Guided Response

Action research that is undertaken in a continuous manner provides many valuable benefits. Schools have long since attempted to address classroom disruptions by those deemed to be students with problem behaviors (). However, through action research, the schools can benefit from evidence based research and findings, which can then be applied in the classroom. As the researcher applies these tactics and approaches, feedback and interventions introduced as improvements can be reported upon, so as to provide useful information to future educators. This will prevent students from being excluded (Singer & Butler, 1987) and allow the teacher to address such classroom disruptions, instead of soliciting or introducing new elements such as the principle, parents, or school counselors.

The action research of what has been learned through study in this semester will provide numerous benefits that improve overall student learning. This will occur because educators will be able to affect real and positive change in the lives of their students, even those deemed as being disruptive, based on past standards of evaluation. As such, implementation of this action research will allow for creation of best practices that include skills and training for teachers that will enable them to intervene with these children early on, as opposed to waiting till many of the issues have manifested to concerning levels,

Most importantly, the aim of educational institutions and educators, to allow the best possible environment for the students to learn, develop, and grow, and through it, meet their full potential, will be realized. This approach through implementation of action research will improve the classroom environment for all students, but will especially lower barriers to learning faced by those students, that have been deemed as disruptive.


Singer, J., & Butler, J. (1987). The education for all handicapped children act: Schools as agents of social reform. Harvard Educational Review, 57(2), 125-153.

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