A handbook for Exploratory Action Research

Exploring my perceptions
E.g.
What do I mean by ?
What do I think / feel about ?
Why do I think happens?
What do I want to see happening instead
of ?
Exploring others’ perceptions
E.g.
What do my students think / feel about ?
What do my colleagues think of ?
Exploring behaviour
E.g.
When/How often does happen?
What do I do / say when occurs?
What do my students do / say when 
occurs?

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What shall I explore – and what are my questions? | 
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Task 4.6 @
Let’s practise asking questions using the categories and 
question frames above, using one situation. Look at the 
example and then pose a question for the topic provided. 
Check the answers in the answer key. 
Example: 
Topic: My students speak in English only to me but not to 
each other.
In Andrea’s example – which you read in the previous 
chapter – and also in Teresa’s example in 4.4, you will have 
found that there are two or three main EQs being asked, 
under two or all of the three categories (own and others’ 
perceptions; and behaviour). This is not necessarily always 
the case but it is good if you both try to keep your 
questions to a manageable number and attempt to look
at an issue from different perspectives. 
Let’s try with your own topic now!
Task 4.7 
Write down your main topic area (from Task 4.4) and then 
propose your own exploratory questions using the 
examples you have read as guidance and also the question 
frames provided in this section. 
The area I will focus on is
Now try to write some questions in the chart below for 
another provided topic.
Topic: I often have too little time at the end of the class
to explain homework clearly.