I enjoyed reading the other posts this week and felt inspired by many of them.  I'm excited to get started on the action research project.  Having feedback from other people was very helpful.  

On the downside, I was flabbergasted by trying to keep up with the technology.  Both blogging and tweeting are completely new to me.  In the past I haven't even read blogs if I could avoid it.  Sadly, my novice Twitter and blogging skills are holding my academic experience back at this point.

I was able to read the blog responses to the questions and tried to comment on many.  Unfortunately, most of the time I would write out the comments to only have them dumped instead of added to the blog.  I haven't figured out why that would be.  I was able to make a few stick, so there is hope....possibly. 

How I helped others learn?  Hmmm...By sharing my ideas on my own blog?    I'm sure I helped by commenting on the blogs I was able to navigate.
 
For example:
Mrs. BannerSeptember 13, 2013 at 10:37 PM
I like your comparison of action research and the sst protocol. I was a chairman of and sst for 10 years and I got to know that pattern really well. I remember that I felt like the best thing I could do for the team was keep really good records so that we wouldn't lose track of a child's progress. Interestingly, the better we kept the records of interventions, the more likely we were to be effective. I'm sure that action research will be the same way. Thanks for your comments. 

What I learned:  I'm impressed and inspired by the blogs of others.  There are some very slick blogs out there.  I suppose my greatest learning was in the revelation of how much I need to learn.   I appreciated everyone's comments on action research.

Next goals:  1. Find out what in the world I'm doing wrong trying to post comments.  2.  Nail down my action research topic.  3.  Try to keep my Twitterangst at bay!





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    I'm a first grade teacher in South Central Alaska.  I'm interested in improving the way we teach reading, especially for those struggling readers who may need additional avenues for learning.

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