Blog 16

My Interview Protocol

Hi my name is Stephanie Underhill and I am interviewing (teacher’s name).  I am conducting a study about effective teachers.  What makes a good teacher and why. I’m interested in knowing how to become an effective teacher.  That’s why I asked (name of the teacher) to tie up some of the loose ends for me.

SU: So (teachers name), let’s get things started.

 

Easy Questions: Basic teacher Questions

SU: Where did you get your degree from?

SU: Where did you do your student teaching?

SU: How long have you taught?

SU: What school (s) did you teach at?

SU: What grade (s) did you teach?

Medium Questions:  More indepth

SU: Did /  do you have a mentor?

SU: What are some of your classroom procedures / discipline actions.

SU: What re some ways you relate to your students?

Open Ended Questions:

SU: What do you define as good teaching / teacher?

SU: How do your students respond to your teaching?

SU: Can you tell me a story where you had a  (good, bad, learning, still going, stands out, this will work in my classroom) experienced.

SU: I noticed that in class you tell jokes?  Why?

SU: How do you balance between too much control and not enough.

SU: I love you answer, but I have to ask: How do you know when you are teaching well?

SU: How do other teachers describe your teaching methods?  Do they see them as effective?

SU: Is there anything else you would like to add?

Blog 15

post your sound file/notes from your oral history interview - along with your observations about what you learned about doing oral history

Notes:  Most of my notes were recorded.  Just getting it to come on the blog is a different story.

Here are my written notes:

• Joanna was in 4th grade in her English class
• She found out because the whole school turned on the TV in the classrooms.
• Her parents were really sad about the event.
• She didn't really understand about what was going on at the time.
• She thinks business travelers will have a hard time, but their families will have a harder time.

What I learned:

• The each quote has its own line.
• that it is best to record all of the data. 

Blog 14 1/2- rough draft of paper

Introduction

            In class, we did a study on how people act.  My Professor called it Ethnographic Study.  We watched the other students in the class and wrote down what we saw.  Many of the students saw different things.  I will be studying and proving, according to my research, what the students in the class seem more interested / focused on documenting?  I want to know what the students wrote, why did they write more of one thing than another.  I also want to research the topic of “what do these notes show about what the class knows about how to take ethnographic notes?” Below are my reasoning’s for the topics of focusing on what the students wrote about each other, focusing on what the students wrote about the teacher, confusion between the student and the topic, and the interactions / Conversations between the students and teacher.  I feel what most of the students wrote was determined important by the specific student.

            I conducted the study by taking the ethnographic notes from February 7^th from each student’s blog.  Then I pasted them into a word document, then left the document unseen for about a couple days (to make sure that I forgot who wrote what data)  then went back to number the different posts.   I looked at each blog post, regardless of who wrote the specific post.  I looked at the blog post for content to determine conclusions most of the students wrote about. I put the different blogs into different categories: the subjective perspective, objective perspective, and interactive perspective.

            According to Robert M. Emerson, the subjective perspective consists of the observer being able to take into account his / her part in the observation. The objective perspective consists of the observer being able to observe others in their surroundings during the observation. This includes relationships, descriptions of physical objects, and the physical descriptions of the people being observed. The interactive perspective consists of the observer noticing the interaction with others during the observation.  As well watching the interaction, the observer also writes down direct quotes of the interactions. Many of the students used more than one perspective while writing their observation.

Subjective Perspective

            Many of the students did use this perspective as well as another.  The students using this perspective wrote notes about themselves as well as observing. One student in particular wrote about where they sat in the classroom compared to the other students.  Data set # 4 wrote “I was sitting the front of the classroom when I looked two rows back at Robert.” Many of the students wrote about the classroom arrangements (who sat next to who) and how the classroom was arranged in rows. Many of the students did not however mention this in their notes.

Objective Perspective

Focused on Students

            Many of the students in the class during this study wrote about what the different students in the class did.  The students observed the various student behaviors as well as the context that was said. Most students wrote in detail what they observed.  All of the students listened and wrote what they observed, no matter the context.  A lot of the students were more focused on writing down what they saw than not writing.  

During the period, only one or two students wrote that Jenna left the room; the rest forgot to write that detail. Data set #1 wrote “Jenna walked outside the room with a bag at a very fast pace”.  Dr. Chandler told us to write down what ever happened in the classroom.  A lot of us forgot to write down that Jenna left the room because we were too focused on writing everything else down.

Many of the students wrote what a specific student was doing. For example, data set # 1 wrote “I was looking around the classroom and everyone did not have a good seating posture except for Jenna who was the only person sitting in a posture that was almost perfectly. Stephanie on the other hand was seated in a very comfortable matter where she had her legs on the chair as well.”  Data set #  2 wrote “Stephanie and I tend to look at each other confused and laugh whenever we don't understand something in class. (Rest of class does this too, to whoever they are sitting by)” and data set # 4 wrote “The first thing I noticed was that everyone in the classroom was writing.”  Many of the students in the class seemed more focused on writing down what was happening rather than writing down what was said during the class.

Many of the students noticed what the presenters were doing. Data set 3 wrote “The class participated through nonverbal communication by giving both speakers eye contact and some even positioned their selves to view the participants.”

Focused on Teacher

            Many of the students wrote what the professor said and did. Some of the students focused more on the professor than they did on the students in the class. Data set # 6 wrote “SH addresses the class in a discussion about what our projects are going to be about.”

One of the students noticed that the professor was asking the students questions. Data set # 5 wrote “Professor C continued to write on the board and ask the students questions. You could read on a lot of student’s faces asking why she would ask us questions if we are trying to write down what people are doing.”  Data Set # 7 wrote “More questions are still being asked by the prof. to the students about what might they can add to their classmates project, more research they can focus on.”

One student noticed what Prof Chandler was doing with her body.  Data set # 2 wrote “Chandler walks toward to whoever is speaking and then turns to the rest of the class when they are finished talking to tell her intake on what they said then sometimes ask for our opinion.” As well as writing “Chandler was the only one moving around (except when Jenna left the room briefly) - she walked around the room by different aisles - she moved to the computer to go onto different students' blogs depending on who was sharing their research topic.” When Professor Chandler was talking with a student, she would be near them but not blocking the overhead.  She would make comments to the students then direct the comments to the rest of the class.  Although many of the students did not write about what the professor said or did, I am sure that they were aware of what the professor did.

Confusion

       Many of the student noticed that there was confusion in the room.  Many of the students were confused about questions that Professor Chandler asked, while others were confused about what was being talked about.

Some of the students wrote about how the teacher confused the students.  Data set # 8 wrote “Teacher starts talking and everyone in the class looks around with perplexed looks on their faces. Teacher starts talking about the different ways that we will be analyzing and asks students.” Another student wrote “You could read on a lot of student’s faces asking why she would ask us questions if we are trying to write down what people are doing."

Some of the students wrote about how the material confuses them.  In the discussion, we talked about how to make our final papers better.  Some of the students volunteered to share their topics and get feedback on them.  Data set # 6 wrote “SH asks what Discourse is (see S's face) looks confused and trying to understand what Discourse is. The class still laughing and does not know what to say about what discourse is.”

Interactive perspective

            Interaction between students and student – teacher

            Many of the students wrote about the interactions between the students in the class. A student wrote “Stephanie and Corrine look at each other and giggle” Data set #1 wrote “Many side conversations were taking place and Karl was sitting cornered here in the last row. Dana and myself had side conversation about bullying and our encounters while working with bullying projects herself.” Many of the students had side conversations because they either did not understand what was going on or they giving feedback on what was being said.

            Many of the students wrote about the interaction between a student and the teacher. Data set # 3 wrote “After the teacher made a joke and the class all laughed” Data set # 4 wrote “I spoke about my research topic and Chandler said something about a "200 page paper.” Chandler laughed and made it clear that it was just a joke then proceeded to say that Joanna's research ideas and mine were excellent.” Many of the student interactions with the professor were positive except the instance with the “200 page paper” joke. 

Wrap – up

            Student who include all three perspectives are considered good Ethnographic note takers. From reading these notes from some of the students in the class, many of them used either one to two of the perspective.  Rarely did the student use all three perspectives. This concludes that the classroom has excellent classroom Discourse and Conversation.  We basically use all of the same perspectives.  Many of the students wrote about the same things; what each student was doing in the class, what the faces on the students when Professor Chandler told us about the 200 page paper, and how the students in the class laughed and looked around when they were confused.  The students in the class, I felt did an overall good job on the first ethnographic study notes project, but for the next time we do this assignment, I am sure all of the students will be more aware on how to take more detailed ethnographic notes.

Blog 14

Here is my tentative draft for my paper.

Stephanie Underhill

Professor Chandler

March 21^st, 2013

Ethnographic Study

Introduction

            In class, we did a study on how people act.  My Professor called it Ethnographic Study.  We watched the other students in the class and wrote down what we saw.  Many of the students saw different things.  I will be studying and proving, according to my research, what the students in the class seem more interested / focused on documenting?  I want to know what the students wrote, why did they write more of one thing than another.  Below are my reasoning’s for the topics of classroom Discourse, Focused on what the students wrote about each other, focused on what the students wrote about the teacher, confusion between the student and the topic, and the interactions / Conversations between the students and teacher.

            I conducted the study by taking the ethnographic notes from February 7^th from each student’s blog.  Then I pasted them into a word document, then left the document unseen for about a couple days (to make sure that I forgot who wrote what data)  then went back to number the different posts.   I looked at each blog post, regardless of who wrote the specific post.  I looked at the blog post for content to determine conclusions most of the students wrote about.

Classroom Discourse

            The class, from doing this study as well as being a part of this study, is very close.  Every student in the class understands of the points being made by other students.  Some of the students use language that would be only understood being in this specific classroom.  The language is understood among all of the students because we talk about the language as a class as well as use the language in sentences all of us can understand. 

            Many of the students use the language to express different thoughts.  On the other hand, many of the students use the language to communicate with other students. Add more classroom discourse here.

Focused on Students

            Many of the students in the class during this study wrote about what the different students in the class did.  The students observed the various student behaviors as well as the context that was said. Most students wrote in detail what they observed.  All of the students listened and wrote what they observed, no matter the context.  A lot of the students were more focused on writing down what they saw than not writing.  

During the period, only one or two students wrote that Jenna left the room; the rest forgot to write that detail. Data set #1 wrote “Jenna walked outside the room with a bag at a very fast pace”.  Dr. Chandler told us to write down what ever happened in the classroom.  A lot of us forgot to write down that Jenna left the room because we were too focused on writing everything else down.

Many of the students wrote what a specific student was doing. For example, data set # 1 wrote “I was looking around the classroom and everyone did not have a good seating posture except for Jenna who was the only person sitting in a posture that was almost perfectly. Stephanie on the other hand was seated in a very comfortable matter where she had her legs on the chair as well.”  Data set #  2 wrote “Stephanie and I tend to look at each other confused and laugh whenever we don't understand something in class. (Rest of class does this too, to whoever they are sitting by)” and data set # 4 wrote “The first thing I noticed was that everyone in the classroom was writing.”  Many of the students in the class seemed more focused on writing down what was happening rather than writing down what was said during the class.

Many of the students noticed what the presenters were doing. Data set 3 wrote “The class participated through nonverbal communication by giving both speakers eye contact and some even positioned their selves to view the participants.”

Focused on Teacher

            Many of the students wrote what the professor said and did. Some of the students focused more on the professor than they did on the students in the class. Data set # 6 wrote “SH addresses the class in a discussion about what our projects are going to be about.”

One of the students noticed that the professor was asking the students questions. Data set # 5 wrote “Professor C continued to write on the board and ask the students questions. You could read on a lot of student’s faces asking why she would ask us questions if we are trying to write down what people are doing.”  Data Set # 7 wrote “More questions are still being asked by the prof. to the students about what might they can add to their classmates project, more research they can focus on.”

One student noticed what Prof Chandler was doing with her body.  Data set # 2 wrote “Chandler walks toward to whoever is speaking and then turns to the rest of the class when they are finished talking to tell her intake on what they said then sometimes ask for our opinion.” As well as writing “Chandler was the only one moving around (except when Jenna left the room briefly) - she walked around the room by different aisles - she moved to the computer to go onto different students' blogs depending on who was sharing their research topic.” When Professor Chandler was talking with a student, she would be near them but not blocking the overhead.  She would make comments to the students then direct the comments to the rest of the class.  Although many of the students did not write about what the professor said or did, I am sure that they were aware of what the professor did.

Confusion

            Many of the student noticed that there was confusion in the room.  Many of the students were confused about questions that Professor Chandler asked, while others were confused about what was being talked about.

Some of the students wrote about how the teacher confused the students.  Data set # 8 wrote “Teacher starts talking and everyone in the class looks around with perplexed looks on their faces. Teacher starts talking about the different ways that we will be analyzing and asks students.”

Some of the students wrote about how the material confuses them.  In the discussion, we talked about how to make our final papers better.  Some of the students volunteered to share their topics and get feedback on them.  Data set # 6 wrote “SH asks what Discourse is (see S's face) looks confused and trying to understand what Discourse is. The class still laughing and does not know what to say about what discourse is.”

Interactions / Conversations between the students and the student to teacher.

            Many of the students wrote about the interactions between the students in the class. A student wrote “Stephanie and Corrine look at each other and giggle” Data set #1 wrote “Many side conversations were taking place and Karl was sitting cornered here in the last row. Dana and myself had side conversation about bullying and our encounters while working with bullying projects herself.” Many of the students had side conversations because they either did not understand what was going on or they giving feedback on what was being said.

            Many of the students wrote about the interaction between a student and the teacher. Data set # 3 wrote “After the teacher made a joke and the class all laughed” Data set # 4 wrote “I spoke about my research topic and Chandler said something about a "200 page paper.” Chandler laughed and made it clear that it was just a joke then proceeded to say that Joanna's research ideas and mine were excellent.” Many of the student interactions with the professor were positive except the instance with the “200 page paper” joke. 

Wrap – up- make stronger- ideas?

             

Did I put in this quote? – I like it!

            "You could read on a lot of student’s faces asking why she would ask us questions if we are trying to write down what people are doing."

Blog 13

develop writing for your short analysis project.  This should include:

Data Set 5: Ethnographic Comparing Blogs

research question: What the students in the class seem more interested / focused on documenting on?
- What did the students write? Did they write more of what the students did or did they write what the professor did? 


your analysis of your data: (what ever writing you have developed to discuss that patterns you see in your data that provide an "answer" or ideas about your research question)

My Research: The different blogs.

       The classroom is inside the CAS building, somewhat chilly on a Thursday morning at 11:50 a.m. on February 7, 2015. I was looking around the classroom and everyone did not have a good seating posture except for Jenna who was the only person sitting in a posture that was almost perfectly. Stephanie on the other hand was seated in a very comfortable matter where she had her legs on the chair as well. When Joanna spoke, we all looked around and focused on other people's face expression. Christa was seated facing the opposite direction in comparison to all of us. Dr. C paced back and forth frequently throughout the classroom. While Jillian spoke, she stretched and Dr. C. made a joke that took a few seconds to be captured by the class. She was the first one to laugh. Jenna walked outside the room with a bag at a very fast pace. Many side conversations were taking place and Karl was sitting cornered here in the last row. While Christa was speaking of her topic she felt she did not have every one's attention and prompted a "hello" requesting that she gets every one's undivided attention. She spoke about bullying which many nodded and agreed was a good topic. Dana and myself had side conversation about bullying and our encounters while working with bullying projects herself, she based it off her brother and said she cried. At the end before Dr. Chandler said something many of us laughed for some reason (unthinkable of right now).

·         Whenever Chandler is talking to the class we all get distracted at some point - when a student is talking we all tend to be more focused and listen. The distractions include doing something off topic or talking to a neighbor about something off topic. 

·         Stephanie and I tend to look at each other confused and laugh whenever we don't understand something in class. (rest of class does this too, to whoever they are sitting by)

·         Chandler walks toward to whoever is speaking and then turns to the rest of the class when they are finished talking to tell her intake on what they said then sometimes ask for our opinion.

·         When Chandler asks the class a question and nobody knows the answer we all look at each other and laugh.

·         The entire class is constantly taking notes here and there about what Chandler is saying or what she writes on the board or even a suggestion from a classmate.

·         Joanna grasps the information given by Chandler fast and tends to answer first a lot. Sometimes hearing her restate what Chandler says helps me understand a concept if I don't understand it the first time - difference in language from a professor vs. a peer.

·         After a student talks the entire class will look at Chandler for her reaction to what they had said.

·         I kept locking eyes with Suzy on the other side of the room because we had the same look on our faces, but also trying to listen to Chandler speak at the same time.

·         Chandler was the only one moving around (except when Jenna left the room briefly) - she walked around the room by different aisles - she moved to the computer to go onto different students' blogs depending on who was sharing their research topic. 

.

                While observing I noticed that the three participants were females.  As they shared their projects they brought the class into nonverbal communication.  The class participated through nonverbal communication by giving  both speakers  eye contact and some even positioned their selves to view the participants.  After the teacher made a joke and the class all laughed, which then brought us to a class discussion about the different methods we will use for the project.  To conclude, this experiment Krista ended the discussion about her topic.

                I picked up my blue pen and began writing down my observations.  The first thing I noticed was that everyone in the classroom was writing.  Then, I glanced at Robert and he looked up at me, made eye contact and smiled.  I was sitting the front of the classroom when I looked two rows back at Robert.  Chandler asked Joanna to discuss her research project.  Joanna was smiling and speaking with a tone that showed her excitement behind her ideas.  Chandler asked the class a question regarding Gee.  Nobody knew the answer and the whole class looked at each other and began laughing.  From the front row looking back at the second row I noticed that Corrine's cheeks turned red when she was laughing.  Chandler continues to talk and uses her hands a lot when speaking.  I spoke about my research topic and Chandler said something about a "200 page paper."  Immediately, Joanna and I locked eyes.  My facial expression and Joanna's were the same, unaware if Chandler was joking.  Chandler laughed and made it clear that it was just a joke then preceded to say that Joanna's research ideas and mine were excellent.  Chandler's face gets red when she laughs.

                In the classroom everyone was trying to pay attention to the professor and trying to jot notes. I noticed students looking around the classroom and laughing once the caught eye contact. As professor T talked to Jillian about her project she joked saying "i should change my project" Once Professor T said something about 200 pages.  Professor T mention that everyone were trying to write down there field notes and participate and the class started to laugh. Janida and I both commented that no one was doing nothing and its nothing to write, as Professor T was talking. Krista was explained her project on college students that were bullied and how it affect them. She explained to the class but i believe no one was really paying attention because they were trying to write down the stuff that was going on. All you see are students heads to there notebooks and giggles being passed around because no one knows what to write. Professor T continued to write on the board and ask the students questions. You could read on a lot of students faces asking why would she ask us questions if we are trying to write down what people are doing.

·         SH addresses the class in a discussion about what our projects are going to be about.

·         J is describing about her research projects (very detailed)

·         while SH is addressing the class everyone around me is writing.....writing.....writing.....in their notebooks.

·         SH is still asking questions to the students about our research projects.

·         while this is all going on there is a cell phone buzzing every ten seconds.

·         SH is joking with the class about this is our desecration and it will be a 200 page page.

·         class is silent for 3 seconds (mouths are open and dropped) then starts laughing because of the way SH said what will be expected of the class.

·         SH asks what Discourse is (see S's face) looks confused and trying to understand what Discourse is.

·         class still laughing and does not know what to say about what discourse is.

·         then SH is asking the students what their research projects are.

·         We use the class blog to communicate between the students and the professor in and out of class.

·         I then raise my hand and speak about my research project. I say what my topic is about to the class.......... the class is participating with comments and others are vigorously writing in their notebooks. At the same time I feel like I am making a fool of myself but in a good way. 

·         SH like my topic and the session ends.   

                During the class discussion the class was asked questions by the prof. about future research projects. Their was general feedback from the students to toward the prof. about what their project topic is about and what is it that they will be presenting. The focus on each student that spoke abroad about their project was great, they had the class full attention. More question are still being asked by the prof. to the students about what might they can add to their classmates project, more research they can focus on. Throughout all the back and fourth feedback from both the students and the prof. were good including with some jokes and giggles followed after. The prof. started jotting the names of each students in the class on the class board for the students to remember.

                Teacher starts talking and everyone in the class looks around with perplexed looks on their faces. Teacher starts talking about the different ways that we will be analyzing and asks students.

Stephanie looks around and puts her head down on the table-confused? Frustrated?

               Teacher asks for volunteers to speak about what they will be analyzing. Joanna volunteers to speak. The other students (some) look at Joanna as she speaks-giving her attention. Specifically Sharrelle, Jillian, Jenna, Corrine, and Stephanie. They also take notes. Stephanie is seated at her computer with both legs on the table. Stephanie and Corrine look at each other and giggle.

              Joanna is reading from her blog post.

Teacher asks question. Jillian raises her hand. Teacher calls on Jillian, Jillian starts talking about her project. She doesn't read. As the teacher walks to the back of the classroom Jillian continues to look at her as she talks. Others look at Jillian as she talks. Others take notes. Kimberly looks confused, but takes notes. There are giggles in the class every now and then. Stephanie and Krista look at each other. Stephanie shrugs. 

Answer to research question:

            Students were focused on both the teacher and the other students in the class.  A lot of the students focused on other student behaviors that went on during that period.  Most students wrote in detail what they observed.  All of the students listened and wrote what they observed, no matter the context.  A lot of the students were more focused on writing down what they saw than not writing.  During the period, only one or two students wrote that Jenna left the room, the rest forgot to write that detail.  Some of the students mentioned the student-teacher interaction. Chandler makes a joke, students laughed. The students made comments about the assignment and a lot of the students looked confused. "Chandler said something about a 200 page paper."  Immediately, Joanna and I locked eyes.  My facial expression and Joanna's were the same, unaware if Chandler was joking."  Another student wrote that "Kimberly looks confused, but takes notes".  A lot of the students wrote about the interaction between the students.  A student wrote "Stephanie and Corrine look at each other and giggle." Another students wrote "When Chandler asks the class a question and nobody knows the answer we all look at each other and laugh."  Some of the students even wrote down a question like "You could read on a lot of students faces asking why would she ask us questions if we are trying to write down what people are doing."


Gee's Building Tasks: Discourse, and Conversation

Discourse: Many of the students used language that is only understood in this specific class.  many of the students talked about.  

Conversation:  Some of the students said what their topic was in detail and a lot of the students gave feedback. 

Blog 12

Blog 12: Look through the data sets and begin to think which data you want to analyze for your short analysis project.  Post some questions you might ask of the data set you are most interested in.

data I want to analyze:
      Ethnographic Notes
Questions:
     1) What is  are the students in the class seem more interested / focused on documenting.
     2) What are the different features we mentioned in class.  What did people notice
     3)  What did the students leave out.  Why did they leave them out.