What strategies can I implement so as to improve the learning environment in my english class, considering my first graders' needs?

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(1)STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 1. What strategies can I implement so as to improve the learning environment in my English class, considering my first graders’ needs? Camila Martínez Aravena Universidad Alberto Hurtado. Tutor Teacher: Pamela Lara Santiago, Chile 2016.

(2) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 2. INDEX. Abstract ........................................................................................................................................... 3 Acknowledgments........................................................................................................................... 4 Introduction ..................................................................................................................................... 5 Context ............................................................................................................................................ 7 Problem ....................................................................................................................................... 9 Research question ......................................................................................................................... 12 Rationale ....................................................................................................................................... 13 Literature review ........................................................................................................................... 15 Methodology ................................................................................................................................. 25 Data analysis ................................................................................................................................. 36 Reflection and Analysis of Intervention ....................................................................................... 57 Conclusions and implications ....................................................................................................... 60 References ..................................................................................................................................... 64 Appendix ....................................................................................................................................... 67 Appendix A ............................................................................................................................... 67 Appendix B ............................................................................................................................... 71 Appendix C ............................................................................................................................... 82 Appendix D ............................................................................................................................... 96 Appendix E.............................................................................................................................. 102.

(3) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 3. Abstract. Building a positive learning environment is a key matter in education, particularly in the field of foreign language learning, due to the fact that it may directly impact on students’ linguistic competence, and learning process. This Action Research project is based on the strategies implemented so as to improve the learning environment in a 1st grade classroom at a private school. For this, the teacher-researcher digs deeper at her teaching practice in order to improve her teaching skills, as well as the learning environment built in that classroom.. Keywords: Learning environment, concrete operational stage, young learners, experiential learning, concrete material.. Construir un ambiente de aprendizaje positivo es un asunto clave en educación, debido a que éste puede impactar directamente en la competencia lingüística de los estudiantes, y a su vez en su proceso de aprendizaje, particularmente en el campo de aprendizaje de una lengua extranjera. Este proyecto de investigación-acción se basa en las estrategias implementadas para mejorar el ambiente de aprendizaje en un 1ero básico de un establecimiento educacional privado. Para esto, la profesora-investigadora ahonda respecto a su práctica educativa con el fin de mejorar sus habilidades de enseñanza, como también el ambiente de aprendizaje construido en aquella sala de clases.. Palabras claves: Ambiente de aprendizaje, etapa operacional concreta, estudiantes jóvenes, aprendizaje experiencial, material concreto..

(4) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 4. Acknowledgments. I would like to express my deepest gratitude and appreciation to every single person that helped me making this possible. First of all, I would like to thank my family, especially my mother and my father, who were always supportive and comprehensive when necessary, while constantly expressing their trust along these five years, and encouraging me to do what I truly love. Also to my friends and my partner, who were absolutely comprehensive, tolerant, and capable of bearing and dealing with my tantrums. Thank you for listening to me and letting me lead you, I swear I learnt from you as much as you have learnt from me.. To that silent teacher, who was gone in the most unexpected moment. Thank you for pushing me to my limits; I know how disappointed you were at some point, but I also know it was like that because you are the most obstreperous person I have met in my life. Thank you for letting me know the most beautiful granny in the whole world, who has been a great support after your departure, and who I met in the right moment.. Finally, last but not least, to the most important person in my life, who was always in my thoughts when teaching my gorgeous little explorers. Thank you for being so patient, especially during these last months. I am aware I owe you many moments which are already gone, but everything I did and I do is for you. I cared of my students as I would like any teacher to care of you… With love. Thank you Dani, let’s enjoy whatever is coming next..

(5) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 5. Introduction. This Action Research Project is based on the problem identified in a private school located in Ñuñoa, during the teacher-researcher last practicum at this school. This research is focused on the contributions that this teacher-researcher can offer, and it deals with the implementation of different strategies, such as the use of concrete material and the execution of experiential learning. These strategies were implemented so as to improve the learning environment in 1st grade B, which is the class in which this Action Research Project is based on.. This teacher-researcher decided to base this project on this group and the problem identified, since it was a personal challenge that I wanted to take, due to the fact that I consider early education as one of the most important processes human beings experience. Furthermore, this action research project is focused on a group of students who belong to this grade, but interventions and data collection instruments were applied to the whole group, since I decided to extend the research and its impact to the 25 first graders.. The structure of this Action Research Project is the following. First of all, there is a context presented so as to picture and understand the environment in which this group of students is immersed in. Then, there is a section specifically made for presenting the problem found in this context. Secondly, the Research Question is introduced in order to narrow and.

(6) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 6. encompass the focus of the project and the interventions. Thirdly, the Rationale is presented so as to highlight and argument the relevance of this project in that specific context, focusing on the importance and impacts that it may have. Fourthly, there is a specific section for the Literature Review, which provides a summary of the essential concepts to understand this project. Afterwards, the Methodology section provides information regarding the methods and instruments to collect data, the description of participants, as well as the description of interventions. Then, the section about Data Analysis serves as a reflection of the results gathered in the process of data collection. Finally, there are two sections, Reflections and Analysis of Interventions, and Conclusions and Implications, which contains insightful reflections on the Action Research Project, as well as further steps..

(7) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 7. Context. This Action Research Project has been carried out at a private school located in Ñuñoa. This school has classes that go from Playgroup to 12th grade, with two grades per level –for instance A and B-, and the average number of students per grade is 25. According to the SIMCE results (Agencia de Calidad de la Educación, 2015) students who attend this school belong to a high socioeconomic level; the monthly payment is above $200.000, and every year students from 10th grade travel to England and stay there for a month, in order to live the experience of communicating in English in real context, but also to improve their English competence.. This school was founded by its current headmaster, one of Carl Rogers’ disciples, main reason of the philosophy adopted by the institution. This philosophy considers as a key hypothesis that the human kind itself contains the capability of developing all its potentialities, when given a space of positive and unconditional interpersonal relation. (as cited in The Angel’s School, n.d.) From this hypothesis, the school bases its program on a curriculum focused on the person, considering as its foundation the interiority of the subject, from which the person develops his/her identity, and bases and recognizes his/her self-esteem. Besides, the school has the responsibility of providing the required conditions to offer a space of safety, and promoting confidence among students. (The Angel’s School, n.d.).

(8) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 8. The philosophy promoted by the school translates into the exceptional relation of trust that students establish with their teachers, besides students’ behavior towards their right and duties; they are quite independent, organized and autonomous. Indeed, in the case of 1 st to 4th grade, students are assigned their roles in the classroom every morning, at the very beginning of the class. The teacher in charge assigns two helpers, who will be in charge of delivering material when necessary; then, he/she assigns a student who is in charge of counting how many students attended school in that class; also, there is a student who is in charge of telling what day is today, what day was yesterday, and what day will be tomorrow. He/she is also in charge of telling today’s date (day of the week, date, month, and year). Finally, the teacher assigns a forecast weather observer, and the student who is assigned this role is in charge of looking through the window, in order to see the weather and to describe it (today is sunny, today is rainy, today is cloudy, and so on).. The dynamic of the English class is the following, and it is applied from 1st to 4th grade; the teacher enters the classroom some minutes before the lesson starts, sets up everything she will need for teaching the lesson (that is to say the laptop, speakers, the projector), then she cleans up the board, and writes the date and the objective of the class. Afterwards, the teacher stands in front of the class, waits for students to enter the classroom, notice her presence, and lower their voice, and just after this they are ready to greet each other, and to sing their “Hello song”. This action of noticing each other’s presence, and lowering the voice to greet everybody is relevant since it shows respect among teacher and students. Afterwards, specifically in the case of 4th grade, students have the possibility to suggest some candidates to be the class assistant..

(9) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 9. Thus, the rest of the students can vote for them in order to choose a helper democratically, student who will be in charge of assisting the teacher during the whole lesson. Some of the helper’s duties are to help the teacher delivering material; to make classmates realize when they need to lower their voice or remain silent, by raising her/his fist; and to clean the board when necessary.. As this is a private school, the English lessons are mostly focused on the books which the school works with -“Gumdrops”, “First Explorers”, and “Young Explorers”-, and covers the contents proposed there. The younger groups have a total number of 5 hours of English, and it is compulsory to work at least 3 hours of them on the book. Regarding the English lessons, they are mostly lectures; the teacher gives students a lot of input, and students do not produce great output. Indeed, activities are mainly based on receptive skills -listening and viewing tasks-, and in the case of 4th grade students, there are some reading and writing activities, but they are mostly focused on grammar production.. Problem. This Action Research Project has been focused on the 1st grade B, group in which most of the students have an A1 proficiency level according to the Common European Framework, and the parameters set by the Chilean Ministry of Education. This grade has several children who.

(10) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 10. have been diagnosed with a special need, such as Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, among others. Therefore, they are utterly active, as well as constantly moving around the classroom. It is important to highlight that this school does not count with an integration program1, thus students who are diagnosed with a special need are not really integrated into the class. Students with diagnoses such as the ones described before are constantly asked to leave the classroom, so as to go to the playground or the bathroom when they become too active. This is generally done in order to get rid of the situation, and avoid the problem by asking students to leave the classroom. After students leave the classroom for a while, they are supposed to come back to the class, but this rarely happens and the teacher assistant have to go and find them in order to take them back.. When students are working on their book, this group of students with special needs constantly stand-up from their seats, and go around the classroom, looking for a different activity to do, which is usually related to disturbing the learning environment. For instance, they run around the classroom, even escaping from it, fighting and hitting classmates, and often bothering and irritating other students by drawing on their notebooks, books, or tasks, sometimes actually 1. It is defined by MINEDUC (2009) as an inclusive strategy which its main focus is to. implement additional supports for students with special needs -permanent or transitory ones-, by promoting students’ presence and participation in the classroom, and stimulating the achievement of the learning goals. Therefore, positively affecting the educational path of every student, as well as improving the education quality of the school..

(11) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 11. destroying what they have done. All these situations have disturbed the appropriate learning environment, and students are constantly asking for help in order to get rid of the situation, and to make the disruptive student go back to his/her sitting spot.. As a way to improve the learning environment set in this classroom and to tackle the problem present there, at least once a week the teacher implemented activities related to the use of concrete material, and the execution of experiential learning, not only as a mean to keep disruptive students busy and not disturbing others work, but also to address all students’ needs, which are mostly related to the stage in which they are.. The main problem in this class is that this group of students with special needs has not been actually considered by the school itself, due to the fact that it does not have a plan of action, or an integration program that provides students with the necessary tools to integrate them to the classes. Besides, lessons are not planned thinking on them and their needs, but modifications are made right in the moment, and only when extremely necessary. Furthermore, this issue affects all of the class, since this group of students with special needs look for something else to do, causing disturbances during the English class. Moreover, according to the rest of the teachers, this same behavior is repeated in the other lessons, turning this into a transversal issue..

(12) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 12. Research question. According to what was previously mentioned, the problem identified in 1st grade B leads to reflect on all what a learning environment implies, the aspects and facts that may alter it, and the impact that a positive one may have on young learners’ competence while learning a Foreign Language.. Additionally, the problem stated before leads to reflect upon the relevance, the significance, and the impact that the use of concrete material and experiential learning may have on this group of students with special needs as well as on the whole group, relating this to the learning stage in which 1st grade B students are, and how this is beneficial to all of them.. Consequently, I came out with the following question: What strategies can I implement so as to improve the learning environment in my English class, considering my first graders’ needs? Which I consider covers the problem without including any possible solution or even suggestion, and it is directly related to the group this Action Research Project is based on..

(13) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 13. Rationale. Setting a positive learning environment in any classroom is crucial in education, particularly in the case of foreign language learning, due to the fact that it may help students to feel safe and comfortable in their own space. If students feel that the relationship with their teacher and among themselves is based on trust and respect, they might feel more willing to participate, take risks and, consequently, to learn.. As previously stated, some students of this 1st grade are highly susceptible to disrupt the learning environment by irritating other classmates, sometimes fighting with them, and others just going around the classroom looking for something else to do. Students often do this while arguing they do not like the class, and they are not interested in the activity, or simply because they do not understand a single word. This situation of persistent interruptions has affected the learning environment, due to the fact that it has had a negative impact on students’ performance, willingness, and motivation towards the class. Owing to this, learners tend to perceive the learning environment is not appropriate enough, even not safe enough to participate, besides the fact that the activities proposed by the teacher are not suitable to convey students’ needs, especially as Foreign Language learners. This situation has been also negatively affected by the teacher’s practice, since she has not been able to promote a positive learning environment, nor to attend students’ special needs..

(14) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 14. Consequently, if the teacher was able to do this, students might feel they are immersed in a positive learning environment, where they feel they have built rapport with both teachers and classmates, where everyone has a sense of respect towards each one of the community members. Furthermore, students would be likely to notice a good relationship among them, feeling respected and relevant within the context, taking genuine care of the rest of the members, truly valuing the community in which they are immersed. Therefore, all these actions will translate into a positive learning environment that promotes and enhances learning. Besides, if students are provided with tasks suitable enough for their age, they might feel comfortable working in classes, and their willingness to participate and learn might be enhanced by it, and at the same time it might encourage themselves to maintain this positive atmosphere.. It is important to mention that throughout the development of this project at this school, it is expected to improve the actual learning environment, turning it into a positive one, helping students to increase their respectful participation, besides their motivation in the English lessons. Therefore, one of the main aims of this project is to improve students’ competence by building a positive learning environment along with them, as well as implementing the use of experiential learning and concrete material. These are directly related to the developmental stage in which students are, and their implementation may be quite beneficial for them, since they help to turn the abstract language into concrete. Moreover, their use might be perceived as an invitation for students to actively engage into the activities by doing something, among other potential advantages..

(15) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 15. Literature review. With the purpose of building a theoretical framework that supports the collected data and its analysis, the key concepts presented in this Action Research Project will be defined in order to properly understand the research question, its implications, and provide the reader a full understanding of it.. The concepts to define are the following: Learning, learning environment, positive learning climate, diverse learners, young learners learning a foreign language, concrete operational stage, concrete material, experiential learning.. Learning. Regarding the concept of learning, Maria Montessori (1964) exposes that learning itself comes from manipulating and experiencing the environment, as well as by training the senses. Furthermore, she states that in every child there is an unconscious mental state, referred by her as the “Absorbent Mind”, in which the child takes in the world as a whole. Afterwards he/she analyzes it, the child is able to build his/her mind based on his/her own discoveries.. Supporting Montessori’s theory and method, Rosanova (2003) claims that learning comes from “working repeatedly on logically connected projects in order to satisfy the child’s curiosity,.

(16) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 16. and in order to build his own sense of competence” (p. 9). According to this theory and method, “the children acquire knowledge by themselves by working on hands-on projects and reflecting. The children actually discover information” (Rosanova, 2003, p. 9).. On his behalf, and in accordance with what Montessori states, Scrivener (2011) defines learning as a complex process that often involves five steps; doing something, recalling what happened, reflecting on that, drawing conclusions from the reflections, and finally, using those conclusions to inform and prepare for future practical experiences.. Learning environment. Ministerio de Educación (2013) refers to the learning environment as composed by the physical space, namely the school, as well as the interactions which are born in it. In this manner, the learning environment does not only contemplate the learning structures available at school, but also the interaction opportunities given among the different stakeholders. Thus, the learning environment constitutes a meeting place between children and adults, in which the development of learning experiences involves them integrally.. Conforming to what the Great Schools Partnership (2014) states, the concept of learning environment refers to “the diverse physical locations, contexts, and cultures in which students learn.” Besides, this term also encompasses the school and class culture, as well as the ways in which teachers may organize an educational setting to promote learning. Furthermore, “learning.

(17) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 17. environments have both a direct and indirect influence on students’ learning, including their engagement in what is being taught, their motivation to learn, and their sense of well-being, belonging, and personal safety.” (the Great Schools Partnership, 2014) Finally, the Great Schools Partnership (2014) also considers the fact that qualities and characteristics of a learning environment are determined by a wide variety of factors, school policies, governance structures, and other features that may also be considered key elements of a learning environment.. On his behalf, Bates (2015) highlights the fact that teaching is context-specific; therefore, teachers need to think about what components may be necessary, reflect on them, and then build their own learning environment, which must be suitable and appropriate to the context. Moreover, he specifies that one of the aims of setting an effective learning environment is to make sure that learners are able to work within an environment that promotes learning, and that provide conditions for success.. Olinghouse (2008) briefly refers to the learning environment as “the way the classroom works and feels” (p. 1). Positive learning climate. Regarding a positive learning climate, Brown (2000) states that, in order to set a positive, stimulating and energizing classroom climate, there are some roles.

(18) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 18. and styles that teachers should develop to do so. In that way, they will merge into some tools for creating it.. Furthermore, Brown (2000) mentions the action of promoting rapport as the first tool in order to set a positive learning environment, which he defines as “the relationship or connection you establish with your students, a relationship built on trust and respect that leads to students’ feeling capable, competent, and creative.” (p. 202) Some of the ways a teacher can establish rapport with his/her students are: by showing interest in each student as a person, giving feedback on each person’s progress, openly soliciting students’ ideas and feelings, valuing and respecting what students think and say, laughing with them and not at them, and developing a genuine sense of joy when they learn something or experience success. (Brown, 2000). The second tool to build a positive learning climate mentioned by Brown (2000) is to balance praise and criticism. Both concepts are closely related to the concept of rapport and its implications. It is important to balance praise and criticism due to the fact that “too much of either renders it less and less effective. Genuine praise, appropriately delivered, enables students to welcome criticism and to put it to use.” (Brown, 2000, p. 203) An effective praise may be recognized as it shows genuine concern; shows verbal and nonverbal variety; specifies the particulars of an accomplishment; it is offered in recognition of remarkable effort on difficult tasks, and attributes success to effort; fosters intrinsic motivation to pursue future goals; and it is delivered without disrupting the communicative flow of ongoing interaction. (Brown, 2000).

(19) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 19. Lastly, Brown (2000) mentions a third tool focused on generating energy in the classroom. This energy refers to an unleashed force in a classroom, perceived by both teacher and students as a feeling of enthusiasm triggered by experiencing an atmosphere and semblance of creativity sparked by their interaction. The task of generating this energy firstly relays on the teacher, since students initially look for leadership and guidance on him/her.. Diverse Learners. Regarding Diverse Learners, Banks et al. (2005) states that all “students are and always have been different from each other.” (p. 232). It is also highlighted that nowadays the “diversity in the range of academic abilities within classrooms has also grown as schools have included more students with exceptional needs in mainstream classrooms.” (Banks et al., 2005, p. 232) This event translates into teachers using knowledge about their students’ social, cultural, and language background when planning and teaching. In this way students’ academic achievement can increase as teachers know how to address their learning needs. (Banks et al., 2005). Young Learners learning a foreign language. As Scrivener (2011) states, some of the main features that characterize children are that they want to learn and experiment; they cannot concentrate on tasks for very long time; in terms of language, children do not respond well to explicit input and to language system. Children want to use the language, and not to entirely.

(20) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 20. study it. In the case of very young learners (pre-school and lower primary), teachers can tell stories by supporting them with the use of body language, mime, gestures, and toys and/or puppets; sing songs that require the participation of students; do practical tasks while communicating in English; and using teaching techniques related to teaching around a topic, or a book, show and tell activities, Total Physical Response, and Community Language Learning.. On the one hand, and considering the child as an active learner, Piaget states that he/she is constantly interacting with the world around him/her, solving the problems that are presented by the environment, and learning from the experience obtained. Thus, constructing his or her knowledge from working with objects or ideas. (Cameron, 2001) Additionally, it is specified that:. Children also seek out intentions and purposes in what they see other people doing, bringing their own knowledge and experience to their attempts to make sense of other people’s actions and language. Realizing that children are “active sense-makers”, but that their sense-making is limited by their experience, is a key to understanding how they respond to task and activities in the classroom. (Cameron, 2001, p. 4). On the other hand, Cameron (2001), based on Vygotsky’s theory, explains that “language provides the child with a new tool, opens up new opportunities for doing things and for.

(21) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 21. organizing information throughout the use of words as symbols.” (p. 5) In this sense, words are recognizable linguistic units for children in their first language, so they will notice words in the new language. Thus, children are encouraged to think of the new language as a set of words. (Cameron, 2001) Vygotsky’s concept of internalization assumes that “the new language is first used meaningfully by teacher and pupils, and later it is transformed and internalized to become part of the individual child’s language skills or knowledge.” (Cameron, 2001, p. 8). Concrete Operational Stage. Piaget’s work was focused on developing a theory of knowledge, how a child develops knowledge of his/her world, and the role that biology plays in that development. (Lutz and Huitt, 2000) It is from his work, specifically from the theory of cognitive developmental stages, that the concept of Concrete Operational Stage emerges. Pursuant to Piaget, the concrete operational stage, which typically goes from 7 to 11, is evidenced by a child’s ability to demonstrate logically integrated thought. At this point, intelligence is based on logical and systematic manipulation of concrete objects and related symbols (as cited in Lutz and Huitt, 2004, p. 4).. Likewise, Cook and Cook (2005), in agreement with Piaget state that:. By age 7 most children are capable of using logical thought structures that are increasingly objective and reversible. However, there is still one major limitation in their.

(22) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 22. thinking: Their use of mental operations is still closely tied to concrete materials, contexts, and situations. In other words, if children have not had direct experience with the context or situation, or if the material is not tangible, they are not successful in using their mental operations. This is why the stage is called concrete operational thought. (Cook and Cook, p. 19). On his behalf, and related to the concrete operational stage, and the life of a child at school, Piaget (1953) exposes that “an essential part of the intellectual life of the child takes place apart from contact either with any material that is really within his reach or with any concrete images.” (p.47) Fact that afterwards will result in the student’s thoughts sinking deeper into verbalism after the age of 7.. Concrete material. It is defined by the Association Montessori Internationale (n.d.) as an object that embodies an abstract idea such as size or color, that after the child is given hands-on experience, his/her mind grasps the idea inherent in the material and forms an abstraction. It is highlighted that only as the child develops, he/she is gradually able to comprehend the same idea in symbolic form.. Experiential Learning. According to Kolb (2000), the theory is called experiential learning to emphasize the central role that experience plays in the learning process. In the case of.

(23) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 23. this theory, learning is defined as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience" (Kolb, 1984, p. 41).. This theory portraits learning as a four-stage process: Concrete Experience, Abstract Conceptualization, and two related modes of transforming experience, Reflective Observation, and Active Experimentation. In accordance with Kolb (2000):. Immediate or concrete experiences are the basis for observations and reflections. These reflections are assimilated and distilled into abstract concepts from which new implications for action can be drawn. These implications can be actively tested and serve as guides in creating new experiences. (Kolb, p. 3). Moreover, this learning model suggests that learning requires abilities that may be opposed to each other, and the learner is the one in charge of choosing the set of abilities to use in a specific learning situation. As Kolb (2000) exemplifies:. In grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying on our senses and immersing.

(24) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 24. ourselves in concrete reality. Others tend to perceive, grasp, or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. Similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. The watchers favor reflective observation, while the doers favor active experimentation. (p. 3-4). Mind Map Learning Environment. What strategies can I implement so as to improve the learning environment in my English class, considering my first graders’ needs?. Positive learning climate. Experiential learning Learning. Concrete material Concrete Operational Stage Young Learners. Figure 1. Strategies to implement so as to improve the learning environment in my English class. Mind Map..

(25) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 25. Methodology. Regarding the methodology implemented to collect data for this Action Research Project, there were five data collection instruments used to achieve its purpose. These data collection instruments include their description, and justification of use, in order to argument their effectiveness and appropriateness. Moreover, the procedure and description of the intervention set in the action plan is included in this section, as well as a Gantt chart that serves to portray the steps to follow per month, in order to achieve the purpose of this project.. Observation notes. The first data collection instrument used in this project were the Observation notes (See Appendix A). According to Burns (2010), this tool is sometimes produced in a descriptive and narrative style, and it is normally recorded as notes made by the researcher. These observation notes are used to describe what happened in the classroom, usually including the physical layout, verbal and non-verbal information, structure of groups, and/or sequences of tasks and activities. This instrument was useful since it allowed the researcher to record what happened in the classroom during the lessons. It made her realize some aspects of her teaching performance, and to identify any progress regarding the problem. It is relevant to highlight that this data collection instrument was firstly used the first weeks of observation, and afterwards, its use was complemented by the reflective journal..

(26) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 26. Journals and logs. The second data collection instrument used in this project were the Journals (See Appendix B). Burns (2010) refers to journals as “extremely useful though as a way of capturing significant reflections and events in an ongoing way” (p. 89). Journals are presented as a classic tool in Action Research, since it allows the researcher to record events, reflections, beliefs, ideas or insights about the teaching practice, and even personal histories as a teacher researcher. (Burns, 2010) In this case, the journal used for this research is a reflective journal, that allowed the researcher to write about the lessons and/or events, right after having thought and processed what occurred.. Behavior checklist. The third data collection instrument used during this project was a behavior checklist (See Appendix C) applied to a group of 10 students selected randomly, which was composed by students with special needs, and students who do not have special needs. Anne Burns (2010) refers to it as a list of behaviors that are set out and recorded as they occur. The information collected from this checklist allowed the researcher to see which particular type of behavior is repeated the most by a student, as well as the kind of tasks that seems to interest students. This sort of instrument was useful since the information provided by it, mostly about repetitive behaviors, helped the researcher with insights into a student’s preferred pattern of learning. Thus, it leaded to develop strategies to integrate students better into the class dynamic, and also to propose activities more suitable for them..

(27) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 27. Survey. This is the forth data collection instrument used in this Action Research Project. As Burns (2010) states, surveys are useful when the researcher wants to get responses from several people. In this case, the survey applied was an attitudinal survey, since it gathers information about attitudes, opinions, beliefs, and interests. (Burns, 2010) Besides, the survey applied was made of closed-ended items, specifically yes/no items (See Appendix D). The reason to choose this instrument was because the group to be surveyed was composed by very young students that do not have advanced language abilities. (Burns, 2010) This instrument was useful since it reflected students’ opinions and beliefs towards a particular feature of the class, and/or activities.. Maps and photographs. This is the fifth and last data collection instrument used in this Action Research Project. First of all, a consent form was sent to parents in order to notify and inform them about the process and the research, as well as who was the researcher. This was an essential part of the process in order to take photographs so as to record and document the observation process through visuals (See Appendix E) Burns (2010) states that “photos, diagrams, maps, drawings, sketches, video images and other visual data are an excellent way of supplementing your observation notes” (p. 72) since it reminds the researcher of the location and what was happening in there, captures a specific teaching moment, tracks a sequence of events or behavior, records non-verbal aspects such as physical expressions or body positions, captures facial expressions that might reflect aspects of people’s attitudes, thinking and ideas. (Burns,.

(28) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 28. 2010) This instrument was useful since it served as a concrete visual support of the other data collection methods used in this Action Research Project.. Procedures for data collection. Regarding the procedures applied to collect data, the first instrument applied was the reflective journal. This journal was used along the whole practicum process, and it was useful to identify certain events or issues presented during the class, so as to reflect upon them afterwards. After some weeks, the issues presented in the very beginning of this Action Research Project were identified, and this piece of evidence served as an aid and support when building the Research Question. The use of this Reflective Journal lasted until the end of this research.. Regarding the observation notes, they were filled after each intervention. Interventions began on October 24th, and finished on November 3rd. They were carried out, and afterwards an observation note was filled and attached as an Appendix (See Appendix A).. In regards to the behavior checklists, the first one was applied during a normal class, while they were working on the book, while the rest were applied during the interventions, so as to immediately record any particular behavior that a student may have, and later on to compare.

(29) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 29. both, so as to see how their behavior changed before and during the interventions.. In the case of the survey, it was applied on November 7th, the next class after the last intervention. This was done in order to record students’ perception regarding the methodology used along the interventions, compared to the one used before.. In regard to the photographs, they were taken as students performed the tasks, and after students did the task. This was useful for recording the process in a visual manner, and it served as a support for the other instruments.. Lastly, the procedure methods to collect data previously mentioned were conducted before the implementation of new strategies, during that process, and after it finished. Data gathered during this Action Research Project will be analyzed, so as to reflect on the interventions, and reach a conclusion on them.. Description of participants.

(30) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 30. There were two main groups of participants involved in this Action Research data collection process: The students, and the English teacher and researcher.. First of all, parents were informed in advance about this Action Research Project through a letter that was attached to the consent form, delivered and explained at one of the 1st grade B parents meeting, at the beginning of October. The group of students present in the data collection process was of 25 students per class, that is to say, the whole class. However, some of the instruments mentioned in the previous section, such as the behavior checklist, were only applied to a particular group of students, specifically the group of students with special needs mentioned in the previous sections, but also to some other students randomly selected. This is just to measure their behavior and its changes, in order to realize if their needs are being addressed by the teacher researcher.. Secondly, as it was mentioned before in this section, the teacher-researcher was also a participant of this data collection process, since it was needed to improve her teaching performance. This process began in mid-August, and lasted until late-November, period in which the teacher-researcher collected data about her perceptions regarding her own teaching performance. For this purpose, she included an instrument in which she could reflect upon her practices as well as students’ responses towards them, and also to realize whether she achieved the purpose of this Action Research Project, or not..

(31) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 31. Description of interventions. The interventions applied to the 1st grade B class consisted on some teaching strategies to improve the learning environment in this class. These teaching strategies were included in my English lessons along the post stage, instance in which students were provided with concrete material, or asked to participate in real interactions in which they were required to participate in English. The interventions were carried out since October 24th until November 3rd, and they consisted on three stages:. Seating arrangement: So as to provide learners with an appropriate classroom environment in order to fulfill the tasks and accomplish them without difficulties, as well as to build and promote a proper environment to do so, the seating arrangement was the first change that I proposed. It is important to highlight that seating arrangement modifications were done according to the task, so it varied a bit according to the learning situation. Firstly, the desks were organized into a traditional seating arrangement style (see Figure 2), which can be appropriate when working on individual tasks, taking a test, and/or listening to a lecture. This traditional seating arrangement serves to direct the focus of the class on the teacher, but also to isolate students in order to keep attention on what is taught, and not to interact among them. Thus, one of the first duties before and while implementing the interventions was to introduce students.

(32) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 32. some new ways of seating arrangement. As it was mentioned before, the arrangement changed during the activities and according to them. On the one hand, the U-shape (see Figure 2.1) was useful when the class or the activity was student-centered, and students were meant to interact with others. On the other hand, the In-pair seating arrangement (see Figure 2.2) was useful when students were meant to do pair work and when rehearsals.. Figure 2. Traditional seating arrangement.. Figure 2.1. U-shape seating arrangement.. Figure 2.2. In-Pair seating arrangement. Use of Concrete Material. The second stage of this process was to implement the use of Concrete Material along the lessons. This modification was made due to the fact that this material works as an instrumental mediator among what the teacher wants to teach, and what students are meant to learn. As languages are abstract units, and 1st grade students are placed in the Concrete Operational Developmental Stage, period in which they need to manipulate logical concrete objects in order to relate meaning and concept, the use of this kind of material was.

(33) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 33. fundamental along the interventions, since it worked as a learning facilitator as well as an enhancer.. Implementation of Experiential Learning. The last stage of this intervention process was to implement Experiential Learning along the lessons. Sometimes, this was implemented along with the use of concrete material. In this case, students were invited to interact in English in real situations, so as to internalize the language in a more significant way. In order to do this, it was important to ensure both, the opportunity of watching others while interacting, and/or just start doing things on their own. As mentioned in the Literature Review (p. 22), on the one hand, the students who watch –referred as watchers-, favor reflective observation and are able to make decisions based on the observed, while the ones who do –referred as doers-, favor active experimentation.. Action Plan. In order to achieve this Action Research Project, there were some steps to follow and that are presented in a Gantt chart (Figure 2)..

(34) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. Activities. Observation. August. and. note. September October. 34. November. taking -. Writing the school context – Starting X. X. the journal.. Identification of the problem – Building the research question X. Writing the rationale.. X. Outline deadline.. Selection of Literature – Writing the Literature Review – Selection of Data. Collection. Instruments -. X. X. Writing the Methodology section. First Draft Outline. Data Collection – Data Analysis – Writing the AR Introduction X Reflection and Analysis of the intervention.. X. December.

(35) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 35. Second Draft Outline. Finish the Reflection and Analysis of the. intervention. -Writing. Conclusions and Implications. Proofread the ARP.. X. Final ARP Version Action Research Defense. Figure 2. Gantt Chart. X.

(36) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 36. Data analysis. In order to gather and collect the necessary data to carry out this Action Research Project, the teacher-researcher implemented five instruments: journals; observation notes based on the three interventions; behavior checklists, one applied before the three interventions, and three applied during each intervention; a survey applied to the first graders after finishing the interventions; and finally photographs of the class during the three interventions, as a piece of visual evidence so as to support the other data collection instruments.. In the case of the reflective journals, the data gathered was collected since the beginning of the Action Research process, until the end of it. The observation notes were filled after each intervention, from October 24th until November 3rd. In the case of the behavior checklists, the first one of them was filled on September 22nd, during a class before the interventions, while the other three were filled while doing the interventions, from October 24th until November 3rd. Regarding the photographs, they were taken from October 24th until November 3rd, during the interventions. Finally, the survey was applied after the 3 interventions were performed, in order to be completed by the students after having experienced the interventions, on November 7th.. Journals. This instrument was implemented since the beginning of the practicum process, in order to reflect upon the teacher-researcher teaching practice, as well as to keep track.

(37) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 37. on how students reacted towards the activities performed along the lessons, and the ones proposed and performed during the intervention. Besides, the use of the reflective journal at the beginning of my practicum process was fundamental so as to evidence the problem in which this Action Research is focused on, and to reflect on proper strategies in order to tackle it. A clear example of this situation is the one presented in the Reflective Journal of August 15th (See Appendix B. 1). In this journal entry is explained how classes work, what the methodology used with students is, and students’ reaction towards it. For instance, lessons are described as teachercentered, and instances in which students seldom participated. Besides, it is explained that students were constantly asked to remain silent, and that no extra material was introduced besides the activities presented on the book. Some students’ reaction towards this was not to work on the assigned task, keeping their books under the table, and/or throw them to the floor. (Reflective Journal Entry, August 15th). Furthermore, another relevant journal entry is the one written on August 23rd (See Appendix B.2). In this entry, the class based on “The Very Hungry Caterpillar” story which was prepared as an intervention, as well as the students’ reactions are described as “amazing”. Both are positively described by the teacher, due to the fact that she realized that students behaved differently towards an activity in which they had to use their body and hands, in order to achieve the objectives of the class. Students’ reaction towards the class and the activities are described as necessary “in order to learn in an appropriate way. Students of this level need something to turn language from abstract to concrete; they need to use their body, and their hands so as to learn” (Reflective Journal Entry, August 23rd).

(38) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 38. Regarding the first intervention performed on October 24th (See Appendix B. 3), some progress was recorded, and reflected on. In this case, students participated actively during most of the class. However, a group of students escaped from the classroom, but they came back shortly after that, and some of the students lost interest in the activity at some point of the class, still the learning environment is described as appropriate. (Reflective Journal Entry, October 24th). In regards to the second intervention performed on October 25th (See Appendix B. 4), it is described as the most successful among the three ones. The reflection reached after the intervention is that the learning environment set during the intervention, enhanced learning in a meaningful way since it was a real and natural interaction among students and other people. In this case, students were experiencing English in a real context, and they were actually communicating with people in English. (Reflective Journal Entry, October 25th). Finally, the third intervention performed on November 3rd (See Appendix B. 5), is described positively, portraying students as focused and participating at all times. Hence, the conclusion after this intervention is that it helped to reassure the fact that students of this level and with diverse learning styles, need the use of concrete material so as to learn in an appropriate.

(39) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 39. learning environment that enhances learning in a meaningful way. (Reflective Journal Entry, November 3rd). Observation notes. Observation notes were implemented as a complement for the journal, but also to reflect on the Teacher-researcher’s perceptions regarding her performance right after the class. These observation notes were filled from October 24th to November 3rd, right after performing the lessons in which interventions were made. It was a total number of three classes that are equal to three interventions. The notes after the interventions were filled and answered in the following charts. (See Figures 3, 4, 5). In the case of the first observation note, filled after the first intervention (See Figure 3), it portrays that most of students worked during the lesson, but there was a group of students that escaped from the classroom, coming back later on. According to the Teacher-researcher, students’ reaction was mostly positive towards the activity, due to the fact that they tended to work along the lesson. Regarding her teaching skills, she considered some aspects to improve, such as classroom management, and monitoring, owing to the fact that there were some situations in which she lost control over the class, and it was difficult to take it again. (See Figure 3). How do I feel after this lesson?. I feel optimistic towards it. Most of students participated along the class; however, some of.

(40) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 40. them were more focused than others, and a group of students escaped from the classroom, some of them more than once, but they came back after some time. When students rehearsed the dialogue with their classmates, both wearing the hat and trying to buy/sell something, they look pleased and motivated. I need to improve some aspects regarding What do I need to improve? classroom management and monitoring. There are some situations in which I lose control over the class, and I cannot regain students’ attention for a while. What did work as I expected in this lesson? I think the activity to rehearse the dialogue worked as I expected. I wanted everybody to participate as if they were really talking to another person that wants to buy something, or as if they wanted to sell something. I think that I was not expecting students to What did not work as I expected in this lose interest in the activity. I was surprised lesson? when I realized a group of students escaped from the classroom, even when they came back after a while. Students’ reaction towards the activity was How did students react towards the lesson mostly positive. Students tended to work and and the activity? participate along the class. However, there were some students that did not react enthusiastically towards the class. Figure 3. Observation notes. October 24th.. Regarding the second intervention (See Figure 4), the teacher describes it as quite positive, as well as students’ reaction towards it. In this case, the learning environment set in the classroom was appropriate enough so as to enhance participation and learning. Regarding students’ participation, it was recorded that they were constantly working and participating. Besides, they took risks while talking to other people; even when they did not know how to express something, they found a way to communicating it..

(41) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. How do I feel after this lesson?. What do I need to improve?. What did work as I expected in this lesson?. What did not work as I expected in this lesson?. How did students react towards the lesson and the activity?. I feel astonished. Student participated wonderfully during the activity. I think that the strategies used along the class were appropriate so as students could achieve the goals successfully. In this case I think I need to improve my monitoring skills, even though if I am too busy while doing other things. There were some times in which I did not pay attention to some situations, or I just did not realize a student needed a little bit of help with something. Besides, I think I need to work on possible Plan Bs for future possible situations. The learning environment was appropriate enough so as to enhance participation and learning. I expected students to show interest towards the activity, and they absolutely did so. I was not expecting to have a student without his materials for this activity. As parents were informed beforehand, approximately with a week of anticipation, I thought every student will have his/her materials. However, I figured it out as fast as I could, and I paired him up with a friend. Students’ reaction towards the activity was outstandingly positive. They constantly worked and participated along the activity. Besides, they tended to take risks while talking to other people; even when they did not know how to express something, they found a way to communicating it.. Figure 4. Observation notes. October 25th.. 41.

(42) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 42. In the case of the third observation note (See Figure 5), it demonstrates that all students worked joyfully on the activity proposed. Although at the beginning of the lesson they were not so interested in it, after they saw the different flags with which they were going to work, their attention was caught by the Teacher-researcher. Besides, when working on crafts, students seemed more engaged with the activity, demonstrating that they like to work with that kind of material.. How do I feel after this lesson?. What do I need to improve?. What did work as I expected in this lesson?. What did not work as I expected in this lesson?. How did students react towards the lesson and the activity?. I feel quite positive towards it. Students participated actively along the class. All of the students were utterly focused on the task when making the world map and the flags, and afterwards while organizing and placing them on it. I need to improve some aspects regarding classroom management. There are still some occasions in which I lose control over the class, or I cannot regain their attention, even when using attention getters. Everything worked better than expected. The learning environment was optimal, because students showed interest in the lesson, and later on in the activity. Not only the students with special needs were motivated, but the whole class. At the beginning, students were not really into the class, because they did not want to study the English-Speaking countries. However, after some minutes they recognized the flags’ nationalities, and I got their attention. Students’ reaction towards the activity was positive. They tended to constantly work and participate along the class, and to help each other when having difficulties.. Figure 5. Observation notes. November 3rd..

(43) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 43. Behavior checklist. The third instrument applied in order to collect data was the behavior checklist (See Appendix C). It was implemented with the purpose of checking students’ progress regarding their behavior and its impact on the learning environment. This quantitative instrument was filled firstly before doing the interventions, a normal day working on a regular task, and then while doing the interventions and applying the strategies proposed. This checklist was applied in the three of the interventions. However, this instrument was not applied to the whole group of students, but to a group of students with special needs, and a group of students without special needs, that was randomly selected in order to compare results.. Overview: Amount of disruptive behaviors. 300 250 200 150 100. 50 0 Before interventions. First Intervention. Students with special needs. Second intervention. Third Intervention. Students without special needs. Figure 6. Behavior checklist overview. September 22nd – November 3rd.

(44) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 44. The data collected with these instruments shows a good result and improvements regarding behavior, in both groups of students. For instance, on September 22nd, before implementing strategies and starting with the interventions, both groups had several amounts of disruptive behaviors (See Figures 6 and 7). Among these disruptive behaviors we can find:. . walks around the classroom,. . interrupts classmate’s work,. . destroys classmate’s task,. . teases his/her classmates,. . teases classmate physically, hits a classmate, and. . escapes from the classroom.. In the case of the group of students with special needs, they had a total number of 263 disruptive behaviors recorded along the lesson. While, on the other hand, the group of students withouth special need had a total amount of 68 disruptive behaviors. (See Figure 7).

(45) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 45. Before the interventions 300 250 200 150 100 50 0 Before the interventions Students with special needs. Students without special needs. Figure 7. Behavior checklist results. September 22nd. In contrast to the behaviors shown before implementing the strategies, during the first intervention there was a high drop in terms of disruptive behaviors, in both of the groups. While the group of students with special needs had a total amount of 91 disruptive behaviors, the other group of students had a total amount of 12 (See Figure 8), a 65% and 95% less respectively, more than a half of the number recorded before the first intervention..

(46) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 46. First Intervention 100. Amount of disruptive behavior. 90 80 70 60 50. Students with special needs. 40. Students without special needs. 30 20 10 0 First Intervention. Students. Figure 8. Behavior checklist results. October 24th. In the case of the second intervention, there was a major drop in terms of disruptive behaviors. (See Figure 6) In the case of the group of students with special needs, just 2 disruptive behaviors, representing a 0.8%, were recorded along the intervention, while in the other group of students 0 disruptive behaviors were recorded during the intervention. (See Figure 9).

(47) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 47. Second intervention Amount of disruptive behaviors. 2.5. 2. 1.5 Students with special needs. 1. Students without special needs. 0.5. 0 Second Intervention. Students. Figure 9. Behavior checklist results. October 25th.. Finally, in the case of the third intervention, there was an increment in terms of disruptive behaviors compared to the second one, but still less than half of the amount recorded before the interventions. (See Figure 6) In the case of the group of students with special needs, a total amount of 76 disruptive behaviors were recorded along the lesson, a 71% less than before the interventions, while the other group of students showed a total amount of 5 disruptive behaviors during the intervention, a 98% less than before implementing the interventions. (See Figure 10).

(48) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 48. Third Intervention. Amount of disruptie behaviors. 80 70 60 50 40. Students with special needs. 30. Students without special needs. 20 10 0 Third Intervention. Students. Figure 10. Behavior checklist results. November 3rd.. Survey. The survey was applied to the whole group on November 7th, after the three interventions were performed. As this was a quantitative survey, the results of it will be expressed on comparative graphs so as to be analyzed. The point of applying this instrument was to recognize, realize of and understand in which degree students feel more comfortable during the English lessons, related to the methodology applied, and the use of concrete material and/or experiential learning. In the survey, students were meant to answer yes, no and sometimes. As a summary, most of the students answered yes to all the statements of the survey..

(49) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 49. As an overview (See Figure 11), most of students answered that they feel more comfortable and/or prefer the use of concrete material and experiential learning. Besides, most of students answered that they feel more comfortable and enjoyed the most by practicing the English language in real life situations.. Figure 11. Survey Overview. November 7th.. The first statement “To experience the Foreign Language in a real manner helps me to comprehend it in a better way” (See Figure 12) displays a result of 14 students agreeing with it – a 56% of the class-, 9 students disagreeing with it –a 36%-, and 2 that considered the statement.

(50) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 50. as truth just sometimes –only an 8% of the whole group. The results of this first statement demonstrate that students prefer to practice English in real-life situations, more than in fictitious one.. Figure 12. Survey’s first statement. November 7th. On the second statement “To make crafts related to the content studied facilitates my comprehension about it” (See Figure 13), 22 students answered yes –a 88% of the class-, 3 answered no –a 12% of the class-, and 0 answered sometimes. Through the results of this statement, it is evident that students prefer to work with material created by them in order to comprehend better the language and contents studied..

(51) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 51. Figure 13. Survey’s second statement. November 7th. On the third statement “I feel that including projects in which I have to interact in a real way, applying my knowledge about the Foreign Language, facilitates my learning process” (See Figure 14), 14 students answered yes –a 56%, 4 answered no –a 16%, and 7 answered sometimes –a 28%. The results of this statement demonstrate that students learnt better when they interact with others using what they have learnt..

(52) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 52. Figure 14. Survey’s third statement. November 7th.. On the fourth statement “Using English in real-life situations helps me to practice the language more effectively” (See Figure 15), 17 students answered yes –a 68%, 5 answered no –a 20%, and 3 answered sometimes –a 12%. This statement reveals that students feel they can practice their English more effectively by using it in real situations..

(53) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 53. Figure 15. Survey’s forth statement. November 7th.. On the fifth statement “Learning the foreign language while using concrete objects, helps me to relate concept and meaning more successfully” (See Figure 16), 13 students answered yes –a 52%, 7 answered no –a 28%, and 5 answered sometimes –a 20%. This statement reveals that student prefer to use concrete objects in order to relate it with the concept, due to the fact that it makes them understand it in a better way..

(54) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 54. Figure 16. Survey’s fifth statement. November 7th.. On the sixth statement “I like to practice and experience the English Language while using it in real situations” (See Figure 17), 22 students answered yes –an 88%, 0 answered no, and 3 answered sometimes –a 12%. This statement shows, by an enormous difference, that students like to use English in real situations more than in fictitious ones..

(55) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 55. Figure 17. Survey’s sixth statement. November 7th.. On the seventh statement “I like to work with concrete materials/objects while learning the English Language” (See Figure 18), 24 students answered yes –a 96%, 1 answered no –a 4%, and 0 answered sometimes. This statement reveals that most of the students like to work with material or objects they can touch rather than imaginary ones, when learning English..

(56) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 56. Figure 18. Survey’s seventh statement. November 7th.. Photographs. In the case of the photographs, they were taken while doing the interventions, and they were planned as a visual mean so as to support the other data collection methods. (See Appendix E. 1, E. 2, E. 3). Those photographs reflect how students worked during the lessons, and they can be used in order to picture the learning environment in which the activities were done. Photographs are divided by interventions, in three parts..

(57) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 57. Reflection and Analysis of Intervention. The following section is constituted by a thoughtful reflection that deals with the results gathered along the interventions and the data collection process, as well as their analysis. The evidence collected during this Action Research Project was useful in order to answer the former research question “What strategies can I implement so as to improve the learning environment in my English class, considering my first graders’ needs?”, but also to improve my own teaching practice.. First of all, the seating arrangement modifications made along the different interventions, which were made according to the activities proposed by the teacher, greatly improved the learning environment since all the students, with and without special needs, mostly fulfilled the tasks proposed during the interventions, and accomplished them without major difficulties. Somehow, their performance was positively affected by the seating arrangement changes, and by the subsequent impact on the learning environment.. Secondly, I implemented the use of concrete material along the lessons, even when students were meant to work on the class book. The instruments prepared related to this strategy worked as a mediator among what I, the teacher, wanted to teach, and what students were meant to learn. In this way, the English language was not so abstract for learners anymore, and it was a.

(58) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 58. successful strategy to promote and enhance my 1st grade students’ process of learning. This is clearly reflected by the results portrayed in the survey applied to my 1st graders, in which most of them agrees on the fact that concrete material facilitates their process of learning, and their understanding of the foreign language.. The third and last stage of the intervention process was to implement experiential learning along the lessons. In this case, experiential learning was often implemented along with the use of concrete material, since both are useful strategies that help students to acquire knowledge by working on hands-on projects. Experiential learning and concrete material are constantly interrelated, owing to the fact that experiential learning often involves the use of concrete material through concrete experiences, which are the basis for observations and reflections, that are later assimilated into abstract concepts.. It is relevant to highlight that these sorts of strategies are essential for this kind of students, due to the period in which they are, which is characterized by the need of manipulating logical concrete objects, with the aim of relating meaning and concept. Furthermore, and according to the data analysis process, the strategies used along the interventions were useful and successful to improve the learning environment in my English class, while considering the needs of all my students in 1st grade B, and not only the ones of my students with special needs. Namely, the results gathered from the behavior checklists, reflected how both group of students improved their behavior along the interventions, reflecting a major drop in the total percentage of.

(59) STRATEGIES TO IMPROVE THE LEARNING ENVIRONMENT. 59. disruptive behaviors according to the activities worked on. These results made me reflect on the fact that one of the factors that triggered misbehaviors, and set a poor learning environment was the fact of not including and running the proper activities for the whole group of students. Therefore, as activities presented during the interventions were suitable enough for all of them and not only to a group, students’ behavior improved, as well as the learning environment.. In conclusion, the implementation of the interventions had a positive impact towards the class, besides it was greatly positive so as to improve the learning environment, in order to pave the way into a positive one. The whole group was intervened considering the context in which they are immersed, and data collection methods were mostly coherent with what I wanted to achieve, and who I wanted to include in the research. However, in my opinion results would have been much more evident and clear if I have had the opportunity to apply the behavior checklist to the whole class, and if I have had the possibility to record the interventions..