Inquiry Chapter 5

Doreen Kaleiwahea 6/15/11  The Art of Classroom Inquiry

In Chapter 5, The Legacy of the Distant Teacher

This chapter opened my eyes to exploring a new area that I have to teach from.  I have determined that in my classroom, my students need special

motivation to write.   The element of music has always been there, and I have seen some results.  I used it to set an atmosphere of peace and tranquility.  I’ve used it as an auditory cue for a specific time to correlate to writing.  I have not received notable responses. I have also used it to make my students happy, the latter is my basis to present this problem solving suggestion.  Could motivation be linked to music, and if so, how, what, when, where and why.  Chapter 5 focuses in on familiarity to the new teaching area.  I have no background in using music very effectively. I need to learn how by first using research.  I like the points of “Extensions” that I’d  like to paraphrase for my own use:  1) create an inventory of articles from reputable sources.  Use articles that have been reviewed by peers in the field. 2)  Let my group or partner know that I see a pattern emerging.  My previous experience has had me seeking the articles bibliography to see the sources that the author themselves were studying; reoccurring names may be consistent.  3) Question the validity of the information—who are the surrounding scholars, what are the common areas of concern…Using designated time wisely to search information and “sift through information”,

determine reputable and non-reputable.  I'd like to Make a Master list reference articles to save time and keep an inventory of the information and critics and how usable the information is. In a nutshell, good research is time well spent, rewarding efforts with answers to questions that help validate my theory.