Action plan
| Summary of findings and research questions | Recommended action targeted to findings | Who is responsible for the action? | Who needs to be consulted or informed? | Who will monitor? Collect data? | Timeline | Resources |
| What student’s characteristics increase poor concentration in the classroom? | Teacher, principal: · Observation · Surveys · Intentions | The entire academic year | None | |||
| Lack of enough learning materials | Increase and improve the learning materials
| Teacher, principal, parents | Principal, parents | |||
| Poor classroom layout | Adjust the sitting arrangement | Teacher, students | Principal | |||
| Ineffective communication | Increase the level of communication via direct communication to students | Teacher | ||||
| Emotional and physical conditions | Build rapport to understand student’s emotional and physical needs | Teacher, parents, principal | ||||
| What are some effects of poor concentration in the classroom? | Teacher, principal: · Observation · Surveys · Intentions | The entire academic year | None | |||
| Truancy and absenteeism | Improve student’s connection to the school | Teacher, parents | Parents | |||
| Poor performance | Encourage participation in all learning activities | Teacher | ||||
| Psychological problems | Understand students’ individual needs | Teacher | Parents | |||
| Unsocial behavior | Encourage group-work | Teacher, students | ||||
| Lack of motivation | Reinforce positive behavior | Teacher, students | ||||
| What are some effective strategies to minimize poor concentration in the classroom? | Teacher, principal: · Observation · Surveys · Intentions | The entire academic year | Money for learning resources and classroom resources | |||
| Encouraging classroom standards and code of conduct | Set classroom code of conduct and communicate it to all students | Teacher | ||||
| Being a role model | Lead by example in classroom discussion | Teacher | ||||
| Reinforcement and rewarding positive behavior | Introduce motivation and rewards for any positive change in behavior | Teacher, principal | Principal, parents | |||
| Improve direct communication | Allow students to communicate openly with both the teacher and classmates | Teacher | ||||
| Improve classroom layout | Plan for better sitting arrangements and comfortable sitting spaces | Teacher, principal | Principal | |||
| Build rapport | Increase direct communication | Teacher, students | ||||
| Foster group discussion in and outside the classroom | Understand individual student needs | Teacher, parents |
Potential challenges in the implementation of the action plan
Time is the most constraining factor in action plan implementation. In most cases, the teacher-researchers are engaged in other official activities, thus giving them limited time for the action plan. Action research calls for the teacher-researcher to make enough time. Nonetheless, the implementation of other curriculum activities limits effective action plan endeavors. In other cases, the teacher-researchers have less time, thus concluding into an incomplete action plan. Further, implementation can be hindered by a lack of cooperation due to resistance to change. When change is introduced, it results in the disruption of normal activities. The disruption is viewed by some individuals as threatening. Implementation of the action plan requires changes in policies and normal routines which is necessary but disruptive. Implementation will likely face opposition from several quarters who may feel threatened by new developments (Elliot, 1991). Administrative change requires the full participation of all education stakeholders. If the change faces resistance, then the action plan will most likely fail. Further, successful implementation will likely be hindered by the reluctance to engage other professional’s practice and admission to the truth. These two factors are constrained within the culture formed in learning facilities. Most teacher-researchers are unwilling to disrupt other professionals. As such, it becomes difficult to consult or implement changes.
Making time for action research
Action research is a challenging aspect of teaching. However, its importance puts weight on the need for teachers to create time for action research. In most cases, teaching and implementing the curriculum consumes a large portion of a teacher’s time. Nevertheless, teachers should come up with ingenious ways of expanding their time. Since action research is a process, the key to making time lies in a prolonged timeline. A longer timeline ensures that the teacher has enough time to conduct research and reflect on all possible changes. The longer timeline also ensures that teachers do not drain all their energy in research, leaving less room for vibrant teaching. It is imperative to remember that action research is a section of curriculum implementation; thus, its schedule should fit properly in teachers’ timetables without omission of other fundamental responsibilities (Elliot, 1991). Therefore, the action research will be conducted throughout the year to ensure thoroughness. Most activities will be carried out during free time or extra time allocated in relation to my teaching timetable and work load.
As noted above, time is a major issue when it comes to action research. To this end, my busy schedule will inform activities towards my action plan. As noted, I will conduct my research throughout the academic year. This will give me enough time during free lessons and holidays. Most work will be done when I have few lessons or workload. The lesson distribution within a particular day will determine activities done towards my plan. I will create an action plan timetable which will refer from the teaching timetable. Research will also be allocated during evenings although this will be subject to other factors such as personal activities. I will design milestones to achieve within specific time to prevent procrastination. Further, I will make use of the holidays where I will compile data gathered and also make necessary literature review.