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.
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