Force Field Analysis
The school’s State Report Card has provided significant insights regarding student achievement in my school. Following an analysis of data presented in the school’s State Report Card, reading is an area of instructional need in my classroom. I currently teach Business-related courses at Downingtown HS East Campus, which has experienced an overall high performance of students over the last few years. The Business-related courses that I teach are designed students prepare to compete in competitions like mock trial, DECA, and other business topic competitions. While most of my students have demonstrated significant interest in pursuing a career in the field of business, they have challenges in reading. Due to reading challenges, the biggest problem in my class is that most of the students who take these courses are lower level or average students and struggle with higher level thinking and development of their idea. This paper focuses on examining factors driving the need for improvement in this area of instructional need as well as those preventing such improvement and those within my control. The desired change in this area is for students to demonstrate higher level creative thinking and be able to develop their own ideas.
Force Field Analysis Chart
As previously mentioned, the desired change in this area of instructional need in my classroom is for students to demonstrate higher-level critical thinking and be able to develop their own ideas. This desired change is critical towards improving student achievement and outcomes in my classroom because it will enable them to become active participants in their learning through taking personal initiative. However, there are several factors driving and preventing the desired change in the classroom as shown in the Force Field Analysis chart in Figure 1 below.
Figure 1: Force Field Analysis ChartAvailability of learning resources
Driving Forces
Students to Develop Higher Learning Creative Thinking and their Own Ideas
Poor Reading Skills
Ineffective teaching styles
Lower-level or average students in the classroom
Lack of collaboration between teachers
Need to Improve Student Achievement
Students’ Interest in Business Careers
Changes in teaching styles
Support by the administration
Restraining Forces
Disruption
As shown in the Force Field Analysis chart, there are various kinds of driving and restraining...
References
California Department of Education Publication. (n.d.). Interventions in English Language Arts. Retrieved from California Department of Education website: https://pubs.cde.ca.gov/tcsii/ch2/intrvnelarts.aspx
Ed Source. (2011, January/February). When Data Drives School Culture. Leadership, 40(3), 34-35.
Esposito, J., Davis, C.L. & Swain, A.N. (2012, May). Urban Educators’ Perceptions of Culturally Relevant Pedagogy and School Reform Mandates. Journal of Educational Change, 13(2), 235-258.
Miller, J.J. (2013). A Better Grading System: Standards-Based, Student-Centered Assessment. English Journal, 103(1), 111-118. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1031-sep2013/EJ1031Better.pdf
Thoughtful Classroom. (n.d.). Styles and Strategies for Helping Struggling Learners Overcome Common Learning Difficulties. Retrieved November 24, 2017, from https://www.thoughtfulclassroom.com/PDFs/lsis-help-for-struggling-students.pdf
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