Week 5 Assignment 1

Week 5 Assignment 1




Week 5 Assignment 1

Part 1

            Institutional Review Boards are groups of educational experts who monitor and assess the performance of teachers based in various schools. They act as analysts who provide guidelines concerning the classroom environment (Brown, 2010). As such, they are responsible for designing the rules to be followed before, during and after conducting teacher researches. Thus, they professionalize this practice to aid in career advancement while ensuring that the students’ rights are not breached. Moreover, they facilitate the ethical application of teaching aids whose implementation among different schools brings uniformity in the education system.

Part 2

            When a person such as a teacher embarks on carrying out research, he/she has to adhere to confidentiality to maintain its credibility. This is done to avoid bias from respondents, which would in turn skew the results. Furthermore, the lack of revealing the identities of participants is vital in preventing victimization. As such, one is able to continue with his/her daily routine without fear of being rebuked. Moreover, it avoids contamination of data. This scenario makes it possible for the research to be accurate thereby reflecting the exact behavior of the subjects. Similarly, confidentiality helps to build trust between the researcher and the respondent hence making it possible for the latter to make appropriate disclosures (Brown, 2010). By so doing, one can access relevant information integral in the accomplishment of the research. Similarly, conducting it in an ethical manner is important as it enhances transparency. This stems from the close connection that the participants develop with the teacher. As such, they are not compelled to withhold information. Rather, they easily volunteer it. It also avoids exposure to harm and this peace boosts their productivity.

Part 3

Offering Sidney the autonomy to choose the type of books to read would make him motivated. This choice makes him feel in control instead of being under constant supervision (Bennis, Goleman & O’Toole, 2008). Thus, this development happens intrinsically. Additionally, the teacher may encourage the students to form book clubs or literature circles where they divide themselves into groups and discuss the books they have read. At such forums, members criticize each other based on their opinions about diverse topics. Since these platforms are interesting, Sidney would be attracted to them. However, he would have to read as many books as possible to gain insight about their plots. In fact, he will find the sessions alluring due to the possibility of networking. Moreover, read-alouds may be practiced too to stir enthusiasm from him. This concept is applicable after the teacher has read for a certain period and then the students are given the chance to discuss or respond to questions about them. Sustained silent readings may also be employed. In particular, Sidney would read for a known amount of time and then participate in enticing activities meant to keep him engaged. This builds his self-confidence and increases competency as well as literacy levels (Long, 2005). Since this is an individual problem, public reprimands are not supposed to occur while the teacher can assure him of providing an audience any time he wants a clarification or experiences difficulties. While these assurances should be made in private, he too has to make firm commitments to the cause and even propose ways of measuring his progress to determine the practicality of the techniques suggested above.



Bennis, W. G., Goleman, D., & O’Toole, J. (2008). Transparency: How Leaders Create a Culture of Candor. San Francisco, CA: Jossey-Bass.

Brown. P. (2010). Teacher Research and University Institutional Review Boards. Journal of Early Childhood Teacher Education, 31, 276-283.

Long, R. (2005). Motivation. London: David Fulton Publishers.

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