Action Research Plan Case Study

7292 words (29 pages) Dissertation

16th Dec 2019 Dissertation Reference this

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1.1 Explain the purpose of action research

In my current work placement Refuge (Sutton Women’s Aid) the teacher will conduct action research and the purpose of the action research is to improve on the teaching and learning, lesson plan and improvement in the individual lesson plan of clients suffering domestic violence learners. In teaching and education action research can be explained as the purpose the teacher took to improve his teaching techniques, and according to Richard Sagor (2000) he explained the  research as a disciplined process of inquiry conducted by and for those taking action and the focus of each research project is determine by researcher, who are also the primary consumers of the finding, above all it helps educators be more effective at what they care most about their teaching and development of their students.  The problem I want to solve is for my students to become more motivated learners in a classroom where there are multiple opportunities for success

In addition the purposes of research help the teacher to explore educational issues the lesson plan if it fit the purpose of teaching, hence the teacher can help to change how the teaching in the chosen college is been conducted through investigating and trying new approach to teaching the learners by carefully evaluating the data collected while conducting the research which help the leaning process. At Refuge the aims is how to improve the quality of their clients(victims of domestic violence) learners; what evidence gathered in this process will help me make a judgement about my action taken and how should I authenticate any claim about what I did.

1.2 Analyse key features of the action research process

The management at my current work placement makes sure I identify the appropriate issue connected with the learner. I start by building a profile. I also have to run a background check on the learner when I get information from the Referral helpline from Sutton Women’s Aid.  More importantly I must make sure that an initial diagnostic test has been done and processed to ensure a learning agreement.

I have to explore a suitable methodology to establish and start the learning process for the learner. At SWA, the current practice is to use the holistic approach to address issues to do with the learner’s learning process. This is because the training centre facilitates learning with a view to showing realness, acceptance and an understanding of the learner’s problem. According to Gould J the genuineness involves the teacher, or facilitator in expressing their own feelings whether positive or negative, as part of establishing a relationship with learners as this is a major part of being ‘real’.

It is also my responsibility to review literature. For instance, when preparing lessons Sutton Women’s Aid I use different strategies that offer different resources, learning styles and other support needs for my clients. I allow my clients to present their work in separate forms by allocating them a different time frame. All lessons have to be appropriate for each learner(VAK).

So Action research is regarded as a cycle of action which follows a process that is repeated over time. The illustration below can identify the problem. And, enables data to solve the matter. So I have to organise, analyse and interpret the data given when dealing with a clients/learner. I have to develop a plan to address the problem and implement it. I will evaluate the results of actions taken and identify any new problems. And then repeat the process.   This is how I get results when teaching my learners.

Related image

Action Research Cycle

Acknowledged www2.warwick.ac.uk 24/3/2017

 

1.3 Analyse the implications of a model of action research

The implication of a model of action research is to enable the researcher develop knowledge and practice at the same time in a repeating and cyclical process in education, it involve the researcher utilizing the cycle of action research process which encompasses plan, act, observe, reflect and plan. The goal of the research is to explore and improve learners learning plans and to ensure that through assessment and feedback from the learners the teacher can see the areas which need to be improved upon in the learning styles of victims of domestic violence. It is worth mentioning that through the incorporation of use of new technology such as ICT and Videos, and having victims of domestic violence talk about their experience and how they have been empowered to be where they are now, the teacher will be able to analyse the data from learners’ assessments through questions and answer, group works and feedbacks, and more importantly one-on-one teaching and learning in addition to data collected in the class to develop knowledge in order to improve learning process of learning. (Reason and Bradbury (2001)

 

2.1 Justify own choice of an area of practice for action research

At refuge for victims of domestic violence, there is the need for learners to learn about and be supported to understand domestic violence and its implications for the victim and her family and to acquire knowledge about multi agency involvement in dealing with the aftermath of domestic and how learners can seek support and keep their families safe are also explored. This action research is designed to investigate/solve the aforementioned problems for learners and to also explore how learners can become more motivated in a classroom where there are multiple opportunities for success, and to justify my own chosen area of practice as the researcher.www.refuge.org.uk/29/03/2017

The student’s specific needs:

This research first and foremost aims to address what is very important for a learner with firsthand experience of domestic violence. It highlights different ways to encourage others to understand, respect, be none judgemental and listen to domestic violence victims/learners. Reviewing related literature is important as it will provide the requisite knowledge for such learners to enable them to address their concerns which might be linked with the advent of technology and their self esteem. These tools will help to enable and empower victims of domestic violence.

The significant educational issue:

Educational issues are important because they can be barriers to learners if not addressed. One must focus in addressing such issues in other to improve this so as to move on in life and offer better opportunities to these learners with specific learning needs.

Research that helps practice:

As a teacher, I must not only acquire teaching skills, but also have to develop my knowledge by building resources that are inclusive of research work. I have to ensure that I work closely with colleagues to develop clarity in order to understand the learners, maintain feedback with the clients/learners and structure peer support among all learners in the learning environment. Moreover, I will need to structure formative assessments which take note of learners’ responses and progress and strategically unfold a meta-cognitive programme which shapes the self-reflection of the learners.

Use of new technologies:

Some learners are not very good with technology while others are. This is notable when learners find it difficult to catch up with the latest gadgets designed to enable people learn, but more importantly when one takes into account the needs of others. Learners with specific learning needs must not only have appropriate learning but must also have the appropriate training to handle special equipments, computers, computer game components and smart phones.

The justification for choosing my topic can is underpinned by the need to empower victims of domestic violence to rebuild their lives regain their self esteem and to motivate them to learn.  I discovered that many victims of domestic violence have very low self esteem which doesn’t motivate them to learn or were underperforming because they were not understood or given the right support to enable them understand their lessons. I therefore decided to explore how to improve or develop this by designing strategies to empower, inspire and motivate such clients.

 

 

 

 

 

 

 

 

 

 

 

2.2 Plan a clear intervention strategy

 

Action Research Plan

The purpose of this Action Research Plan is to find which methods are more suitable for motivating victims of domestic violence.

Action Step Activities Time scale Resources Evaluation
Presentation by facilitator Ascertain how victims of domestic violence can be empower to use computer to do their course works Six months Computer/ Microsoft The result of the survey will be used in the report
Seminars /Workshops Talk by ex victims of domestic violence who have been empowered to help boost client/learner self esteem. Six months Face to face with ex-clients The result of the survey will be used in the report
Peer support /group work Scenarios

Role plays

Literacy

And writing

Six months White board, pens, dusters flipcharts

Videos ,camera tapes

The result of the survey to be used in the report.
ICT learning skill Simple computer skill Six months Individual computers Survey to be used in the report and discuss issues with the manager/management
One to one Well-being of clients Six months Private room

Conductive room

Sign to show the room is engaged

Lighting of the room should be good, comfortable sitting arrangement tea water to be provided

To be used in the report
Communication skill Clients

Other agencies like social services, job centre plus, polices, GP’s

Six months Clients, Videos, computer, whiteboard, pens, flipcharts, papers, To be used in the report and discuss with manager for her feedback

 

2.3 Justify the timescales of an intervention strategy

At Refuge the timescales of an intervention strategy are constructed in an orderly manner, during which interactive teaching sessions are measured and used with learning methods to improve the skills of domestic violence victims. Also there are staff meetings, and assessments and feedback sheets reviews. Arrangements that benefit all the Clients that attend all courses are made appropriately. These arrangements should be completed within a time frame in accordance with policy frame work of the organization. The final decision for such timescales is made by the Manager. The manager makes sure that the scheme of work and lesson plans include flexible and viable means of learning in accordance with Refuge aims and objectives.

  1. This is reflected in the chart I created. As shown on the chart, I chose one to one so that I can work closely with my clients in order to be able to empower and motivate them. I also chose working with other survivors of domestic violence to motivate, boost their self-esteem and empower them to live an independent life. I decided to use six months timescale to re-design a curriculum to enable my clients because I wanted to remodel some of the units in order to allow a better understanding. Also when I chose to give my learners responsibilities on the chart to ensure that they were useful and independent and appreciated. (PsycINFO Database Record (c) 2016

2.4. Explain how ethical and political considerations and issues of confidentiality will be observed in practice.

The learners in this action research are women who are victims of domestic violence, have very low self esteem and lack motivation. However, they are viewed as having learning strengths.

At my current work placement the issue of confidentiality is very important ad are clearly stated in the organisational policies and procedures. The policies stress the importance of maintaining confidentiality of the clients and refuge. This involves maintaining clients’ anonymity and the anonymity of Refuge. Pseudonyms instead of names are used names to maintain confidentiality. However, the policies also support the sharing of information with colleagues and other agencies as that refuge works with when there are safe guarding issues. Information in such instances is shared to ensure that the proximity of a client’s profile is not only kept safe but that their safety is protected as well. Different methods are used to help clients progress. However, this can only be done by the client’s consent so as to protect the privacy as well as consider policies that are linked with their situation as victims of domestic violence.

As Simpson et al (2012) argue, the learner needs to be placed at the heart of everything in relation to inclusion, policies and procedures, an argument advocated for by the Tomlinson Report (1996p2). Placing the learner’s needs at the core should be the starting point of the teaching and learning process.

Therefore teaching methods have to be tailored to the preferred learning styles and the cognitive personality of each learner and must include confidential records that will remain binding with the learner’s learning agreement or process. The information gathered will help to shape the curriculum, scheme of work and lesson plan.

 

2.5 Implement a clear intervention strategy

I will implement a clear intervention strategy by doing the following

  • Stating the purpose of motivating clients who are victims of domestic violence.
  • Stating the clarification of a good lesson
  • Showing learning goals and the criteria for learner success using learning methods
  • Working with a lesson plan and a scheme of work
  • Showing the use of other strategies.

At my current work placement I am expected to produce a clear plan with targets on the best ways to enhance the learning abilities of domestic violence victims. It is therefore expected of me to come up with a purpose that may deal with how to teach clients who are domestic violence victims. This could be achieved by creating strategies that will ensure the understanding of the personal learning paths and learn about their specific learning needs.

Additionally, I will clarify learning goals and provide the criteria on how the clients will achieve their learning objectives. It is therefore of paramount importance that extracurricular activities that are designed to enhance learning whenever a lesson plan or a scheme of work is put into place. For example, when one on one sessions take formation the learner is given answers when they don’t understand certain questions since individual learning needs have to be catered for.

A clear lesson plan will be executed to enable individual learners to meet their learning needs. For instance, when dealing with clients whose self esteem has been shattered by their domestic violence experience, I will use communication skills that will and technology including audiovisual aids and IT systems to enable them to regain their self esteem and self worth.

Therefore, when accessing information or research which focuses on effective ways of teaching victims of domestic violence, it is important to take into consideration, what domestic violence is, it impact on the women and children and how it can be prevented.

The intervention strategy for the victims must have a preferable learning style and the lessons delivered flexibly. In other words, the strategy and learning style have to suit the interests of the learners and be motivational in order to give the learners self-confidence. As Reid (2017) stipulates, a teacher must have to use the appropriate technology which may come in different facets including audio recording devices, tablets, electronic readers, and dictionaries in order that learners learning needs are met.

 

Q3

3.1 Evaluate methods for action research

Any evaluation of action research needs to use appropriate methods and take into cognizance criteria, such as reliability, validity, willingness of people to participate, methodological rigour, practical improvement, and transformation of consciousness; that is, understanding, learning, development, and personal growth.

The evaluation methods used for this action research included intellectual and academic achievement testing and initial and diagnostic assessment of the learners understanding of domestic violence, its effect on victims and their children, safe guarding issues, self esteem, assertiveness and health and wellbeing that is reliable and valid. Aldridge, M. L. & Browne, K. D. (2003)

The appropriate to timescales and volume of evidence should include appropriate accommodations for example an extended time to be giving for the clients to do their work, which will allow the teacher to have an individualised intervention plan for the clients.  Appropriate to understanding to be gained from the research is to identify strengths and weakness that lead to a diagnosis and a tentative road map for intervention and appropriate timescales and volume of evidence to identify problems facing domestic violence victims and make recommendations and reported to assist teaching and learning for clients of domestic violence.

3.2 Evaluate methods of collecting qualitative and quantitative data

At Refuge where the teacher carried out what method is effective in Victims of domestic violence clients as their mental health issues is very difficult to identify, the organization  provide support for this clients by giving them  notes of all teaching, computers in the communal rooms for their use, Dictaphones, spellcheckers and learners given extra time and support for assessment, due to the clients mental health issues and low self esteem, they  always experience problems in processing  information, note taking, essay writing and lack of confidence, therefore qualitative data collection methods which includes observations, miscue analysis, writing samples and observation are used.

The qualitative data collection methods used is observation of the clients during lesson in the class while doing written excises; teacher introduced herself and started off by given learners a word of encouragement and asked all learners to introduce themselves by saying something positive about them.  She introduced the topic of the day in the lesson plan by watching video about motivation and empowerment as it is important for learners to see real life story about victims how have suffered domestic violence and are in good employment, such assessment provide an opportunity for the teacher to notice through the use of clients feedback on the board the use of observational studies and learners participant observation writing samples individual data.  Through the group work, peer teaching and one to one with interview, their analyses of the learners miscue during the class is important qualitative information and provide evidence that the learners are struggling with the underlying structure of the English language.

The quantitative data collection methods follows the techniques been used by Ashley Hager, (2001), in his research methods drawing from phonics-based reading programs including Wilson Reading System a multisensory, phonics-based program developed specifically for adults which significantly improves their reading accuracy and spelling, especially for reading and spelling words with blends, through the pair stronger readers to act as student teacher these consolidate their own knowledge and they become a source of inspiration and support for less-skilled readers in the class (Hager,2001).

3.3 Review ways in which collected data may be analysed.

Whilst teaching at Refuge, The data analysis methods were reviewed. As group work, workshops, ICT and other assistive technology were used in teaching domestic violence victims it enabled me to collate information through observation, from the assignments given to learners, and through lesson evaluation form given to learners at the end of lessons. (Gravels, A & Simpson, S (2012) The data will be analysed using both qualitative and quantitative data analysis methods. The observational data indicate that learners have varying ICT skills ranging from poor to basic. With ICT skills providing effective tools for learners in their learning process, it was included in the lesson plan. As both qualitative and quantitative data collection methods were use in data collection, triangulation of the different methods will be used to cross-check the research findings, and enhance the rigour of the findings.

 

Q4

4.1 Draw on selected literature relating to an area of practice for action research

As my area of practice is domestic violence, I will draw on selected literature in relation to domestic violence for my action research. This is to enable me to align my teaching methods with my research findings to support the learners.

Domestic violence is generally acknowledged to be a far more pervasive problem than indicated by police reports, and much research has attempted to estimate its true extent and associations within the general population. Findings concerning prevalence, incidence, gender distribution, causes, consequences and risks of domestic violence vary significantly according to study context, resources and scope, definitions employed, how they are operationalised as questions to participants, sample composition, and methodology (Dobash et al 1992, Dwyer 1999, Dekeseredy 2000, Buzawa & Buzawa 2002, Tjaden & Thoennes 2000a, Johnson & Bunge 2001, Romkens 1997, Archer 2000). There are significant debates, often associated with study objectives and underpinning assumptions, about whether and how type, seriousness, frequency, impact, context and meaning of violence can and should be measured, which have implications for reporting rates, and for how findings are or should be understood and responded to (Dobash et al 1992, Nazroo 1995, Dekeseredy 2000, Buzawa & Buzawa 2002, Hagemann-White 2001, Romkens 1997, Piispa 2002, Saunders 2002).

Drawing from the literature, domestic violence is a complex phenomenon and therefore understanding it will require teaching methods that incorporate group work, one-to-one sessions, and individual presentations aided by ICT.

 

4.2 Justify own choice of methods selected for action research

Choosing the appropriate method for any research is important. For this action research the most appropriate methods used in the collection of data include interviews, observation and one-on-one sessions in the classroom. As Carter and Little (2007) point out, qualitative data can be collected using methods including observation, interviews, focus groups, review of records, and elicitation of text of the participant diaries, and the creation or collection of images such as photos and videos and internet-facilitated methods. Generating relevant primary data in the teaching environment justifies the teacher’s choice of observing students’ engagement and contribution in class activities and keeping records that will require the Manager observation of the learners and record keeping that can be checked against other classes with victims of domestic violence.

The purpose of using observation and interview according to Carter and Little (2007), in qualitative research, reporting can include articles for peer-reviewed literature, advocacy, conference presentation, performances, and creative writing.  As the manager of Refuge (Sutton Woman’s Aid) it may be necessary for the data to be used for an advocacy in how best the Victims of domestic violence can learn by management whilst the research is being conducted, and this in turn will help the local government and other donors who are the stakeholders.

4.3 Collect data relating to an area of practice for action research

According to Driscoll (2011), cited in John Stuart Mill, primary research allows researchers to learn more about the world and observable phenomena.  This research design allows the researcher to develop research questions or hypotheses and collect data on events, objects, or people that is measurable, observable, reliable and valid. Driscoll (2011) further suggests that the main goal of primary research is understand something new that can be confirmed by others and eliminate biases in the process.  Addition Driscoll (2011) suggests three common ways of conducting primary research namely: observation which is by measuring the world around you, including observations of people and other measurable events, interviews that involve asking participants questions in one-on-one or small group setting and survey that involves asking participants about their opinions and behaviours through a short questionnaire.

In deciding on the most appropriate data collection method for my primary research with victims of domestic violence various methods were looked at. Interviewing victims of domestic violence clients and to find out how and what methods were easy for the clients to learn in school environment, I conducted secondary research included examining journals, books and domestic violence organisations.  The findings from the data suggested that domestic violence clients needed to be given extra time to complete tasks. The findings also suggested that the teacher helps in providing note after class, and to use more scenarios in the classroom, bring in ex-clients to help motivate clients by talking about their experience and their development and allow learners to use alternative means of assessment. I want my students to push themselves with their learning by creating a supportive environment that allows them to learn and achieve in ways they never thought was possible. The primary data indicated that Victims of domestic violence can benefit from seminars, watching related video, reading books written by survivors of domestic violence about their life story about how they were motivated and empowered to be successful and word processing ICT computer programs to learn with one-on-one tutorial of clients.

4.4 Analyse data collected from action research

In assessing the methods most effective in analysing the data for this action research the teacher must first identify the area of weakness and strength of the learners so as to focus the lesson plan and scheme of work on such areas.  Having conducted the initial diagnostic assessment of the learners the teacher was able to know the strengths and weaknesses of each learner.

Through the primary research carried out by the teacher it was established that all the learners are lacking in key skills such as literacy, numeracy and knowledge of ICT, hence the data collected corroborated with the finding. Also in the process of creating case histories from qualitative data the teacher made literacy more interested to victims of domestic violence.  Additionally the teacher taught the students topic that allowed them to make choices about their health through empowerment and to make informed decision about their learning process. Communication was used in positive manner such that it gave respect to the learners without discrimination.  The use of ICT software helped learners in their effective learning process by as assessment by the manager at Refuge highlighted. (Bilby, C. & Hatcher, R. (2004)

4.5 Present data collected from action research

Present data collected from action research at Refuge

  • See Appendix 1 PowerPoint Presentation

4.6 Draw conclusions based on findings from action research

This action research was carried out by the teacher/facilitator in Refuge to ascertain the methods that are more effective in supporting victims of domestic violence to succeed in class. This study developed an action research plan taking cognizance of Myers (2013) suggestion that “victims of domestic violence often have weaknesses in these foundational skills that can, at times, impair their ability to succeed in class.  The findings suggest that implementing academic support for these learners, putting support in place for them to access mental health and other services and empowering them to acquire the knowledge and skills to understand the causes and effects of domestic violence on them and their children will help in improving their lives and raise their self esteem. It is therefore important for teachers and administrators to continue to find simple and accessible ways to make these types of support available to domestic violence victims (Myers, 2013).

Additionally the research findings suggest that appropriate use of technologies greatly improve the skills of the learners and has huge implications for practice.

Q5

5.1 Report own findings and conclusions from action research

Findings from the action research conducted at Refuge has established that domestic violence victims are lacking in key skills such as literacy, numeracy and knowledge of ICT, hence the data collected corroborated with the finding. Through the process of creating case histories from qualitative data and by using computer assisted learning the teacher makes domestic violence victims more interested in literacy and numeracy.  Additionally, the teacher teaches the student topic that allows the learners to make choices about their health, their safety, the safety of their children and their self esteem through empowerment and allow them to make informed decision about their learning process. Communication is used in positive manner that give respect to the learners without discrimination.  As Myer (2013), suggests, domestic violence victims may struggle with the basic numeracy and literacy skills needed for success in the class room therefore the to write a good sentence or paragraphs due to writing or transcription problems, and succeeding in the classroom may be very difficult therefore the use of ICT (APPs) software that is design for dyslexia learners which help them in their effective learning process by the Senior Tutor in the centre could be effective tools in their learning process.

The research suggest that victims of domestic violence need to be given extra time to complete tasks, and the recommends that the teacher provide help in note taking, give taped tests and allow learners to use alternative means of assessment.  The primary data suggests that these learners can benefit from listening to books on tape and use text reading and word processing ICT computer programs to learn with one-on-one teaching.

5.2 Justify your own recommendations for action to be taken based on conclusions from action research

The research findings suggest that domestic violence victims encounter difficulties in literacy and numeracy and would therefore need a structured systematic and sensitive programme to build their literacy and numeracy skills.

The use of one-on-one teaching and learning can be very useful in teaching domestic violence victims who have had their self esteem shattered by their experience and may find it difficult to express themselves and engage in learning activities. One to one sessions would provide the time and the conducive learning environment for these learners to improve their confidence and to express themselves freely without been discriminating upon because of their condition.  Class sizes are very important which must be smaller to manage for teacher and allow the learners to learn from themselves through group works and individual assessment by the teacher.  The professionals in teaching should be trained on issue associated with domestic violence so as to give adequate assistance to learners who are having difficulties. Proper training should be given to teachers in recognising learners who are struggling due to their domestic violence experience so that support can be given to them for an inclusive learning. (Ames, L. J. & Dunham, K. T. (2002)   Finally there should be interventions that will focuses on the victims of domestic violence to develop their literacy and numeracy skills and therefore recommend it as an area for further research.

 

Q6

6.1 Analyse the effectiveness of own practice in relation to action research

In relation to effectiveness of my teaching domestic violence victims at Refuge, the self-assessment that is important is the communication which the manager highlighted and recommended that I work and improve upon so as to enable me to effectively teach these learners.  Communication to the learners in slow and understanding way was identified in my reflective practice as the area that I need to improve on and have to learn about a lot while practicing at Refuge.( Aldridge, M. L. & Browne, K. D. (2003)   Teaching in one-on-one to student is also part of practice that I learnt whilst working at Refuge.

The use of Mind Map was also educative to both the learners and the teacher as it made positive contribution that helped in the teaching and learning processes for the learners.  Also advocating the relevance of domestic violence victims to wider audience such as government and local agency will empower these learners to achieve more and motivate others in similar situations to want to engage in learning.

 

6.2 Identify own strengths and areas for improvements in relation to action research

The areas of strength for improvement in teaching and learning methods that Victims of domestic violence can learn through the teacher in Refuge and which was highlighted by doing this action research is the argument of Mary Ann Forgey, Hilda Loughran & Johna Hansen (Journal of teaching in Social Work published online 12/11/2013) , suggest that students with domestic violence issues  can be helped  by addressing their mental health issues through individual counselling this gives them an opportunity to grow in their learning process.

Through the evaluation of research skills, as a teacher in this learning environment communication is a key skills that is my greatest strength and equally some minute weakness because teaching victims of domestic violence allows me to look inward to myself that the styles of teaching victims of domestic violence  is to show more inclusiveness and cooperative so that the clients are empowered and motivated to learn from the teacher, the idea of delivering lecture is never adequate enough I still need to create time on one-on-one discussion with learners in order for them to be more understanding of the topics and knowledge in the lesson plans and put quality improvement to their learning process.  Through the quantitative research carried out on how many methods teacher can assist victims of domestic violence to learner some of the literatures reviews are source of strength in this process and helped to improve the teacher areas of weaknesses in teaching and learning of teaching inclusive domestic violence victims.

The data collection and analysis skills is already gained doing relative projects like this however the collection of data on the weakness of learners in working with others in the class manifested while individuals are doing their literacy assessment and domestic violence victims learn through each other’s through persuasion of the teacher, peer assessment and learning was used in the action research without any discrimination.

 

 

6.3 Plan opportunities to improve own skills in action research

Area of improvement opportunity Timing Personal
Peer Assessment Meetings 2weeks June Baptiste
Communication Skills Manager/Team meetings 1month Tutor/June Baptiste
Self-esteem and motivational training organization 1 year Antoinette Kanyako-Kainesie

In conclusion working as a teacher at Refuge organisation open the eye of the teacher in teaching and education the overall Gaps in multi-agency working has been single out as a major part of skill that the manger  recommended that as a teacher in this Refuge that the teacher should work upon and improve on to inform inclusive practice.  Working with victims of domestic violence has given the teacher opportunities of working with others to inform and develop practice in this important area of teaching and learning.  The excellent diagnostic assessments from the National helpline staff in conjunctions with other statutory agency such as Social Services, Benefit agencies, Police, NHS and other volunteering organisation   helps the teacher to have opportunity to practice her skills, empowering  the clients preparation for interviews into getting jobs and  full time education.

Besides the multi-agency working  which was an issue discussed, the manager recommended  full time employment into the organization after my teaching qualification as I have got a very good experience in working with victims of domestic violence and also  gain another critical qualification in specialised teaching area dealing with victims of domestic violence as part of the aims of the organization to address this is an area for opportunity for CPD in teaching victims of domestic violence and other professionals supporting domestic violence victims, as a process of tracking and documenting the skills, knowledge and experience gained in this service.

Through the support of Refuge and working alongside a specialist practitioner namely June Baptiste  the teacher is updated into current specialist curriculum developments and updating currents developments in particular in the area of clients/learners with domestic violence issue the teacher came across many organisation, one of the such organisation that help new teacher into how best to teach domestic violence victims www.saferplaces.co.uk and their Annual Summer Conference which  help intended facilitators/teachers in this particular area of how best to motivate/empower and make learning interesting for victims of domestic, took place on Wednesday 16th March 2017 in Essex (Saferplaces.co.uk2017), attending this annual conference helped to network with specialist practitioners  and ultimately becoming a registered practitioner in teaching and learning of domestic violence victims and other professionals working with this clients group in the UK.

 

 

 

 

 

 

 

References:

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Marrianne. (2017). What is the Orton-Gillingham Approach to Teaching Reading?. Available: homeschoolingwithdyslexia.com/orton-gillingham-approach-teaching-reading/. Last accessed 31th March 2017.

Myers, Ann, “Dyslexic writers: what educators can do to improve writing for dyslexic students” (2013). Capstone Projects and Theses. Paper 284.

O’Brien. (1998). An Overview of the Methodological Approach of Action Research. Available: http://www.web.net/~robrien/papers/arfinal.html. Last accessed 17th Feb 2017.

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Sagor, R. (2000). Guiding School Improvement with Action Research. Available: http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx. Last accessed 7th Feb 2017

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