EDUC 6733: Action Research for Educators, Study notes of Advanced Education

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Part A: The Context of the Classroom Setting Stephen C. Smith, Sr. Walden University Dr. Tiffany DePriter EDUC 6733: Action Research for Educators June 15, 2018

Part A: The Context of the Classroom Setting My research question concerns how teacher likability translates into test scores, class behavior, and lasting academic success. In other words, do teachers that are more likeable generate higher rates of success from their students? Smith (2018) asserted that one factor complicating the question is how nebulous a concept likability happens to be from person-to- person. Simply put, just because one group of people like you, that does not immediately make you universally-liked. Outside the classroom, as a football and basketball coach, this situation is a familiar one. In my experience, athletes tend to listen more and play harder for coaches they respect or admire as opposed to those they dislike for whatever reason. As a coach, I have seen this situation play out among several athletes and coaches in various sports over the years. There were occasions when athletes listened more and played harder for coaches they liked as opposed to those they disliked. Some coaches can get kids excited about sports, while other coaches may discourage kids or take the fun out of the game. A good coach can keep kids’ interest in sports alive. Bullied kids think there is something the matter with them. This deflates them and creates a lack of comfort and security in sports (Bully Coaching, n.d.). In my setting at a high school, the athletes you coach are same people you teach in the classroom. Therefore, it stands to reason that same concept you find on the athletic field will find its way into the academic arena. The impetus for this endeavor came as the result of a conversation during summer school this year with a student who failed the U.S. History state exam and attended my remediation course. What struck me as odd after the first two weeks of the class was that the student appeared to be adept, attentive, and committed with no indications of any difficulty grasping the material. My observations prompted me to start a conversation with the student during which I complimented her efforts and asked why she was in my class. She stated her teacher during the

References (Outside Source) How Bully Coaching Affects Athletes. (n.d.). Retrieved on February 28, 2018 from http://www.sportpsychologytoday.com/youth-sports-psychology/how-bully- coaches-affect-athletes-mental-game/ Smith S. (2018). Reflective Essay. Unpublished manuscript, Walden University. (Outside Source) Rockoff, J. (2003). The Impact of Individual Teachers on Student Achievement. American Economic Review, 94 (2), pp. 247-252. (Outside Source) Williamson, T. (n.d.). 10 Reasons Why Students Fail in High School. Retrieved on June 13, 2018 from http://www.selfgrowth.com/articles/10-reasons-why- students-fail- in-high-school