors the activities implemented in the classroom. In order to complement the methodological approaches, the school has implemented a wide variety of activities in the curriculum such as the “Circle”, an instance in which, from 8.30 to 9.00 AM students of each class practice meditation, yoga, rehearse for school activities or talk about situations experienced inside or outside the school, among other activities.. 4.

(5) Strategies of Classroom Management to optimize Learning Environment. In terms of infrastructure, the institution possesses 18 hexagonal classrooms that allow a maximum of 24 students. It also includes a Dome where students and teachers practice yoga, a gym called Gompa, an arts studio, a cafeteria, a library, a teachers’ lounge and three playgrounds. Regarding the resources, there are technological implements such as laptops, projectors and radios, as well as pedagogical material for teachers. In regards of the planning, each teacher bases their planning on MINEDUC minimum requirements for each level. However, the material is elaborated and accommodated by the teachers in each subject department. The English Department is currently composed by three teachers and three trainee teachers from Universidad Alberto Hurtado. The English lessons are imparted since Pre-Kinder. The planning is organized by topics and some units are embraced interdisciplinary. Following the approaches of the school, the English assessments are Project-Based. In other words, during each unit, students have to use the knowledge acquired to prepare a final project. The summative assessment is made during the process of preparation of the project. The Class The 2nd Grade B is composed by 21 students between 7 to 8 years old. The class has one Down syndrome student who is constantly accompanied by a personal tutor who works independently with him in activities adapted from the class. Regarding to the English level, the students vary from A1 to A2. The students have a total of two chronological hours of English per week, and each module has to be stopped at least ten minutes before the end, for a small break.. 5.

(6) Strategies of Classroom Management to optimize Learning Environment. 6. The English lessons are performed mainly by the use of the TPR methodology (Total Physical Response), in addition to drawing, singing, and in a small scale, the use of writing and reading skills (Since the literacy process is not compulsory until 3nd grade). The classroom seating arrangement depends on the current teacher in charge of the class. During the English lessons the desks form a U-shape in front of the chalkboard as can be seen in Figure 1. Nevertheless, there are occasions in which the seating arrangement is maintained according to what the head teacher has established. In this case, it is a grouped seating arrangement as shown in Figure 2.. Figure 1 Seating arrangement displayed in English Lessons.. Figure 2 Seating arrangement displayed by the head teacher. Regarding the characteristics of the group, students tend to be energetic. For instance, the activities associated to TPR, mimicking, acting and singing are developed with an active participation of most of the students. Other distinction of the group is their tendency to be conversational. This characteristic is useful during the development of guessing games, as well as making predictions and answering Checking Comprehension Questions (CCQs) because they participate actively. However, in.

(7) Strategies of Classroom Management to optimize Learning Environment. other instances (such as listening to the instructions, to an audio file or listening to a classmate) this characteristic tends to affect the progress of the class. For instance, they interrupt the class by starting to talk out loud to a partner in the other side of the classroom, or yelling out an answer when they do not have the turn to do so. The Problem In the course of my first weeks on the 2nd grade I identified some problems regarding my classroom management skills. Those problems were recognized in the ongoing process of planning and performing the classes. After each session I wrote observations about the lesson and my own performance, as well as some notes about the comments from my host teacher. Throughout the term, the observations I have written had to do with my own difficulties managing the behaviour of my students whenever they start talking, moving around, playing or yelling. In those instances, I use attention getters and songs to reincorporate students to the class and focus them on task. However, in some occasions the strategies do not work and the English teacher and I make use of breathing exercises. Thus, if the strategies previously mentioned do not work, we warn students writing their names in the chalkboard or discounting minutes from the break. When none of the aforementioned strategies worked, the host teacher had to reprimand students until they are focused on the class again. (See Appendix A Journal Entries, Journal September 5th) Reprimand students is not an effective strategy because in few minutes, the class starts to talk, move around, playing and yelling out one more time. (See Appendix A Journal Entries, September 26th) Taking into account the notes from my planning notebook and my journal, I noticed that my lack of management in the situations mentioned ahead affects the learning environment. It is. 7.

(8) Strategies of Classroom Management to optimize Learning Environment. exposed firstly, when the verbal interaction among teacher-students and vice versa gets difficult because of the noise in the classroom that does not allow listening and being listened. Secondly, the continuous search of getting the attention of the students back interferes with the development of the activities, which are not finished at the end of the lesson. An administrative consequence of unfinished activities is that the weekly planning has a delay and the activities planned have to be rearranged for the next lesson or deleted from the planning. Thirdly, the constant interruptions disconnect students from the activities they are working on. Students get lose about the objective of the class, the activities and what they have to focus on, as a consequence, they start playing, crumbling the material, talking to each other or asking what they have to do with the material. (See Appendix A Journal Entries, September 26th).. 8.

(9) Strategies of Classroom Management to optimize Learning Environment. Research Question In view of the situations exposed, the question designed comprises the field of young learners, learning environment, classroom management and strategies to improve my performance. Consequently, and based on my experiences, the research question is: How can I improve my classroom management in order to optimize the learning environment in a 2nd Grade? The question is broad enough to dig deep in the field of classroom management and its strategies. As well as the question provides a narrowed scope to focus the strategies of optimization of learning environment.. 9.

(10) Strategies of Classroom Management to optimize Learning Environment. Rationale The main reasons to undertake this project have to do essentially with the improvement of my performance and my professional accountability. As teachers, we have to take responsibility of the situations, decisions and outcomes in the classroom (Orlich, harder, Callahan, Trevisan & Brown, 2010). Based on this, I cannot identify a problem with an external focus if I am not sure of providing the enough strategies to carry out a class. Orlich, Harder, Callahan, Trevisan, & Brown (2010) stipulate that the classroom is a space of learning and social interaction. Hence, as teachers we “need to be certain that all students play equitable role in academic and non-academic activities” (p. 176). Consequently, the improvement of my skills is part of my professional growth. As well as, my awareness of the conditions and decisions I need to make in a classroom daily. Moreover, classroom management is not only a concern of my performance and the development of my lessons, it alsoaffects students learning environment. According to Pines (2009), a teacher’s variable that could affect the learning of the students is the “Classroom management effectiveness” (p. 246). However, each set of strategies and approaches of classroom management vary according to the different and unique characteristics of each group, therefore, the effectiveness of my classroom management is established by the specific context and needs I have identified. In virtue of the reasons to undertake this project I expect that the main contribution of this research is to foster the adaptation and application of strategies to the concrete characteristics of my students. The target of the project is that students and I can create an environment of respect towards the classroom participants. Likewise, I expect my personal development could provide me with enough strategies to confront and prevent conflictive situations in the future. Therefore,. 10.

(11) Strategies of Classroom Management to optimize Learning Environment. the improvements could provide a framework of strategies that could be exchanged and enriched with other teachers.. Literature Review The theoretical framework to carry out the research is concentrated in four main areas: Young learners, learning environment, classroom management and strategies of Classroom management Young Learners The participants of the research are children between 7 and 8 years of age. Based on the investigations of Slattery and Willis (2001), learners from 7 to 12 years of age enter to the category of young learners. Amongst their characteristics, the authors highlight their process of development as thinkers and their ability to differentiate the real from the imaginary. Those growing abilities allow children to organize strategies to carry on an activity, work with others and take responsibilities in tasks and routines. Since young learners are incorporated at schools; there are multiple factors that might affect the learning process. Ur (1996) argues that children are exposed to “monotonous, apparently pointless activities quickly bore and demotivate young learners” (p.288). Thus, the author specifies that young learners have a tendency to be affected by the immediate surrounding influences. Among other factors that could affect young learners, Shin (2006) describes the short attention span, the physical energy and the limited background. Regarding to the learning of a foreign language, Brewster, Ellis & Girard (2004) indicate that L2 environment has a more decontextualized and artificial language which could generate a possible demotivation in young learners.. 11.

(12) Strategies of Classroom Management to optimize Learning Environment. Despite the limitations, there are factors that could facilitate the act of teaching young learners. According to Penny Ur (1996) children have as source of interest on the pictures, stories and games that provide students a visual and aural stimulus. Alike the perspective of Ur (1996), Shin (2006) proposes the use of visuals, realia, brightly colours, TPR and storytelling because of the tangible connection of young learners with reality. Moreover, Slattery and Willis (2001) add that young learners have a natural curiosity and they enjoy playing and employing their imagination as well as, that the use of routines and repetition results effective in the classroom. Learning Environment The glossary of Educational Reform (2014) defines learning environment as “the diverse physical locations, contexts, and cultures in which students learn” (Bates, 2016, p. 445). Likewise, the term encompasses the classroom and school culture, as well as teaching strategies to assist and promote learning. From the perspective of Bates (2016) the components of an effective learning environment includes the consideration of the main characteristics of the learners, the goals stablished for teaching and learning, activities that support learning, coherence assessment strategies and the culture that composes the learning environment. Learning environment or, as it is additionally called in the literature, classroom climate or classroom environment, and it is one of the main aims of classroom management. According to the research of Hue and Li (2008) one of the purposes of classroom management is the creation of a “learning environment where positive interpersonal interaction is promoted and effective learning is facilitated” (p.4). Therefore, the authors indicate that the learning environment. 12.

(13) Strategies of Classroom Management to optimize Learning Environment. conducts to a better learning with a positive discipline exercised and leads in the growth of relationships among all the participants in the classroom. A well-developed learning environment impact on students in a cognitive, personal and social dimension; it enhances self-motivation, self-understanding, self-control and self-management. Hence, learning environment impacts on the peer relationships developed in classroom as well as increase the cooperation between learners and the teacher when mutually reinforce the behaviour in the classroom (Hue, M., Li, W., 2008) .Classroom. management. Classroom management is an extensive field of study. Throughout the years, the concept has changed according to the predominant teaching methods. Brophy (2006) describes classroom management as “all the actions teachers take to create and maintain an environment conducive to learning” (Garret, 2014, p.3). Darling-Hammond (2007) established that the main goals of classroom management include “academic achievement, social and emotional development, collaboration and character development” (p. 327). Another perspective is set by Garret (2014) in Effective Classroom Management who defines classroom management as “a strategic, ongoing process consisting of key actions that teachers must address to create an environment for learning” (p.5). Hue and Li (2008) refers to classroom management as the “teachers’ actions which lead to the creation of a learning environment where positive interpersonal interaction is promoted and effective learning is facilitated” (p.4). In view of the definitions, the different authors diverge in the main dimensions that compose Classroom management. From the perspective of McLeod, Fisher & Hoover (2003) a well-. 13.

(14) Strategies of Classroom Management to optimize Learning Environment. managed classroom is composed by: “Efficient use of time and classroom space, implementation of strategies that influence students to make good choices, rather than ones attempt to control students behaviour and wise choice and effective implementation of instructional strategies” (p. vi) The investigation of Marzano, Marzano and Pickering (2003) sets the main dimensions of Classroom management are encompassed into rules and procedures, disciplinary intervention, teacher-students relationship and mental set. Scrivener (2011) states the common areas of classroom management as the activities planned and employed; the establishment of adequate grouping and seating during the lesson; authority, that refers to gather and hold attention; critical moments and how teachers manage them; tools and techniques for the teaching instruction, and working considering students. Hue and Li (2008) make reference to the features of classroom management described by Hue (2005) who set that classroom management involves the adaption of effective approaches to learning and teaching, plan for avoiding disruptions, the establishment of positive relationships with students, the use of the knowledge of the class and students to develop appropriate strategies for discipline, and be aware about the influence of classroom management in seating plan, arrangement for floating classes and the examination schedule. Garret (2014) exposes that classroom management embraces the physical design of classroom, rules and routines, the relationships established in the classroom, and an engaging and motivating instruction as well as disciple. The last concept is related to the prevention of misbehaviour. Throughout the readings there is a reiterative concept: Effective or effectiveness. An effective teacher is the one who develops his/her own personal management practice. Moreover,. 14.

(15) Strategies of Classroom Management to optimize Learning Environment. the teacher has an open variety of instructional strategies at the moment of designing the curriculum such as the consideration and arrangement of learning activities based on the needs of the students and variation in the ways to present the knowledge (Marzano, R. J., Marzano, J. S., & Pickering, D. J., 2003). Strategies of Classroom Management The strategies exposed in this section are based on the authors’ research about the constitutional dimensions of classroom management. Garret (2014) established two main stages to consider at the moment to apply any strategy to improve classroom management. They are Prevention and Response. The first one covers strategies to organize the physical environment of the classroom, the establishment of rules and routines, the development of relationships and the implementation and management of engaging instruction. In the other hand, Response refers to how teachers address discipline issues. 1. Organization of Physical environment for the classroom. It involves the arrangement of students’ desks and the physical layout. Scrivener (2011) states that for each activity developed in the classroom we have to take into account the type of seating arrangement that could help students to develop the activities. Garret (2014) sets that classroom possesses an “action zone (Doyle, 2006)” (p.14) where students interact with the teacher and it will depend on the seating arrangement we decide. Among the seating arrangement we can find traditional rows, groups of four, pairs and Concentric U’s (Garret, 2014). 2. Establishment of rules and routines. As it was mentioned in the young learners’ section, establishing of routines is a useful strategy. However, what strategies could be applied in order to improve classroom management? Garret (2014) exposes Movement routines, such as routines for entering, exiting, arriving and moving around the classroom and Lesson-Running Routines that. 15.

(16) Strategies of Classroom Management to optimize Learning Environment. state the routines that facilitate regular tasks during the instructional lesson and will depend on the type of instruction. Moreover, there are procedures that Hue and Li (2008) define as classroom routine related to daily classroom events which do not affect the instructional activities. Another definition is provided by Garret (2014) who explains procedures as routines that are not part of a lesson but have to be carried out every day such as taking the attendance. The establishment of rules in the classroom has to be designed with the purpose of “enhancing pupils’ positive and on-task behaviour rather than reprimanding disruptive behaviour” (Hue, M., Li, W., 2008, p. 54). According to Garret (2004) rules work as a guideline and have to contemplate positive vocabulary in order to emphasize the expected behaviour, they have to be clear and simple in case of young learners and involve students in establishment and accomplishment of the rules (Garret, 2014). 3. Development of relationships. McLeod, Fisher and Hoover (2003) propose strategies to improve classroom environment through the setting up of caring relationships. Among their strategies, they recommend to model the behaviour expected from students, establish friendly but appropriate relationships in order to provide opportunities for students to know us. Thus, Garret (2014) indicates that the development of relationships is not only teacher-students; it also includes relationship among the students in order to create a sense of community. 4. Implementation and managing of engaging instruction. It “involves using instructional techniques that increase students’ motivation and interest in learning” (Garret, 2014, p. 65). According to this author, in order to reach an engaging instruction we have to incorporate relevant contents for students such as interests, hobbies and cultural background. Therefore, the teacher has to provide clear and step-by-step instructions including modelling and double check. 16.

(17) Strategies of Classroom Management to optimize Learning Environment. students’ comprehension; teach making use of skills and games; and plan transitions between each activity, for instance, moving through the classroom. 5. Addressing disciplinary Issues. It conforms the response stage set by Garret (2014), this author states three teacher’s strategies to prevent discipline problems: - Withitness: Involves the teacher’s ability of being aware of what is happening in the classroom and use it to prevent misbehaviour to occur. - Overlapping: Refers to the ability to keep the lesson going, while the teacher responds to the interruptions. - Signal Continuity and Momentum: Both involve the ability of the teacher to maintain the pace during the lesson and keep the attention of the students in the lesson. Furthermore, Hue and Li (2008) point out that in order to address discipline from a positive scope, the teachers have to be able to differentiate the kind of behavioural problems and how to mediate them. The authors identified four levels of response and proposed: - Ignoring/permitting: the behaviour does not disturb the classroom teaching and the behaviour is tolerable because it does not cause harm to the student and other students in the class. - Non-verbal intervention: The strategies proposed are planned ignoring(reduce the attention to misbehaviour to reduce it occurrence; signal interference (body language that communicate to the students not to misbehave); proximity (close the distance to the off-task student while conducting the lesson) and touch interference (contact with the student to show disapproval of the behaviour) - Verbal intervention: Among the strategies the authors mention praising peers (praising the student or the groups that exhibit the desired behaviour); boosting interest (showing affection for student that helps to create good relationships as well as change the attitude of the students);. 17.

(18) Strategies of Classroom Management to optimize Learning Environment. calling on students (calling the students for the name); use humour as a tension-breaker; asking questions (use questions to caution off-task students about their disengagement or disruptive behaviour) - Logical consequences: Hue and Li (2008) propose to avoid the punishment and make use of logical consequences that are consciously planned by the teacher and presented to the students beforehand. These consequences are emotionally neutral as well as rational and depersonalized and minimize confrontation because they are logically related to the behaviour in question. These strategies attempt to enhance self-discipline, and provide to the students an opportunity to change behaviour.. 18.

(19) Strategies of Classroom Management to optimize Learning Environment. Research Methodology Methods of Data Collection The methodology implemented for this research is alienated into observational and nonobservational instruments (Burns, 2010). Observational methods. The use of observational instruments has as purpose the self-consciousness of my practice. As Burns (2010) signposts this type of methodology is focused in seeking specific information; is objective, reflective, documented, evaluated by oneself and re-evaluated reflectively or by a collaborative peer. Likewise, direct observations provide the chance to “Collect data in a real-life situation that cannot be obtained through secondary information” (Tomal, 2003, p.28) The methods utilized for this research are: Teacher- observation and photographs. Teacherobservation is worked collaboratively with the English host teacher. The objective is that an external teacher observes the class making use of an observational note. The instrument is focused on specific dimensions of classroom management that can be observed during the lessons: the management of routines and rules, the physical organization of the class, the transitions and instructions for each activity and teaching strategies to keep students on task. (See Appendix B). Photographs are a while-stage instrument. They will be taken each class until November the 21st in order to expose: ● Menu of the lesson ● Seating arrangement’s variations during the class. ● Group strategy results at the end of the lesson.. 19.

(20) Strategies of Classroom Management to optimize Learning Environment. The use of photograph rather than video is product of a search of practical instruments that do not involve an extensive time of analysis. Thus, the use of photographs makes emphasis on a concise moment of teaching (Burns, 2010). Non-observational methods. As part of the non-observational methods I have selected journals, Guided interviews and rating scale. These methods have as purpose to provide a complement to the observational methods, as well as reveal what participants perceive and think (Burns, 2010). The reflective journal has been used as part of the diagnosis of the problem, and as part of the reflecting process of AR. It is useful to capture reflections, events, beliefs and ideas regarding the practice (Burns, 2010). According to Tomal (2003) a journal log is a detailed description of events and it records behaviour, personal feelings, and situations of participants. For these reasons, the use of the journal results complementary to my observational methods. The time dedicated to narrate situations in the journals varies from one to three times per week, depending of contingency situations observed and reflected at school. The guided interview has the objective of inquiring on a specific topic considering certain flexibility in the answers of the contributors. Furthermore, the aim is to contrast the responses obtained among the participants (Burns, 2010). The interview is a pre-stage and while-stage instrument. It will be applied to subject’s teachers and the purpose is the collection of a closer perspective of the students in different classes in order to build a contextualized framework of action beforehand and through the implementation of the action plan. Each question considers the following dimensions: Routines in the classroom, management of misbehavior, rules, seating arrangement, instructional strategies and engaging activities. (See Appendix C). 20.

(21) Strategies of Classroom Management to optimize Learning Environment. Rating-scale has as goal to investigate, in general terms, how students perceive the English lesson (See Appendix D). This type of instrument gives the degree in which participant agree or disagree with the statements itemized (Burns, 2010). Taking into account the age of the participant there is a variation of the Likert Scale that is the Facial Pictorial Scale that Tomal (2003) describes as a useful instrument for students with special needs or young learners. The instrument created for this research uses affirmative statements and exhibits three degrees of agreement: Happy face (agree), Serious face (partially agree) and Sad face (disagree). The instrument is applied as a while-stage instrument on October 28th and November 18th. It instigates in three main dimensions: 1.. Students’ perception of the class environment covered on statements 1, 2, and 6.. 2.. Students’ perception of the instructional strategies covered on statements 3, 4, and 8.. 3.. Students’ perception of their own performance covered on statements 5 and 7.. Table 1 Timeline of instruments’ application MONTH/WEEK Instruments. OCTOBER. NOVEMBER. 21. 7. 24. 28. 1. 1. 1. 1. 4. 8. Teacher-Observation. X. X. x. x. x. Photographs. X. X. x. x. x. X. X. Guided interview Rating- Scale. X. X. X. x. 21. X. 21.

(22) Strategies of Classroom Management to optimize Learning Environment. Ethical issues and permission. In regard of ethical issues, this research does not present disadvantages or risk for the students and teachers participants in the project. However, as the emphasis of the research is young learners, an authorization letter will be required to carry out the project. (See Appendix E). Action Plan The action plan consists in six class intervention. They are developed since the introduction of the unit “Delicious food” on October 28th to November 21st. The planning for each lesson has to be checked by the English host teacher; consequently the activities might vary. Nevertheless, the strategies selected for the action plan have been set separately from the lesson plans. These are the strategies implemented: 1.. Organization and use of the chalkboard: It corresponds to the organization of physical. environment of the class. As can be seen in Figure 3. It has as objective the organization of the activities developed during the class, the strategy for addressing disciplinary issues (Group strategy) and instructional strategy (Today’s menu).. Figure 3 Organization and use of the chalkboard.. 22.

(23) Strategies of Classroom Management to optimize Learning Environment. 2. Seating arrangement: Throughout the development of the action plan, the seating arrangement will be preserved as the head teacher established. Its objective is to use the group strategy created and, allowing the development of a positive relationship as well as a collaborative environment among students. 3. Routines: The routines for the English lesson will be conserved during the implementation of the action plan (See Appendix F Routines in 2nd grade). Therefore, the menu of the class and the designation of the group’s leaders will be added as a lesson-running routine. 4. Menu of the class: It is an instructional strategy composed by flashcards that provides a visual aid to the students. Thus, it is used a complement to teacher’s instruction. It has as purpose to organize and sort the main actions required for each activity and support students in the understanding of the instructions in English. 5. Group strategy: It is a strategy to address discipline issues, its objective is to allow students to manage and regulate their own behaviour, as well as, promote a collaborative relationship among them. The group strategy is a simulation of a videogame where each group of students have three lives represented as hearts. Each one represents a minute from their breaks and they will be discount for the groups if they interrupt a classmate when he or she is talking, if they yell out or interrupt the instructions. If a group loses the three hearts, the entire class have those three minutes less from their break. The class has five groups and before the class begins, each group choose the leader, who is in charge of helping their classmates to regulate their behaviour. In order to make students aware about their behaviour the teacher explains to the group’s leader the reason of why they lose a. 23.

(24) Strategies of Classroom Management to optimize Learning Environment. heart and if she/he agrees the decision. The group can recover their hearts if the class and the teacher agree that the group improve their behaviour. At the end of the lesson, the teacher show the hearts loses and how many minutes they have lose from their personal time. 6. Positive Role: There are students who tend to be more energetic than others and in some classes show difficulties managing their own behaviour. In order to avoid the reprimand and the constant interruption of the activities, those students will have a positive role agreed previously with the teacher. For example, being helper during the class (delivers and withdraws material, checking their classmates’ materials), collaborate with the cleaning of the classroom, etc. The role will depend of the situations in the classroom as well as the proposals of the students to regulate their behaviour.. 24.

(25) Strategies of Classroom Management to optimize Learning Environment. Data Analysis Interviews The participants were the head-teacher (See Appendix G), the knitting workshop’s teacher (See Appendix H) and the Pedagogical Partner of 2nd Grade (See Appendix I).. Routines. The teachers distinguished the circle, pauses and break, as well as the silence and time awareness as the most assumed and noticeable routines of the students. According to the head teacher, the routines implemented have to do with activities that allow students to use energy, as well as, routines that promote the awareness of the time for classes and students’ personal time. In addition, the pedagogical partner indicated that their routines are marked by the schedule. On the other hand, the knitting workshop’s teacher identified as the main routine of her class to ask how the students are.. Management of misbehavior. In order to manage the misbehavior the head teacher and the pedagogical partner appeal to the self-awareness of students about their own actions. The head teacher differentiated that behavior will depend of each students and the teacher has to identify the needs and generate independent strategies to confront their behavior. However, with the entire group, the teacher asks for collaborative work, in which students help each other in order to reach silence and improve their understanding in the different subjects. The pedagogical partner did identify that there is a conversational tendency and elevated voice volume among students. In view of those situations, she asks students to being aware that. 25.

(26) Strategies of Classroom Management to optimize Learning Environment. the silence comes from them and if they do not low their volume they will lose time of their personal time. The knitting workshop’s teacher appealed to the mutual respect, and mentioned that knowing the names is useful to strategy for managing misbehavior.. Rules. In general terms, the teachers do not recognize concrete rules for the classroom. The knitting workshop’s teacher identified specific rules for the workshop that have to do with respect among classmates, raise a hand when a student need something and not walking with the knitting needle in the hands. In the case of the pedagogical partner, she considered that the group operates as a collective where working in classes is a benefit for the entire group. More than rules, she expects respect among students.. Seating Arrangement According to the head-teacher, seating arrangement varies depending on the activities of the class, however, during the last week they have maintained the grouped seating arrangement. Based on the pedagogical partner’s interview, the groups are strategically conformed to generate a collaborative environment, and from the perspective of the knitting workshop’s teacher, the seating arrangement will vary in order to maintain the class happy and relaxed.. 26.

(27) Strategies of Classroom Management to optimize Learning Environment. Instructional strategies. Concerning the instructions, the head-teacher indicated that students are used to sequential instructions. As well as, working alongside the activities in order to avoid situations in which students get lost about the development of the activity. The pedagogical partner said that students are kinesthetic and the best form of providing instructions is using them as examples, asking their opinions. The idea is to generate a constant exchange of information between the teacher and students. For the knitting workshop’s teacher, the use of songs to call students’ attention allows her to provide instructions.. Engaging activities. Regarding to engaging activities, the head-teacher mentioned that students engage easily when the activities are presented as games and generate instances of participation. For the pedagogical partner, the group reacts better making use of moving activities and breathing exercises. According to the knitting workshop’s teacher, students engage with the activities when these have a purpose for themselves or to others, such as a present.. Facial Pictorial Scale First implementation. The Facial Pictorial Scale was applied during the first intervention on October 28th (See Appendix P Samples) It counted with 14 participants what approximately two thirds parts of the group.. 27.

(28) Strategies of Classroom Management to optimize Learning Environment. The material was delivered in Spanish (See Appendix N samples of Facial Pictorial Scale). The statements were read in front of the class and each student had to return the ratingscale with the blank page up. Table 2 First implementation of Facial Pictorial Scale. As can be seen in Figure 4 the results are exposed graphically. It can be seen that all the statements presents blank answers. (See Appendix P. Samples of Facial Pictorial Scale). 16 14 12 10 Blank Sad Face. 8. Serious Face 6. Happy Face. 4 2 0 1.. 2.. 3.. 4.. 5.. 6.. 7.. 8.. Figure 4 Graphic of Facial Pictorial Scale’ results in the first implementation. 28.

(29) Strategies of Classroom Management to optimize Learning Environment. Second implementation It was carried on November 18th and counted with ten students (See Appendix Q Samples) It corresponded to the fifty percent (50%) of the class. As the variation among the implementations is approximately twenty percent (20%), in other words, four students less. According to Tomal (2003), this is called attrition what is the loss of participant during the study (p. 84). Based on the information provided by the author, a follow up was done on November 25th to the students who were absent during the last intervention. During the follow up three students answered the checklist, providing a total of 13 participants that correspond to a sixtyfive percent (65%) of the group. In order to avoid blank answers, the statements were read while students were answering. Table 3 shows the results of the checklist; and Figure 5 indicates the results exposed graphically.. Table 3 Second implementation of Facial-Pictorial Scale. 29.

(30) Strategies of Classroom Management to optimize Learning Environment. 16 14. 12 10. Blank Sad Face. 8. Serious Face. 6. Happy Face 4 2 0 1.. 2.. 3.. 4.. 5.. 6.. 7.. 8.. Figure 5 Graphic of Facial Pictorial Scale’ results in the second implementation. Comparison of results The number of participants varied during the instrument’s implementations; as a consequence they will be compared through the number of students rather than a percentile comparison. Table 4 shows the distribution of preferences in first and second implementation. Table 4 Distribution of preferences. 30.

(31) Strategies of Classroom Management to optimize Learning Environment. The main variation between the first and second checklist, points to the number of blank answers. Although in the first implementation the entire instrument presented blank answers (between 1 to 4 students left statements without answer). During the second implementation only two statements revealed blank answers. Regarding to the content of the instrument, it attempted to collect students’ perception of the class environment, of the instructional strategies, as well as their own performance. Class environment. The statement 1 and 6 covered this dimension.  I felt comfortable in the English lesson: In the first implementation the preferences were distributed between the agreement (eleven students) and a blank answer (three students). On the other hand, during the second implementation, the preferences varied between agreement (nine students) and partial agree (four students). Most part of the students expressed to be comfortable during the English lesson.  I liked the way we were seat in the classroom: In both applications, the number of students that agreed with the statement was maintained (ten students). While in the first implementation, the students showed partially agree (two students) and two students did not expose a preference; the second implementation exposed that the preferences were narrowed to agreement and partial agreement (three students ticked on the serious face). Instructional strategies. This dimension was covered on the statements 2, 3, 4 and 8. 31.

(32) Strategies of Classroom Management to optimize Learning Environment.  I liked the activities of the class: Regarding to this statement, the preferences on the first implementation were led for agreement (twelve students), followed by serious face (one student) and blank answer (one student). In comparison, the preferences on the second application were narrowed to happy face (ten students) and serious face (three students). In both instruments students expressed they liked the activities developed during the lessons.  I understood the instruction in English: This statement presented a broad variation in the preference. In the first implementation the predominant preference was the happy face (nine students), followed by the blank answer (three students) and serious face (two students). The second checklist showed as predominant preference the serious face (five students), followed by happy face (four students), sad face (three students) and blank answer (one student). The comparison exposes that most part of students understood the instructions in English. However, at the end of the action plan, their perception changed to a partial understanding of the instructions.  I understood the vocabulary of the class: During the first implementation the preferences were led by the happy face (seven students) and followed by blank answers (four students), serious face (two students) and sad face (one student). During the second application, the preferences were led by happy face (six students) and followed by serious face (four students), blank answer (two students) and sad face (1 student). Most of the students expressed they understood the vocabulary of the class.  The teacher helped me when I did not understand something: In the first implementation, this statement showed preferences led by happy face (8 students), followed by sad face (3 students), blank answer (2 students) and serious face (1student). During the second execution, the preferences were headed by happy face (8 students), followed by sad face (3. 32.

(33) Strategies of Classroom Management to optimize Learning Environment. students) and serious face (2 students). In general terms, students expressed they were helped when they did not understand something in the class. Students’ performance. This dimension exposed a self-evaluation during the classes. Statements 5 and 7 enclosed this dimension.  I stayed in silence while the teacher or my classmates were talking: The first and second implementation presented a similar number of students who felt they stayed in silence when someone was talking (eight students). In the first application, three students showed they partially behave when someone was talking and two students did not express a preference, and one student stated he/she did not stayed in silence. During the second application, five students expressed they partially behave during the silence moments. As a general result, most part of the students expressed they stayed in silence when someone else was talking.  I was focused on the activities we did: During the first and second appliance the number of students who expressed they were focused on task was maintain on nine. During the first implementation the preferences were followed by blank answers (four students), and by one student considered he/she did not focused on the activities. The second implementation exposed that two students considered they did not focused and two students expressed they were partially focused on task. In general terms, students consider they were focused on task.. 33.

(34) Strategies of Classroom Management to optimize Learning Environment. 34. Interventions The following table (see Table 5) exposes the menu of the class and the results of the group strategy in each intervention. It organizes the information collected from Appendix J to Appendix N that shows the photographs taken during the lessons. As well as the journal entries from October 28th to November 18th (Appendix A. Journal Entries) that exposed each intervention from a personal perspective.. Table 5 Results of the interventions Intervention 1. Menu of the class: Listen – Number – Say.. Journal entry:. The activities were completed at the end of the lesson.. October 28th (Appendix J). Group strategy’s results: Two groups out of five had one heart discounted providing a total discount of two hearts.. Intervention 2. Menu of the class: Listen – Circle – Draw – Say.. Journal entry:. At the end of the lesson, the menu was completed.. November 7th (Appendix K). Group strategy’s results: One group lost three hearts and in other group one heart was discounted providing a total discount of four hearts.. Intervention 3. Menu of the class: Say – Draw. Journal entry:. The menu was completed at the end of the lesson.. November 11th. Group strategy’s results: One group lost three hearts and in other group, one heart was. (Appendix L). discounted. It is a total discount of 4 hearts..

(35) Strategies of Classroom Management to optimize Learning Environment. Intervention 4. Menu of the class: Listen – Circle – Draw.. Journal entry:. At the end of the lesson the drawing activity was not completed.. November 14th. 35. Group strategy’s results: Three out five groups had one heart discounted, providing a. (Appendix M). total discount of three hearts. Intervention 5. Menu of the class: Listen – Match – Say.. Journal entry:. The menu was completed at the end of the lesson.. November 18th. Group strategy’s results: The class was composed by three groups and none of them. (Appendix N). lost a heart during the lesson..

(36) Strategies of Classroom Management to optimize Learning Environment. Reflection Afterward the implementation of the action plan and the subsequent analysis of data, it is indispensable to reflect on practice about the findings, the challenges and eases, as well as the following steps. It is pertinent to remind that the north of this research was the optimization of the learning environment through the employment of classroom management strategies such as menu of the class, the organization of the chalkboard, the group strategy, seating arrangement and lessonrunning routines. The investigation attempts to prove either the strategies implemented optimize the learning environment or, they did not show concrete and conclusive results. Previous to the implementation of the action plan, the data gathered from the interviews created a contextualized framework of the characteristics of students in other classes. They guided the adaptation of strategies to the predominant characteristics of the group. Based on the pre-stage instruments, throughout the development of the interventions, my focus of attention was set in how students interact among them, how they reacted to the strategies implemented, as well as I reflected about my performance. During the interventions, there were significant changes in the way students interacted among them. Most part of the classes, the students did not yell and the instances in which students interrupted the instruction declined. It represented an improvement in the learning environment, in which was possible listen and being listened most part of the class. As the literature exposed, I decided to implement the addressing discipline strategies of Hue and Li (2008). I ignored and permitted certain behaviour within the classroom in order to allow students to make use of the role of leader within each group.. 36.

(37) Strategies of Classroom Management to optimize Learning Environment. Based on the reflections from the journal (See Appendix A Journal entries from October 28th and November 18th), the students’ interactions seemed more respectful since the implementation of the group strategies. Based on the checklists and its students’ performance dimension, students expressed that they stayed in silence when someone was talking in the class (See table 4 Distribution of preferences). It complements the perspective shaped from my reflection. Furthermore, in the course of the intervention the self- regulation and peer-regulation were two aspects I analysed. Before the action plan, the interviews revealed that students did not possess explicit rules within the classroom. Therefore to set explicit rules could result challenging at the end of the school year, as well as tough for the students who have not had explicit rules of expected behaviour. The group strategy was created as a game that students were able to associate with an action of collaborative work. In a micro level, each individual had to regulate his/her own behaviour to do not affect the group; in a macro level, each individual had to help his/her classmates to regulate their behaviour. The host teacher mentioned in the teacherobservation (See Appendix O) that the strategy used is not punitive because the students understood the game and its rules in which they lose lives and it is not a different language from videogames. The association of the strategy with their quotidian world engaged students to participate and vary the way they interact with each other. Even though there was a recognized general improvement of learning environment as well as students’ behaviour, there were two interventions that presented particular situations. During the second and third intervention (See Appendix A Journal Entries November 7th and November 11th) the group’s leader of two different groups was off-task, discounting the three lives of each group. As the head teacher mentioned in the interview (See Appendix G) the. 37.

(38) Strategies of Classroom Management to optimize Learning Environment. misbehaviour and lack of attention are manage with independent strategies depending of the student. In those instances, I decided to implement the positive roles with the group’s leaders in each situation. In the case of the student of the second intervention, he proposed being the helper for the next class. However the student was absent for the rest of the term and it was not possible to observe how the strategy worked with him. In the case of the student of the third intervention, he proposed to stay more quietly in class and help delivering the material and participating in the chalkboard. In this opportunity, the student showed a better behaviour during the fourth intervention, in which he was the leader of his group for a second time. Taking into account the experience with the last student, it was seen that the implementation of a positive role agreed between the teacher and the student, generate an improvement in the student’s behaviour. One transversal situation I noticed after those situations was the number of students in the classroom. The class is composed by twenty one students; however, the attendance during the interventions varied between ten to fifteen students. The number of learners in class affected the rotation of the group´s leaders who were repeated because of the absence of students. For example, during the last intervention two groups were separated because they had one integrant. The lack of students in the class was a factor that could determine the perception of the group strategy, the vocabulary and content seen on the class, as well as it impacted in the instruments applied (attrition in the checklists). As the learning environment and behaviour of the students showed an improvement, I wondered, did my management improve during the interventions? From my personal appreciation of the situations exposed in the journal, there was an improvement regarding to the mode I interacted with the students in order to maintain an appropriate learning environment. For instance, I did not have to use most part of the class time attempting to keep students attentive in. 38.

(39) Strategies of Classroom Management to optimize Learning Environment. the activities as well as the instructions. Throughout the process, the learning environment became in a shared responsibility of the classroom actors, and it did not depend only in the teacher calling the attention. In terms of the physical organization of the classroom, the teacher-observation (See Appendix O) revealed that the use of the chalkboard and the classroom space helps to the students to work on groups, the situation that in a moment was a difficulty in the class is not during the implementation of the action plan. As a result, the use of the chalkboard and the use of space in the classroom were well-managed, alike they benefited the learning environment. Referring to the transitions and routine used throughout the development of the action plan, there did not present any difficulty of appliance or rejection by the students. The routines and transitions were maintained in order to create a familiar environment. The main difference lied in the combination of the songs and attention getters. As the teacher-observation indicated, the use of songs does not work with them, as well as the exclusive use of waiting for silence. Therefore, mixed them up resulted useful to keep students attentive during the lesson. Regarding to the instructional strategies of classroom management (such as activities, giving instructions, the vocabulary used and help students when they do not understand), the checklists exposed the students perspective of my performance. In general terms, students did like the activities developed, understood the vocabulary and the instructions and they expressed I helped them when they need it. However, there was a declining in the positive answers during the second implementation. The most significant was related to the understanding of the instructions (See Table 4. Distribution of preferences) where students manifested that they partially understood the instructions in the last implementation of the checklist. To complement. 39.

(40) Strategies of Classroom Management to optimize Learning Environment. this finding, the teacher’s observation (See Appendix O) pointed out to a need of modelling in a micro level (to each group) in order to make the instructions clearer in the second intervention. Hence, in the journal, I had not mentioned main obstacles while I gave instructions. However, in the course of the last intervention (See Appendix A Journal Entries November 18th) I experienced hiccups that restricted the development of the lesson as it was planned. Likewise, the anxiety of the moment affected my performance. The results were reflected and, in my personal analysis, there are two main possibilities for the results obtained in the second implementation. Firstly, the hiccups from the last intervention could have affected the students’ understanding of the instructions. They completed the checklist based on the last class, and omitting the full process. It is worth to remind the cognitive abilities of young learners lie in the specific moment they are experiencing; consequently they would answer in basis of the lesson just experienced rather than recalling the previous interventions. Secondly, the answers of the students reflected that there have not been real improvements in terms of giving instructions. If it is the case, the research should have included a self-assessment in which I could measure the perception of my classroom management skills and compare it systematically with the checklist as well with the teacher’s observation. Nevertheless, in this cycle of action research there was a lack of strong observational evidence that corroborate either my performance had an improvement or it did not. The teacher-observation was carried on once. It did not provide a comparison among interventions that lead reflect about my performance from an external view. Thus, the purpose of the instrument was invalidated for the lack of samples in a time lapses. Furthermore, the final perception of my improvements in terms of instructional classroom management is based on my. 40.

(41) Strategies of Classroom Management to optimize Learning Environment. journal, and it does not provide a trustworthy source of evidence because of its subjectivity. As a result, the only instrument valid is the checklist. Taking into account the results obtained in the second implementation, I noticed that my process of reflection was narrowed to the students and the learning environment created. As a consequence, I did not reflect in deep about the instructional strategies I was using. In the case of giving instructions, I had support in the flashcards. However, the material does not ensure the total understanding of the instructions. Even though I recognized giving instructions as an evident dimension to extend the research cycle, I have decided to conclude the action research. The crucial reason is this investigation was carried on in the edge of school year’s closure. As a consequence there is not enough time that allows the continuity of the research cycle.. 41.

(42) Strategies of Classroom Management to optimize Learning Environment. Conclusions The research had as purpose to instigate in the development of classroom management strategies emphasized on the promotion of an optimal learning environment. To reach the objective, the research integrates a contextualization of the school and the class that generated the basis for the research question. The theoretical framework dug into the fields of young learners, learning environment, classroom management and its strategies. Thus, the research methodology was focused on observational instruments as photographs and teacher’s observation; and non-observational instruments as a teacher’s interview and a facial-pictorial scale. With the background research set, the action plan was carried out in five interventions in which I consider the use of routines, menu of the class, organization of the chalkboard, as well as, the use of the group strategy and implementation of positive roles within the classroom. Throughout the interventions, my focus of attention was situated on the impact of the strategies in the learning environment, students’ behaviour as well as the impact in my performance. The analysis of the data uncovered the main findings that were scrutinized on the reflection section. The first outcome is the improvement of the learning environment. Throughout the course of the interventions, the situations in which I had to ask for silence to the students declined substantially. Therefore, the maintaining of a collaborative learning environment was seen as a shared responsibility that allowed the development of the class without situations that affected the smooth development of the lesson. In addition, the group strategy used to address disciple leaded students to become responsible of their own action as well as developing self-regulation and peer-regulation. The. 42.

(43) Strategies of Classroom Management to optimize Learning Environment. development of these dimensions, are closed related to the positive learning environment agreed by Hue and Li (2008). The second outcome is related to the behaviour of the students and the implementation of the positive role. The evidence collected revealed that provide to the students the chance to decide and agreed their role within the classroom improve the off-task behaviour. The third outcome, regarding to the physical organization of the classroom and the management of routine, exposes that the organization of the chalkboard and the use of the space in the classroom facilitate the management of the group, as was signposted by Garret (2014). The fourth outcome is related to the instructional strategies used. According to the data collected, the students’ perception of the instructions exposed that they had difficulties understanding the instructions provided by me. Thus, the main area to future improvements was giving instruction. At the end of the research process, it is essential to determine if the research question was answered. In this case, the interventions and its posteriori analysis and reflection revealed that the learning environment was optimized in 2nd grade through the implementation of classroom management strategies. The mode in which the learning environment improved, concentrated a set of procedures that addressed discipline, used routines and organized the physical space in the classroom. Implications As it was aforementioned, the strategies applied improved the learning environment in a 2nd grade. However, the process of improvement did not only involve the implementation of a set of strategies. The process encompassed a thorough observation of the group: its characteristics, students’ previous knowledge and strategies used by other teachers. A mistake could be. 43.

(44) Strategies of Classroom Management to optimize Learning Environment. assuming the characteristics of the students based merely on their behaviour in my class. As teachers, we have to know that the lack of management, inadequate contents as well as external factors could have an impact in the way our students interact with their peers and teacher; and the disposition they have toward the class. Thus, one keystone to improve learning environment is set by the understanding and knowledge I have of the class. Regarding to the classroom adaptations, it is very important to know beforehand what resources and seating arrangement you will be able to use. It is necessary to take into account if the decisions I take affect the development of other classes or delay the development of my own class. In terms of addressing discipline, the teacher has to be able to negotiate with students, to provide them the opportunity to improve their behaviour. The main aim of the classroom management is to create a collaborative environment in which all the classroom actors are participant of the learning process. As a consequence, my strategies have to enhance and promote the students positive behaviour. In terms of instructional strategies, the teachers have to be attentive to their own performance in terms of contents, in this case, English. The way in which the activities are proposed, how I provide the instructions (and if my instructions are coherent with my students’ characteristics) and if the content is understood by the students. Even though, this research is based on learning environment, the improvement is sought to optimize students’ and teacher’s experience in the acquisition of a foreign language. The development of the learning environment is a process that possibly will not present concrete results immediately. Nevertheless, “find the changes that make a difference, however small they seem to be” (Burns, 2010).. 44.

(45) Strategies of Classroom Management to optimize Learning Environment. The ongoing process of action research set a new perspective in my current and future teaching practice. Firstly, addressing discipline is not synonymous of punishment. The interventions lead me to understand that establishing strategies to address discipline based on logical consequences is a positive mode of regulate students’ behaviour. The main benefit of this is to develop a class without spending most part of the lesson reprimand students. Furthermore, the concepts of withitness, overlapping, signal continuity and momentum provided by Garret (2014) provided me awareness about the situations happening in my classroom. In addition to those strategies, the use of ignoring and permitting, non-verbal and verbal interventions (Hue, M., Li, W., 2008) changed the way I interact with the students and interact with emerging situations within the classroom without overwhelming. The research presented limitations that challenged the development of the research. Regarding to external limitations I can mention the class’ duration that tended to vary in each class. From one hour of lesson, I had to plan for thirty minutes because the other half were associated to the preparation of the morning break, to get students into the classroom, and if they did not have enough recess, they used to use time from the lesson. Another external limitation was the number of the students in the classroom. It affected the appliance of the checklist, because the students who answered the instrument varied substantially between the first and second implementation. This produced attrition (Tomal, 2003) and a follow up had to be done. Regarding to limitations associated to the research itself, I can mentioned the lack of observational evidence that impeded a time triangulation analysis. Afterward the closure of this cycle of action research there are emerging areas of interest that have been calling my attention. Further ideas of research are, firstly related to giving instructions, the data collected supported that during the implementation of the action plan I. 45.

(46) Strategies of Classroom Management to optimize Learning Environment. showed difficulties at the moment of providing instructions. Thus, new cycle of action research could have as basis the results of this investigation, and could have the focus on specific strategies to improve my performance. The second area of interest has to do with the enhancement of learning environment in large groups of students. The group I studied had few students compared to a mainstream 2nd grade’s classroom. Consequently, a future research might be oriented in what strategies are suitable for a 45-students classroom, as well as study how the strategies vary according to the extension of each class and how the number of students affects the learning environment.. 46.

(47) Strategies of Classroom Management to optimize Learning Environment. References Bates, T. (2016). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. British Columbia: SFU Document Solutions. Retrieved November 9, 2016, from https://opentextbc.ca/teachinginadigitalage/chapter/5-2-what-is-a-learningenvironment/. Burns, A. (2010). Doing Action Research in English Language Teaching: A guide for practitioners. New York: Routledge. Brewster, J., Ellis, G., & Girard, D. (2004). The primary English teacher’s guide. Darling-Hammond, L. (Ed.). (2007). Chapter 9: Classroom Management. In J. Brandsford (Ed.), Preparing Teacher For A Changing World (pp. 327-345) E. (2013). Learning Environment Definition. Retrieved November 10, 2016, from http://edglossary.org/learning-environment/ Garret, T. (2014). Effective Classroom Management: The essentials. New York: Teachers College Press. Hue, M., & Li, W. (2008). Classroom Management: Creating a Positive Learning Environment (Hong Kong teacher education). Hong Kong University Press, HKU. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that works: Research-Based Strategies for Every Teacher. Alexandria: Association for Supervision and Curriculum Development. McLeod, J., Fisher, J., & Hoover, G. (2003). The Key Elements of Classroom Management. Alexandria: Association for Supervision and Curriculum Development.. 47.

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