A handbook for Exploratory Action Research

No need for new action
a) “Things are looking good”
When you interpret the data in relation to your exploratory 
research questions, you may be quite satisfied, for example, 
if you discover that something you thought was problematic 
in fact is not, from students’ perspectives. 
b) “New things to explore”
On the other hand, there may be new puzzles or problems 
to explore. In this case you can start a new exploratory 
research process, with a new topic and research questions, 
following the procedures we’ve explained in Chapters Four 
to Six. 
c) “My teaching has changed already”
There are several ways in which change can happen. In fact, 
you may have found that just by exploring you have caused 
some changes. To start with, your understanding of the 
situation will have changed – and you may already have 
started to teach in a different manner as a result. 
d) “My classroom ‘feels’ much better”
By involving your students in exploring your questions 
(through asking them for their opinions about something, 
for example), you may have found that the classroom 
atmosphere has already improved. Students may feel more 
valued as contributors to the learning process, and this, in 
itself, may have improved the ‘rapport’ you have with them, 
or the respect they give you as their teacher. If you share 
and discuss the findings of your research with students, this 
can also help to improve relationships and learning.
Here’s what one teacher, Karla Ojeda, discovered:
“Rapport is a crucial piece to the puzzle, because you are 
not alone inside the classroom and you need to pay 
attention to your students, not to assume things about them, 
but take the time to talk to them and to really listen to what 
they are saying, so as to understand more. By doing this, 
rapport improves.” (final research report)
So, the very act of exploring the issue and/or opening
it up to students’ contributions and involvement can help
to bring about a positive change. You may feel that this
is enough, for example, if it has helped to improve the 
atmosphere, reduce a problem or increase your own 
well-being as a teacher.