Findings

Throughout my research, I used teacher observations to evaluate the application of warm-up activities in ESL classrooms. I studied the students’ reactions during and after the warm-up activity, as well as the learners’ performance when the warm-up was not implemented. The data collected was the following:

Classroom 1 was integrated by 25 students. The age of the learners was up to 18 and it was observed for one hour of class. During this lesson, the teacher applied a warm-up activity. She used the activity to review a previous topic. Teacher spent 10 minutes in the activity and the students’ reactions were positive all the time. They interacted each other, they were engaged with the game and had fun. As an overall trend, teacher gave an extra point to the winner to motivate them. After the warm-up, students seemed to be relaxed, most of them showed interest in the following tasks and answered to the teacher’s questions voluntary. They also worked quietly throughout the lesson.

Classroom 2 was integrated by 15 pupils. Their ages were 19 to 21 years old. The class, as well, was observed during one hour. In this class, the teacher integrated a warm-up activity in the lesson. The length of the activity was 14 minutes. Most of the learners were engage with the activity, they participated actively in the activity and some wanted to continue with the activity. After the warm-up, the learners’ interaction was very good, they appeared to be motivated by the lesson and felt free to express doubts and feeling to the teacher.

Classroom 3 was joined by 22 students with different ages. Teacher does not apply a warm-up in the lesson on contrary, he began the class working in the course book. This class showed interest in the topics, learners also answer when teacher requested. However, the class seemed to be monotonous and the students were not motivated enough to work enthusiastically in group or participate voluntarily.

Lastly, I interviewed 15 English teachers from different institutions, the results were the following:

All of the teachers interviewed recognized what are warm-up activities. Also, most of them answered that they consider them an important part of the lesson. Instead, when they were questioned about the frequency they implement such activities in their adult/advanced learners, the majority of them affirmed that they do not use warm-up activities in every lesson. 4 teachers apply them sometimes. A total of 5 teachers enthusiastically acknowledged they apply warm-up activities in each class and 6 teachers said they rarely use warm-up activities in adult learners.

 

Then, teachers were questioned about the reasons to use warm-up activities in adult learners, having three answers as an option: to activate prior knowledge, to review previous lessons and to have fun. The most popular answer was to activate prior knowledge with 11 replies, three teachers said they use them to review and one teacher apply warm-up activities to have fun in his/her class.

 

Finally, teachers were interrogated if they consider warm-up activities a waste of time in advanced/adult students. The results were that eleven teachers do not consider them a waste of time and 4 teachers said they do think warm-up activities are a waste of time. Then, they were questioned about the reasons to response yes or no, and the outcomes were that they consider warm-up activities helpful for learners because they get engage with the topic, another answer was they think warm -up motivate students and lastly, pupils can practice the language in a safe environment. Then, teachers who consider them a waste of time answer that some students do not want to participate during such activities, learners consider them boring and practice and production stages are more important in the lesson.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Chris Cotter. September, (2014). The Importance of Warming Up Students.

http://www.headsupenglish.com/index.php/esl-articles/esl-lesson-structure/307-warming-up-students

 Andrei Zakhareuski. Busy teacher.org (2017) Why You Should Always Start with a Warmer.

http://busyteacher.org/7610-why-you-should-always-start-with-a-warmer.html

 Valendia, R. (2008) The Role of Warming Up Activities in Adolescents Students’ Involvement During the English Class.

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902008000200002

 

Conclusion

At the end of this research, I confirmed that the use of warm-up activities help students to have a positive attitude toward the lesson. However, the application of warm-up activities in adults or advanced students is sometimes considered as not necessary or a waste of time. For that reason, teachers only focus on the course book activities. It seems to be true that a warm-up activity is probably not the most necessary stage, compared with other stages of the lesson. However, after observing some classrooms, I proved that warm-ups create a good atmosphere in the classroom and not only during the activity, pupils showed to be more interested in the topic and exercises after the warm-up. Another reason to apply such activities is that students can practice the language in a safe environment, and interact each other without restrictions. I also, noticed that even when some teachers said they do not apply warm-ups in their lessons, they recognize the importance of these.

To conclude this paper, I just like to add that a warm-up activity is a wonderful tool to encourage students, it also helps to create a bond between teacher and students. However, it is not the tool itself, it is the way teachers motivate the learners to participate and how teachers make them feel comfortable.

 

Methodology

This action research will be developed in three different institutions located in Mazatlan, Sinaloa. The learners’ level of English will be advanced or/and adults. To collect data, two different methods will be carried out, which are observations and interviews.

Firstly, three classrooms will be observed, one in each school. The observer will detect the implementation of warn-up activities and the effect on the students during the lesson. At the end of the lesson, the observer will take notes. With this method, I pretend to examine the students’ responses after the warm-up activity application vs. the learners’ reactions when they do not experiment such activity before the lesson. The observations will take place the first, second, and third day of the research.

Secondly, the research will be followed by interviewing 15 English teachers from the institutions mentioned before; they will be requested to answer a total of 8 questions. This information will be valuable to compare the students’ reactions to the teachers’ opinions.

The questions included in the interview will be:

1.- Do you know what warm-up activities are?

YES/NO

2.- Do you include warm-up activities to your lesson plan?

YES/NO

3.- How often do you apply warm-up activities in your lessons?

ALWAYS/SOMETIMES/RARELY/NEVER

4.- Do you implement warm-up activities in advanced/adult learners?

YES/NO

5.- Do you consider them an essential part of the lessons?

YES/NO

6.- Why do you use warm-up activity into your lesson?

TO REVIEW/TO ACTIVATE PRIOR KNOWLEDGE/TO HAVE FUN

7.- Are warm-up activities a waste of time for adults/advanced students?

YES/NO/WHY?

8.- Do you think warm-up activities activate students’ interest?

YES/NO/WHY?

 

 

 

 

 

Introduction

The importance of warm-up activities in ESL classrooms

Are warm-up activities exclusively for young learners?

As future teachers, it is common to hear about warm-up activities in ESL students. The way these encourage the students to participate in class and how they help to create a positive atmosphere «Because it’s the first activity of the lesson, the warm-up sets the tone for the next hour», Chris Cotter (2017).

Let’s imagine we begin the lesson without warming up the students. The class might be monotonous, and we probably would deal with bored and unmotivated learners. We might think that with all of these good references the implementation of such activities will be applied in most of the English lessons, however, warm-up activities do not receive much attention compared with other stages of the lesson.

I chose this topic for my action research because I would like to demonstrate how beneficial they are, no matter the age of the learner. Also, according to my own experience as a teacher and as a student I found the use of warm-up activities in young students quite common but, what happens with students in high level and/or adults? Are warm-up activities needed for this type of students?

To carry out my work, I will visit three academic institutions, all of them located in Mazatlan, Sinaloa. The methodology I will follow to collect data are interviews with teachers and observations. I will observe a lesson in each school to detect the application of the warm-up activities as well as the learners’ reactions. I also, will interview fifteen teachers from different schools to gather more information. However, one limitation I might face is that not all teachers use warm-up activities in their lessons and will be hard if none of the classes observed use such activity.

The process of data collecting and reflection will take ten days, and the results will be presented through a video.

 

 

 

Action Research Proposal (2)

 

Title: The use of the mother tongue in ESL classrooms.

Research question: In what cases or situations is the use of the mother tongue beneficial for ESL students?

Hypothesis: I consider the use of the mother tongue important for beginner students because they don’t have enough background knowledge to understand the lesson so, the use of their native language can help them to get a better understanding. In addition, there are some difficult tasks where even advanced students need the use of their mother tongue to clarify their doubts.

Introduction: The use of L1 in ESL classrooms is a controversial topic, that’s why I consider it an attractive issue for my research. During this research, I will try to find how beneficial is the use of the students’ native language in an ESL classroom. In my opinion, that use can be positive for beginner students. However, there are exceptions in advanced learners where the use of the mother tongue can be useful to understand hard issues.

 Map of the project: For my project, I will follow the method of secondary data to collect information about the topic. Then, I will use the experiment method with my students, I will teach a class with English only and then the same class will be taught to another class with the use of the students’ mother tongue to improve their understanding. After that, I will write a journal with the results and a survey to collect the students’ reactions. Finally, I will compare the experiment and survey results with the secondary data previously gathered.

 

Data Collection Method

Origen: Data Collection Method

Research Proposal

 

Title: The importance of warm up activities in ESL students

Research question:  Why English teachers should begin every class warming up the students?

Hypothesis: I consider warm up activities more than fun activities. I think warming students is beneficial to immerse them into the English language and help them to have a free practice of it. It also prepares the students for the next hour of class and creates a positive atmosphere. Besides, it’s a good way to motivate introvert students.

Introduction: In this research, I will try to find if warm up activities are beneficial for ESL students or wasted of time. In my opinion, these activities are crucial for the students because they engage them into the language. In addition, they give the chance for practicing the language without restrictions. I will use the results of my research to encourage teachers to apply warm up activities, to persuade them that an effective warm up gives to the lesson more than fun. A warming activity can also be suitable to introduce a new topic or as a review for the previous one.

Map of the research: For my research, I will use different methods. First, I will observe several classrooms in order to find the application of such activity and the students’ responses. Then, I will interview some teachers about their experiences implementing or not warm up activities. After that, I will distribute a survey among the students with questions related to their feelings about warming activities.

Data Collection Method

What is the purpose of data collection?

The purpose of data collection is to obtain information to keep on record to make decisions about important issues, to pass information to others. It also  enables a person or organization to answer relevant questions, evaluate outcomes and make prediction about future probabilities and trends.

Note methods of primary data collection (include at least one image)

Some methods of primary data collection are:

 Interview Method:     It is the most widely used primary data collection methods wherein the interviewer asks questions either personally, or through mail or telephone from the respondents to obtain the insights of the problem under study. The researcher may either visit the respondent in person at his home or meet him at the central location as mutually decided by them.
Delphi Technique: It is a forecasting technique wherein the researcher elicits the information from the panel of experts either personally or through a questionnaire sent through the mail. Here, each expert in his respective field is asked to give their opinions on the problem concerned and the consolidated view of all is used to reach for the most accurate answer.
Focus Group Interview: It is one of the widely used data collection methods wherein a small group of people, usually 6-12 members come together to discuss the common areas of the problem. Here each individual is required to provide his insights on the issue concerned and reach to a unanimous decision.
Questionnaire Method: Questionnaire is the most evident method of data collection, which is comprised of a set of questions related to the research problem. This method is very convenient in case the data are to be collected from the diverse population. It mainly includes the printed set of questions, either open-ended or closed-ended, which the respondents are required to answer on the basis of their knowledge and experience with the issue concerned.

Detail the uses of secondary data collection (include at least one image)

Data gathered and recorded by someone else prior to and for a purpose other than the current project Secondary data is data that has been collected for another purpose. It involves less cost, time and effort. Secondary data is data that is being reused. Usually in a different context. For example: data from a book. There are some advantages of using secondary data such as it is economical, it saves efforts and expenses,it is time saving, it helps to make primary data collection more specific since with the help of secondary data, we are able to make out what are the gaps and deficiencies and what additional information needs to be collected, it helps to improve the understanding of the problem and it provides a basis for comparison for the data that is collected by the researcher.

What are the introspective Methods of data Gathering?

Introspective method is the examination of one’s own conscious thoughts and feelings. In psychology the process of introspection relies exclusively on observation of one’s mental state, while in a spiritual context it may refer to the examination of one’s soul. Introspection is closely related to human self-reflection and is contrasted with external observation.

What are the characteristics of these methods?

Introspective Methods of data gathering are used in general psychology to get the maximum data and information about various human behaviors in order to arrive on conclusion.Introspection generally provides a privileged access to our own mental states, not mediated by other sources of knowledge, so that individual experience of the mind is unique. Introspection can determine any number of mental states including: sensory, bodily, cognitive, emotional and so forth.

What are observations models?

• Self-observation
• Peer-observation

What is Self Observation?

James Flaherty describes self-observation as this, “To self-observe means to not become attached to or to identify with any content of our experience, but to watch alertly, openly, passively.”ⁱ You need to be able to watch or be aware alertly and openly of your thoughts, emotions and moods in order to see them for what they are.  The Oxford Dictionaries defines self-observation as: the objective observation of one’s own attitudes, reactions or thought process. In the most basic sense, self-observation is the ability to view yourself as if you were observing yourself from a behind a video camera.

“Observing yourself is the necessary starting point for any real change.” –Brothers Chalmers

What is peer Observation?

Peer observation is the observation of teachers by teachers, usually, though not always, on a reciprocal basis. The peer observation process provides both the observe and the observer with the opportunity to mutually enhance the quality of their practice. It also provides an opportunity to disseminate good practice among colleagues by sharing thoughts  and supporting each other’s development of skills. The peer observation is a cyclical, iterative and reciprocal process and not a one-off event.

What are Observation Instruments?

• Diary
• Logs
• Journals
• Checklist
• Written analysis
• Rating scales
• Frequency tabulation

 

Links:

http://searchcio.techtarget.com/

http://businessjargons.com/primary-data-collection-methods.html#ixzz4aBxU9DJT

Advantages and disadvantages of secondary data collection nowadays

http://www.studylecturenotes.com/social-sciences/education/263-data-collection-methods-in-educational-psychology

http://lightboxleadership.com/self-observation-change-your-thinking-and-overcome-challenges/

Key words:

• Data
• Information
• Observer
• Method
• Collection
• Gathering

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Generating Great Ideas:

Excited Students are Motivated Students.

Damon L. Derbyshire        .

Gunston Middle School

The research written by Dannon L. Derbychire is focused on what techniques or strategies  teachers can implement in their classrooms in order to motivate the students to enjoy the process of learning.

According what I read  her project  “active learning” was implemented in an 8th grade  Language Arts classroom, having a successful  findings. The students were more engaged in the class because they had a goal which in this case was  “Going for the Gold» and their country would be selected as the best site for these Olympic Games.

In my opinion, the research had a good project and implemented in good way, because as teachers we always have to do all kind of changes in our classrooms in order to get our target which is the students learning and engaging. However, I think her ideas were no clear in her paper. At the end I did not understand why she mentioned a comparison between another project «coming to America».

Finally, I think to extend his paper she could explain more details about the results.