Topic you choose: (from the past episodes) Enhancing Classroom Management through

Positive Discipline and Student-Driven Rule-Making: A Study with Grade 6 Aquino

Learners at Maa Central Elementary School

Episode number and Title: Learning Episode 9, Creating My Classroom/ Remote

Learning Management Plan

Writing Action Research Prompt Page: 65-73

Model A:

Activity 1: Developing an Initial Research Action Plan

A. Observe/Notice
What problem/concern have I noticed that affect teaching-learning?

• Write your own observed/ noticed classroom problem here:

In my classroom, I have noticed frequent off-task behaviors, with Grade 6
learners showing a tendency to disrupt lessons by talking out of turn and being
easily distracted. Students often do not take the classroom rules seriously, which
interferes with learning and makes classroom management challenging. There
seems to be a lack of engagement and respect toward the established rules and
procedures.

B. Reflect
Think deeply of the problem and your observation. Why is this happening? Can the slow
learners be helped? How will it be done?

• Write your reflective response to the problem you stated:

I believe the difficulty in following classroom rules and maintaining focus arises
because students feel detached from the rules, which were set without their
input. Some students may not fully understand the importance of these rules or
lack a sense of responsibility toward them. To improve this, I think involving
students in rule-making and using positive discipline strategies can help them
feel more connected to the classroom expectations. This way, they will likely be
more accountable, making the rules more meaningful to them and encouraging a
positive learning atmosphere.

C. Plan for Action

Key questions:

What will I do as a teacher to solve the problem?

I will engage my Grade 6 students in a participative rule-making process,
allowing them to establish classroom rules together. Additionally, I will apply
positive discipline techniques to guide behavior constructively and foster a
respectful classroom environment.

How will I describe my intervention, innovation, or actions to the identified

problem?
My intervention will include a group discussion session where students will create a set
of classroom rules based on core values such as respect, honesty, and responsibility. I
will introduce positive reinforcement, such as praise, recognition, and reward systems for
good behavior, and implement consistent, respectful methods for addressing
misbehavior.

How long will it take to introduce the intervention?

The intervention will span five weeks. During the first week, we will focus on
collaboratively developing rules, followed by four weeks of implementing and reinforcing
positive discipline techniques.

With whom shall I work?

I will work closely with my students in rule-making and partner with my co-teacher to
evaluate and monitor the intervention's effectiveness.

What materials do I need?

I will need posters to display classroom rules, behavior tracking charts, and small
rewards for positive behavior reinforcement.

Are methods, participants, data collection, and timetable considered in my Plan

for Action?
Yes, my methods include involving students in rule-making and applying positive
discipline strategies. My participants are Grade 6 Aquino students, and data will be
collected through behavior observations and progress tracking forms. The intervention
will follow a five-week timetable, with weekly assessments to review and adapt the
approach if necessary.

Write your own Plan of Action Research based on the key questions. You give more
details.

My action research plan is to engage my Grade 6 students in creating classroom rules

based on values such as respect, honesty, and responsibility, aiming to improve
classroom behavior. Positive reinforcement, including praise and small rewards, will be
used alongside consistent methods for addressing misbehavior. This five-week
intervention will begin with a collaborative rule-setting session in the first week, followed
by four weeks of consistently applying positive discipline. I will work with my co-teacher
to observe and evaluate changes in student engagement and rule adherence. Materials
needed include posters for rules, tracking charts, and rewards. Data will be gathered
through observation and weekly reviews.

D. References
1. Include at least 3 reading materials about the intervention that will be used.
Enter your own reading list

1.Lewis, R., Romi, S., Qui, X., & Katz, Y. J. (2005). Teachers' Classroom Discipline and
Student Misbehavior in Australia, China, and Israel. Teaching and Teacher Education,
21(6), 729–741. This study examines the impact of various classroom management
techniques, including positive discipline, on student behavior across different countries.

2.Nelsen, J. (2006). Positive Discipline: The Classic Guide to Helping Children Develop
Self-Discipline, Responsibility, Cooperation, and Problem-Solving Skills. Ballantine
Books. This book provides a comprehensive guide to positive discipline strategies that
help create a cooperative and respectful classroom environment.

3. Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-Level Positive

Behavior Supports in Schools Implementing SW-PBIS: Identifying Areas for
Enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50. This article
explores the role of positive behavior supports and strategies for improving classroom
management.

4. Sugai, G., & Horner, R. H. (2002). The Evolution of Discipline Practices: School-Wide
Positive Behavior Supports. Child and Family Behavior Therapy, 24(1-2), 23-50. This
paper outlines the development of positive behavior support systems in schools and
their effectiveness in managing student behavior.
 Action Research Proposal

Name: Clariz P. Montero

Proposed Title: An Action Research on the Effectiveness of Differentiated Instruction in
Teaching English for Grade Six Classes

I. Context and Rationale

This study seeks to explore how differentiated instruction (DI) can effectively
address the diverse and evolving learning needs of Grade Six students in English
classes. Modern classrooms are characterized by a wide range of student
abilities, learning styles, and interests, making traditional one-size-fits-all
teaching approaches less effective in meeting individual needs. Differentiated
instruction provides a dynamic and student-centered teaching method that
customizes learning experiences, allowing each learner to thrive based on their
unique readiness, preferences, and interests.

The study aims to implement and assess the impact of DI strategies, such as
flexible grouping, varied instructional materials, and ongoing assessments, in
promoting more engaging and meaningful learning experiences. These
approaches are designed to address specific challenges in developing essential
English skills, particularly reading comprehension and grammar proficiency,
which are fundamental for academic success and lifelong learning.

By conducting this research, the goal is to empower educators to embrace

innovative and inclusive teaching practices. It highlights the potential of
differentiated instruction to not only improve students' academic performance but
also foster a more equitable and supportive learning environment where all
learners can achieve their fullest potential. Ultimately, the findings aim to
contribute to the growing body of evidence supporting differentiated instruction as
a vital tool for addressing the diverse needs of today’s learners.
II. Action Research Question (AR questions)

This study will focus on answering the following research questions:

1. How does differentiated instruction impact the reading comprehension skills of Grade
Six students in English classes?

2. What are the effects of differentiated instruction on student engagement and

participation in English lessons?

3.How do students perceive the implementation of differentiated instruction in their

English learning process?

III. Proposed Innovation, Intervention Strategy

(DescribeInnovation/Intervention/Strategy

The intervention strategy will involve implementing differentiated instruction techniques

in the English classroom. These include:

 Flexible Grouping: Students will be grouped based on their learning needs and
 strengths, allowing for tailored instruction.
 Varied Instructional Materials: Different reading levels and activity types will be
provided to accommodate diverse learners.
 Ongoing Assessment and Feedback: Regular formative assessments will help
guide instruction and ensure that students' progress is monitored.

IV. Action Research Methods (Describe Action Research Methods)

a. Participants/Other Sources of Data

 Participants: The study will involve Grade Six students from a selected class.
The teacher will also be involved as the primary implementer of differentiated
instruction.
 Other Sources of Data: Observations, student feedback, and pre- and post-
assessment results.

b. Data Gathering Methods

 Pre- and Post-assessments: Assessing students' English skills before and after
the intervention.
 Classroom Observations: Documenting how students respond to the
differentiated instruction strategies.
 Student Surveys: Gathering feedback from students regarding their experiences
with the new instructional methods.

c. Data Analysis Plan

 Quantitative data from pre- and post-assessments will be analyzed using

statistical methods to determine the effectiveness of differentiated instruction.
 Qualitative data from observations and student surveys will be analyzed
thematically to understand student engagement and perceptions.

V. Action Research Work Plan (Summarize Action Research Work Plan)

The work plan for this action research is outlined below, with activities taking place over
a four-week period.

WEEK ACTIVITY
Introduction of differentiated instruction strategies and initial
Week 1 assessments

Week 2 Implementation of differentiated activities in English lessons

Ongoing instruction and monitoring of student engagement and
Week 3 progress.
Final assessments and data collection (observations, student
Week 4 surveys, and performance tests).

VI. Cost Estimate (Write cost estimate)

The estimated costs for this action research are as follows:

 Materials (e.g., handouts, books): ₱50

 Printing Costs (for assessments and surveys): ₱30
 Miscellaneous (e.g., classroom tools): ₱20
 Total Estimated Cost: ₱100
VII. Plan for Dissemination and Utilization (Describe how the results will be shared)

The results of this action research will be shared through:

 Faculty Presentations: A session for teachers to discuss the findings and

potential for integrating differentiated instruction.
 Student Reports: A summary of findings will be shared with students to highlight
their contributions and results.
 Publication: A written report or article to be submitted for publication in an
educational journal or for presentation in a teacher's conference.

VIII. References (Write at least three references.

· Sharma, A. (2015). Classroom management: An emphasis on positive discipline. All

Research Journal. Retrieved from
https://www.allresearchjournal.com/archives/2015/vol1issue12/PartP/8-1-76-905.pdf
· Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.
ASCD.
· Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through
classroom assessment. Phi Delta Kappan.

My Initial Action Research Plan

Proposed Title: The Role of Differentiated Instruction in Enhancing Student Learning

Outcomes in English

I. My Identified Problem:

The problem I have identified is the varying levels of English proficiency in a Grade Six
class, which makes it challenging to address the needs of all students effectively using a
single instructional approach.

II. My Reflection about the Problem:

As an educator, I have noticed that many students in the class struggle with different
aspects of the English language. Some are better at reading comprehension, while
others face difficulties with grammar and vocabulary. I believe that by implementing
differentiated instruction, I can address these individual learning needs more effectively.

III. My Plan of Action:

· I will use differentiated instruction strategies such as flexible grouping, varied

instructional materials, and ongoing formative assessments.
· I will closely monitor students' progress through regular observations and assessments
to ensure that the instructional methods are effective.
· Based on the findings, I will refine my teaching strategies and share them with
colleagues to foster a more inclusive learning environment.
References:

· Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms.

ASCD.
· Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through
classroom assessment. Phi Delta Kappan.

Submitted by: Clariz P. Montero Degree Pursued: BEEd

Name of Institution: Christian Colleges of Southeast Asia SY: 2024-2025