With regard to my fears for this inquiry process, I am concerned about finding the balance between teaching full time and working through an elaborate research endeavor.
Last semester, my wondering was how does positive phrasing impact the classroom community?
I believe that my inquiry topic is important for student learning because the teacher sets the tone for the classroom community and it is my assumption that if they infuse positivity into their speech and demeanor, they set a positive climate for the classroom. That positive climate is important to establishing a positive environment where learning can take place.
The key forms of data I hope to collect to more deeply understand student learning related to my inquiry are initial surveys, learning log entries, iStation data, anecdotal notes, assessment data, and weekly reflections.
The most important changes I hope to make/actions I hope to try related to my practice are changes to my personal speech. It is my goal to modify my speech of align with positive phrasing when I am speaking to and around my students.
The key forms of data I hope to collect data to more deeply understand myself and my teaching are videos of lessons, reflections, supervisor/CT notes, and observations.
One thing my supervisor needs to know to help me "create a space" for inquiry in my classroom is to allow me to stretch my wings as a teacher and trust the instructional decisions with the knowledge that I am also working closely with my mentor teacher.
One thing my course instructor needs to know to help me write-up and share my inquiry with others is that all of my data and ideas make begin in a scattered mess but will come to form a cohesive inquiry paper.