A PROFILE OF TEACHERS1 PERCEPTIONS USING THE
HUMAN RELATIONS INCIDENT:
A CASE STUDY
by
Roni Maureen Haggarty
B.A.,
U n i v e r s i t y of B r i t i s h Columbia, 1979
A THESIS SUBMITTED I N PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS (EDUCATION)
i n the Faculty
Education
@ Roni Maureen Haggarty, 1988
SIMON FRASER UNIVERSITY
J u l y , 1988
A l l r i g h t s reserved. This t h e s i s may n o t be
reproduced i n whole o r i n p a r t , by photocopy
o r o t h e r means, without permission of t h e author.
APPROVAL
Name:
Roni Maureen Haggarty
Degree:
Master of Arts (Education)
Title of Project:
A Profile of Teachers' Perceptions Using the
Human Relations Incident: A Case Study
Examining Committee:
Chairman:
B e r n i c e L . Wong
C. Mamchur
Senior Supervisor
-
M. Wideen
Associate Professor
M. Mark Wasicsko
3600 Kell Street
Fort Worth, Texas
761 09
External Reader
Date Approved
ii
o ?Id ?/8 8.
PARTIAL COPYRIGHT LICENSE
I hereby g r a n t t o Simon F r a s e r U n l v e r s l t y the r l g h t t o lend
my t h e s i s , p r o J e c t o r extended essay ( t h e t i t l e o f which i s shown below)
t o users o f t h e Slmon.Fraser U n i v e r s i t y L l b r a r y , and t o make p a r t i a l o r
s i n g l e c o p i e s o n l y f o r such u s e r s o r I n response t o a r e q u e s t from t h e
l i b r a r y o f any o t h e r u n i v e r s i t y , o r o t h e r e d u c a t l o n a l i n s t i t u t i o n , on
i t s own b e h a l f o r f o r one o f i t s users.
I f u r t h e r agree t h a t p e r m i s s i o n
f o r m u l t i p l e copying o f t h i s work f o r s c h o l a r l y purposes may be g r a n t e d
by me o r t h e Dean o f Graduate Studies.
I t i s understood t h a t copying
o r p u b l l c a t l o n o f t h i s work f o r f i n a n c i a l g a i n s h a l l n o t be a l l o w e d
w i t h o u t my w r i t t e n permlsslon.
T l t l e o f Thesis/Project/Extended Essay
A P r o f i l e of Teachers' Perceptions Usinq t h e Human Relations I n c i d e n t :
A Case Study
Author :
(signature$
Roni Maureen Haggarty
( name 1
ABSTRACT
The purpose o f t h i s s t u d y was t o examine, u s i n g a c a s e s t u d y
a p p r o a c h , t h e p e r c e p t u a l o r i e n t a t i o n s and t e a c h i n g b e h a v i o u r s of
classroom t e a c h e r s , i n order t o compare c l a s s r o o m p r a c t i c e t o
prec?Lzted p r a c t i c e as i n d i c a t e d by s c o r e s on t h e Human R e l a t i o n s
I n c i d e n t (HRI), a n i n s t r u m e n t t h a t i d e n t i f i e s t h e p e r c e p t i o n s
i n d i c a t i v e of e f f e c t i v e and i n e f f e c t i v e teachers.
The H R I is developed from t h e work of two people, Arthur W. Combs
and M. Mark Wasicsko.
Combs' p e r c e p t u a l r e s e a r c h i n d i c a t e s t h a t
e f f e c t i v e and i n e f f e c t i v e t e a c h e r s have q u i t e d i f f e r e n t b e l i e f s and
a t t i t u d e s ( p e r c e p t u a l o r i e n t a t i o n s ) and t h a t e f f e c t i v e t e a c h e r s f
perceptions f a l l i n t o f o u r main c a t e g o r i e s :
perceptions of themselves
*
a s a d e q u a t e , a l o n g w i t h an a b i l i t y t o i d e n t i f y w e l l w i t h o t h e r s ,
p e r c e p t i o n s o f o t h e r s a s a b l e t o s o l v e t h e i r own p r o b l e m s i n a
d e p e n d a b l e , r e s p o n s i b l e manner, perceptions of t h e broader importance.
of teaching g o a l s , and perceptions concerning a "frame o f r e f e r e n c e
t h a t is people-oriented.
Using t h e s e c r i t e r i a f o r e f f e c t i v e teaching, Wasicsko designed
t h e Human Relations I n c i d e n t , an i n s t r u m e n t t o measure and q u a n t i f y
t h e i n d i v i d u a l ' s perceptual o r i e n t a t i o n s .
The method used i n t h i s case
study, t o i n v e s t i g a t e t h e t e a c h e r ' s
iii
.
p e r c e p t i o n s , was a case-comparison of t h e a t t i t u d e s , behaviours and
perceptions of t e a c h e r s i n t h e classroom, with t h e i r s t u d e n t - t e a c h i n g
HRI scores,
obtained three years e a r l i e r .
Two t e a c h e r s , one
i d e n t i f i e d a s a "high s c o r e r n and one i d e n t i f i e d a s a nlow s c o r e r n on
t h e H R I were t h e s u b j e c t s of t h i s case study.
Data c o l l e c t e d over a f i v e week period consisted of tape-recorded
c l a s s r o o m o b s e r v a t i o n s , d a i l y l o g notes of observed events and f i n a l
interviews.
A second H R I sample was obtained a t t h i s time.
The d a t a were analyzed t o c o r r e l a t e t h e t e a c h e r s f perceptions of
t h e i r s a t i s f a c t i o n and success with t h e o r i g i n a l H R I s c o r e s , and using
T e a c h e r P r o f i l e s , t o compare Combsf c r i t e r i a o f t h e b e l i e f s and
a t t i t u d e s d e s c r i p t i v e of e f f e c t i v e teaching, with observed b e h a v i o u r s
and teachers1 s e l f - r e p o r t e d perceptions.
/
Results i n d i c a t e t h a t i n these two i n s t a n c e s , t h e H R I s c o r e
c o n s i s t e n t o v e r time, and w i t h i n t h e l i m i t s o f t h i s s t u d y i s
a c c u r a t e assessment of a t e a c h e r t s b e h a v i o u r s and p e r c e p t i o n s
according t o t h e c r i t e r i a e s t a b l i s h e d by Combs.
Results a l s o suggest appropriateness of t h e u s e o f tile H R I
i n s t r u m e n t as a p o t e n t i a l t o o l f o r designing programs f o r t h e purpose
of developing t h e s p e c i f i c n e e d s o f low s c o r i n g s t u d e n t t e a c h e r s .
Such needs include t h e enhancement of self-concept and t h e development
of improved i n t e r p e r s o n a l s k i l l s .
DEDICATION
You cannot teach a person anything.
You only help him t o f i n d i t f o r himself.
G a l i l e o G a l i l e i , 1600
A t e a c h e r can have a powerful impact on t h e l i f e of a child.
a
~m,;ll
In
school i n Northern B r i t i s h Columbia, over twenty y e a r s a g o , a
t e a c h e r began a l i f e l o n g p r o c e s s o f l e a r n i n g t h a t would profoundly
a f f e c t t h i s writer's self-concept and a t t i t u d e s t o l e a r n i n g and l i f e .
H i s positive outlook, h i s consideration f o r others, his
commitment t o c h i l d r e n and t h e l a r g e r g o a l s of education, h i s a b i l i t y
t o r e l a t e meaningfully t o t h e many d i f f e r e n t s t u d e n t s under his care,
and h i s s t i m u l a t i n g approach t o teaching, i n s p i r e d t h e s t u d e n t s i n h i s
c l a s s t o achieve and t o e a r n h i s r e s p e c t .
I n t h e eyes of his s t u d e n t s
*
he was, and is, a g r e a t teacher.
One o f h i s s t u d e n t s e v e n t u a l l y became a teacher h e r s e l f .
*
The
s k i l l s l e a r n e d i n h i s c l a s s helped i n s p i r e her through two u n i v e r s i t y
d e g r e e s , a teacher t r a i n i n g program, and through her, t h e process has
continued t o i n f l u e n c e t h e nine hundred s t u d e n t s she has taught i n t h e
l a s t f i v e years.
Whenever she is c a l l e d on t o d e s c r i b e an e f f e c t i v e
t e a c h e r , he i s t h e e x a m p l e s h e u s e s , f o r t h e m e m o r i e s o f t h e
e x c i t e m e n t of l e a r n i n g i n h i s c l a s s remain v i v i d l y i n her mind.
This
study is p a r t of t h e l e a r n i n g process t h a t began i n his classroom, and
is dedicated with r e s p e c t and a p p r e c i a t i o n t o t h a t teacher.
Thank you, M r . Stewart.
QUOTATION
"1 b e l i e v e t h a t i t s t i l l remains w i t h i n t h e power
of every teacher t o meet h i s c h a l l e n g e w i t h g r a c e , t o
r e s p o n d t o t h e ' p e r c e p t u a l p a r t of h i s t h i n k i n g ' t o
know himself, t o have t h e courage t o s t e p o u t s i d e h i s
o l d s u i t of armour, t o be v u l n e r a b l e , t o o f f e r h i s
imaginative v i s i o n , t h a t c h i l d - l i k e v i s i o n which l i e s
i n t h e eye of t h e beholder
t h e survivor.
-- t h e
teacher, t h e l e a r n e r ,
"
James, Jan-Elizabeth
*
"The eye of t h e beholder:
Perceptions of a classroom
Teacher Education, 1986
ACKNOWLEDGEMENTS
I would l i k e t o thank those who have helped m e t o c o m p l e t e t h i s
study
.
A s p e c i a l t h a n k you g o e s t o D r .
C a r o l y n Mamchur f o r h e r
i h a p i r a t i o n , support and patience.
A v e r y s p e c i a l t h a n k you a l s o g o e s t o Doug f o r h i s c o n s t a n t
support, and t o my p a r e n t s f o r always b e l i e v i n g i n me.
I would l i k e t o t h a n k t h e two t e a c h e r s who p a r t i c i p a t e d i n t h i s
study.
Without them, and o t h e r t e a c h e r s l i k e them, we would make no
p r o g r e s s i n o u r s e a r c h f o r ways t o e n r i c h t h e l i v e s and improve t h e
l e a r n i n g of our young people.
My f i n a l t h a n k s go t o my h i g h s c h o o l s t u d e n t s f o r t a k i n g a n
&
i n t e r e s t i n my s t u d y , and f o r e n c o u r a g i n g m e t o c o n t i n u e .
A very
s p e c i a l t h a n k y o u a l s o g o e s t o S h i r l e y Heap whose p r o f e s s i o n a l
approach and i n v a l u a b l e h e l p was g r e a t l y appreciated.
vii
a
TABLE OF CONTENTS
Page
...........................
Abstract.. . . . . . . . . . . . . . . . . . . . . . . . . .
Approval
D e d i c a t i o n . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . .
Table of Contents. . . . . . . . . . . . . . . . . . . . . . .
L i s t of Tables . . . . . . . . . . . . . . . . . . . . . . . .
Quot a t i o n .
ii
iii
v
vi
vii
viii
x
CHAPTER I
......................
Background t o t h e Study. . . . . . . . . . . . . . .
Purpose o f t h e S t u d y . . . . . . . . . . . . ,. . .
D e f i n i t i o n of Terms. . . . . . . . . . . . . . . . .
Basic Assumptions. . . . . . . . . . . . . . . . . .
Delimitations. . . . . . . . . . . . . . . . . . . .
INTRODUCTION.
1
1
3
5
7:
7
CHAPTER I1
..............
Teacher E f f e c t i v e n e s s . . . . . . . . . . . . . .
Perceptual Psychology. . . . . . . . . . . . . .
Case Study Methodology . . . . . . . . . . . . .
REVIEW OF RELATED LITERATURE.
1.
2.
3.
viii
8
9
19
29
TABLE OF CONTENTS ( Continued)
Page
CHAPTER I11
..................
S e l e c t i o n o f Teachers . . . . . . . . . . . . . .
General Procedures . . . . . . . . . . . . . . .
Classroom Observations . . . . . . . . . . . . .
Interviews . . . . . . . . . . . . . . . . . . .
36
DESIGNS AND PROCEDURES
1
.
.
3.
2
4
.
37
40
44
48
CHAPTER I V
A CASE COMPARISON:
TEACHER PROFILES
...........
3
.
Case Study:
Teacher P r o f i l e A
4
.
Case Study:
Teacher P r o f i l e B
51
.........
.........
85
94
CHAPTER V
...........
Findings . . . . . . . . . . . . . . . . . . . . . . .
Conclusions . . . . . . . . . . . . . . . . . . . . .
Implications . . . . . . . . . . . . . . . . . . . . .
Suggestions f o r F u r t h e r Study . . . . . . . . . . . .
FINDINGS. CONCLUSIONS. IMPLICATIONS
.
2.
1
3
.
4
.
'
114
115
124
125
127
APPENDICES
APPENDIX
APPENDIX
APPENDIX
APPENDIX
APPENDIX
A
B
C
D
E
.The S e l e c t i o n Process . . . . . . . . . . . .
.Classroom Observations: Teacher A . . . . .
.The Interview: Teacher A . . . . . . . . . .
.Classroom Observations: Teacher B . . . . .
..........
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . .
.The
Interview:
Teacher B
ix
128
134
177
208
245
284
LIST OF TABLES
Table
Page
. Q u e s t i o n s t o Guide Data C o l l e c t i o n . . . . . . . . . . . .
2 . Contact Summary Sheet . . . . . . . . . . . . . . . . . . .
3.InterviewGuideline . . . . . . . . . . . . . . . . . . . .
4 . Data Analysis Framework . . . . . . . . . . . . . . . . . .
5 . Overall Frequency of Responses . . . . . . . . . . . . . .
6 . Teacher A:
Comparison o f H R I f l (1982) and H R I 1 2 (1985) .
7 . Teacher A: Pre-HRI . . . . . . . . . . . . . . . . . . . .
8 . Teacher A: Perceptual Rating S c a l e . . . . . . . . . . . .
9 . Teacher A: Post.HR1 . . . . . . . . . . . . . . . . . . .
10. Teacher A: Perceptual Rating S c a l e . . . . . . . . . . . .
11 . Teacher B : Comparison of B R I f l ( 1982) and H R I 82 ( 1985) .
12. Teacher B: Pre.HRI . . . . . . . . . . . . . . . . . . . .
13 . Teacher B: Perceptual Rating S c a l e . . . . . . . . . . . .
14 . Teacher B: Post-HRI . . . . . . . . . . . . . . . . . . .
15 . Teacher B: Perceptual Rating S c a l e . . . . . . . . . . . .
16: Category Codes f o r Analyzing Data . . . . . . . . . . . . .
17 . The P r o f i l e Coding Symbols . . . . . . . . . . . . . . . .
1
43
47
49
54
57
58
59
60
62
64
67
*
68
69
71
73
75
75
CHAPTER I
Introduction
T h i s s t u d y was u n d e r t a k e n t o compare t h e s u g g e s t e d t e a c h i n g
behaviours of two s t u d e n t t e a c h e r s a s i n d i c a t e d by t h e i r s c o r e s on t h e
Human Relations I n c i d e n t , an instrument used t o d e t e r m i n e p e r c e p t u a l
o r i e n t a t i o n s , w i t h t h e i r a c t u a l c l a s s r o o m behaviour, a t t i t u d e s and
perceptions a s p r a c t i s i n g t e a c h e r s two y e a r s l a t e r .
Day a f t e r day t e a c h e r s i n f l u e n c e s t u d e n t s .
Their decisions
influence students' thinking, t h e i r a b i l i t y t o deal with various
s i t u a t i o n s , t h e i r behaviour i n t h e classroom, and consequently, t h e i r
learning.
Establishing descriptive c r i t e r i a of the e f f e c t i v e o r
s u c c e s s f u l t e a c h e r , h o w e v e r , r e m a i n s a r e s e a r c h problem b o t h
challenging and e l u s i v e t o educators.
R e s e a r c h on e f f e c t i v e teaching t r a d i t i o n a l l y tends t o emphasize
c e r t a i n thinking s k i l l s o r behaviors, using p r o c e s s / p r o d u c t m e a s u r e s
of evaluation.
These behaviours o r competencies a r e usually
c o r r e l a t e d t o s t u d e n t s ' achievement on s t a n d a r d i z e d r e a d i n g and math
t e s t s (Rosenshine, 1971).
U n f o r t u n a t e l y , t h e l o n g l a s t i n g , more
s u b t l e , complex i n f l u e n c e s o f t h e a s p e c t s o f g o o d t e a c h i n g a r e
f r e q u e n t l y overlooked o r underestimated.
Teachers' perceptual o r i e n t a t i o n s o r b e l i e f s may be a t t h e c o r e
o f t h e i r e f f e c t i v e n e s s i n t h e classroom.
Combs1 s t u d i e s ( 1962, 1964,
1982) found t h a t t e a c h e r s who were more e f f e c t i v e had c o n s i s t e n t l y
d i f f e r e n t b e l i e f s y s t e m s from t h o s e who were n o t (Combs, Avila, &
Purkey, 1978; Combs, Soper, Gooding, Benton, Dickman, & Usher, 1969;
Koffman, 1975; 0' Roark, 1974; Wascisko, 1 9 7 7 ) .
According t o t h i s
v i e w , t h e t e a c h e r ' s a t t i t u d e s and b e l i e f s a r e c r u c i a l v a r i a b l e s
a f f e c t i n g s t u d e n t l e a r n i n g and t h e q u a l i t y of classroom i n t e r a c t i o n s .
Process/product instruments cannot measure t h e a e r s o n a l i t y of t h e
teacher.
The c l a s s r o o m i s a complex s e t t i n g .
There a r e s o many
situational f a c t o r s operating simultaneously during the teacher's
lesson.
T r a d i t i o n a l , low-inference systematic observation instruments
cannot a c c u r a t e l y d e s c r i b e l i f e i n t h e c l a s s r o o m (Zumwalt , 1982) o r
uncover t h e b e l i e f system t h a t , according t o perceptual psychologists,
most a f f e c t s teacher e f f e c t i v e n e s s .
Their purpose on t h e o t h e r hand
is t o r e p o r t observable, on t h e s u r f a c e behaviours only.
*
A p r e s s i n g need t o r e s e a r c h e r s i n t h i s a r e a o f p e r c e p t i o n h a s
been t h e development of a r e l i a b l e instrument t o determine the
i n d i v i d u a l 1s perceptual o r i e n t a t i o n s .
A high inference instrument
designed by Wasicsko (1977), r e v e a l s t h e b e l i e f systems of teachers.
The Human Relations I n c i d e n t measures t e a c h e r s ' p e r c e p t i o n s i n
four categories:
a ) p e r c e p t i o n s of self, b) perceptions of o t h e r s ,
c ) perceptions of t a s k , and d ) perceptions of educational purpose.
The purpose of t h i s instrument i s t o i d e n t i f y those t e a c h e r s with
t h e c h a r a c t e r i s t i c s most l i k e l y t o succeed, and t o i d e n t i f y e a r l y i n
t h e s t u d e n t t e a c h e r t s t r a i n i n g t h e i r a p t i t u d e f o r teaching.
Results
may provide counselling information f o r teacher t r a i n i n g i n s t i t u t i o n s ,
a n d p r e s e n t e d u c a t o r s w i t h a new method f o r e v a l u a t i n g t e a c h e r
effectiveness.
Along w i t h a new instrument f o r e v a l u a t i n g and a s s e s s i n g teacher
performance comes t h e need f o r r e s e a r c h i n t h e a r e a o f p e r c e p t u a l
o r i e n t a t i o n s , and f o r t r a i n e d r a t e r s t o i n f e r t h e s e o r i e n t a t i o n s using
t h e perceptual r a t i n g s c a l e (Wasicsko, 1977).
The t e a c h e r / l e a r n e r r e l a t i o n s h i p i s a mu1 t i - d i m e n s i o n a l
phenomenon and perhaps t h e most powerful i n f l u e n c e i n t h e classroom on
t h i s phenomenon i s t h e e f f e c t o f t h e t e a c h e r s t a t t i t u d e s and
personality.
Combs (1982) p o i n t s t o t h e need t o examine t h e t e a c h e r ' s
p e r c e p t i o n s , a t t i t u d e s and v a l u e s f o r t h e key t o t h e p e r c e p t u a l
c r i t e r i a which a f f e c t profoundly t h e a b i l i t y t o teach e f f e c t i v e l y .
R e s e a r c h i s needed t h a t p o i n t s t o a more h o l i s t i c , perceptual
view of teacher e f f e c t i v e n e s s away from t h e t r a d i t i o n a l e m p h a s i s on
/
me t h o d o l o g y , t e a c h e r knowledge and grade point average.
A reliable
a
instrument is needed t o o b t a i n t h e t e a c h e r s t p e r c e p t u a l o r i e n t a t i o n s
p r i o r t o p r o f e s s i o n a l p r a c t i c e , i n order t o improve teacher s e l e c t i o n
p o l i c y and promote i n d i v i d u a l i z e d i n s t r u c t i o n a n d t r a i n i n g f o r
t e a c h e r s . It i s t h e r o l e of teacher education programs t o provide our
c h i l d r e n w i t h t e a c h e r s who have t h e most e f f e c t i v e i n t e r p e r s o n a l
s k i l l s s o a s t o s e t t h e h i g h e s t p o s s i b l e standards f o r l e a r n i n g and
i n s t r u c t i o n i n our schools.
It was t h e purpose of t h i s study t o examine, u s i n g a c a s e s t u d y
a ) t h e r e l a t i o n s h i p between two s t u d e n t teachers1 perceptual s c o r e s on
t h e Human R e l a t i o n s I n c i d e n t and t h e i r p e r c e p t i o n s a s c l a s s r o o m
t e a c h e r s a f t e r t h r e e y e a r s teaching e x p e r i e n c e , b ) t o compare t h e s e
t e a c h e r s 1 f i r s t H R I s c o r e w i t h a f o l l o w up s c o r e a t t h i s time, and
c ) t o compare t h e H R I s c o r e s with Combsf c r i t e r i a f o r t h e a d e q u a t e ,
e f f e c t i v e teacher.
A s Combs (1982) says, t h e key t o d e s c r i b i n z a successful teacher
l i e s not only i n t h e a r e a o f e x t e r n a l o b s e r v a b l e b e h a v i o u r s u c h a s
o r g a n i z e d l e s s o n p l a n s and methodology, o r i n o t h e r i s o l a t e d
behaviours t h a t w i l l continue t o vary between t e a c h e r s , b u t a l s o i n
t h e u n i q u e b e l i e f s and a t t i t u d e s held by t h e i n d i v i d u a l teacher t h a t
have a long-term e f f e c t on s t u d e n t s 1 l e a r n i n g .
Methodology must be designed t o meet t h e complex n a t u r e of those
t e a c h e r s 1 a t t i t u d e s a n d b e l i e f s w h i c h r e f l e c t t h e i r own
i n d i v i d u a l i s t i c and personal approach i n t h e classroom.
*
The approach
f l e x i b l e enough t o meet t h e s e needs is t h e case study, a s recommended
by o t h e r s t u d i e s o f t e a c h e r s 1 p e r c e p t i o n s (Mamchur & Nelson, 1983;
Wasicsko, 1977, 1981).
An i n d e p t h s t u d y o f a h i g h and low s c o r e r may p r o v i d e t h e
necessary d a t a t o r e l a t e t h e o r i g i n a l H R I score t o t h e t e a c h e r ' s
c h a r a c t e r i s t i c perceptions.
T h i s may provide more information f o r
educators designing e v a l u a t i o n g u i d e l i n e s .
Perceptual psychologists say t h a t the c r i t i c a l challenge t o
education is t h e exstmination of t h e t e a c h e r ' s b e l i e f s and a t t i t u d e s
t h a t a f f e c t h e r g o a l s and expectations, and which i n t u r n , i n f l u e n c e
t h e development and f u l f i l l m e n t of t h e p o t e n t i a l o f t h e c i t i z e n s o f
..
tomorrow.
"The world we l i v e i n needs such people a s never before,
and i t is t h e t a s k of education t o provide themn (Combs, 1962, p. 2).
P e r c e p t u a l r e s e a r c h e r s have provided d e s c r i p t i o n s of e f f e c t i v e
teachers1 perceptions.
The t a s k t h a t r e m a i n s i s t o c o n f i r m t h e
a b i l i t y o f t h i s p e r c e p t u a l i n s t r u m e n t t o i d e n t i f y and p r e d i c t t h e
q u a l i t i e s of those t e a c h e r s most l i k e l y t o be adequate and e f f e c t i v e .
T h i s c a s e s t u d y f o c u s e d on p r o f i l e s o f a h i g h and low s c o r e r
using t h e HRI instrument i n an a t t e m p t t o provide i n s i g h t i n t o a ) t h e
r o l e p e r c e p t i o n s p l a y on t e a c h e r s 1 b e h a v i o u r s and a t t i t u d e s i n t h e
classroom and b ) t h e a b i l i t y of t h i s i n s t r u m e n t t o p r e d i c t , u s i n g
Combs1 c r i t e r i a , a teacher1$ e f f e c t i v e n e s s , and c ) t h e key d i f f e r e n c e s
between a high and low s c o r e r .
The need f o r a follow-up s t u d y o f t e a c h e r s who had previously
*
taken p a r t i n t h e HRI p i l o t s t u d y a s s t u d e n t t e a c h e r s , i n o r d e r t o
compare t h e i r o r i g i n a l s c o r e s w i t h t h e i r performance a s full-time
p r a c t i s i n g p r o f e s s i o n a l s , provided t h e r a t i o n a l e f o r this study.
Ilefinitions
The following terms are used throughout t h e body of this work:
1
.
Human Relations I n c i d e n t
A s e l f - r e p o r t instrument t h a t determines t e a c h e r perceptions
b a s e d on t h e r e s e a r c h o f Combs and S o p e r ( 1 9 6 3 ) which i n d i c a t e s .
e f f e c t i v e t e a c h e r s have c h a r a c t e r i s t i c p e r c e p t i o n s of themselves,
o t h e r s , t h e t a s k a t hand, and t h e o v e r a l l e d u c a t i o n a l p u r p o s e o f
teaching.
2.
Inference
High i n f e r e n c e instruments are used by r e s e a r c h e r s t o explore t h e
teachers' a f f e c t i v e domains, p a r t i c u l a r l y t h e i r p e r c e p t i o n s ,
a t t i t u d e s , b e l i e f s , and p e r s o n a l i t y .
H i ~ bi n f e r e n c e i n s t r u m e n t s
r e q u i r e a t r a i n e d r a t e r w i t h t h e e x p e r t i s e t o make a s u b j e c t i v e
judgement based u s u a l l y on classroom observations.
Low i n f e r e n c e instruments, o f t e n used i n s y s t e m a t i c o b s e r v a t i o n
s t u d i e s , r e q u i r e s o b s e r v e r s t o record specific observations, such a s
t h e number of times a .teacher smiles, p r a i s e s a c h i l d o r moves t o a
c e r t a i n p a r t of t h e room.
It is a p r e c i s e count of e a s i l y recorded,
c l e a r l y defined behaviour t h a t l e n d s itself t o s t a t i s t i c a l t r e a t m e n t .
It is assumed t h e rater can be o b j e c t i v e i n t h e process.
&
J
3.
Teacher E f f e c t i v e n e s s
For t h e purposes of t h i s study, an e f f e c t i v e teacher is a teacher
with c e r t a i n b e l i e f s and a t t i t u d e s ( p e r c e p t u a l o r i e n t a t i o n s ) a b o u t
people.
An e f f e c t i v e teacher has "empathic q u a l i t i e s n o r t h e a b i l i t y
t o look a t a s i t u a t i o n from another person's point of view.
She has a
" p o s i t i v e s e l f - c o n c e p t n and b e l i e v e s o t h e r s a r e "able, trustworthyn
and " f r i e n d l y n .
She a l s o has "open, f a c i l i t a t i n g p u r p o s e s n t h a t a r e
mainly "process-orientedn.
An e f f e c t i v e teacher is an "authenticn and
"genuinen human b e i n g c o n c e r n e d w i t h t h e b e l i e f s and f e e l i n g s of
o t h e r s , r a t h e r t h a n with t h e management of a f f a i r s and t h e r u l e s and
-
regulations i n a situation.
1.
T e a c h e r s 1 b e h a v i o u r s r e f l e c t c h a r a c t e r i s t i c perceptions.
2.
Teacher e f f e c t i v e n e s s i n t h e classroom is determined by
t h e s e c h a r a c t e r i s t i c perceptions, b e l i e f s , and values.
3.
Effective and i n e f f e c t i v e t e a c h e r s have q u i t e d i f f e r e n t
perceptions.
4.
The H R I i n s t r u m e n t a c c u r a t e l y d e s c r i b e s e f f e c t i v e
t e a c h i n g a s o u t l i n e d by Combs a n d S o p e r 1 s ( 1 9 6 3 )
p e r c e p t u a l c a t e g o r i e s o f s e l f , o t h e r s , p u r p o s e and
frame of reference.
nelimitations
This study is s u b j e c t t o t h e following d e l i m i t a t i o n s , r e g a r d i n g
generalizability:
1.
The study was l i m i t e d t o a sample of two.
2.
A l l q u a l i t a t i v e d a t a was c o l l e c t e d by t h e researcher.
3.
A high l e v e l of i n f e r e n c e is required not only t o score
t h e H R I , but t o c o l l e c t , draw p a r a m e t e r s a r o u n d and
analyze c o l l e c t e d data.
4.
C o l l e c t i o n and a n a l y s i s of d a t a may be influenced i f
r e s e a r c h e r i s aware of t e a c h e r s 1 H R I scores.
CHAPTER I1
Review of t h e L i t e r a t u r e
The l i t e r a t u r e r e v i e w of t h i s s t u d y w i l l f o c u s on t h r e e main
areas:
( 1 ) t e a c h e r e f f e c t i v e n e s s , ( 2 ) p e r c e p t u a l p s y c h o l o g y , and
( 3 ) case study methodology.
The c o n c e p t o f t h e e f f e c t i v e t e a c h e r is an e l u s i v e phenomenon
whose c o m p e t e n c i e s d e f y d e s c r i p t i o n d e s p i t e y e a r s o f s y s t e m a t i c
r e s e a r c h by e d u c a t o r s :
"Research i n teacher e f f e c t i v e n e s s has spent
289 y e a r s i n a v a i n a t t e m p t t o i d e n t i f y t h i s i m a g i n a r y s e t o f
t r a d i t i o n a l l y attempted t o c o r r e l a t e a t e a c h e r s f b e h a v i o u r s , s k i l l s
and competencies with t h e i r p u p i l s ' achievement on standardized tests
(Dunkin & B i d d l e , 1974; Medley & M i t z e l , 1959; ~ o s e n s h i n e , 1971;
R o s e n s h i n e & F u r s t , 1973)
.
According t o Dunkin and Biddle 1 1974),
i n a d e q u a t e r e s e a r c h methods and v a r y i n g c r i t e r i a f o r e f f e c t i v e
b e h a v i o u r weaken t h e s e systematic observation s t u d i e s , t h u s producing
few c o n s i s t e n t r e s u l t s (Medley, 1979)
.
It sdzms t h e complexity of t h e
t e a c h e r / l e a r n e r r e l a t i o n s h i p makes c l a s s r o o m o b s e r v a t i o n s u s i n g
t r a d i t i o n a l means of d a t a c o l l e c t i o n d i f f i c u l t , r e s u l t i n g i n this l a c k
of agreement a s t o what c o n s t i t u t e s an e f f e c t i v e teaching performance
(Brophy & Evertson, 1976; Evans, 1976; Medley, 1 9 7 7 ) .
Consequently,
some r e s e a r c h e r s h a v e s h i f t e d t h e i r b e h a v i o u r a l d e f i n i t i o n s of
e f f e c t i v e teaching t o a n examination o f a t e a c h e r ' s p e r s o n a l
c h a r a c t e r i s t i c s s u c h a s a t t i t u d e s , b e l i e f s and values.
A teacher1 s
perceptions of himself and of t h e world seem t o p r o f o u n d l y i n f l u e n c e
s t u d e n t s 1 l e a r n i n g (Combs, 1982; Combs, Richards, & Richards, 1976;
Combs & S o p e r , 1 9 6 3 ) .
These p e r c e p t u a l o r i e n t a t i o n s h a v e b e e n
m e a s u r e d u s i n g a h i g h i n f e r e n c e i n s t r u m e n t known as t h e "Human
R e l a t i o n s I n c i d e n t n (Mamchur, 1 9 8 2 ; W a s i c s k o , 1 9 7 7 ) .
Using
q u a l i t a t i v e r e s e a r c h methods (Miles & Huberman, 1984b), a d e s c r i p t i o n
of t h e t e a c h e r s 1 perceptions i n t h e classroom, and a f o l l o w up
comparison of t h e s e perceptions with t h e i r o r i g i n a l H R I s c o r e s can be
obtained by means of a case study method.
The b e s t t e a c h e r i s one who, t h r o u g h e s t a b l i s h i n g a
personal r e l a t i o n , f r e e s t h e s t u d e n t t o l e a r n . The
l e a r n i n g c a n o n l y t a k e p l a c e i n t h e s t u d e n t , and t h e
teacher can only c r e a t e t h e c o n d i t i o n s f o r l e a r n i n g .
The a t m o s p h e r e c r e a t e d by a g o o d i n t e r p e r s o n a l
r e l a t i o n s h i p i s t h e major c o n d i t i o n f o r l e a r n i n g .
( P a t t e r s o n , 1973, P. 98)
Educators'
a t t e m p t s t o i d e n t i f y and d e s c r i b e t h e e f f e c t i v e
teacher have r e s u l t e d i n a c o n s i d e r a b l e body o f knowledge o v e r t h e
years.
F o l l o w i n g i s an o u t l i n e of t h e e a r l y work i n t h i s f i e l d , t h e
r e s e a r c h s t r a t e g i e s of process/product s t u d i e s , and t h e c u r r e n t t r e n d
toward t h e i n d i v i d u a l teacher a s t h e key t o e f f e c t i v e learning.
Assumptions guiding today's r e s e a r c h e r have t h e i r r o o t s i n e a r l y
effectiveness studies.
According t o Medley (1982), one assumption was
t h a t anyone could determine a t e a c h e r ' s e f f e c t i v e n e s s on t h e b a s i s o f
a
a few minutes observation.
The o t h e r was t h a t c e r t a i n q u a l i t i e s l i k e
"honestyn and "magnetismn c o u l d n o t be t a u g h t ; p r a c t i s i n g t e a c h e r s
e i t h e r were born with them o r were not.
The method o f e v a l u a t i o n i n t h e s e e a r l y s t u d i e s ( c h a r t e r s &
Waples, 1929 ; H a r t , 1936 ; K r a t z , 1986
, reflected
t h e s e underlying
b e l i e f s ; using r a t i n g s c a l e s (Boyce, :315), p u p i l s described t h e
t e a c h e r s they l i k e d best.
L i t t l e a t t e m p t was made however, t o
v a l i d a t e t h e r e s u l t s with p u p i l l e a r n i n g .
Later validation studies
( B a r r , 1935; Medley & Mitzel, 1959), produced no c o r r e l a t i o n s between
p u p i l o r s u p e r v i s o r r a t i n g , and pupil achievement.
Today, educational
d e c i s i o n s a r e o f t e n based on " o b s o l e t e n and " i n v a l i d r e s u l t s n t h a t
"have penetrated t o t h e very core of b e l i e f s of e d u c a t i o n a l d e c i s i o n
makers and a f f e c t e d them accordinglyn (Medley, 1982, p. 1894).
*
Over t h e l a s t 30 y e a r s , as r e s e a r c h e r s a t t e m p t t o d e s c r i b e t h e
e f f e c t i v e t e a c h e r a n d d e t e r m i n e what c o n s t i t u t e s c r i t e r i a f o r
e f f e c t i v e teaching, a more empirical a p p r o a c h h a s d e v e l o p e d w i t h a n
e m p h a s i s p r i m a r i l y on what i s known a s p r o c e s s / p r o d u c t r e s e a r c h
(Cronbach & Snow, 1977; Gage, 1963; Mitzel, 1960; Rosenshine, 1971).
Process c r i t e r i a f o r t e a c h e r evaluation r e f e r s t o the specific
performance o r i n s t r u c t i o n a l b e h a v i o u r s o f t h e t e a c h e r i n t h e
classroom.
R e s e a r c h e r s c o n c e n t r a t e on methods and s t r a t e g i e s of
t e a c h i n g ( t y p e s o f a s s i g n m e n t s used and o r g a n i z a t i o n of l e a r n i n g
m a t e r i a l s ) , t e a c h e r b e h a v i o u r ( s m i l i n g , d e m o n s t r a t i n g enthusiasm,
g i v i n g d i r e c t i o n s ) , and t r a n s a c t i o n s between p u p i l s and t e a c h e r s
..
( p u p i l involvement, teacher p r a i s e , p o s i t i v e reinforcement).
Product c r i t e r i a r e f e r s t o t h e o v e r a l l impact a t e a c h e r h a s upon
student learning.
The end p r o d u c t ( a c h i e v e m e n t g a i n s , a t t i t u d e s
toward school, i n t e l l e c t u a l growth) o r f i n a l r e s u l t of t e a c h i n g , i s
the focus.
T e a c h e r s a r e o b s e r v e d a number o f t i m e s and c e r t a i n
b e h a v i o u r s are i d e n t i f i e d ; t h e s e a r e i n t u r n c o r r e l a t e d t o p u p i l
a c h i e v e m e n t o r o t h e r s p e c i f i c changes i n a t t i t u d e o r behaviour t h a t
can be a t t r i b u t e d t o t h e e f f e c t s of t h e teacher.
P r o c e s s / p r o d u c t methods have p r o v i d e d a n i m p o r t a n t body o f
knowledge on teaching, and on c o r r e l a t i n g p r o c e s s c r i t e r i a ( t e a c h e r
p e r f o r m a n c e ) with product c r i t e r i a ( t e a c h e r e f f e c t i v e n e s s ) .
The most
t y p i c a l methods of d a t a c o l l e c t i o n i n c l u d e r a t i n g s c a l e s , a n d
s y s t e m a t i c o b s e r v a t i o n instruments t h a t focus on s p e c i f i c a s p e c t s of
*
classroom behaviour.
Sometimes i n f e r e n c e s c o n c e r n i n g t h e t e a c h e r s
o v e r a l l performance a r e included.
Pupil t e s t scores a r e then
c o r r e l a t e d t o teacher behaviours (Brophy , 197 9; Gage, 196 3 ; Medley,
1977)
Medley's (1977) r e v i e w of p r o c e s s / p r o d u c t r e s e a r c h f i n d i n g s
r e v e a l s s t u d i e s were however, l i m i t e d t o e l e m e n t a r y p u p i l s from low
socio-economic backgrounds.
Despite t h i s l i m i t e d context, s i g n i f i c a n t
c o r r e l a t i o n s r e s u l t e d i n t h e i d e n t i f i c a t i o n of s e v e r a l key v a r i a b l e s
being r e l a t e d t o s t u d e n t achievement.
These v a r i a b l e s included a well
managed but not t o o r i g i d l e a r n i n g environment along with more teacher
p r a i s e t h a n c r i t i c i s m ( B r o p h y , 1 9 7 9 ) , more t e a c h e r - d i r e c t e d
a
i n s t r u c t i o n t o t h e whole c l a s s , and r e g u l a r t e a c h e r s u p e r v i s i o n
( F i s h e r e t a l . , 1980).
They a l s o included lower, r a t h e r t h a n h i g h e r ,
cognitive l e v e l questions during discussions, with l e s s attention
being given t o p u p i l q u e s t i o n s than t o t e a c h e r q u e s t i o n s ( R o s e n s h i n e ,
1971).
I n a r e v i e w o f t h e s t u d i e s c o r r e l a t i n g teacher behaviours with
s t u d e n t s 1 l e a r n i n g , Rosenshine and F u r s t (1973) conclude t h a t s p e c i f i c
s k i l l s o r m e a s u r a b l e b e h a v i o u r s do improve i n s t r u c t i o n .
These
behaviours i n c l u d e " c l e a r v e r b a l communicationn, nenthusiasmn, " d i r e c t
i n s t r u c t i o n n as opposed t o g r o u p i n s t r u c t i o n , and l a c k o f h a r s h
teacher c r i t i c i s m .
I n h i s study of elementary s t u d e n t s ' a c h i e v e m e n t
on a standardized reading and mathematics tests, Rosenshine i d e n t i f i e d
key v a r i a b l e s t h a t he found improved c h i l d r e n ' s test scores.
R o s e n s h i n e s ( 1973) model o f c l a s s r o o m i n s t r u c k o n known a s
a
" d i r e c t i n s t r u c t i o n n , is based on t h e s e f i n d i n g s , and t e a c h e r s a r e now
b e i n g t r a i n e d t o d e v e l o p p r o f i c i e n c y i n t h e use of these v a r i a b l e s .
S t u d i e s show t h a t w i t h i n t h i s l i m i t e d context t h e achievement g a i n s of
p u p i l s i n c r e a s e s (Anderson, Evertson & 3rophy; Good & Grouws, 1979).
The complex n a t u r e of c l a s s r o o m i n t e r a c t i o n s makes e v a l u a t i o n
d i f f i c u l t a t t h e b e s t of times and c a u t i o n must be used when drawing
c o n c l u s i o n s from t h i s r e s e a r c h .
C o m p l i c a t i o n s a r i s e due t o b o t h
p h i l o s o p h i c a l and t e c h n i c a l d i f f i c u l t i e s .
D i f f e r e n t t h e o r i e s of
l e a r n i n g among o b s e r v e r s f o r example, o r d i s a g r e e m e n t o v e r w h a t
t e a c h e r b e h a v i o u r s t o r e c o r d d u r i n g systematic observation, o r what
p u p i l c h a n g e s t o o b s e r v e , may be a r e f l e c t i o n of t h e hidden b i a s e s ,
v a l u e s and o p i n i o n s o f t h e e v a l u a t o r s who b e l i e v e t h e i r r a t i n g i s
o b j e c t i v e (Soar, Soar, & Ragosta, 1975).
Technical d i f f i c u l t i e s a l s o occur i n t h e process/ produc t method
.
How t o e v a l u a t e p u p i l s a c r o s s s u b j e c t s and g r a d e s , how t o observe
t e a c h e r s who don't c o n t r o l a l l i n s t r u c t i o n a l v a r i a b l e s b u t who a r e
a s s e s s e d on t h e b a s i s o f a few classroom v i s i t s o r l e s s , and how t o
account f o r t h e varying l e v e l s of s t u d e n t achievement when t a u g h t by
t h e same t e a c h e r a r e t e c h n i c a l p r o b l e m s t h a t must be overcome.
Another major weakness is t h a t t h e l o n g term e f f e c t s o f t e a c h e r s on
p u p i l s t l e a r n i n g cannot be measured over one term o r course, o r with
one instrument (Good, Biddle & Brophy, 1975; Medley, 1979).
Using t h e process/product method of d a t a c o l l e c t i o n , a r e s e a r c h e r
*
o f t e n overlooks changes o r improvements i n t h e i n d i v i d u a l pupil.
Just
a s t h e i n d i v i d u a l p u p i l s are l o s t i n t h e study, s o a r e t h e i n d i v i d u a l
changes i n performance by t h e t e a c h e r .
If a t e a c h e r c h a n g e s h i s
q u e s t i o n i n g s t r a t e g i e s o r changes h i s g r o u p i n g t o i n c o r p o r a t e new
s k i l l s i n t o h i s i n s t r u c t i o n a l methods, t h e p r o c e s s / p r o d u c t paradigm
w i l l not pick up t h e s e v a r i a t i o n s .
"Any i n t e n t i o n a l v a r i a t i o n s t h a t a
teacher i n t r o d u c e s t o adapt h i s o r h e r behaviour t o d i f f e r e n t purposes
a r e t r e a t e d a s e r r o r s of measurementn (Medley, 1982, p. 1898).
These r e s e a r c h weaknesses limit conclusions and g e n e r a l i z a b i l i t y
a f f e c t i n g i n t e r p r e t a t i o n o f t h e c o r r e l a t i o n s found between student
achievement and key teacher behaviours.
Few t e a c h e r b e h a v i o u r s have
..
a c t u a l l y been l i n k e d c a u s a l l y w i t h h i g h e r achievement i n students.
According t o Evans (1976), we can only d i s c u s s t h e s e c o r r e l a t i o n s i n
terms of d e s c r i b i n g N r e l a t i o n s h i p s Na s "teacher behaviours and s t u d e n t
achievement g a i n s go t o g e t h e r , but r e s e a r c h e r s haven1 t been a b l e t o
p r o v e t e a c h e r behaviours cause higher achievementn (p. 89).
A s Glass
(1974) a l s o notes, tests do not nrevsal t h e v a r i e t y of w a y s i n which
t e a c h i n g and l e a r n i n g can be c r e a t i v e , favorably o p p o r t u n i s t i c , and
uniquely meaningfulN ( p. 14).
O t h e r q u e s t i o n s f a c i n g r e s e a r c h e r s c o n d u c t i n g t h i s t y p e of
r e s e a r c h a r e a ) how t o measure s t u d e n t g a i n i n non-cognitive domains;
b) how t o s e p a r a t e t h e e f f e c t of one teacher from another on a c h i l d ' s
l e a r n i n g , and ( c ) how t o measure t h e l a r g e r g o a l s o f e d u c a t i o n t h a t
c a n n o t b e m e a s u r e d by s t a n d a r d i z e d means.
For example, o n e ' s
*
c o n t r i b u t i o n t o s o c i e t y , one's happiness i n l a t e r l i f e , and o n e ' s l o v e
o f l i t e r a t u r e are d i f f i c u l t t o assess.
A f o u r t h problem . f a c i n g
r e s e a r c h e r s i s how t o measure t h e e f f e c t s o f l e a r n i n g o v e r time.
According t o Medley ( 1979) , t h e N s t a b i l i t y Nof teacher e f f e c t i v e n e s s ,
over time, i s t h e only e f f e c t worthy of being c a l l e d e f f e c t i v e .
When a c h i l d ' s a c h i e v e m e n t on a s t a n d a r d i z e d t e s t becomes t h e
chief c r i t e r i o n f o r teacher e f f e c t i v e n e s s , s c h o o l s o f t e n r e s o r t t o
d e f i n i n g t e a c h e r success a s t h e a b i l i t y t o teach c h i l d r e n those b a s i c
s k i l l s t h a t f a l l w i t h i n t h e s e l i m i t e d , s h o r t term p a r a m e t e r s .
As
E v e r t s o n , Anderson and Brophy (1978) conclude, standardized t e s t s are
inadequate a s measures of e f f e c t i v e o v e r a l l learning.
C r i t i c s of t h e p r o c e s s - p r o d u c t a p p r o a c h t o studying e f f e c t i v e
teaching point t o ' t h e need f o r r e s e a r c h t h a t i n c l u d e s a v a r i e t y o f
t e a c h i n g s i t u a t i o n s and c o n t e x t s .
Studies indicate that effective
teaching i s a complex i n t e r a c t i o n of such v a r i a b l e s a s course c o n t e n t ,
s t u d e n t c h a r a c t e r i s t i c s , and teacher behaviours (Soar & Soar, 1978).
E f f o r t s t o i d e n t i f y o r d e s c r i b e e f f e c t i v e teaching behaviours i n d i c a t e
t h a t t e a c h e r competencies such as t h e i n t e r a c t i o n of such f a c t o r s a s
i n s t r u c t i o n a l content, knowledge of s u b j e c t m a t t e r , a t t i t u d e toward
s t u d e n t s , t h e u s e o f s i n g l e behaviours such as p r a i s e o r group s i z e ,
l e a r n i n g g o a l s and o b j e c t i v e s , a n d o t h e r f a c t o r s s u c h a s t h e
c h a r a c t e r i s t i c s o f t h e s t u d e n t s themselves, a l l combine t o c r e a t e a
complicated contextual s i t u a t i o n .
D e s p i t e t h i s e v i d e n c e , n f i n d i n g s about teacher behaviour/ pupil
/
achievement r e l a t i o n s h i p s a r e l i m i t e d t o p a r t i c u l a r i n s t r u c t i o n a l
c o n t e x t s , " f o r i n s t a n c e female, white, middle c l a s s , s u b u r b a n , ' s i n g l e
grade l e v e l classrooms (Dunkin & B i d d l e , 1 974, p
( 1982)
. 36 0 ) .
A s Zumwal t
s a y s , t h e classroom is too complex and ncontextualn t o produce
g e n e r a l i z a t i o n s regarding teacher e f f e c t i v e n e s s using p r o c e s s / p r o d u c t
methods
.
Brophy and E v e r t s o n ( 1976), a l s o d e s c r i b e t h e teaching arena as
ncontextualn, and stress t h a t a t e c h n i q u e t h a t works e f f e c t i v e l y i n
one classroom is not n e c e s s a r i l y e f f e c t i v e i n another.
While studying
second and third-graders, they found no s t r o n g c o r r e l a t i o n s between a
t e a c h e r ' s behaviours i n one c l a s s and her behaviours i n l a t e r c l a s s e s
( Campbell,
197 2; S h a v e l s o n & Dempsey , 1 975).
They found t h a t good
t e a c h e r s change t h e i r teaching s t y l e t o f i t t h e s i t u a t i o n , and t h a t a
p a r t i c u l a r way of teaching i s not always a p p r o p r i a t e f o r every s t u d e n t
or class.
"Few i f any s p e c i f i c teaching behaviours a r e a p p r o p r i a t e i n
a l l c o n t e x t s n (Brophy, 1979, p. 35).
R e s e a r c h e r s are now p o i n t j ?g t o t h e p e r s o n a l i t y o r a t t i t u d e s of
the teacher a s a c r i t i c a l factor i n s t u d e n t s ' l e a r n i n g .
Although a
p a t t e r n o f b e h a v i o u r seems t o be more i m p o r t a n t t h a n a s i n g l e
behaviour i n t h e classroom (Good & Grouws, 1975; McDonald, 1 9 7 5 ) , i t
t o o v a r i e s a c c o r d i n g t o t h e context of t h e l e a r n i n g s i t u a t i o n (Good,
Ebmeier & Beckerman, 1978).
D i f f e r e n t s u b j e c t s and o b j e c t i v e s may
r e q u i r e d i f f e r e n t p a t t e r n s of teaching, and t h e most e f f e c t i v e t e a c h e r
may be t h e i n d i v i d u a l capable of changing h i s teaching t o i n c o r p o r a t e
p a r t i c u l a r g r o u p s o f s t u d e n t s , o r t o s u i t t h e c G n t e x t of t h e
a
situation.
The most e f f e c t i v e t e a c h e r i s a p e r s o n w i t h c e r t a i n v a l u e s ,
b e l i e f s and a t t i t u d e s (Combs, 1977).
She uses her perceptions t o make
r e s p o n s i b l e d e c i s i o n s i n a v a r i e t y of s i t u a t i o n s .
The most important
f a c t o r i n a t e a c h e r ' s performance may be an i n n e r voice of reason t h a t
t h e t e a c h e r a u t o m a t i c a l l y c a l l s o n when a d j u s t i n g , o f t e n
i n s t a n t a n e o u s l y , t o mu1t i p l e classroom v a r i a b l e s .
A s Medley ( 1 98 2)
says, "the wisdom a teacher shows i n making such changes may well be a
major determiner o f how e f f e c t i v e t h e t e a c h e r is.
This important
e l emen t i n t e a c h e r performance has been almost completely ignored i n
process-product s t u d i e s n (p. 1899).
Another i m p o r t a n t a r e a o f s t u d y c o n c e r n s i t s e l f w i t h presage
c r i t e r i a f o r e f f e c t i v e n e s s , o r c h a r a c t e r i s t i c s t h e teacher b r i n g s i n t o
teacher training.
These i n c l u d e v a r i a b l e s s u c h as p e r s o n a l i t y ,
a t t i t u d e and perceptions.
Although classroom t e a c h i n g r e q u i r e s s u c h
s k i l l s a s c u r r i c u l u m p l a n n i n g , knowledge o f s u b j e c t , e f f i c i e n t
management techniques and i n s t r u c t i o n a l s t r a t e g i e s , t h e s e s k i l l s a r e
n o t enough.
It seems some t e a c h e r s have t h e a b i l i t y t o use c e r t a i n
strategies and methods i n a more e f f e c t i v e way than o t h e r s , d e p e n d i n g
on t h e i r a b i l i t y t o make i n t e l l i g e n t , wise and perceptive decisions.
nA
simple but profound truism about teaching is t h a t 'good'
teaching
is not done i n one s p e c i f i c way with one s p e c i f i c kind of methodologyn
(Hamachek, 1985, p. 3).
Not o n l y i s t h e r e no one e f f e c t i v e way t o
t e a c h a c c o r d i n g t o t h i s view, but t h e e f f e c t i v e zeacher has a
a
ncharisman which stems from " w i s e choices f o r one's own r e p e r t o i r e o f
b e h a v i o u r s , and t h e p h i l o s o p h i c a l knowledge t o manage o n e ' s own
p r o f e s s i o n a l growthn (p. 238).
A t t h e core of e f f e c t i v e t e a c h i n g a r e
t h e b e l i e f s o f t h a t i n d i v i d u a l p e r s o n c a l l e d t e a c h e r who runs t h e
c l a s s (Good & Brophy, 1973).
Agreement among r e s e a r c h e r s remains l i m i t e d t o t h e premise t h a t
t e a c h e r s do make a d i f f e r e n c e i n t h e classroom l e a r n i n g , t h e y do have
a n i m p a c t on s t u d e n t a t t i t u d e s and s t u d e n t achievement, but they do
not a l l a c t t h e same (Borich & Fenton, 1977; Good, B i d d l e & Brophy,
1975).
Graphs, c h a r t s , and t a b l e s may o u t l i n e t h e competencies of
n g o o d n t e a c h e r s , y e t no c o n s i s t e n t d e s c r i p t i o n o f t h e e f f e c t i v e
teacher e x i s t s among educational r e s e a r c h e r s , and t h e c r i t e r i a t o u s e
t o e v a l u a t e e f f e c t i v e teaching remains a debated i s s u e .
Improved assessment of teacher e f f e c t i v e n e s s i s c r i t i c a l i f w e
a r e t o p r o v i d e e x c e l l e n c e i n i n s t r u c t i o n and l e a r n i n g .
Long term
s t u d i e s must t a k e i n t o account t h e contextual n a t u r e of t h e classroom,
and u s e more d i v e r s e methods of d a t a c o l l e c t i o n with more c o n s i s t e n t
instrumentation.
examined.
The t e a c h e r ' s p e r s o n a l c h a r a c t e r i s t i c s must be
Among t h e s e c h a r a c t e r i s t i c s a r e :
how he nusesn c e r t a i n
e f f e c t i v e s k i l l s , how he nusesn t r a n s a c t i o n s t o i n c r e a s e l e a r n i n g , how
h i s e f f e c t i v e n e s s c h a n g e s o v e r time, how h i s a t t i t u d e s and b e l i e f s
a f f e c t h i s r o l e i n t h e classroom and i n f l u e n c e s t u d e n t s t o achieve and
l e a r n beyond t h e immediate goal of t h e standardized t e s t f o r t h a t u n i t
o r course.
The q u e s t i o n of how t o i d e n t i f y and p r o v i d e H s t a n d a r d s o f
e f f e c t i v e n e s s t o d e s c r i b e and e v a l u a t e t e a c h e r s r e m a i n s l a r g e l y
unanswered.
A l e s s w i d e l y s t u d i e d c r i t e r i a of r e s e a r c h employs perceptual
c r i t e r i a t o meet t h e need t o meLsure e f f e c t i v e n e s s more h o l i s t i c a l l y
and over a longer period of t i m e .
Instead of t h e t r a d i t i o n a l emphasis
on methods of p r a c t i s e t h a t w i l l r e s u l t i n s t u d e n t s a c h i e v i n g h i g h e r
t e s t s c o r e s , a b r o a d e r f o c u s c a p t u r e s a r e a s m i s s e d by s y s t e m a t i c
observation and process/product methods of e v a l u a t i o n .
These a r e a s
i n c l u d e t h e t e a c h e r ' s a t t i t u d e s , b e l i e f s and perceptions t h a t may most
influence studentsf learning.
Whether t h e i n d i v i d u a l w i l l be a n e f f e c t i v e teacher
depends on t h e n a t u r e of h i s p r i v a t e w o r l d o f
perceptions. (Combs, 1965, p. 19)
P e r c e p t u a l p s y c h o l o g y is a research t r a d i t i o n stemming from t h e
e a r l y work of psychologists seeking t o understand what motivates human
behaviour.
F r e u d ' s (1927) e m p h a s i s o n " t h e ego and t h e i d n , and
Skinner's (1953) emphasis on t h e e x t e r n a l f o r c e s i n f l u e n c i n g p e o p l e s '
a c t i o n s a r e r e j e c t e d by t h e s e r e s e a r c h e r s i n favour of a more dynamic
view of human behaviour, t h a t emphasizes t h e growth and development of
humans ( A l l p o r t , 1937; Kelly, 1963; Rogers, 1973)
Phenomenological, i n t e r a c t i o n a l , and e x i s t e n t i a l a p p r o a c h e s t o
psychology developed from t h i s search f o r t h e key t o t h e i n t e r n a l l i f e
of t h e i n d i v i d u a l , and f o r t h e unique f e e l i n g s , a t t i t u d G s and v a l u e s
a
t h a t c a u s e h i m t o a c t i n c h a r a c t e r i s t i c ways.
Perceptual psychology,
another approach t o s t u d y i n g b e h a v i o u r t h a t h a s emerged i n r e c e n t
y e a r s , o f f e r s p a r t i c u l a r l y important implications f o r education
(Bloom, 1980; Lecky, 1945; Powers, 1973; Purkey, 1970).
Perceptual psychologists focus on examining and understanding t h e
i n d i v i d u a l from her own point of view; from h e r i n t e r n a l , u n i q u e way
of perceiving t h e world which i n t u r n causes h e r t o behave t h e way she
does, t h u s a f f e c t i n g and developing her wants, d e s i r e s , f e e l i n g s , and
values.
These r e s e a r c h e r s have an underlying point of view, o r frame
of r e f e r e n c e c a l l e d t h e n p e r c e p t u a l n a p p r o a c h , a n a p p r o a c h w i t h
s i g n i f i c a n t i m p l i c a t i o n s f o r r e s e a r c h on teaching.
Snygg and Combs first p r e s e n t e d t h e i r t h e o r y o f p e r c e p t i o n i n
1 94 9 w i t h t h e i r book, Individual ~ v i o u r . Revised i n 1 95 9 by Combs
and Snygg, and by Combs, Richards, and Richards i n 1976, i t h a s been
a p p l i e d t o teacher education and o t h e r helping professions, becoming a
" p r a c t i t i o n e r t s n p s y c h o l o ~ v(Combs, 1982; Combs, Blume, Newman & Wass,
1974; Combs e t a l . , 1971).
These r e s e a r c h e r s d e f i n e psychology a s t h e
"study of mental s t a t e s and p r o c e s s e s " , s t a t i n g t h a t t h e s t u d y of
b e h a v i o u r a l o n e i s t o o l i m i t e d a d e f i n i t i o n of human a c t i o n s (Combs,
1977)
R e s e a r c h i n t h e a r e a o f p e r c e p t u a l p s y c h o l o g y i s based on
fundamental assumptions about human b e h a v i o u r ( Combs e t a l .
,
197 1 )
.
The b e l i e f is t h a t beneath observable behaviours a r e t h e perceptions,
a t t i t u d e s , o r b e l i e f s w e consider most important.
Our behaviour then,
a
i s t h e r e s u l t o f t h e way we f e e l o r see a s i t u a t i o n a t t h e moment of
a c t i o n (Combs, 1982; G i o r g i , 1970; Kranz, Weber and F i s h e l l , 1970;
Wasicsko, 1977)
.
According t o Combs ( l 9 € 2 ) , i f w e b e l i e v e c e r t a i n t h i n g s , o r have
a c h a r a c t e r i s t i c way of perceiving o u r s e l v e s and o t h e r s , f o r i n s t a n c e ,
t h e n o u r b e h a v i o u r w i l l r e f l e c t these b e l i e f s , i n t u r n a f f e c t i n g our
r e l a t i o n s h i p s with people.
It w i l l a l s o a f f e c t t e a c h e r s t o b j e c t i v e s
and g o a l s , thereby a f f e c t i n g s t u d e n t s ' behaviours.
The second assumption is t h a t "much of a p e r s o n t s behaviour i s a
r e s u l t of a c o n c e p t i o n o f s e l f m , and t h a t these perceptions of self
have been learned through p a s t experiences.
From t h i s r e s e a r c h
t r a d i t i o n c u r r e n t . t h e o r i e s of self -concept have been d e v e l o p e d .
The
t h e o r y i s t h a t behaviour is only a symptom of what i s r e a l l y going on
within the individual.
According t o Purkey (1984), "self p e r c e p t i o n s
a r e t h e b a s i c i n g r e d i e n t s i n human behaviourn.
Certain s u b j e c t i v e
perceptions determine our behaviour, are l e a r n e d , and f i n a l l y " s e r v e
a s organizing f i l t e r s f o r making sense of t h e worldn (p. 24).
1.
Perceptual O r i e n t a t i o n s of "Helpersn
The p e r c e p t u a l view i s t h a t p e r c e p t i o n s of self and t h e world,
r e f e r r e d t o as o n e ' s p e r c e p t u a l o r i e n t a t i o n , . a r e key f a c t o r s i n
d e t e r m i n i n g t h e a b i l i t y t o help o r t o teach.
When faced with solving
a problem, o r making a d e c i s i o n , both t h e e f f e c t i v e and i n e f f e c t i v e
h e l p e r r e s p o n d a c c o r d i n g t o i n d i v i d u a l and c h a r a c t e r i s k c perceptual
a
orientations.
C e r t a i n p e r c e p t u a l c h a r a c t e r i s t i c s o r o r i e n t a t i o n s , are
descriptive of e f f e c t i v e nhelpers" i n s o c i a l occupations such a s
c o u n s e l l i n g , t h e m i n i s t r y , and teaching (Combs, 1964; Combs & Soper,
1963; Combs e t al., 1969; Gooding, 1965; O1Roark, 1974).
Based on a n
e x a m i n a t i o n of helpers' perceptions, Combs found t h a t good helping i s
not j u s t t h e " p r a c t i t i o n e r ' s n e x p e r i e n c e , o r t h e u s e o f t h e r i g h t
methods and s t r a t e g i e s , o r an advanced knowledge of t h e i r s u b j e c t
a r e a , but t h e r e s u l t of c e r t a i n p e r c e p t i o n s o r h e l p f u l b e l i e f s t h e y
hold.
S t u d i e s of t e a c h e r s support these f i n d i n g s (Barr, 1961; Ellena,
Stevens & Web, 1961; Hamachek, 1975).
Behaviours and a t t i t u d e s found t o be c o n s i s t e n t l y e f f e c t i v e i n
t h e classroom have a l s o been i d e n t i f i e d , i n d i c a t i n g t h a t e f f e c t i v e and
i n e f f e c t i v e t e a c h e r s d i f f e r primarily i n t h e way they perceive (Combs,
1969)
T e a c h e r s 1 behaviours according t o Combs (1971), are a r e f l e c t i o n
of t h e i r a t t i t u d e s toward themselves, and t h e i r e x p e c t a t i o n s o f b o t h
t h e i r own and t h e i r s t u d e n t s ' performances.
The good teacher i s not
n e c e s s a r i l y a r e s u l t of knowledge o r methods, b u t o f "how a t e a c h e r
h a s l e a r n e d t o u s e h i s self" (p. 70).
This has r e s u l t e d i n applying
t h e d e s c r i p t i o n s of t h e "healthy and adequate" p r o f e s s i o n a l h e l p e r t o
t e a c h e r s i n t h e classroom.
2.
The Adequate Person
*
According t o t h e perceptual view, e f f e c t i v e h e l p e r s have c e r t a i n
p e r c e p t i o n s t h a t make them productive, self-confident and s u c c e s s f u l ;
they d e a l with t h e i r c a r e e r s i n an "adequaten way, by d e v e l o p i n g and
growing i n t h e i r field.
'effective'
persons '
.
Combs ( 1 9 7 8 ) d e s c r i b e s t h e s e s o - c a l l e d
t e a c h e r s a s ' h e a l t h y , a d e q u a t e and s e l f - a c t u a l i z i n g
The t h e o r y of t h e adequate person is derived from another
assumption r e l e v a n t t o this study:
' a l l people have a b a s i c d r i v e t o
h e a l t h and a c t u a l i z a t i o n 1 .
Combs (1962) b e l i e v e s i t is t h e t a s k of education t o provide such
people f o r t h e complex, everchanging and demanding world we l i v e in--
p e o p l e who w i l l be f u l l y f u n c t i o n i n g i n d i v i d u a l s .
Developing t h e
adequate p e r s o n a l i t y according t o this view i s a c r i t i c a l challenge t o
education.
"The t e a c h e r ' s b e l i e f s a f f e c t t h e t e a c h e r s t g o a l s and i n
t u r n t h e i r e x p e c t a t i o n s of how s t u d e n t s w i l l b e s t a c c o m p l i s h t h e i r
p o t e n t i a l n (p. 1 ) .
The t e a c h e r ' s perceptual system is a t t h e core of
t h e process of good t e a c h i n g and "When we know h i s meaning, how h e
f e e l s a t a moment o f a c t i o n (behaviour) then
... we can describe
the
t r u l y adequate, s e l f - a c t u a l i z i n g person i n terms of his c h a r a c t e r i s t i c
way of s e e i n g himself and t h e worldn (Combs, 1978, p. 56 1)
.
Descriptions of t h e a t t i t u d e s and b e l i e f s h e l d by e f f e c t i v e and
a d e q u a t e t e a c h e r s , o f t h e i r c h a r a c t e r i s t i c behaviour and p e r s o n a l i t y
t r a i t s , and of t h e c a t e g o r i e s we can use t o i d e n t i Q t h e s e i n d i v i d u a l s
needs f u r t h e r research.
*
*
3.
Perceptual O r i e n t a t i o n s of E f f e c t i v e Teachers
.
Beginning w i t h t h e g e n e r a l f i e l d o f t h e h e l p i n g p r o f e s s i o n s ,
f o l l o w e d by s t u d i e s of s p e c i f i c t e a c h e r s i n classrooms a c r o s s t h e
United S t a t e s , t h e p e r c e p t i o n s u n d e r l y i n g t h e b e h a v i o u r o f t h e
e f f e c t i v e teacher were narrowed down t o t h e following f o u r c a t e g o r i e s :
a ) perceptions of self, b) p e r c e p t i o n s o f o t h e r s , c ) p e r c e p t i o n s of
purpose and g o a l s , and d ) o v e r a l l frame of reference.
Descriptions of
t h e adequate s e l f a c t u a l i z i n g person i n t e r m s o f h i s c h a r a c t e r i s t i c
way of s e e i n g h e r s e l f and t h e world follow.
The first category of e f f e c t i v e h e l p e r s c o n c e r n s p e r c e p t i o n s o f
"self".
A p o s i t i v e self-image o r self-concept a f f e c t s t h e a b i l i t y t o
i d e n t i f y with d i f f e r e n t people i n a p o s i t i v e way, and t o view o n e s e l f
as a d e q u a t e t o s o l v e problems and make decisions.
S t u d i e s by Hamke
(1971), and Noad (1979), r e l a t e e f f e c t i v e n e s s t o t e a c h e r s e l f - i m a g e .
I n a d d i t i o n , Aspy and B u h l e r l s ( 1 9 7 5 ) s t u d y r e v e a l s a c o n n e c t i o n
between p u p i l a c h i e v e m n t on s t a n d a r d i z e d t e s t s and t e a c h e r s e l f image.
The second category of perceptions held by e f f e c t i v e p r o f e s s i o n a l
h e l p e r s concern b e l i e f s about
t h e s e h e l p e r s have p o s i t i v e
e x p e c t a t i o n s of o t h e r people and a b e l i e f t h a t o t h e r s a r e a b l e t o d e a l
a d e q u a t e l y w i t h t h e i r own problems.
S t u d i e s by Good, B i d d l e and
Brophy ( 1 9 7 5 1 , Good and Brophy ( 1 9 8 7 1 , Aspy (19691, and Aspy and
Roebuck ( 1 9 7 3 ) , show s t u d e n t l e a r n i n g i s a f f e c t e d p o s i t i v e l y by
t e a c h e r s l a p p r e c i a t i o n o f t h e i r u n i q u e n e s s and s p e c k q u a l i t i e s .
Teachers, on t h e o t h e r hand, who believe c h i l d r e n a r e u n a b l e g i v e up
t r y i n g t o make a d i f f e r e n c e , b e l i e v i n g i t doesn't matter.
P e r c e p t i o n s of a p p r o p r i a t e n p u r p o s e a n d g o a l s ", t h e t h i r d
c a t e g o r y held by effecLive h e l p e r s , can be described as:
the ability
t o a t t e n d t o g o a l s beyond t h e immediate t a s k , with p a r t i c u l a r c o n c e r n
f o r t h e l a r g e r i s s u e s and f u t u r e p l a n s of o t h e r people.
Individuals
with t h e s e perceptions a r e b o t h r e s p o n s i b l e and f l e x i b l e enough t o
a d j u s t e a s i l y t o d i f f e r e n t s i t u a t i o n s , f o r t h e overaJ.1 process of
l e a r n i n g i s t h e i r goal.
S t u d i e s show t h a t t e a c h e r s 1 b e l i e f s about how
s t u d e n t s l e a r n h a s an i m p o r t a n t e f f e c t on those s t u d e n t s f l e a r n i n g
(DeCharms, 1972; Maehr, 1974).
F i n a l l y , e f f e c t i v e h e l p e r s a l s o h a v e a c h a r a c t e r i s t i c view of
educational purpose: an emphasis on a " p e o p l e " a p p r o a c h t o t e a c h i n g
t h a t d e m o n s t r a t e s a concern f o r t h e f e e l i n g s and well-being of o t h e r
people.
These h e l p e r s place s t u d e n t s , not a system o r o r g a n i z a t i o n ,
first.
L a r g e r , o v e r a l l i s s u e s are t h e focus, and they use methods a s
a means of c a r r y i n g out e d u c a t i o n a l p u r p o s e s f o r p e o p l e .
well-informed,
They a r e
and t h e i r observations and judgements r e f l e c t empathy,
o r an a b i l i t y t o view t h e problem from t h e point of view of t h e o t h e r
person.
These h e l p e r s u s e a p r o c e s s of helping o t h e r s o r teaching
c h i l d r e n t h a t seeks personal meaning i n t h e e v e n t s around them, and
t r a d i t i o n a l s y s t e m a t i c o b s e r v a t i o n and process/ product observation
*
instruments cannot a d e q u a t e l y measure t h e s e u n d e r l y i n g b e l i e f s and
J
perceptions.
Low i n f e r e n c e instruments a r e not s u i t a b l e f o r teacher
observation and e v a l u a t i o n due t o t h e complexity of t h e c l a s s r o o m and
t h e i n t e r p l a y o f v a r i a b l e s (Zumwalt, 1 9 8 2 ) .
Thus a c h a l l e n g e t o
r e s e a r c h i n g p e r c e p t i o n s h a s been t h e d e v e l o p m e n t o f a r e l i a b l e
i n s t r u m e n t t o i d e n t i f y and q u a n t i f y t h e perceptual organization of
e f f e c t i v e teachers.
Using Combs1 c r i t e r i a f o r t h e e f f e c t i v e perceptual o r i e n t a t i o n s
of "adequate" h e l p e r s and t e a c h e r s above, Wasicsko ( 1 977 ) , d e v e l o p e d
a n i n s t r u m e n t c a l l e d t h e Human Relations I n c i d e n t ( H R I ) , t o measure a
t e a c h e r ' s perceptual o r i e n t a t i o n s (Appendix A ) .
4.
The Human R e l a t i o n s I n c i d e n t
The purpose of t h e H R I i n this study was t o provide an instrument
t o measure and q u a n t i f y t e a c h e r s t p e r c e p t u a l f i e l d s d u r i n g t h e i r
practicums and a s p r a c t i s i n g t e a c h e r s l a t e r .
Other e f f e c t i v e n e s s
c o n s t r u c t s do not o f f e r t h e scope of t h i s p a r t i c u l a r instrument, which
measures p e r s o n a l i t y a s d e f i n e d by p e r c e p t u a l r e s e a r c h e r s above.
Using t h i s h i g h - i n f e r e n c e instrument i t is hypothesized, r e s e a r c h e r s
w i l l u n c o v e r t h o s e b e l i e f s and p e r c e p t i o n s b e n e a t h t h e o b s e r v e d
b e h a v i o u r e n a b l i n g them t o p r e d i c t t h e " e f f e c t i v e n q u a l i t i e s and
c h a r a c t e r i s t i c s of good teaching.
Wasicsko ( 1977 ) d e v e l o p e d s u c h a n
instrument t o assist u n i v e r s i t i e s t o i d e n t i f y p r a c t i s i n g t e a c h e r s with
t h e b e s t chances of p r o f e s s i o n a l success.
The H R I r e q u i r e s t e a c h e r s t o write a d e s c r i p t i o n of a helping o r
teaching s i t u a t i o n they have experienced.
This e x p e r i e G c e must have
a
s i g n i f i c a n t meaning f o r them.
They a r e t o e x p r e s s t h e i r f e e l i n g s
about t h e i n c i d e n t , and o f f e r any changes t o t h e s i t u a t i o n t h e y would
l i k e t o have made.
S u b j e c t s a r e g i v e n u n l i m i t e d t i m e t o respond.
Data i s q u a n t i f i e d u ~ i n ga r a t i n g s c a l e .
Wasicskols study s u g g e s t s a
s t r o n g l i n k e x i s t s between s t u d e n t t e a c h e r s 1 s c o r e s on t h e H R I and
t h e i r teaching success (Wasicsko, 1977).
5.
P r e d i c t i n g Teacher E f f e c t i v e n e s s Using t h e H R I
In a p i l o t study examining t h e p r e d i c t i v e power o f W a s i c s k o l s
instrument, Mamchur (1983) c o l l e c t e d H R I 1 s from 1250 s t u d e n t s e n r o l l e d
i n t e a c h e r t r a i n i n g programs a t t h r e e B r i t i s h Columbia u n i v e r s i t i e s .
This study employed a proper l i n e a r r e g r e s s i o n model i n a s e a r c h f o r
c o r r e l a t i o n s between H R I s c o r e s of s t u d e n t t e a c h e r s and t h e i r l e v e l of
success immediately following graduation as measured by Wassermann and
Egger t ' s ( 1973) assessment measures of teacher e f f e c t i v e n e s s (Teacher
Competencies P r o f i l e ) .
H R I ' s were scored by t r a i n e d r a t e r s , r e s u l t i n g i n an i n t e r - r a t e r
r e l i a b i l i t y c o r r e l a t i o n of .83.
R e l i a b i l i t y checks by t h r e e r a t e r s on
randomly s e l e c t e d H R I samples showed an agreement w i t h i n p l u s o r minus
one p o i n t a t 91 percent.
Using a process o f r a t i o n a l s e l e c t i o n (Good,
B i d d l e & Brophy, 1 9 7 5 ) , t h e d a t a were reduced t o an "nWof 500 and
separated i n t o groups of high and low s c o r e r s .
I n a follow-up study (Mamchur & Nelson, 1983), i t was found high
s c o r e r s a r e more c o n c e r n e d w i t h p e o p l e r a t h e r t h a n O t h i n g s , a n d
c o n c e n t r a t e d o n l a r g e r g o a l s e m p h a s i z i n g s t u d e n t r e a c t i o n s and
involvement.
Low s c o r e r s were more c o n c e r n e d w i t h t h e immediate
l e s s o n p l a n and a p p e a r e d l e s s f l e x i b l e .
Conclusions a r e t e n t a t i v e
however, due t o t h e problem of inadequate o b s e r v a t i o n i n s t r u m e n t s t o
c o r r e l a t e H R I s c o r e s w i t h t e a c h e r b e h a v i o u r i n t h e c l a s s r o o m and
s u b j e c t a t t r i t i o n reducing t e a c h e r s a v a i l a b l e f o r o b s e r v a t i o n s .
The
l a t t e r was due l a r g e l y t o p r o v i n c i a l government funding c u t s a t t h e
time of t h e study, r e s u l t i n g i n few t e a c h e r s o b t a i n i n g employment i n
t h e p u b l i c s c h o o l system.
These r e s u l t s a r e g e n e r a l l y comparable
however, t o those of s t u d i e s by perceptual r e s e a r c h e r s above.
..
Another s t u d y h a s c o r r e l a t e d t h e H R I s c o r e s with t h e success of
t h e t e a c h e r s during teacher t r a i n i n g (Wahl, 1984)
.
Results indicate
t h a t more t e a c h e r s who s c o r e high on t h e H R I during teacher t r a i n i n g
o b t a i n jobs, y e t no c o r r e l a t i o n was found between t h e H R I s c o r e and
t h e student teachers1 f i n a l grades.
I t seems t h a t those q u a l i t i e s
t h a t make them d e s i r a b l e t o employers may not n e c e s s a r i l y be r e f l e c t e d
i n t h e i r g r a d e s , b u t may be e x h i b i t e d a s e f f e c t i v e q u a l i t i e s during
i n t e r v i e w s o r through v e r b a l d e s c r i p t i o n s on r e p o r t s and l e t t e r s o f
recommendation.
L i m i t e d r e s u l t s p o i n t t o t h e need f o r f u r t h e r r e s e a r c h , f o r t h e
need t o study t h e h i g h and low s c o r e r s p e r c e p t u a l f i e l d s l a t e r i n
t e a c h e r s 1 c a r e e r s (Mamchur & Nelson, 1983; Wasicsko, 1977), from t h e
point of view of t h e teacher a s an adequate person.
This requires a
*
r e s e a r c h design t h a t focuses on exploring t h e t e a c h e r ' s perceptions a s
t h e underlying cause of behaviour and c o n s e q u e n t l y . t h e i r
effectiveness.
According t o Wasicsko (1977) a c l o s e r examination of t h e everyday
situations teachers deal with i n t h e i r professional p r a c t i c e w i l l
r e v e a l a l a r g e r sample of behaviour from which t o i n f e r c h a r a c t e r i s t i c
a t t r i b u t e s o r perceptions.
He p o i n t s t o t h e need f o r a methodological
a p p r o a c h t o nun cover^ t h e s e p e r c e p t u a l a t t i t u d e s , and recommends
i n t e r v i e w s and classroom observations t o research personal b e l i e f s .
F u r t h e r o b s e r v a t i o n s o v e r time w i l l p r o v i d e more evidence t o
e v a l u a t e teachers' perceptual b e l i e f s and ways of seeing t h e world.
A
..
c a s e s t u d y o f a h i g h and low s c o r e r can explore what Purkey (1984)
c a l l s "the s i l e n t 'language, t h e language o f b e h a v i o u r
(p
. 39) , and
r e l a t e t h i s behaviour t o t h e o r i g i n a l H R I c r i t e r i a of e f f e c t i v e
teaching.
R e s e a r c h e r s i n e d u c a t i o n a r e now " t u r n i n g t o t h e
p e r s p e c t i v e o f t h e p e r s o n through t h e growing use and refinement of
q u a l i t a t i v e r e s e a r c h methods t o i n v e s t i g a t e p e r c e p t i o n s n (Bogdan &
Biklen, 1982, p. 22).
T r u t h i n t h e f i e l d s o f human a f f a i r s i s b e t t e r
approximated by statements t h a t a r e r i c h with t h e sense
o f human e n c o u n t e r : To s p e a k n o t o f u n d e r l y i n g
a t t r i b u t e s , objective o b s e r v a b l e s , and u n i v e r s a l
f o r c e s , b u t of perceptions and understanding t h a t come
from immersion i n and h o l i s t i c r e g a r d f o r t h e
*
phemonena. (Stake, 1978, p. 6 )
a
1.
Q u a l i t a t i v e Research
Qualitative research r e f e r s t o t h e a n a l y s i s of s i t u a t i o n s i n a
h o l i s t i c d e s c r i p t i v e manner, o v e r a p e r i o d of time, i n c o n t r a s t t o
q u a n t i t a t i v e r e s e a r c h which is p r i m a r i l y c o n c e r n e d w i t h t r a d i t i o n a l
s y s t e m a t i c observation s t u d i e s and s t a t i s t i c a l a n a l y s i s of data.
The
term q u a l i t a t i v e i s r e l a t e d t o ethnography which s t r e s s e s a s i m i l a r
method o f d a t a c o l l e c t i o n , and is o f t e n r e f e r r e d t o a s an a r t i s t i c
process.
E i s n e r (1981) s a y s "all empirical r e s e a r c h must of n e c e s s i t y pay
a t t e n t i o n t o q u a l i t i e s n t h a t are e i t h e r " s c i e n t i f i c n o r " a r t i s t i c n ;
but t h e "paradigmatic use of q u a l i t a t i v e i n q u i r y is found i n t h e a r t s m
( E i s n e r , 1979, p. 190).
According t o Wilson ( l 9 7 9 ) , q u a l i t a t i v e d a t a
o f t e n t a k e s t h e form o f l i t e r a t u r e ( q u o t e s , m e t a p h o r s , a n a l o g i e s ,
d e s c r i p t i o n s , i m a g e s ) t o document t h e s t u d i e s t f i n d i n g s ; t h i s may be
presented informally o r formally by means of c h a r t s and n a r r a t i v e s .
M i l e s and Huberman ( l984a) have observed a r e c e n t s h i f t from an
emphasis on q u a n t i t a t i v e r e s e a r c h i n e d u c a t i o n t o t h e u s e o f more
q u a l i t a t i v e methods:
" t h e more hard-nosed q u a n t i t a t i v e l y - o r i e n t e d
a p p r o a c h e s t o c o n s t r u c t and e x t e r n a l v a l i d i t y have s h i f t e d
s u b s t a n t i a l l y toward t h e endorsement of context-embedded, q u a l i t a t i v e ,
more i n t e r p r e t i v e i n q u i r y w ( p . 2 0 ) .
T h i s new t r e n d i n e d u c a t i o n a l
r e s e a r c h stresses a c l o s e r e x a m i n a t i o n o f t h e r e a l - l i f e s i t u a t i o n s
t h a t t e a c h e r s d e a l with using a more personal, i n s i g h t f u l e x a m i n a t i o n
of t h e classroom context over t i m e .
/
A set of r u l e s o r g u i d e l i n e s f o r r e s e a r c h e r s t o follow is needed,
4
not only f o r p r a c t i c a l , organized methods of planning, d a t a c o l l e c t i o n
and a n a l y s i s , b u t f o r r e s e a r c h e r s t o s h a r e r e s u l t s i n o r d e r t o draw
more v a l i d i n t e r p r e t a t i o n s from t h e i r d a t a .
The c a s e s t u d y , a
q u a l i t a t i v e m e t h o d o f r e s e a r c h , l e n d s i t s e l f t o t h i s s o r t of
examination.
The c a s e method is e s s e n t i a l l y a s o c i a l process designed
t o g e n e r a t e o r t e s t a t h e o r y a n d t o i n t e n s i v e l y e x p l o r e many
c h a r a c t e r i s t i c s of a s i n g l e case be i t person, school o r community.
2.
Case Study Method
The case method is a r e s e a r c h s t r a t e g y t h a t a t t e m p t s t o examine,
i n v e s t i g a t e , and r e c o r d a r e a l - l i f e s i t u a t i o n o r context.
As
empirical r e s e a r c h i t i n v o l v e s t h e c o l l e c t i o n and i n t e r p r e t a t i o n o f
d a t a , w i t h i n f o r m a t i o n p r e s e n t a t i o n t a k i n g t h e form of n a r r a t i o n ,
quotes, i l l u s t r a t i o n s , a l l u s i o n s and m e t a p h o r s .
According t o S t a k e
( 1 9 7 8 ) , t h e c a s e s t u d y d e s i g n h e l p s p o r t r a y a s i t u a t i o n i n a l l its
personal and n s o c i a l complexityn and comes c l o s e t o simulating t h e way
people know and understand i n real l i f e .
Yin (1982) d e f i n e s t h e case s t u d y i n t h e f o l l o w i n g way:
"As a
r e s e a r c h s t r a t e g y , t h e d i s t i n g u i s h i n g c h a r a c t e r i s t i c of t h e case study
is t h a t i t a t t e m p t s t o examine:
( a ) a contemporary phenomenon i n i t s
r e a l - l i f e c o n t e x t , e s p e c i a l l y when ( b ) t h e b o u n d a r i e s between
phenomenon and context a r e not c l e a r l y e v i d e n t n (p. 168).
H e f u r t h e r a r g u e s t h a t t h e d i s t i n g u i s h i n g f a c t o r between case
s t u d i e s and o t h e r t y p e s o f r e s e a r c h i n e d u c a t i o n , i s O o n e o f f o c u s
*
r a t h e r than method.
Researchers using case study methods often.employ
s t r u c t u r e d and s y s t e m a t i c forms o f i n q u i r y s u c h a s q u a l i t a t i v e
a n a l y s i s o f interviews and n a r r a t i v e r e p o r t s .
The focus, however, is
on a s i n g l e s i t u a t i o n o r c a s e , i n a n a t u r a l s e t t i n g s o a s t o
u n d e r s t a n d t h e dynamic, complex n a t u r e o f the teacher i n the
classroom.
R e s e a r c h e r s have a w e a l t h o f d a t a c o l l e c t i o n methods a v a i l a b l e
t h a t may be used a l o n e o r i n c o m b i n a t i o n w i t h e a c h o t h e r :
verbal
r e p o r t s , o b s e r v a t i o n s , records, p a r t i c i p a n t observation, i n t e r v i e w s ,
and fieldwork.
Gross, Giacquinta, and Bernstein ( 1 97 1 ) u s e d s e v e r a l
d i f f e r e n t d a t a c o l l e c t i o n methods f o r a case study i n o r g a n i z a t i o n a l
research.
methods
They s u c c e s s f u l l y combined q u a l i t a t i v e and q u a n t i t a t i v e
.
R e s e a r c h e r s e m p h a s i z e t h e need f o r more i n d e p t h s t u d i e s o f
t e a c h e r s over time a s provided by t h e c a s e s t u d y , b u t c r i t i c s o f t e n
p o i n t t o w e a k n e s s e s i n i n f e r e n c e , r e p o r t i n g p r a c t i s e s , and
g e n e r a l i z a b i l i t y of r e s u l t s ; they say case study r e p o r t s l a c k c l e a r ,
s y s t e m a t i c i n f o r m a t i o n on d a t a a n a l y s i s and t h a t bulky, hard-to-read
r e p o r t s o f t e n l e a v e t h e r e a d e r a t a l o s s when drawing c o n c l u s i o n s o r
i n f e r r i n g g e n e r a l i z a t i o n s from t h e d a t a (Kennedy, 1979; Miles, 1979;
Yin, 1982).
Miles (1979) i n h i s e a r l i e r work, a l s o pointed t o t h e " a t t r a c t i v e
nuisancew of q u a l i t a t i v e methods, t h e c a s e s t u d y i n p a r t i c u l a r , f o r
/
weaknesses i n d a t a a n a l y s i s and r e p o r t i n g .
Fortunately, t h e r e s u l t of
this concern has been both an i n c r e a s e i n t h e d e f e n s e o f t h e .method
a n d a more s y s t e m a t i c a p p r o a c h t o t h e u s e o f r e s e a r c h methods
(Kennedy, 1979; Miles & Huberman, 1984; Pin, 1982).
R e s e a r c L e r s now b e l i e v e t h a t t h e weaknesses c i t e d above i n t h e
a r e a of i n f e r e n c e , r e p o r t i n g and g e n e r a l i z a b i l i t y have been f o r t h e
most p a r t c o r r e c t e d , and s u g g e s t t h e g r e a t e s t improvement i n d a t a
c o l l e c t i o n methods and p r e s e n t a t i o n of m a t e r i a l are when t h e s t r e n g t h s
of q u a l i t a t i v e r e s e a r c h and q u a n t i t a t i v e r e s e a r c h are blended (Miles &
Huberman, 1984b).
*
3.
Q u a l i t a t i v e Data Analysis
Yin (1982) says t h e problem with a n a l y s i s of one case i n t h e p a s t
h a s b e e n t h e m a s s i v e , t e d i o u s t a s k o f c a t e g o r i z i n g and c o d i n g
q u a l i t a t i v e data.
One of t h e techniques he s u g g e s t s t o r e d u c e t h e s e
problems i s t o organize such data a s interviews, meetings,
observations and notes around key t o p i c s , a v o i d i n g u n s t r u c t u r e d open
A 1 though a " r i g i d conceptual frameworkn should be
ended n a r r a t i v e s .
a v o i d e d a t t h e b e g i n n i n g t o r e d u c e b i a s a s much a s p o s s i b l e ,
organizing t o p i c s can be developed and a d j u s t e d a s r e s e a r c h progresses
t o make coding s i m p l e r and more e f f i c i e n t .
Another technique d e a l s with tabulating q u a n t i t a t i v e data.
Coding c a t e g o r i e s i f kept t o a minimum, and used only a f t e r t h e s t u d y
h a s b e e n s t r u c t u r e d f o r a n a l y s i s , must b e o r g a n i z e d around and
/
'reflect
meaningful e v e n t s ' , a s t h e i n v e s t i g a t o r a t t e m p t s t o p r o v i d e
answers t o o r r e l a t e d a t a t o r e s e a r c h questions.
Going beyond one case t o two o r more can c o m p l i c a t e t h e p r o c e s s
f u r t h e r , b u t s y s t e m a t i c methods of a n a l y s i s make i t manageable.
Two
ways t o a n a l y z e d a t a from more t h a n one c a s e a r e t h e c a s e - s u r v e y
a p p r o a c h , and t h e case-comparison approach.
The case-survey approach
(Miles, 1979; Yin & Heald, 1975) r e q u i r e s s e v e r a l c a s e s , and i s b e s t
u s e d when one o r two c r i t i c a l , s p e c i f i c q u e s t i o n s r e q u i r e examination
a s t h e broad numbers of v a r i a b l e s c o n f u s e s and c o m p l i c a t e s a n a l y s i s
and comparis6ns.
.
'
The case-comparison approach (Derthick, 1972; Yin, 1981 ) o f f e r s
*
p r o m i s e f o r a n a l y z i n g between c a s e s .
Yin uses t h e metaphor of t h e
r e s e a r c h e r a s a d e t e c t i v e , r e p o r t i n g on s i m i l a r c a s e s , c o n s t a n t l y
seeking f o r p a t t e r n s t o emerge t h a t w i l l shed l i g h t on h i s theory.
He
d e c i d e s what e v i d e n c e t o u s e , f o l l o w s up on c l u e s , i n v e s t i g a t e s
p a t t e r n s , and f i n a l l y d e s c r i b e s t h e s c e n e and o f f e r s explanations.
Accordins t o Yin "the case-comparison approach i s r e l a t i v e l y new b u t
i s l i k e l y t o p r o v e more f r u i t f u l f o r cross-case a n a l y s i s n (p. 172)
than case-surveys.
Work i s needed i n t h i s f i e l d t o c o n t i n u e t o
improve g u i d e l i n e s and p r o v i d e frameworks f o r a p p r o p r i a t e r e s e a r c h
methods of a n a l y s i s and reporting.
An i m p o r t a n t a s p e c t o f c a s e s t u d y r e p o r t i n g i s a s s i s t i n g t h e
r e a d e r t o understand t h e r e s u l t s o r t o have him " i d e n t i f y and r e l a t e n
s a y s S t a k e ( 1978)
.
"One o f t h e more e f f e c t i v e means of adding t o
understanding f o r a l l r e a d e r s w i l l be by a p p r o x i m a t i n i t h r o u g h t h e
words and i l l u s t r a t i o n s of our r e p o r t s , t h e n a t u r a l experience
acquired i n ordinary personal involvementn (p. 5).
G e n e r a l i z a b i l i t y has a l s o concerned researchers.
I n 197 9, Miles
was concerded about weak g e n e r a l i z a t i o n s r e s u l t i n g from c r o s s - c a s e
studies.
More r e c e n t l y he has expressed confidence i n t h e e x p l o r a t i o n
of single cases:
"understanding and portraying t h e unique i n d i v i d u a l
c a s e may be more i m p o r t a n t t h a n ' g e n e r a l i z a t i o n s ' and ' v a r i a b l e s ' "
(Miles & Huberman, 1984, p. 2 3 ) .
Kennedy ( 1 9 7 9 ) agrees, "a w i d e r
r a n g e o f g e n e r a l i z a t i o n i s n o t n e c e s s a r i l y a c h i e v e d by i n c r e a s i n g
sample s i z e n ( p . 6 6 5 ) .
A l t h o u g h t h e y e m p h a s i z e t h e a d v a n t a g e s of t h e q u a l i t a t i v e
approach a s a s e a r c h f o r "knowledge, i m p o r t a n t t r u t h s and f o r
i n c r e a s i n g o n e f s u n d e r s t a n d i n g o f a s i t u a t i o n n , Miles and Huberman
(1984), on what they r e f e r t o a s "middle g r o u n d n , a l s o p o i n t t o t h e
n e e d f o r a s e t o f v e r i f i a b l e methods f o r r e c o r d i n g s o c i a l
r e l a t i o n s h i p s , f o r systematic i n q u i r y and f o r step-by-step
procedures
from d a t a c o l l e c t i o n through t o r e p o r t i n g , t h a t o t h e r r e s e a r c h e r s w i l l
consider dependable and a c c u r a t e .
Once t h i s i s e s t a b l i s h e d , t h e y
s t a t e , t h e r e s e a r c h e r s f own ' v i s i o n o f p u r p o s e f w i l l g u i d e h i s
d e c i s i o n s regarding what is meaningful data.
This c h a p t e r h a s reviewed t h e l i t e r a t u r e of teacher
e f f e c t i v e n e s s , p e r c e p t u a l psychology and c a s e s t u d y methodology.
There i s a need f o r an examination of t h e t e a c h e r ' s perceptual
o r i e n t a t i o n s f o r t h e key t o t h e concept of teacher e f f e c k v e n e s s .
The
a
e f f e c t i v e t e a c h e r , a c c o r d i n g t o Combs and Soper (l963), i s a . unique
individual with a) a positive sense of s e l f , b) a b e l i e f i n t h e
adequacy o f o t h e r s , c ) a n a b i l i t y t o a t t e n d t o t h e o v e r a l l g o a l s of
l e a r n i n g , and d ) a concern f o r t h e f e e l i n g s and w e l l - b e i n g o f c t h e r
p e o p l e o v e r t h e o r g a n i z a t i o n o r systems he works within.
The Human
R e l a t i o n s I n c i d e n t is used t o o b t a i n t e a c h e r s f p e r c e p t u a l
o r i e n t a t i o n s , and a perceptual r a t i n g s c a l e (Wasicsko, 1977) is used
t o i n f e r a s c o r e on t h e t e a c h e r ' s s e l f - r e p o r t e d p e r c e p t i o n s t h a t
i n d i c a t e s e f f e c t i v e o r i n e f f e c t i v e perceptions.
The case study used
t o explore two t e a c h e r s ' perceptual o r i e n t a t i o n s i s d e s c r i b e d i n t h e
following chapter.
CHAPTER I11
Designs and Procedures
T h i s c h a p t e r w i l l o u t l i n e t h e design of t h e case study and t h e
methods used t o c o l l e c t a n d a n a l y z e t h e d a t a .
p r o a e E z r e s w i l l be d e s c r i b e d :
The f o l l o w i n g
t h e s e l e c t i o n p r o c e s s , preliminary
fieldwork, classroom observations, i n t e r v i e w s and instrumentation.
The p u r p o s e o f t h i s s t u d y was t o c o n d u c t a follow-up study of
t e a c h e r s whose p e r c e p t u a l t e n d e n c i e s were o b t a i n e d and q u a n t i f i e d
(Mamchur, 1982) using t h e H R I and t h e HRI r a t i n g s c a l e , during teacher
training.
The i n v e s t i g a t o r observed the classroom b e h a v i o u r s of two
t e a c h e r s and obtained d a t a r e l a t i n g t o t h e i r perceptions.
Interviews
and c l a s s r o o m o b s e r v a t i o n s were u s e d t o d e t e r m i n e w h e t h e r t h e
t e a c h e r s t perceptions, a t t i t u d e s and b e l i e f s were consist?ently evident
*
over t h e t h r e e y e a r s t h a t had elapsed s i n c e teacher t r a i n i n g .
.
According t o Yin ( 1 9 8 2 ) c a s e s t u d i e s a r e a b l e t o d e a l with a
c r i t i c a l problem plaguing r e s e a r c h e r s .
Since t o o many v a r i a b l e s e x i s t
f o r t h e number o f o b s e r v a t i o n s required t o capture everything i n t h e
classroom, standard experimental and survey d e s i g n s a r e i n e f f e c t i v e .
With t h i s i n mind, a case-comparison a p p r o a c h t o case s t u d i e s was
employed based on Miles and Hubermants ( 1984) model f o r q u a l i t a t i v e
d a t a c o l l e c t i o n and a n a l y s i s .
This method emphasizes f l e x i b i l i t y of research planning.
It aims
t o provide t h e opportunity t o r e f i n e and r e d i r e c t t h e r e s e a r c h d e s i g n
a s t h e s t u d y progresses.
It i s believed excessive nprefocussingn, o r
imposing t o o r i g i d and narrow a s t r u c t u r e when d e s i g n i n g t h e s t u d y ,
c a n b i a s t h e r e s e a r c h e r a s t o what d a t a t o c o l l e c t and p e r t i n e n t
information may be overlooked.
Some s y s t e m a t i c c o n t r o l s were however, b u i l t i n t o t h e design t o
enhance r e l i a b i l i t y , s u c h as f o c u s s i n g t h e i n t e r v i e w q u e s t i o n s on
s p e c i f i c d i m e n s i o n s o f b e h a v i o u r from t h e H R I , u s i n g follow-up
discussions with t h e t e a c h e r s t o c l a r i f y d a t a c o l l e c t e d , and
f o r m u l a t i n g key q u e s t i o n s t o guide t h e d a t a c o l l e c t i o n process.
The
framework f o r t h e s t u d y t h a t e m e r g e d i n c o n j u n c t i o n w i t h t h e
o b s e r v a t i o n s and i n t e r v i e w s follows.
S a e c t i o n of S
m
Subjects were s e l e c t e d from t h e group of s t u d e n t t e a c h e r s who had
volunteered f o r t h e p i l o t study (Mamchur, 1983) d e s c r i b e d p r e v f o u s l y
i n C h a p t e r 11.
P r i o r t o s e l e c t i o n t h e s u b j e c t s had w r i t t e n t h e H R I
and a t r a i n e d r a t e r had s c o r e d i t i n f e r r i n g a s c o r e r a n g i n g f r o m 4
-
( l o w ) t o 28 ( h i g h ) t h a t i n d i c a t e d t h e i r p o t e n t i a l f o r possessing t h e
perceptual q u a l i t i e s a s s o c i a t e d with e f f e c t i v e n e s s i n teaching.
The process f o r w r i t i n g t h e H R I , a s described i n Chapter I1 is a s
follows.
Student t e a c h e r s a r e asked t o w r i t e about a t ~ t l ; i n g o r
teaching i n c i d e n t they have experienced.
instrument a r e as follows:
Instructions for writing the
..
Human Relations I n c i d e n t
I would l i k e you t o t h i n k of a s i g n i f i c a n t p a s t e v e n t
which involved y o u r s e l f i n a teaching* r o l e , and one o r
more o t h e r persons.
T h a t i s , from a human r e l a t i o n s
s t a n d p o i n t , t h i s event had s p e c i a l meaning f o r you.
In
w r i t i n g about t h i s event, please use the following
format :
Firs_t:
D e s c r i b e t h e s i t u a t i o n a s it occurred a t t h e
time.
Sac: What d i d you do i n t h e p a r t i c u l a r s i t u a t i o n ?
Third: How d i d you f e e l a b o u t t h e s i t u a t i o n a t t h e
t i m e you were experiencing i t ?
Fourth:
How do you feel about t h e s i t u a t i o n n&?
Would you wish t o change any p a r t of i t ?
*Note:
" h e l p i n g n r o l e i s s u b s t i t u t e d when s u b j e c t s
have had no teaching experience.
t h e W.
After t e a c h e r s complete t h e H R I i t is analyzed
by t r a i n e d personnel who i n f e r t h e t e a c h e r s 1 perceptions a c c o r d i n g t o
W a s i c s k o l s p e r c e p t u a l r a t i n g s c a l e (Appendix A ) .
Using t h e seven
p o i n t r a t i n g s c a l e , t h e t r a i n e d r a t e r r e a d s t h e d a t a and i n f e r s from
t h e d e s c r i b e d i n c i d e n t how t h e t e a c h e r p e r c e i v e s i n terms of four
polarized categories:
p e r c e p t i o n s o f s e l f , p e r c e p t i o n s of o t h e r s ,
perceptions of purpose, and perceptions of o v e r a l l frame of reference.
These c a t e g o r i e s are described i n d e t a i l e d i n t h e previous chapter.
Raters s t u d y t h e H R I f o r e v i d e n c e o f p e r c e p t i o n s and i n f e r a
numerical s c o r e r e f l e c t i n g t h e t e a c h e r ' s perceptual o r i e n t a t i o n s .
h i g h e s t p o s s i b l e s c o r e i s 28; t h e l o w e s t i s 4.
The
High a s o r e s a r e
c l a s s i f i e d i n t o t h e 18 t o 28 range, c h a r a c t e r i s t i c of t h e e f f e c t i v e
teacher a s determined by Combs' c r i t e r i a ; low s c o r e s f a l l i n t o t h e 414 r a n g e , and are considered c h a r a c t e r i s t i c of the i n e f f e c t i v e
teacher.
T r a i n e d r a t e r s a r e required t o reduce t h e p o s s i b i l i t y of a
personal e v a l u a t i o n t h a t may r e f l e c t t h e i r own p h i l o s o p h i c a l v a l u e s
and b e l i e f s , r a t h e r t h a n a n a c c u r a t e p e r c e p t u a l s c o r e .
Wasicsko
*
(1977) has developed a t r a i n i n g manual t o i n c r e a s e r a t e r r e l i a b i l i t y
a
f o r t h i s high inference scoring process.
According t o Wadicsko,
perceptual e v a l u a t i o n involves ( a ) empathic s k i l l , ( b ) s p e c i f i c
c a t e g o r i e s a s g u i d e l i n e s , and ( c ) a proficiency i n i n f e r r i n g s c o r e s
t h a t can be improved o v e r time.
Since inference scores
dill
vary
among r a t e r s , t h r e e o r more r a t e r s must a g r e e w i t h i n one p o i n t , ( p l u s
o r minus), at l e a s t 8 W , of t h e time.
This i n d i c a t e s a high d e g r e e o f
i n f e r e n c e agreement (Wasicsko, 1977).
Seleotion.From an "nN of 30 t e a c h e r s who were p a r t
o f Mamchur's ( 1983) p i l o t s t u d y t e n s t u d e n t t e a c h e r s were randomly
s e l e c t e d by t h e S u p e r v i s o r of t h i s s t u d y :
f i v e from a v a i l a b l e low
s c o r e r s and f i v e Prom a v a i l a b l e high s c o r e r s .
From t h e s e two g r o u p s , those s t u d e n t s who had obtained teaching
jobs, were w i l l i n g t o be p a r t o f t h e s t u d y d u r i n g t h e i r f i r s t two
y e a r s o f t e a c h i n g , a n d were g e o g r a p h i c a l l y a c c e s s i b l e t o t h e
i s v e s t i g a t o r , were s e l e c t e d f o r follow-up o b s e r v a t i o n s and c o n t a c t e d
by phone.
Two t e a c h e r s , each with t h r e e y e a r s experience, agreed t o be p a r t
of t h e study:
one, a female, senior-secondary t e a c h e r , and t h e o t h e r ,
a male, elementary teacher with a grade 4/5 s p l i t c l a s s .
A t t h i s time
i t was unknown t o t h e i n v e s t i g a t o r whether one was a high s c o r e r , t h e
o t h e r a low s c o r e r o r i f b o t h t e a c h e r s t s c o r e s f e l l i n t o t h e same
category.
So a s t o reduce any observer b i a s , t h e i n v e s t i g a t o r was not
i n f o r m e d o f t h e i r perceptual scores.
M a t e r i a l s used i n O t h e s e l e c t i o n
-
process a r e l o c a t e d i n Appendix A.
Observations took place over a f i v e week period from May t o J u n e
1985.
T e a c h e r # I was o b s e r v e d first, followed by Teacher 82.
Data
c o l l e c t i o n was p r i m a r i l y q u a l i t a t i v e , and i n c l u d e d p r e l i m i n a r y
f i e l d w o r k n o t e d above, a s o c i a l i z a t i o n p r o c e s s and t h e use of t h e
following methods:
t a p e recorded classroom observations d i r e c t e d and
u n d i r e c t e d by t h e r e s e a r c h e r , d a i l y l o g notes of on-site observations
of e v e n t s and conversations, summaries of i n d i v i d u a l meetings, and o f
i n f o r m a l c o n f e r e n c i n g and d i s c u s s i o n s following observations,
unrecorded classroom v i s i t s , anecdotal r e p o r t s , memoing , and a f i n a l
tape-recorded
interview.
Appendices B, C, D and E.
The t e x t o f t h i s d a t a i s l o c a t e d i n
I n a d d i t i o n , e x t r a c t s from t e a c h e r t r a i n i n g
-
documents, and a post-HRI sample was c o l l e c t e d from each teacher.
The p a r t i c i p a n t s , h e r e a f t e r r e f e r r e d t o as Teacher A and Teacher
B t o p r e s e r v e t h e i r a n o n y m i t y , were c o n t a c t e d by p h o n e a n d a
p r e l i m i n a r y meeting was set up p r i o r t o d a t a c o l l e c t i o n t o provide an
opportunity t o meet each o t h e r , t o d i s c u s s t h e p u r p o s e o f t h e s t u d y
and t o e x p l a i n t h e methods of d a t a c o l l e c t i o n .
The c o n s e n t form
(Appendix A ) , g i v i n g permission t o t h e r e s e a r c h e r t o conduct t h e study
i n t h e t e a c h e r ' s c l a s s was signed a t t h i s time.
*
a
The d a t e f o r t h e first observation was a l s o e s t a b l i s h e d .
Another
i m p o r t a n t f u n c t i o n o f preliminary fieldwork i s t o provide an o v e r a l l
framework f o r t h e i n i t i a l s o c i a l i z a t i o n p e r i o d ; c a s u a l o b s e r v a t i o n ,
and a n o p p o r t u n i t y t o d e v e l o p a r a p p o r t and atmosphere of t r u s t was
t h e i n v e s t i g a t o r ' s goal.
It was a l s o t h e i n v e s t i g a t o r ' s b e l i e f t h a t a
p o s i t i v e r e l a t i o n s h i p would be c r i t i c a l i n d e t e r m i n i n g t h e mutual
r e a c t i o n s o f r e s p o n d e n t and r e s e a r c h e r t o t h e i n t e r v i e w and
observation process.
Summaries of t h e c o n v e r s a t i o n d u r i n g t h e c a s u a l meeting were
compiled i n t h e form of an anecdotal r e c o r d .
Information gathering
i n c l u d e d s u b j e c t s and g r a d e s t a u g h t , t i m e t a b l i n g , and any general
comments made r e l a t i n g t o t h e i r r o l e a s a t e a c h e r .
In addition, the
i n v e s t i g a t o r s p e n t a s e s s i o n p a r t i c i p a t i n g i n each t e a c h e r f s c l a s s ,
was shown around t h e teaching a r e a by t h e teacher, and was i n t r o d u c e d
t o t h e s t u d e n t s who were given an explanation by t h e i r teacher of t h e
investigatorfs role i n t h e i r class.
a t o r v Data C o l l e c t i ~ n
Key a r e a s were addressed f o r " a n t i c i p a t o r y d a t a r e d u c t i o n n .
This
i n c l u d e d t h e development of q u e s t i o n s t o guide t h e d i r e c t i o n of t h e
d a t a c o l l e c t i o n (Table 1 ) .
Q u e s t i o n s were based on Combs' c r i t e r i a
f o r t e a c h e r e f f e c t i v e n e s s a s o u t l i n e d i n Chapter I1 of t h i s study:
( a ) perceptions of self, ( b ) perceptions of o t h e r s , ( c ) perceptions of
t a s k , and ( d ) perceptions-&
o v e r a l l purpose.
*
a
Although a r i g i d conceptual framework was avoided a t t h e o u t s e t ,
key q u e s t i o n s were d e v e l o p e d t o help t h e r e s e a r c h e r keep w i t h i n t h e
boundaries and t o focus on what was i m p o r t a n t d a t a f o r t h i s s t u d y .
Miles and Huberman ( 1 9 8 4 ) emphasize t h e importance of such research
q u e s t i o n s t o make e x p l i c i t t h e d i r e c t i o n of t h e study and t o provide a
l o o s e framework s o t h a t n o t e - t a k i n g ,
s e l e c t i o n of information, and
e v e n t u a l l y , d a t a "reductionn o r a n a l y s i s w i l l be centered on s p e c i f i c
topics.
Key q u e s t i o n s centered around t h e following concerns:
TABLE 1
Tentative Framework of Questions t o Guide Data C o l l e c t i o n
1.
QUESTIONS
METHOD
DISPLAY
Does t h e H A 1
change over time?
Teachers r e w r i t e t h e
H R I based on a
Compare and
tabulate
teaching experience a
few y e a r s l a t e r .
2.
How does a low/ high
s c o r e r handle
stressful situations?
Observation
Interviews
Quotations
3.
What teaching
methods a r e used, i.e.
planning and preparation?
Observations
Interviews
Tape Recording
Charts
Quotations
4.
Philosophy of education:
what do t h e t e a c h e r s say
regarding t h e r o l e o f
education i n s o c i e t y and
t h e i r purpose f o r e n t e r i n g t h e profession?
Interviews
5.
Perceptions of
students?
I
6;
Perceptions of school
system/ o t h e r t e a c h e r s ?
II
7;
Self-perception of
t h e i r r o l e a s teacher?
f
Quotations
Interviews
Quotations
~nterviews
Quotations
Sel f-Evalua t i o n
Report
Interview
Compare and
tabulate
Perceptions of self.
What a r e t h e t e a c h e r ' s p e r c e p t i o n s o f h i m s e l f a s a
teacher ?
Perceptions of o t h e r s .
What a r e t h e t e a c h e r ' s perceptions of s t u d e n t s , p a r e n t s
and c o l l esgues?
Perceptions of task (purpose).
What a r e t h e t e a c h e r ' s perceptions of t h e classroom and
t h e t a s k o f teaching?
Is t h e teaching s t y l e congruent
with t h e way she perceives t h e process of t e a c h i n g and
learning?
P e r c e p t i o n s o f o v e r a l l purpose of education (frame of
reference).
*
What a r e t h e t e a c h e r ' s p e r c e p t i o n s o f t h e o v e r a l l
purpose of education and how d o e s t h i s r e l a t e t o t h e
way s h e i n t e r a c t s w i t h s t u d e n t s , and t h e day t o day
l i f e i n t h e classroom?
Over a f i v e week p e r i o d , t h e two t e a c h e r s were e a c h o b s e r v e d
s e v e n times.
The p u r p o s e of t h e o b s e r v a t i o n s was t o r e c o r d t h e
behaviour of t h e teacher and t o r e l a t e t h e s e o b s e r v a t i o n s t o t h e i r
b e h a v i o u r s , t o t h e i r b e l i e f s , t o t h e i r perceptions and t o t h e i r H R I
scores.
Classroom observations were taperecorded and accompanied by a
..
l o g of observed events.
Informal interviewing and d i s c u s s i o n followed
each observation, a f t e r t h e teacher had had t h e o p p o r t u n i t y t o have
a c c e s s t o and comment on t h e d a t a c o l l e c t e d on t h e previous v i s i t .
Observations were scheduled a t t h e convenience of t h e teacher and
were c o n d u c t e d d u r i n g c l a s s e s o f t h e i r c h o i c e .
Each o b s e r v a t i o n
c o n s i s t e d o f a p p r o x i m a t e l y one hour o f t a p e - r e c o r d e d
instruction.
classroom
In-class observations c o n s i s t e d of a f u l l tape-recording
of t h e c l a s s a c t i v i t i e s .
The tape-recorder was t h e r e s p o n s i b i l i t y o f
t h e t e a c h e r b e i n g o b s e r v e d i n t e r m s o f where he o r s h e f e l t most
comfortable with its presence.
B o t h t e a c h e r s v o l u n t e e r e d t o be r e s p o n s i b l e f o r t u r n i n g t h e
r e c o r d e r o f f when t h e y had c o m p l e t e d t h e i r l e s s o n s .
Recorded
c o n v e r s a t i o n s were typed verbatim, and returned t o t h e teacher along
*
with t h e D a i l y T r a n s c r i p t i o n o f Log Notes f o r t h e i r comments and
r e a c t i o n s (Appendices B and D ) .
LQLubS
Daily l o g n o t e s were kept i n a small notebook.
of two columns of observations:
These c o n s i s t e d
a record of teacher a c t i o n s with t h e
corresponding t i m e a t which t h e y o c c u r r e d , a l o n g w i t h a column f o r
i n v e s t i g a t o r r e a c t i o n s and t h o u g h t s and questions.
Using t h e form
"daily t r a n s c r i p t i o n of notes", t r a n s c r i p t s were t y p e d from t h e l o g
n o t e s and made a v a i l a b l e t o t h e teacher f o r comment).
.
-
I n t e r i m d a t a c o l l e c t i o n c o n s i s t e d o f summaries of v i s i t s o n
C o n t a c t Summary S h e e t s ( T a b l e 2 ) , c o d i n g schemes, memoing, summary
reviews of t h e d a t a and f o r m u l a t i o n o f new q u e s t i o n s t o g u i d e d a t a
collection.
A c c o r d i n g t o Miles a n d Huberman ( 1 9 8 4 ) b o t h t h e
c o l l e c t i o n and ths a n a l y s i s o r n r e d u c t i o n n o f d a t a a r e a n ongoing
-
process a t t h i s s t a g e of t h e case study.
Following each observation, a Contact Summary Sheet was completed
by t h e r e s e a r c h e r , and a focus i f n e c e s s a r y , was i d e n t i f i e d f o r t h e
next observation.
C o n f e r e n c e s were s c h e d u l e d w i t h t h e t e a c h e r s ,
a l l o w i n g f o r a r e a s o n a b l e time f o r t h e m t o :
(a) receive the
t r a n s c r i p t s o f t h e observation and l o g notes, and ( b ) Fead and write
comments on t h e t r a n s c r i p t s p r o v i d e d .
I n t h i s way, t e a c h e r s were
g i v e n t h e o p p o r t u n i t y t o r e s p o n d t o e a c h o b s e r v a t i o n , and t o keep
c o p i e s of t h e t r a n s c r i p t s .
Concerns o r q u e s t i o n s were c l a r i f i e d o r
d i s c u s s e d i m m e d i d t e l y after t h e observation, a t t h e next meeting, o r
a t a l a t e r d a t e when t h e comments were r e l e v a n t f o r an i s s u e t h a t was
r a i s e d i n t h e classroom o r i n subsequent observations.
Follow up
d i s c u s s i o n s p r o v i d e d f e e d b a c k f o r t h e i n v e s t i g a t o r and t e a c h e r s 1
comments were n o t e d i n t h e l o g book by t h e r e s e a r c h e r , and by t h e
t e a c h e r s on t h e i r copies of t h e t r a n s c r i p t s .
*
TABLE 2
Contact Summary Sheet
Date :
People Involved :
Major Event(s) ( s i t u a t i o n ) :
Issues/ Themes :
- - --
-
--
- -
Research Questions Addressed:
New wpotheses, speculations
Follow Up/ Focus f o r Next V i s i t
If
t h e r e were n o a p p r o p r i a t e moments t o r e c o r d t h e s e
conversations d u r i n g t h e f o l l o w - u p d i s c u s s i o n , t h e y were r e c o r d e d
i m m e d i a t e l y following, and c l a r i f i e d by t h e r e s e a r c h e r and t e a c h e r i n
l a t e r discussions.
uhrY&aa
Upon completion of classroom observations, t e a c h e r s were given an
Interview Guideline:
a s e t of sample q u e s t i o n s on which t h e interview
would be based (Table 3 ) .
Teachers chose a time and place where t h e r e
would be a minimum chance of i n t e r r u p t i o n .
The interview format was
open-ended and t e a c h e r s were e n c o u r a g e d t o d i s c u s s any t o p i c s o f
c o n c e r n t o them, o r any i s s u e s t h a t had developed from t h e o v e r a l l
investigation.
*
Near t h e end o f t h e i n t e r v i e w t h e tape recorder was stopped and
t h e i n t e r v i e w q u e s t i o n s were reviewed w i t h t h e t e a c h e r s o as n o t t o
f o r g e t any o f t h e c r u c i a l i s s u e s of t h e study.
back t o t h e respondents.
Questions were read
They were given t h e o p p o r t u n i t y t o add t o ,
change o r q u a l i f y any a s p e c t s of t h e interview.
Both interviews were
each approximately two hours i n length.
Teachers were a l s o asked a t t h i s t i m e t o t h i n k about, and recount
v e r b a l l y , a n o t h e r Human R e l a t i o n s I n c i d e n t , s o a s t o t e s t t h e
t e a c h e r s ' p e r c e p t u a l f i e l d s i n t h e form of a f o l l o w up H R I .
The
i n v e s t i g a t o r c l a r i f i e d t h e r e s p o n s e s and s t r u c t u r e d t h e q u e s t i o n s
according t o
the HRI
instrument.
Interviews were taperecorded, and
..
TABLE 3
Date :
INTERVIEW GUIDELINES
Dear Teacher :
Our interview has been scheduled f o r
To h e l p you prepare, I have o u t l i n e d t h e general c a t e g o r i e s t h a t o u r
d i s c u s s i o n w i l l be c o n c e r n e d w i t h . P l e a s e f e e l f r e e t o c a l l and
d i s c u s s any of these t o p i c s with me before we meet.
General:
1.
A t t i t u d e s towards self ( s e l f )
What a r e your a t t i t u d e s , b e l i e f s o r opinions concerning your r o l e as a
teacher? How s a t i s f y i n g i s your c a r e e r ? What do you enjoy most about
teaching? What s t r e n g t h s o r a s p e c t s of your p e r s o n a l i t y , o r p e r s o n a l
b e l i e f s , a r e f o u n d t o m o s t i n f l u e n c e t h e way you t e a c h ? Is a
comfortable r a p p o r t with s t u d e n t s important t o you?
0-
2.
A t t i t u d e s towards t h e student/colleagues ( o t h e r s )
Describe r e l a t i o n s h i p s w i t h your s t u d e n t s , o t h e r t e a c h e r s , and
p a r e n t s . Why d i d you become a t e a c h e r and what was y o u r t e a c h e r
t r a i n i n g l i k e ? How do you p r e f e r t o d e a l with c e r t a i n problems t h a t
may a r i s e ?
3.
A t t i t u d e s t o s p e c i f i c teaching s i t u a t i o n s ( t a s k )
What is t h e job l i k e on a day t o day b a s i s f o r you? How do you f e e l
a b o u t t h e t e a c h e r ' s r o l e a s planner, manager, and organizer of both
classroom a c t i v i t i e s and e x t r a c u r r i c u l a r a c t i v i t i e s ?
4.
A t t i t u d e s t o o v e r a l l l e a r n i n g s i t u a t i o n and teaching
profession (frame of r e f e r e n c e )
I n y o u r o p i n i o n what a r e t h e q u a l i t i e s t h a t d e s c r i b e t h e e f f e c t i v e
teacher? How would you d e s c r i b e y o u r s e l f i n terms of t e a c h i n g s t y l e ?
What a r e t h e drawbacks and b e n e f i t s of being a classroom teacher a t
t h e p r e s e n t time? I n t h e f u t u r e ? What a r e your p l a n s i n t e r m s of a
teaching c a r e e r ?
typed onto t r a n s c r i p t s (Appendix E).
The i n t e r v i e w s e x p l o r e d t h e t e a c h e r s ' b e l i e f s about t h e i r own
r o l e s i n t h e c l a s s r o o m , t h e i r a t t i t u d e s toward t h e i r s t u d e n t s and
c o l l e a g u e s , and t h e o v e r a l l a t t i t u d e s t o w a r d s e d u c a t i o n and t h e i r
f u t u r e a s teachers.
Data was compared t o Combs1 p e r c e p t u a l c r i t e r i a
f o r effect.4-re teaching used by Wasicsko i n t h e development of t h e H R I
instrument and p e r c e p t u a l r a t i n g s c a l e .
The i n t e r v i e w s were t h e n
coded f o r similar t o p i c s , and t a b l e s were drawn up comparing t e a c h e r s 1
responses.
Dominant i s s u e s o r themes t h a t a r o s e d u r i n g c l a s s r o o m
observations and t h e i n t e r v i e w s , were coded and a n a l y z e d t o c r e a t e
( a ) a p r o f i l e of a teacher who had scored i n t h e high category on t h e
H R I , (b) a p r o f i l e of a teacher who had scored i n t h e low c a t e g o r y on
t h e H R I , and ( c ) t o p r o v i d e a d e t a i l e d comparison of ;he perceptual
o r i e n t a t i o n s assumed t o be o r i g i n a l l y d e s c r i p t i v e o f t h e e f f e c t i v e
s t u d e n t t e a c h e r ( h i g h H R I s c o r e ) , a s opposed t o those assumed t o be
o r i g i n a l l y d e s c r i p t i v e of t h e i n e f f e c t i v e t e a c h e r ( l o w H R I s c o r e ) .
When t h e i n t c r v i e w s were complete t h e o r i g i n a l s c o r e s were revealed t o
the investigator.
I n t h i s c h a p t e r , t h e d e s i g n o f t h e case study, t h e preliminary
f i e l d w o r k , t h e o b s e r v a t i o n p r o c e s s and i n t e r v i e w f o r m a t , and t h e
methods o f d a t a c o l l e c t i o n have been described.
Case s t u d i e s o f each
t e a c h e r , and an a n a l y s i s of t h e d a t a a r e p r e s e n t e d i n t h e f o l l o w i n g
chapter
.
..
CHAPTER IV
A - Case Comparison : Teacher P r o f i l e s
The p u r p o s e of t h i s c a s e s t u d y was t o examine and compare t h e
classroom b e h a v i o u r s , p e r c e p t i o n s , a t t i t u d e s and b e l i e f s o f
e x p e r i e n c e d t e a c h e r s w i t h t h e i r s c o r e s as s t u d e n t t e a c h e r s on r~he
Human Relations I n c i d e n t , a n i n s t r u m e n t t h a t i d e n t i f i e s e f f e c t i v e
t e a c h e r s 1 perceptual o r i e n t a t i o n s .
Classroom b e h a v i o u r s , a t t i t u d e s and b e l i e f s were determined by
analyzing 1) H R I 1 s , 2) observations, and 3) i n t e r v i e w s a c c o r d i n g t o
these HRI categories:
p e r c e p t i o n s o f s e l f , perceptions of o t h e r s ,
perceptions of purpose, and frame of reference.
The c a t e g o r i e s of t h e H R I stem from r e s e a r c h by Combs and Soper
They wereOdeveloped by
(1963) i n t h e area of perceptual psychology.
Wasicsko ( 1 977) t o i d e n t i f y and d e s c r i b e t h e perceptual o r i e n t a t i o n s
of s t u d e n t teachers.
The underlying a s s u m p t i o n i s t h a t t h e b e l i e f s
and a t t i t u d e s ( p e r c e p t u a l o r i e n t a t i o n s ) of t e a c h e r s a r e r e f l e c t e d i n
t h e i r behaviour, and t h u s i n d i c a t e l e v e l s of teaching e f f e c t i v e n e s s .
A n a l y s i s a l s o c o n s i s t e d of a comparison of t h e perceptual
c a t e g o r i e s o f t h e two t e a c h e r s o b s e r v e d , and a comparison o f t h e
teachers' pre-HRI d a t a obtained during teacher t r a i n i n g with t h e postH R I d a t a obtained during the c a s e s t u d y .
presented i n t h e form of two case s t u d i e s :
Teacher P r o f i l e B.
Q u a l i t a t i v e d a t a Is
a Teacher P r o f i l e A, and a
Each study includes d e s c r i p t i o n s of t h e t e a c h e r ' s
..
52.
behaviours based on classroom observations and interview summaries.
T h i s c a s e s t u d y c o n s i s t e d o f o b s e r v a t i o n s i n t h e classrooms of
two t e a c h e r s , one who had s c o r e d h i g h on t h e H R I , and one who had
scored 1~::
on t h e H R I during t h e i r teacher t r a i n i n g .
Observations were designed t o g e t a f e e l f o r t h e o v e r a l l c o n t e x t
i n which t h e t e a c h e r operated and l i v e d on a day t o day b a s i s i n t h e
classroom, and included memos, c o n t a c t summary s h e e t s , t a p e r e c o r d e d
c l a s s r o o m o b s e r v a t i o n s , l o g n o t e s by observer and an interview with
each teacher.
The condensed t e x t of t h e c l a s s r o o m o b s e r v a t i o n s f o r
Teacher A is l o c a t e d i n Appendix B and f o r Teacher B i n Appendix D.
The q u e s t i o n s f o r t h e i n t e r v i e w s ( I n t e r v i e w G u i d e l i n e , Appendix
B) were d e s i g n e d a r o u n d t h e key c a t e g o r i e s of t h e ~ e r g e ~ t u aRating
l
a
Scale i n order t o obtain teacher a t t i t u d e s i n each of t h e f o u r
\
perceptual c a t e g o r i e s .
Interviews were summarized according t o t o p i c s
discussed o r r a i s e d by t h e teacher.
The Comparison Categories f o r t h e
i n t e r v i e w along with t h e f u l l t e x t of t h e interview f o r Teacher A a r e
i n Appendix C and f o r Teacher B i n Appendix E.
-
Data Display,. according t o Miles and Huberman (1984a) c o n s i s t s of
a n " o r g a n i z e d assembly of information t h a t p e r m i t s conclusion drawing
and a c t i o n t a k i n g n (p. 24).
The f i n d i n g s r e g a r d i n g t h i s c a s e s t u d y
f a l l i n t o summaries i n t h e following a r e a s :
1 ) Overall frequency
-
Frequency o f r e s p o n s e s by p e r c e p t u a l c a t e g o r y f o r Teacher A and
Teacher B.
-
A comparison o f Teacher A ' s
H R I o b t a i n e d during teacher t r a i n i n g
(pre-HRI) with t h e H R I obtained during t h e case study (post-HRI).
-A
c o m p a r i s o n o f Teacher B 1 s H R I o b t a i n e d during teacher t r a i n i n g
#
(pre-HRI) with t h e H R I obtained during t h e case study (post-HRI).
3) P r o f i l e s .
-
J,
A c a s e s t u d y p r o f i l e of Teacher A and of Teacher B, c o n s i s t i n g of
d e s c r i p t i o n s , i n c i d e n t s , and examples b a s e d on t h e f o u r p e r c e p t u a l
c a t e g o r i e s : p e r c e p t i o n s of self, perceptions of o t h e r s , p e r c e p ~ i o n s
of purpose, and frame of reference.
The p r o f i l e s a r e drawn from t h e
following data:
A ) classroom observations
B) interviews.
An o u t l i n e of t h e d a t a d i s p l a y p r e s e n t e d i n t h i s c h a p t e r i s
l o c a t e d i n Table 4, t o be used a s a guide f o r t h e reader when studying
t h e t a b l e s t h a t follow.
TABLE 4
Data Analysis Framework
DATA DISPLAY
Frequency o f Responses
2. HRI'rs
Comparisons of Pre-HRI
(Teacher Training)
with Post-HRI
(Interview)
3.
(
L
A*
Section I
I
/
I
PROFILE TEACHER A
IN THE CLASSROOM:
Observations
1
Teacher P r o f i l e s
S e c t i o n 11
1
PROFILE TEACHER B
A*
:Observations
a. "Self
b. "Othersn
c. "Purposem
d. "Frame of Referencen
B'
maw:
Interview
a. n S z l f n
c. nPurposen
d. "Frame of Referencen
a. " S e l f n
b. "Othersn
C. "Purposen
d. "Frame of Referencen
1
1.
Overall frequency.
The o v e r a l l comparison of a high s c o r i n g t e a c h e r ' s responses t o a
low s c o r i n g t e a c h e r ' s responses by frequency of high and low responses
throughout t h e case study is presented i n Table 5.
This c h a r t r e l a t e s
t h e o v e r a l l d a t a c o l l e c t i o n t o t h e perceptual theory on which t h e H R I
c a t e g o r i e s are based.
Summary of Findings :
T e a c h e r A , f o r i n s t a n c e , demonstrated e f f e c t i v e perceptions i n
t h e category of "selfn 47 times, i n t h e category of "othersn 25 times,
i n t h e category of "purposen 33 times and i n t h e category of "frame of
reference" 53 times, f o r a t o t a l of 158 e f f e c t i v e perceptions.
T e a c h e r B , i n comparison, demonstrated e f f e c t i v e perceptions i n
t h e category of " s e l f n 7 times, i n t h e category o f n o t h e r s " 8 times,
*
i n t h e category of "purposen 12 times and i n t h e category of "frame of
r e f e r e n c e n 0 times.
T e a c h e r A t s e f f e c t i v e perceptions were c o n s i s t e n t l y more evident
4
than Teacher B t s perceptions.
2.
HRIts.
a ) Pre and Post H R I s c o r e s f o r Teachers A and B
Teacher A:
H R I Student Teacher Score (1982) = 24
H R I Experienced Teacher Score (1985) = 26
Average H R I Score = 25
..
Teacher B : H R I Student Teacher Score ( 1982) = 6
H R I Experienced Teacher Score (1985)
= 6
Average H R I Score = 6
b) Teacher A
A comparison o f h i g h s c o r i n g responses from each of Teacher A ' s
H R T ' s is l o c a t e d i n Table 6 t o provide t h e r e a d e r with s p e c i f i c
examples of responses i n each of t h e f o u r perceptual c a t e g o r i e s .
Teacher A ' s pre-HRI ( t e a c h e r t r a i n i n g ) i s l o c a t e d i n T a b l e 7,
f o l l o w e d by t h e P e r c e p t u a l R a t i n g S c a l e f o r t h e H R I i n d i c a t i n g t h e
t e a c h e r ' s perceptual s c o r e ( 2 4 = H I G H SCORE) a c c o r d i n g t o t h e f o u r
perceptual c a t e g o r i e s , Table 8.
T e a c h e r A ' s post-HRI ( i n t e r v i e w ) is l o c a t e d i n Table 9, followed
by t h e Perceptual Rating Scale f o r t h e H R I i n d i c a t i n g t h e t e a c h e r ' s
perceptual s c o r e (26 = HIGH SCORE) i n Table 10.
/
These t a b l e s provide t h e r e a d e r with t h e t e a c h e r ' s o r i g i n a l selfr e p o r t e d p e r c e p t i o n s , along with t h e corresponding perceptual r a t i n g
s c o r e s i n each of t h e f o u r perceptual c a t e g o r i e s .
percc-ptual s c o r e remained high a t an average,of 25.
Teacher A ' s
TABLE
5
Overall Frequency o f Responses
-
Perceptual C a t e g o r i e s
Teacher A
25
Self
Others
Observations
16
8
10
20
Interview
31
17
23
33
47
25
33
53
Total
Purpose
Frame o f
Reference
Overall Total:
158
Perceptual C a t e g o r i e s
Purpose
Frame of
Reference
Teacher B
4
Self
Others
Observations
1
3
1
8
1
l o
Interview
1
4
1
o
1 1 0
I "
Overall T o t a l :
Total
7
8
12
0
27
>
Perceptual Categories
Teacher A
25
Self
Others
Purpose
Frame of
Reference
Observations
0
0
2
0
Interview
2
1
1
0
2
1
3
Overall T o t a l :
Total
6
0
Perceptual C a t e g o r i e s
Teacher B
Frame of
Reference
4
Self
Others
Observations
17
10
18
19
Interview
20
8
31
31
Total
39
18
Purpose
49
50
Overall Total :
154
TABLE 6
Comparison o f H R I 11 ( 1982) and H R I 52 (1985)
Teacher A
(Examples of High Scoring Responses)
Score H R I #2 26
H R I Category
Score HRII1 24
Perceptions
of "Selfn
"1 o f f e r e d t o h e r my
own personal experience
with t h e disease..."
"Of course you must
modify your a c t i o n s and
r e a c t i o n s t o each
individual.
"I was doing t h i n g s f o r
him, making him f e e l he
was accepted, I guess, and
t h a t he was l i k e a b l e .
* I t h i n k I found a conn e c t i o n t h a t he l i k e s
s c i e n c e f i c t i o n and I
s t a r t e d speaking t o him
suggesting books.
Perceptions
of "Others
"1wanted t o help h e r
but was sometimes
a f r a i d t h a t she would
j u s t want t o be l e f t
alone. I l e t her know
I was t h e r e , i f she
needed me
a t any
time.
"Maybe h e ' s j u s t changed
on his own."
"1 don't know i f it was a
conscious e f p o r t t o t r y
and help him because how
much I could ever help
him would be another
question.
"Positive a t t i t u d e s , I
f e e l , combat d i s e a s e
more e f f e c t i v e l y than
a negative a t t i t u d e .
"He was obviously very
uncomfortable, and I t h i n k
over t h e year g e t t i n g him
t o t h e point where he
seeks me out and t a l k s t o
me, looks f o r excuses t o
talk..
--
Perceptions
of "Purpose
.
Frame of
Reference
"1 was sympathetic t o
my f r i e n d and h e r
family. "
* I made a point of
asking h e r how she
was doing.
"He's opened up and he
smiles now. He never
smiled before and i t
l i g h t s up his whole f a c e
and he has a b e a u t i f u l
smile "
.
a
TABLE 7
Teacher A:
Pre-HRI
S i t u a t i o n ; t h e f a t h e r o f a c l o s e g i r l f r i e n d found out t h a t he had
cancer and died s h o r t l y afterwards.
N a t u r a l l y , I was s y m p a t h e t i c t o my f r i e n d and h e r family. I
t r i e d t o g i v e her a s much support a s I c o u l d by i n q u i r i n g o f t e n n o t
o n l y how h e r f a t h e r was, b u t how s h e was doing--although I d i d not
dwell on t h e s u b j e c t . I o f f e r e d t o h e r my own pers2%ii e x p e r i e n c e
with t h e disease
my aunt died of cancer
and t r i e d t o encourage h e r
i n a ( b r i g h t ) outlook. P o s i t i v e a t t i t u d e s , I f e e l , combat d i s e a s e
more e f f e c t i v e l y t h a n a n e g a t i v e a t t i t u d e . After h e r f a t h e r died I
t r i e d t o g i v e h e r a l l t h e s u p p o r t I c o u l d . Her p a r e n t s l i v e d i n a
d i f f e r e n t t o w n , s o I s p o k e t o h e r on t h e t e l e p h o n e on v a r i o u s
occasions. I make a point of asking h e r how s h e was d o i n g . I f e l t
s l i g h t l y i n s e c u r e a t times b e c a u s e I was not s u r e how much t o t a l k
about t h e event with her
what h e r t o l e r a n c e p o i n t was a s t o
r a t i o n a l l y t a l k i n g a b o u t i t opposed t o ' d w e l l i n g t morbidly on t h e
f a c t . I f e l t t h a t i t would be good f o r h e r t o g e t h e r f e e l i n g s o u t
i n t o t h e open a s she was extremely c l o s e t o h e r dad. I wanted t o help
her b u t was sometimes a f r a i d t h a t s h e would j u s t want t o be l e f t
a l o n e . I l e t h e r know t h a t I was t h e r e , i f she needed me
a t any
time.
-
-
-
-
&
I t h i n k I would f e e l much t h e same now although more secure i n
how t o r e a c t . L a t e r my g i r l f r i e n d t o l d m e how much h e l p I had been i n
a l w a y s a s k i n g h e r how s h e was and f e l t . O f course you must modify
your a c t i o n s and r e a c t i o n s t o e a c h i n d i v i d u a l , b u t I t h i n k t h a t I
would p e r h a p s spend more time with t h e person
t h e above i n c i d e n t was a t work o r on t h e phone
depend on t h e person and t h e s i t u a t i o n .
H R I SCORE = 24
- most
- but
of my c o n t a c t i n
again t h a t would
..
TABLE 8
Teacher A (Pre-HRI)
Perceptions of S e l f :
The t e a c h e r feels a oneness
with a l l mankind. H e perc e i v e s himself as deeply
and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n .
The t e a c h e r f e e l s g e n e r a l l y a p a r t
from o t h e r s . His f e e l i n g s of
oneness a r e r e s t r i c t e d t o those o f
similar beliefs
.
Perceptions of Others :
AE!LE
UNABLE
The teacher sees o t h e r s a s
having c a p a c i t i e s t o d e a l
with t h e i r problems. He
believes others a r e basically
a b l e t o f i n d adequate s o l u t i o n s
t o e v e n t s i n t h e i r own l i v e s .
The teacher s e e s o t h e r s a s l a c k i n g
t h e necessary c a p a c i t i e s t o d e a l
e f f e c t i v e l y with t h e i r p o b l e m s .
He doubts t h e i r a b i l i t y t o make
t h e i r own d e c i s i o n s and run t h e i r
own l i v e s .
Perceptions of Purpose:
LARGER
SMALLER
The t e a c h e r views events i n a
broad perspective. His g o a l s
extend beyond t h e immediate
t o l a r g e r i m p l i c a t i o n s and
contexts.
The t e a c h e r views events i n a
narrow perspective. His purposes
focus on immediate and s p e c i f i c
goals
.
.
Frame of Reference:
PEOPLE
THINGS
The t e a c h e r is concerned with
t h e human a s p e c t s of a f f a i r s .
The a t t i t u d e s , f e e l i n g s ,
b e l i e f s , and welfare of
persons a r e prime considerat i o n s i n h i s thinking.
The t e a c h e r is concerned with t h e
impersonal a s p e c t of a f f a i r s .
Q u e s t i o n s of o r d e r , management,
mechanics, and d e t a i l s of t h i n g s
and e v e n t s a r e prime c o n s i d e r a t i o n s
i n h i s thinking.
TABLE 9
Teacher A:
Post-HRI
DESCRIBE THE SITUATION AS I T OCCURRED AT THE TIME.
-
There's t h a t one s t u d e n t I was t e l l i n g you about e a r l i e r , a boy who
was very s u l l e n a t t h e beginning of t h e y e a r and wouldn't t a l k and h i s
eyes always s h i f t i n g and when I s p o k e t o him i t was--held s t a r t t o
s q u i r m and wouldn't want t o t a l k o r , he was obviously very uncomforta b l e and I think over t h e year g e t t i n g him t o t h e p o i n t where he seeks
me o u t and t a l k s t o m e , looks f o r excuses t o t a l k and would babble on
about nothing.
...
WHAT D I D YOU DO I N THE PARTICULAR SITUATION?
- Well,
you see, I don't know i f I ' v e done s o much, maybe h e ' s j u s t
changed on h i s own, b u t I t h i n k t h a t I f o u n d a connection t h a t he
l i k e s s c i e n c e f i c t i o n and I s t a r t e d speaking t o him suggesting books,"How do you l i k e t h i s ? n And when he was looking f o r a book saying,
w e l l , nI1llf i n d i t and 1'11 save i t f o r you. I was doing t h i n g s f o r
him, making him f e e l t h a t he was a c c e p t e d I g u e s s and t h a t he was
l i k e a b l e , because I s o r t of g o t t h e i m p r e s s i o n t h a t he was p r o b a b l y
n o t l i k e d . B i t of a loner. And, you know, I would save books f o r him
and g i v e him s p e c i a l books t h a t were new and "no one's read t h i s , you
know, you have i t firstn and h i s eyes would l i g h t up and,that somebody
would do something l i k e t h a t f o r him...I t h i n k i s r e a l l y , I mean, made
him r e s p o n d t o me. Now I don't know what he's l i k e with o t h e r people
although he does t a l k t o my p a r t n e r as w e l l which he w o u l d n ' t have
done e i t h e r b e f o r e . Whether what he's l i k e i n t h e classroom is t h e
same, i t ' s hard t o say.
HOW D I D YOU FEEL ABOUT THE SITUATION AT THE TIME YOU WERE EXPERIENCING
IT?
- A b i t uncomfortable.
Well, you know, I wasn't q u i t e s u r e what t o do
with him and I h e s i t a t e d t o go and t a l k t o him i f he was, you know, i f
I, if I f e l t he needed help looking f o r something o r , you know, i f he
was j u s t hanging around and making a nuis... you know with a group of
k i d s and making n o i s e and h a v i n g t o ask him t o l e a v e o r t h i n g s l i k e
t h a t . I f e l t uncomfortable with having t o approach him. But I t h i n k
t h a t f i n d i n g t h e c o n n e c t i o n w i t h t h e s c i e n c e f i c t i o n t h e r e was
something I could t a l k t o him about without t e l l i n g him t o be q u i e t o r
go away.
-
I t I s much n i c e r t o have someone t o respond t o you than, you know,
look t h e o t h e r way and (pause) yah.
-because
I d o n 1 t know
how much
i f i t was a c o n s c i o u s e f f o r t t o t r y and h e l p him
I c o u l d e v e r h e l p him would be a n o t h e r q u e s t i o n .
P e r h a p s he had a ' few p s y c h o l o g i c a l problems t h a t I should probably
s t a y away from because I 1 d j u s t make them worse. But I g u e s s , I l i k e
people t o be f r i e n d l y and I f e l t he was a b i t sad and alone.
HOW DO YOU FEEL ABOUT THE SITUATION NOW?
WOULD YOU WISH TO CHANGE ANY
PART OF IT?
-
I f e e l t h a t h e l s r e s p o n d e d t o me. Now a s I say, whether t h a t ' s a
n a t u r a l t r a n s i t i o n through t h e y e a r i t 1 s hard t o 987 b u t I f e e l h e l s
opened up and he smiles now. H e never smiled before and i t l i g h t s up
h i s whole f a c e and he has a b e a u t i f u l smile.
-
Yah, i t makes me f e e l r e a l l y good t h a t , you know, a t least he can
respond t o me on t h a t l e v e l and we c a n t a l k a b o u t s c i e n c e f i c t i o n .
Now I c a n j o k e and l a u g h w i t h h i m and t e a s e him a l i t t l e b i t and he
laughs and g e t s embarrassed but ah, I g u e s s maybe i t was a b i t o f a
c h a l l e n g e t o me w h e t h e r i t was s u b c o n s c i o u s o r w h e t h e r i t was
conscious but a c h a l l e n g e t o b r e a k t h r o u g h some o f t h o s e b a r r i e r s
because he had a l o t of b a r r i e r s up.
-
I might have s t a r t e d sooner, than t h i s year, o r p e r h a p s l a s t y e a r ,
b u t a g a i n , no, I don l t t h i n k t h e r e 1s anything I would have changed.
It has t o be t h e r i g h t time and I wouldn't have been ready f o r i t l a s t
*
year.
- And h e ' s
a l s o helped me too. It g i v e s me f e e l i n g s of confidence and
encouragement t h a t knowing he was s o obviously a f r a i d of p e o p l e ' o r not
w a n t i n g t o t a l k t o people--maybe i t was j u s t women, maybe i t was
l i b r a r i a n s , maybe i t was t e a c h e r s ; I don1t know what i t e x a c t l y was,
maybe j u s t a d u l t s i n g e n e r a l , but it had a l s o boost my confidence and
I have success, t h a t a k i d w i l l come and t a l k t o me and l a u g h . So I
see t h a t a s a personal success too, t h a t I can g e t someone t o respond.
H R I SCORE
= 26
*
TABLE 10
Teacher A (Post-HRI)
Perceptions of S e l f :
The teacher f e e l s a oneness
with a l l mankind. He perc e i v e s himself a s deeply
and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n .
The t e a c h e r f e e l s g e n e r a l l y a p a r t
from others. His f e e l i n g s of
oneness a r e r e s t r i c t e d t o those of
similar beliefs
.
Perceptions of Others:
BBLE
UNABLE
The teacher sees o t h e r s a s
having c a p a c i t i e s t o d e a l
with t h e i r problems. He
believes others a r e basically
a b l e t o f i n d adequate s o l u t i o n s
t o e v e n t s i n t h e i r own l i v e s .
The teacher s e e s o t h e r s a s l a c k i n g
t h e necessary c a p a c i t i e s t o deal
e f f e c t i v e l y with t h e i r problems.
H e doubts t h e i r a b i l i t y t o make
t h e i r own d e c i s i o n s and run t h e i r
own l i v e s .
Perceptions of Purpose:
LARGER
SMALLER
The teacher views e v e n t s i n a
broad perspective. His g o a l s
extend beyond t h e immediate
t o l a r g e r i m p l i c a t i o n s and
contexts.
The t e a c h e r views events i n a
narrow perspective. His purposes
focus on immediate and s p e c i f i c
goals.
..
Frame of Reference :
PEOPLE
THINGS
The t e a c h e r is concerned w i t h
t h e human a s p e c t s of a f f a i r s .
The a t t i t u d e s , f e e l i n g s ,
b e l i e f s , and welfare of
persons a r e prime considerat i o n s i n h i s thinking.
The t e a c h e r is concerned with t h e
impersonal a s p e c t of a f f a i r s .
Q u e s t i o n s of o r d e r , management,
mechanics, and d e t a i l s of t h i n g s
and e v e n t s a r e prime c o n s i d e r a t i o n s
i n h i s thinking.
3.
Teacher B
A comparison o f t h e low s c o r i n g responses from each of Teacher
B t s H R I ' s i s l o c a t e d i n Table 11 t o provide t h e r e a d e r w i t h s p e c i f i c
examples of responses i n each of t h e f o u r perceptual c a t e g o r i e s .
Teacher B ' s pre-HRI ( t e a c h e r t r a i n i n g ) i s l o c a t e d i n T a b l e 1 2 ,
f o l l o w e d by t h e P e r c e p t u a l R a t i n g S c a l e f o r t h e H R I i n d i c a t i n g t h e
t e a c h e r ' s perceptual s c o r e (6 = LOW SCORE), i n Table 13.
Teacher B ' s post-HRI ( i n t e r v i e w ) i s l o c a t e d i n Table 14, followed
by t h e Perceptual Rating Scale f o r t h e H R I i n d i c a t i n g t h e t e a c h e r ' s
perceptual s c o r e (6 = LOW SCORE) i n Table 15.
These t a b l e s provide t h e r e a d e r with t h e t e a c h e r ' s o r i g i n a l selfr e p o r t e d p e r c e p t i o n s , along with t h e corresponding perceptual r a t i n g
s c o r e s i n each of t h e f o u r perceptual c a t e g o r i e s .
Teacher B t s s c o r e
/
remained low a t 6:
TABLE 11
Comparison of H R I #1 (1982) and H R I 52 (1985)
Teacher B
(Examples of Low Scoring Responses)
6
H R I Category
Score HRIIl
Perceptions
of "Self"
"1 t r i e d t o make t h e
Perceptions
of
l o c a t i n g of t h e i r mother
seem very innocent but my
s e e i n g them d i d not make
my t a s k any e a s i e r .
"At that precise t i m e ,
except f o r me, she was
very alone."
Perceptions
"1 volunteered t o go t o
of "Purposen h e r house and do i t simply
a s another experience."
"1 would not change a
minute.
Frame of
Reference
"The power of t h i s
emotional dambreak was
overwhelming and swept
me up it."
Score H R I #2 &
"I have a r e a l l y low,
ah, f e e l i n g . .
"We g o t i n t o a l i t t l e
heated d i s c u s s i o n about
what should happen t o
brain-damaged children.
I ' m q u i t e outspoken about
that.
."
"She has some mental
problems, and t h a t ' s h e r
excuse, but what's your
excuse f o r asking her t o
do something l i k e t h a t ? "
"That even s u r p r i s e d m e
more t h a t I even had t h e
t o l e r a n c e t o t a l k t o my
class.
"1 worked with t h e c l a s s
t e l l i n g them about her."
"So i t was a real
process.
TABLE 1 2
Teacher B : Pre-HRI
The i n c i d e n t I r e c a l l most v i v i d l y , t o some people may not be
construed a s a h e l p i n g i n c i d e n t . The r e a s o n f o r t h i s i s t h a t t h e
p a r t i c u l a r e v e n t i n v o l v e d t h e t e l l i n g o f a woman o f d e a t h , t h a t
morning of h e r husband. I b e l i e v e my h e l p t o her came a t t h a t moment
of massive g r i e f .
.
I was i n t h e p o l i c e f o r c e i n
I was t h r e e days away
in
from l e a v i n g t h e f o r c e and had never done a n o t i f i c a t i o n of N.O.K.
t h e f o u r previous y e a r s I had been.
The message came from
and I volunteered t o go t o her
house and do i t simply a s another experience. The woman, however, was
n o t a t home b u t h e r t h r e e small c h i l d r e n were. I t r i e d t o make t h e
l o c a t i n g of t h e i r mother seem very i n n o c e n t b u t my s e e i i n g them d i d
n o t make my t a s k any e a s i e r . I e v e n t u a l l y found t h e l a d y f s place of
work and c a l l e d h e r out of t h e building. She knew something was wrong
i m m e d i a t e l y b u t n o t u n t i l I asked h e r whether h e r husband's name was
d i d s h e crumble e m o t i o n a l l y b e f o r e me. The power o f t h i s
e m o t i o n a l dambreak was i n c r e d i b l e and swept me up it. It went from
anger a t me t o c o l l a p s e and I d i d not l e a v e h e r f o r a second f o r about
a two h o u r period. She had t h r e e c h i l d r e n , but a t t h a t p r e c i s e time,
except f o r me, she was very alone.
*
. ..
I had n e v e r f e l t compassion f o r someone t o such an e x t e n t a s I
d i d then.
It enriched me then a s w e l l a s any time I think about it.
I would not change a minute.
H R I SCORE = 6
TABLE 13
Teacher B ( Pre-HRI)
Perceptions of S e l f :
U)ENTIFIED
UNIDENTIFIED
The teacher f e e l s a oneness
with a l l mankind. H e perc e i v e s himself a s deeply
and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n .
The t e a c b ~ rf e e l s g e n e r a l l y a p a r t
from o t h e r s . His f e e l i n g s of
oneness a r e r e s t r i c t e d t o those of
similar b e l i e f s .
Perceptions of Others:
The teacher s e e s o t h e r s a s
having c a p a c i t i e s t o d e a l
with t h e i r problems. He
believes others a r e basically
a b l e t o f i n d adequate s o l u t i o n s
t o e v e n t s i n t h e i r own l i v e s .
The teacher s e e s o t h e r s a s l a c k i n g
t h e necessary c a p a c i t i e s t o d e a l
e f f e c t i v e l y with t h e i r problems.
H e doubts t h e i r a b i l i t y t o make
t h e i r own d e c i s i o n s and run t h e i r
own l i v e s .
Perceptions of Purpose:
LARGER
SMALLER
The teacher views e v e n t s i n a
broad perspective. His g o a l s
extend beyond t h e immediate
t o l a r g e r i m p l i c a t i o n s and
contexts.
The t e a c h e r views events i n a
narrow perspective. His purposes
focus on immediate and s p e c i f i c
goals
.
.
Frame o f Reference :
PEOPLE
The t e a c h e r is concerned w i t h
t h e human a s p e c t s o f affairs.
The a t t i t u d e s , f e e l i n g s ,
b e l i e f s , and w e l f a r e o f
persons are prime considerat i o n s i n h i s thinking.
The t e a c h e r is concerned w i t h t h e
impersonal a s p e c t o f a f f a i r s .
Q u e s t i o n s o f o r d e r , management,
mechanics, and d e t a i l s o f t h i n g s
and e v e n t s are prime c o n s i d e r a t i o n s
i n h i s thinking.
TABLE 14
Teacher B:
Post-HRI
DESCRIBE THE SITUATION AS IT OCCURRED AT THE TIME.
-
I had a m e n t a l l y handicapped g i r l i n my c l a s oom. Sh
s e v e r e l y r e t a r d e d , s h e was about a t t h e grade four l e v e l and she was
i n grade seven because s h e was f o u r t e e n y e a r s o l d . It was t h r o u g h
working w i t h h e r and a l s o h e r a s s i s t a n t t e a c h e r , um, I t h i n k
(pause). It's hard because she was i n a. f o s t e r home but j u d g i n g from
what t h e f o s t e r p a r e n t s and t h e g r o u p home p a r e n t s s a i d about her
after she had been i n my c l a s s t h a t
through
through
I
g u e s s j u s t being around her and whatever, h e r self-esteem had gone up
so much from when she had come from
Now (pause)
.. .
...
...
...
...
.
-
She was i s o l a t e d i n t h e c l a s s because she had t o do a l o t of one-toone with this a s s i s t a n t teacher but she was i n t h e classroom s e t t i n g .
where she'd been i n a one-on-six, which, one
She had come from
teacher i n s i x . And she'd been s p o i l e d a s far a s a t t e n t i o n b u t , and
t h e n s h e demanded a t t e n t i o n and even with t h i s one-on-six she would
b i t e o t h e r k i d s and t h i n g s l i k e t h a t . So she was q u i t e a handful, and
then p h y s i c a l l y she was q u i t e w e l l developed s o t h a t ' s why they d i d n ' t
want t o have h e r i n t h e grade f o u r s e t t i n g and i n t h e l o w e r c l a s s e s
l i k e t h a t and s o she was put i n my classroom.
.....
*
WHAT D I D YOU DO I N THE PARTICULAR SITUATION?
.
-
I was given an a s s i s t a n t and I worked with my c l a s s and t e l l i n g them
about h e r , having them b u i l d up a t o l e r a t i o n f o r h e r and acceptance of
h e r d e s p i t e i n c i d e n t s t h a t o c c u r r e d . You know, s h e ' d f l i p up h e r
blouse i n t h e l i b r a r y because somebody, some guy s a i d 'do you wanna
s e e h e r t i t s ? ' and t h i n g s l i k e t h a t , and t o f l i p up h e r d r e s s and,
A l o t of c r e d i t goes t o my
t h i n g s l i k e t h a t went on during t h e year.
c l a s s f o r b e i n g a b l e t o go t h r o u g h my l e c t u r e s about t o l e r a n c e and
t h i n g s l i k e t h a t . She, I t h i n k , was a l o t b e t t e r person and her selfe s t e e m h a d gone up a l o t i n h e r l i f e . I t h i n k t h a t was... i t ' s
nothing t o do with actual...an a c t u a l s t u d e n t of mine who was, q u o t e ,
u n q u o t e normal, but t h e r e r e a l l y
I had a good f e e l i n g a t t h e end of
t h e year.
...
...
HOW D I D YOU FEEL ABOUT THE SITUATION AT THE TIME YOU WERE EXPERIENCING
IT?
-whether
You n e v e r know sometimes t h e i m p a c t you have on, on c h i l d r e n ,
you had any. If t h e y ' r e a Rhodes s c h o l a r , w h e t h e r you had
a n y t h i n g t o do w i t h t h a t o r w h e t h e r you t u r n e d around t h e i r study
h a b i t s , you l i k e t o t h i n k s o but a l o t o f times i t . smart k i d s a r e
..
gonna l e a r n d e s p i t e you, o r , o r because of you, you j u s t never r e a l l y
know. I was happy t h a t I c o u l d s e e t h e change i n h e r a l s o . And
t h r o u g h my d i s c u s s i o n s w i t h t h e g r o u p p a r e n t s and t h e a s s i s t a n t
teacher t h a t was helping h e r , i t was r e a l l y maybe a l l o f o u r d o i n g ,
but i t was j u s t n i c e t o see. And p a r t i c u l a r l y because I have a r e a l l y
low, ah, f e e l i n g
and I ' v e t a l k e d t o my s i s t e r i n l a w who h a s a
r e t a r d e d s i s t e r whom I met f o r t h e first time before she was married
t o my b r o t h e r and we g o t i n t o a l i t t l e h e a t e d d i s c u s s i o n a b o u t what
s h o u l d happen t o brain-damaged c h i l d r e n - - I 1 m q u i t e outspoken about
t h a t , but, t h a t even s u r p r i s e d me more than I even had t h e t o l e r a n c e
t o t a l k t o my c l a s s and say..."things t h a t she does, ah, t h e i n c i d e n t
i n t h e l i b r a r y , she h a s some mental problems and t h a t ' s h e r e x c u s e ,
b u t w h a t ' s your excuse f o r asking h e r t o do something l i k e t h a t ? " And
g e t t i n g them t o look inwardly on t h e m s e l v e s e v e n though i t was v e r y
i s o l a t e d who d i d t h a t , t h e y r e a l l y had t o t h i n k about ah, okay she
p i c k s h e r nose and she p i c k s h e r z i t s , l e t ' s not g e t h y p e r a b o u t i t .
R a t h e r s a y t o h e r , "hey, we don't l i k e t h i n g s l i k e thatn....So i t was
a r e a l process and t h a t ' s what, ah, I t h i n k I was most p l e a s e d a b o u t
b e c a u s e i t h e l p e d n o t o n l y t h e g i r l but t h e c l a s s too. Teachers on
staff commented on "hey, y o u r , y o u r k i d s a r e g e t t i n g a l o n g a l o t
b e t t e r with
and s h e see-ms t o be..
To hear t h i n g s l i k e t h a t ,
it's not r e a l l y academic o r anything l i k e t h a t but i t ' s
more . . . ( p a u s e ) , and I t h i n k t h a t ' s p u t t i n g e d u c a t i o n i n i t s
perspective. So what i f you can1t r e c i t e t h e C o n s t i t u t i o n . Can you
i n t e r a c t i n a g r o u p o f t h r e e p e o p l e w i t h o u t (makes choking sound)
going l i k e t h a t o r picking your nose o r whatever, um, so* maybe I was
most happy w i t h t h a t . I t h i n k a l o t o f t e a c h e r s , t h a t ' s what you
feel. You f e e l , hey, because I was a b l e t o help, but now bring on t h e
next, you know?
...
."
HOW DO YOU FEEL ABOUT THE SITUATION NOW?
WOULD YOU WISH TO CHANGE ANY
PART OF IT?
-
No. No. Because s h e d i d t h e s e t h i n g s , r e s u l t e d i n me having t o
t a l k t o them which r e s u l t e d i n them l o o k i n g a t t h e m s e l v e s w h i c h
r e s u l t e d i n t h e change.
H R I SCORE = 6
*
TABLE 15
Teacher B (Post-HRI)
Perceptions of S e l f :
U)ENTIFIED
UNIDENTIFIED
The teacher f e e l s a oneness
with a l l mankind. He perc e i v e s himself as deeply
and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n .
The t e a c h e r f e e l s g e n e r a l l y a p a r t
from o t h e r s . His f e e l i n g s of
oneness a r e r e s t r i c t e d t o those o f
similar beliefs.
Perceptions of Others:
BBLE
UNABLE
The teacher s e e s o t h e r s a s
having c a p a c i t i e s t o d e a l
with t h e i r problems. He
believes others a r e basically
a b l e t o f i n d adequate s o l u t i o n s
t o e v e n t s i n t h e i r own l i v e s .
The teacher sees o t h e r s a s l a c k i n g
t h e necessary c a p a c i t i e s t o d e a l
e f f e c t i v e l y with their,problems.
He doubts t h e i r a b i l i t y t o make
t h e i r own d e c i s i o n s and run t h e i r
own l i v e s .
Perceptions of Purpose:
LARGER
SMALLER
The teacher views e v e n t s i n a
broad perspective. His g o a l s
extend beyond t h e immediate
t o l a r g e r i m p l i c a t i o n s and
contexts.
The t e a c h e r views events i n a
narrow perspective. His purposes
focus on immediate and s p e c i f i c
goals
.
a
Frame of Reference:
THINGS
The teacher is concerned with
t h e human a s p e c t s of a f f a i r s .
The a t t i t u d e s , f e e l i n g s ,
b e l i e f s , and welfare of
persons are prime considerat i o n s i n h i s thinking.
The t e a c h e r is concerned with t h e
impersonal a s p e c t of a f f a i r s .
Q u e s t i o n s of order, management,
mechanics, and d e t a i l s of t h i n g s
and e v e n t s a r e prime c o n s i d e r a t i o n s
i n h i s thinking.
3.
Teacher P r o f i l e s
,Zjltroduction
a ) Categories.
Classroom o b s e r v a t i o n t r a n s c r i p t s and i n t e r v i e w
t r a n s c r i p t s were coded t o c a t e g o r i z e a n d q u a n t i f y t h e d a t a by
p e r c e p t u a l category and f o r ease of c r o s s r e f e r e n c e and a n a l y s i s .
TABLE 16
Category Codes f o r Analyzing Data
Low Level Responses
High Level Responses
SELF = SE+
OTHERS = OTH+
PURPOSE = PUR+
FRAME OF REFERENCE = FR+
b) Codes.
I
I
SELF = SEOTHERS = OTHPURPOSE = PURFRAME OF REFERENCE = FR-
The Teacher P r o f i l e s below use t h e following codes t o
r e f e r t h e r e a d e r t o t h e o r i g i n a l t e x t of t h e d a t a (Table 17).
TABLE 17
The P r o f i l e Coding Symbols
The P r o f i l e Coding Symbols Refer t o Data Located i n Appendices
EXPLANATION
CODE
Interview, page 3
(INTO 3)
Observation 1 , page 1
(Obs. 1.1)
Observation 2, Log Notes,
page 3
(Obs. 2. LN.3)
*
c ) Organization
Section I:
Teacher A; S e c t i o n 11: Teacher B
The f i r s t s e c t i o n o f e a c h p r o f i l e f o c u s e s o n t h e c l a s s r o o m
o b s e r v a t i o n s , o r t h e behaviors recorded by t h e observer.
The second
s e c t i o n of each p r o f i l e focusses on t h e i n t e r v i e w s , o r t h e behaviours,
a t t i t u d e s and p e r c e p t i o n s o f t h e t e a c h e r a s s e l f - r e p o r t e d by t h a t
teacher.
Each ' i n c i d e n t 1 and ' e x a m p l e 1 i s r a t e d a c c o r d i n g t o
W a s i c s k o l s ( 1 9 8 1 ) method t o e v a l u a t e e f f e c t i v e and i n e f f e c t i v e
perceptions.
peroption.
An ' X 1 i n t h e l e f t hand box i n d i c a t e s a n e f f e c t i v e
One i n t h e m i d d l e box r e p r e s e n t s mixed perceptions t h a t
a r e 'not so c l e a r 1 , due t o e i t h e r l i m i t e d i n f o r m a t i o n f o r a n
assessment, o r a mixture of e f f e c t i v e and i n e f f e c t i v e perceptions.
An
' X 1 i n t h e r i g h t hand box i n d i c a t e s an i n e f f e c t i v e perception.
*
..
I: TEACHER PROPILE A
0
The f o l l o w i n g d e s c r i p t i o n i s based on t h e l o g notes, memos and
c o n t a c t summary s h e e t s u s e d d u r i n g and a f t e r e a c h o b s e r v a t i o n o r
visit.
T e a c h e r A i s a F r e n c h t e a c h e r / l i b r a r i a n , i n her
m i d - t h i r t i e s , a t a l a r g e , u r b a n h i g h s c h o o l . Her
r e s p o n s i b i l i t i e s i n c l u d e teaching l i b r a r y s k i l l s
( n o t e t a k i n g , study and r e s e a r c h s k i l l s ) , e s t a b l i s h i n g
good p u b l i c r e l a t i o n s s k i l l s between t h e l i b r a r y and
t h e s t u d e n t s , and b e i n g a r e s o u r c e p e r s o n f o r t h e
French Immersion students.
She r e c e i v e d h e r B.A. i n French, worked i n a bank
f o r s e v e r a l y e a r s , completed h e r M.A. i n L i b r a r y
S c i e n c e a n d f i n a l l y d e c i d e d on a t e a c h e r t r a i n i n g
program. For t h e l a s t t h r e e y e a r s s h e h a s h a d a
t e m p o r a r y c o n t r a c t and i s u n s u r e of h e r f u t u r e a s a
teacher.
When T e a c h e r A g r e e t s m e , I c a n t e l l s h e i s
expecting me. She t u r n s from her s e a t a t t h e desk near
t h e t u r n s t i l e s . Her f a c e l i g h t s up w i t h a smile,
nYoufre Roni, she says. I am drawn t o h e r warmth and
unaffected s i n c e r e manner. She looks me i n t h e eye and
calmly, e a s i l y , extends h e r arm f o r a f i r m handshake.
Her d i r e c t approach immediately p u t s me a t ease.
The l i b r a r y s h e t e a c h e s i n i s p e a c e f u l y e t
i n t e r e s t i n g . D i s p l a y s , a r t i s t i c a l l y arranged, cover
t h e walls. Large French and S o c i a l S t u d i e s s e c t i o n s
a r e f l a n k e d by a n e x t e n s i v e r e a d i n g a r e a f o r f i c t i o n
along t h e w e s t wall. The s i g n over h e r desk r e a d s "To
l o v e what you do and f e e l t h a t it matters, how could
anything be more fun?"
The l i b r a r y i s b u s i e r t h a n u s u a l now due t o a
Two f u l l - t i m e
shortage of staff l i b r a r y - a s s i s t a n t s .
l i b r a r i a n s work h e r e . They r e l y heavily on t h e i r 100
s t u d e n t monitors. Teacher A d e s c r i b e s h e r s e l f a s t h e
"PR p e r s o n f o r t h e k i d s . " S h e a t t e n d s s t u d e n t
f u n c t i o n s throughout t h e s c h o o l . Her p a r t n e r e n j o y s
t h e more t e c h n i c a l a s p e c t s o f running a l i b r a r y , but
Teacher A p r e f e r s t o work w i t h t h e k i d s . She c a l l s
t h i s a nharmonious, balancedn r e l a t i o n s h i p .
There i s o n l y one o t h e r t e a c h e r o n t g m p o r a r y
c o n t r a c t t h a t h a s similar q u a l i f i c a t i o n s t o h e r s , and
this g i v e s h e r a f e e l i n g of s e c u r i t y . Even i f s h e was
l a i d o f f , she b e l i e v e s she could g e t a job.
The l i b r a r y i s very crowded when I r e t u r n on Friday
a f t e r s c h o o l f o r my l a s t v i s i t . Everyone smiles and
welcomes me.
The s t u d e n t s and t e a c h e r a l i k e s e e m
r e l a x e d and happy t o work h e r e . T h e r e i s a l w a y s a
s t u d e n t a t Teacher A ' s desk having a d e t a i l e d conversat i o n a b o u t l i f e , work, and t h e f r u s t r a t i o n s of being a
s t u d e n t and a teenager. She l i s t e n s , a s k s c o u r t e o u s
q u e s t i o n s , and always r e f e r s back t o a previous
conversation theyt ve had. The s t u d e n t s respond a l m o s t
eagerly.
She c o n s i s t e n t l y shows a concern f o r t h e f e e l i n g s
of o t h e r s . I mention t o her t h e w a r m and f r i e n d l y way
s h e h a s w i t h s t u d e n t s and h e r f i n a l words as I pass
t h r o u g h t h e t u r n s t i l e s a r e t o come b a c k a n d v i s i t
because "they want you t o come back toon.
Overall, t h i s is a happier year than l a s t year when
s h e s t a r t e d t e a c h i n g a t t h i s school. For example, a t
..
C h r i s t m a s i t was h e r t u r n t o s u p e r v i s e t h e c a f e t e r i a
f o r a week. It turned out t o be f u n when t h e s t u d e n t s
g a v e h e r c a n d i e s and c a r d s . T h i s y e a r , she has
e x p e r i e n c e d more " j o y n . A t t h e e n d o f t h e f i f t h
o b s e r v a t i o n , she says, "1 l o v e t h e s e kids. I guess i t
showsn.
A ) OBSERVATIONS
A l l d e s c r i p t i o n s a r e from Wasicskofs (1977) Perceptual Rating Scale.
"The t e a c h e r f e e l s a o n e n e s s w i t h a l l mankind. He
perceives himself as deeply and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n . "
CLEAR INCIDENT 1
Situation:
nColoursn
W h i l e t e a c h i n g a G r a d e 8 ESL c l a s s s h e comments,
" N o t e t a k i n g c a n be k i n d o f b o r i n g . " She i d a n t i f i e s
w i t h t h e s t u d e n t s who may n o t f i n d t h i s t o p i c
interesting.
S h e r e l a t e s t h e t o p i c b a c k t o h e r own e x p e r i e n c e
(copying from encyclopedia), and comments l a t e r on t h e
t r a n s c r i p t , "1 t r y t o be h o n e s t . " She t r i e s t o make
t h e l e s s o n more i n t e r e s t i n g f o r them. She says, "1 use
colours
.
CLEAR INCIDENT 2
Situation:
The t r a c k meet.
I n t h e l i b r a r y , she d i s c u s s e s s t u d e n t s ' a c t i v i t i e s
on t h e weekend and t a l k s about t h e i r o t h e r i n t e r e s t s .
She laughs with them. One student i s unsure whether he
wants t o h e l p with t h e elementary school t r a c k meet.
a
T:
S:
T:
T h a t t l l be fun. Remember back when you were
small ?
I was never small.
Well, younger then. (They laugh)
(Obs. 3.2)
NOT SO CLEAR JJCIDENT
Situation:
Student a t t i t u d e s .
With t h e s e s t u d e n t s this year t h e r e ' s no h o s t i l i t y
i f you a s k them t o l e a v e t h e l i b r a r y f o r making too
much noise. They a r e g e n e r a l l y " p r e t t y goodn h e r e ,
compared t o o t h e r s c h o o l s which a r e toughern. These
k i d s , on t h e o t h e r hand, come up and t e l l t e a c h e r s how
t o teach.
Some o f t h e k i d s h e r e a r e from w e a l t h y
homes. This might e x p l a i n i t , she feels. She suggests
t h a t i n some a r e a s i n t h e c i t y , t h e p a r e n t s encourage a
n s n o t t i n e s s n , o r a s u p e r i o r i t y o v e r t e a c h e r s and t h e
s c h o o l system. She says t h e worst school, one she was
a s t u d e n t a t , i s l o c a t e d nearby.
IXI
(Obs. 5 LN.3),
Summary
T e a c h e r A i d e n t i f i e s with s t u d e n t ' s i n t e r e s t s even
though she f e e l s a d i f f e r e n t a t t i t u d e may e x i s t between
h e r s e l f and a n o t h e r group of people. Perhaps
experiences a t t e n d i n g t h e s c h o o l h a v e made h e r f e e l
a p a r t from wealthy people. The o v e r a l l concern however
is f o r a courteous, r e s p e c t f u l a t t i t u d e among s t u d e n t s
f o r t h e teacher and t h e school.
Teacher A shows a concern f o r r e l a t i n g t h e l e s s o n
m a t e r i a l s t o t h e i n t e r e s t l e v e l o f s t u d e n t s . She
r e l a t e s t o s t u d e n t s on an equal l e v e l , a c c e p t i n g t h e i r
i n t e r p r e t a t i o n s o f s i t u a t i o n s , and t h e i r p e r s o n a l
opinions, while maintaining her p o s i t i o n a s a t e a c h e r
worthy of s t u d e n t s ' r e s p e c t .
"The t e a c h e r s e e s o t h e r s a s having c a p a c i t i e s t o d e a l
with t h e i r problems. He b e l i e v e s o t h e r s a r e b a s i c a l l y
a b l e t o f i n d adequate s o l u t i o n s t o events i n t h e i r own
lives.
CLEAR INCIDENT 1
Situation:
L i f e Skills
I n t h e l i b r a r y , a s t u d e n t c o n s u l t s her concerning
his d e c i s i o n s over t h e money a l l o t t e d him on a Consumer
Education assignment.
S h e t a k e s a more p e r s o n a l
i n t e r e s t i n t h e r e s u l t s of t h e s t u d e n t ' s c a l c u l a t i o n s
but l e t s him decide what course t o take.
(Obs. 3.1)
CLEAR INCIDENT 2
Situation:
Colleagues
T e a c h e r A g i v e s c r e d i t t o another teacher f o r t h e
good r a p p o r t s h e h e r s e l f d e m o n s t r a t e s i n t h e c l a s s .
"Atmosphere i n t h e c l a s s i s a n e x t e n s i o n of t h e
atmosphere c r e a t e d by r e g u l a r t e a c h e r . I t ' s f u n t o
' p l a y f w i t h t h e s t u d e n t s f , she comments a t t h e end of
observation 1.
NOT SO CLEAR INCIDENT
Situation:
"Silence, s l i l vous plait!"
A s u b s t i t u t e b r i n g s a French Immersion c l a s s i n t o
t h e l i b r a r y and a t t e m p t s t o bring t h e c l a s s t o order,
somewhat unsuccessfully. The c l a s s i s noisy. T e a c h e r
A a p p r o a c h e s t h e s u b s t i t u t e and i n f o r m s him t h a t a
s t u d e n t is i n another s e c t i o n of t h e l i b r a r y . She
s e a t s h e r s e l f a t t h e desk. The noise continues. After
a few minutes, she t u r n s , and c a l l s "Silence, s til vous
p l a i t ! " H e t u r n s and r a i s e s a paper t o her. She smiles
and raises h e r eyebrows t o me. Later she t e l l s me t h a t
he thanks her f o r her i n t e r j e c t i o n .
z
(Obs. 5 LN. 1 )
Summary
Although she " i n t e r j e c t s N i n another t e a c h e r ' s
c l a s s she knows t h e s t u d e n t s , and i s r e s p o n s i b l e f o r
maintaining a q u i e t tone i n t h e l i b r a r y .
This y e a r Teacher A s a y s she c l a r i f i e s t h e
s t u d e n t ' s needs o r r e q u e s t s , and a s s i s t s them by doing
t h i s . She u s e d t o do more f o r them l a s t y e a r s h e
a d m i t s , b u t now s h r e a l i z e s t h a t d i r e c t i n g them t o an
a r e a , o r f a c i l i t a t i n g and b e i n g more o f a r e s o u r c e
p e r s o n works b e t t e r . It is enabling t o them and g i v e s
h e r more t i m e t o help o t h e r s .
When a s k e d i f she thought she had t o appeal t o a l l
s t u d e n t s t o be a good t e a c h e r , s h e r e p l i e d , "No, I
t r i e d t o be too f r i e n d l y a t t h e beginning. "
"The t e a c h e r views e v e n t s i n a broad perspective. His
g o a l s e x t e n d beyond t h e immediate t o l a r g e r
i m p l i c a t i o n s and contexts."
CLEAR INCIDENT 1
Situation:
"Dune.
"
A s t u d e n t approaches t h e teacher i n t h e l i b r a r y and
d i s c u s s e s a t l e n g t h , t h e p l o t of t h e book, &,ug. They
s h a r e a n i n t e r e s t i n S c i e n c e F i c t i o n and s h e ' s
encouraged h i s i n t e r e s t over t h e year. "1 want t o read
i t again now," she says, smiling with t h e student.
(Obs. 3.2)
CLEAR INCIDENT 2
Situation:
Cathy
Cathy was s i t t i n g i n t h e a l m o s t empty c a f e t e r i a
reading t h e National E n q u i r e r when t h e t e a c h e r and I
saw h e r . She began a n a n i m a t e d r e c a p 1 o f t h e final
Dynasty e p i s o d e . She a s k e d i f I had s e e n i t . "You
s e e , " s h e s a i d t o t h e teacher, when I confessed I had.
Teacher A commented when w e l e f t t h a t C a t h y t s manner
was " s o f t e n i n g " and becoming "less a b r a s i v e n than l a s t
year when she first came t o v i s i t h e r i n t h e l i b r a r y .
She p o i n t e d o u t some of t h problems
~
a s s o c i a t e d with
t h e p o p u l a r i t y of t h e soap operas, e s p e c i a l l y t h e f a l s e
r o l e - m o d e l s t h e y p r e s e n t t o t e e n a g e r s and t h e
u n r e a l i s t i c l i f e s t y l e s they portray.
u
(Obs. 5 LN. 5 )
NOT SO CLEAR INCIDENT 3
Situation:
"Good a s Gold."
*
W
e a l s o have a v i s i t o r from SFU who you w i l l
n o t i c e i n t h e back corner. She's here t o watch me, s o
you can a l l be good as gold, ( p a u s e ) , a s usual, because
s h e ' s not here t o watch you, s h e ' s h e r e t o w a t c h me.
T e a c h e r A comments l a t e r on t h e t r a n s c r i p t , "I f e l t a
b i t uncomfortable with saying this. I d i d n l t want t o ,
hadn't meant to. Was f e e l i n g nervous a t t h i s point."
"0.K.
(Obs. 1 . I )
Summary
T e a c h e r A i s concerned with t h e needs and i n t e r e s t s of
s t u d e n t s and comments s u c h a s " I ' v e i n s p i r e d them t o
g r e a t i n t e l l e c t u a l h e i g h t s " a r e common. Her concern
f o r t h e s t u d e n t s goes beyond t h e l e s s o n p l a n , beyond
t h e s c h o o l , t o t h e i r i n t e r e s t s , hobbies and personal
lives.
(Obs. 2 LN. 3 )
4.
OF REFERENCE (PEOPLE)
"The t e a c h e r i s c o n c e r n e d w i t h t h e human a s p e c t s of
affairs. The a t t i t u d e s , f e e l i n g s , b e l i e f s , and welfare
of persons a r e prime c o n s i d e r a t i o n s i n h i s thinking."
CLEAR INCIDENT 1
Situation:
National Hug Day.
The previous y e a r , National Hug Day t o o k p l a c e i n
t h e l i b r a r y . It was a n a c t i v i t y t o promote student/
t e a c h e r r e l a t i o n s h i p s . It was a "free f o r a l l n i n t h e
l i b r a r y , warm, e n t h u s i a s t i c hugging by t h e s t u d e n t s
ensued. She was concerned t h a t c h i l d r e n of o t h e r r a c e s
o r b e l i e f s might f e e l uncomfortable i n t h i s s i t u a t i o n
i f i t was not p a r t o f t h e i r c u l t u r e .
n
(Obs. 5 LN. 5 )
CLEAR INCIDENT 2
f
Situation:
"Famous S t a r . "
T e a c h e r A demonstrated a good working r e l a t i o n s h i p
with t h e ESL teacher and c a l l s him t h e "famous star of
t h i s c l a s s n . The c l a s s approves of t h i s t i t l e and t h e
t e a c h e r s and s t u d e n t s smile and l a u g h a s s h e j o k e s i n
t h i s manner. During t h e c l a s s she refers t o a list t h e
o t h e r teacher has drawn up of t h e i r r e s e a r c h t o p i c s and
jokes "you wrote t h e i r t o p i c s down and l e f t t h e list a t
homen. Everyone seems t o enjoy h e r p e r s o n a l a p p r o a c h
and t h e good humour t h a t l i v e n s up t h e lesson.
..
NOT SO CLEAR INCIDENT 3
Situation:
"25 out of 25."
"1' ve g i v e n you a c h e c k l i s t so you can check them
o f f , and make s u r e you've done i t a l l . Because I want
you t o g e t 25 o u t of 2 5 . That's why we're g i v i n g you
t h o s e t h i n g s . So y o u ' l l g e t 2 5 .
Earlier i n the
l e s s o n , however, s h e m e n t i o n s t h e importance of
s t u d e n t s 1 understanding t h e m a t e r i a l . "That ' s what ' s
i m p o r t a n t w ( p . 4 ) . The l e s s o n is very s t r u c t u r e d t o
s u i t both t h e needs o f ESL s t u d e n t s and t h e o b j e c t i v e s
of t h e lesson.
(Obs. 1.7)
Summary
T e a c h e r A knows l o t s o f l i t t l e d e t a i l s a b o u t
s t u d e n t s ' l i v e s . She obviously remembers t h i n g s t h e y
h a v e t o l d h e r b e f o r e b e c a u s e s h e r e f e r s t o previous
conversations asking them how t h i n g s a r e now?
or
what happened a b o u t
.?
She c o n s i s t e n t l y shows
concern and r e s p e c t f o r t h e f e e l i n g s and b e l i e f s of t h e
s t u d e n t s she works with. The majority o f t h e t e a c h e r ' s
comments f o c u s on t h e students.
..
...
..
B)
INTERVIEW
I n t h e following examples 'T'
r e f e r s t o Teacher and ' R '
refers to
Researcher.
"The t e a c h e r f e e l s a o n e n e s s w i t h a l l mankind. He
perceives himself a s deeply and meaningfully r e l a t e d t o
persons of every d e s ~ r i p t i o n . ~
CLEAR Example 1
Situation:
B i r t h Control
T: For example t h a t s t u d e n t who came i n was asking
m e about b i r t h control.
R:
Mm hm, oh y e s I remember you telling m e about
t h a t student.
T: And, and I found t h a t t h a t was a new s i t u a t i o n
well she o b v i o u s l y was n o t a s k i n g
and I t h i n k she
f o r a school p r o j e c t .
R: Mm hm.
T:
S o i n t h a t s e n s e s h e was l o o k i n g f o r b i r t h
c o n t r o l f o r h e r s e l f , and s h e ' s f i f t e a n o r s i x t e e n , and
I found t h a t k i n d o f s i t u a t i o n i n t i m i d a t i n g because I
wasn't s u r e how t o respond and (pause).
R: How you would be most h e l p f u l t o her.
T: Right. How would I be most h e l p f u l t o h e r and
a l s o n o t t r y i n g t o p l a c e my own views on her. Like,
"Oh my God! You're way t o o young!"
...
Teacher A comments l a t e r , "Well, w e do know each other.
She's one of t h e s t u d e n t s who does come and t a l k t o m e ,
s o t h e r e is a r a p p o r t there."
..
CLEAR Example 2
Situation:
Relating t o t h e Researcher
Well i t ' s r e a l l y been a t r e a t f o r me coming i n ,
working w i t h you, b e c a u s e I f e e l t h e same way y o u r
s t u d e n t s must, you know. I f e l t r e l a x e d and I f e l t
accepted and I f e l t t h a t you were honest with me and s o
I can imagine what i t would be l i g h t t o be a s t u d e n t of
R:
yours too, you know.
(laughs) Well, t h a t ' s n i c e t o hear.
T: I ' v e enjoyed i t , too.
R: Have you enjoyed i t ?
T:
Yah, I ' v e r e a l l y e n j o y e d i t . But I g u e s s I
want t o spend more time t a l k i n g t o y o u s o m e t i m e s
( l a u g h s ) and t e l l t h e k i d s t o bug o f f ( l a u g h s ) .
R: I never saw you do t h a t . If you d i d t h a t , i t
must have been p r e t t y d i s c r e e t .
T: ( l a u g h s ) But no, I r e a l l y enjoyed i t , n o t j u s t
p a r t i c i p a t i n g i n t h e s t u d y w h i c h I f e l t was
i n t e r e s t i n g , but I've enjoyed you p e r s o n a l l y , and you
coming i n , and t a l k i n g back and f o r t h and I think t h a t
you've r e a l l y h e l p e d me t o t a k e c e r t a i n t h i n g s i n t o
p e r s p e c t i v e t o o , and y o u r r e s p o n s e on what ypu s e e ,
your comments on how you s e e t h e s t u d e n t s r e s p o n d i n g
a r e v e r y v a l u a b l e t o me because t h e r e may be t h i n g s I
t h i n k I see, but it's h a v i n g i t v a l i d a t e d by a n o t h e r '
person..
(pause).
T:
.
CLEAR Example ,3
Situation:
"1 c l i c k with students."
I n h e r teacher p r a c t i c u m s h e l i k e d t h e Grade 8 ' s
the best.
They w e r e " f u n , w i l d , a n d c r a z y w i t h
youthful exuberance. She could do " s i l l y n t h i n g s w i t h
them.
The school a s s o c i a t e couldn't r e l a t e t o t h e k i d s on
a personal l e v e l . She had even c a l l e d t h e Grade 8 ' s
"animalsn t o t h e i r faces.
R:
Those t h i n g s t h a t you've described t o me then
i n terms of q u a l i t i e s t h a t h e l p e d you r e l a t e t o t h e
s t u d e n t s i n your practicum and t o enjoy each other--are
those a s p e c t s o f your p e r s o n a l i t y t h a t you've had a l l
along?
T: Mm hm. I t h i n k , yah, I ' v e had them aJ.1 along.
I don't t h i n k I ' v e changed.
I j u s t r e l a x e d and l e t
myself f e e l f r e e t o be more myself.
R: And t h a t makes you a k t t a r t e a c h e r you feel?
T: I do. I r e a l l y do. I t h i n k t h a t t h e s t u d e n t s
seem t o respond t o it...
T:
t h a t ' s t h e way I am now and I g e t t h e same
kind of r a p p o r t and I c l i c k with students.
'
...
n
( I n t . 14)
NOT SO CLEAR Example 4
Situation:
Teacher practicum
Teacher A f e l t uncomfortable when t e a c h e r s " p e e r e d
o v e r h e r s h o u l d e r . " "I f e l t watched and always having
t o , you know, watch every word I s a i d
watch e v e r y
move I make because someone was s t a r i n g a t me t h e whole
t i m e and c r i t i c i s i n g me." She e v e n t u a l l y r e l a x e d , and
d e v e l o p e d c o n f i d e n c e . Looking back she r e f l e c t s , "It
was t h e first s o r t of i n k l i n g of t h e r e a l i z a t i o n o f my
i t was r e a l l y exciting."
potential
...
...
Teacher A has a good rapport with t h e s t u d e n t s and
t h i s i s very important t o her. C e r t a i n s t u d e n t s t e l l
h e r t h e i r p e r s o n a l problems. She h a s b o t h male and
female " f r i e n d s n and '1 f e e l t h a t ' s a good s i g n f o r
myself p e r s o n a l l y t h a t I can r e l a t e t o both girls and
boysn ( I n t . 10)
..
She i s a l s o a b l e t o i d e n t i f y with t h e r e s e a r c h e r
and w i t h " d i f f i c u l t w c l a s s e s d u r i n g h e r p r a c t i c u m .
Although'she did not f e e l a t ease with supervision
during her practicum, s h e h a s t h e a b i l i t y t o d e v e l o p
many m e a n i n g f u l r e l a t i o n s h i p s with d i f f e r e n t types of
people.
"The t e a c h e r s e e s o t h e r s as having c a p a c i t i e s t o d e a l
with t h e i r problems. He b e l i e v e s o t h e r s are b a s i c a l l y
a b l e t o f i n d adequate s o l u t i o n s t o e v e n t s i n t h e i r own
lives.
CLEAR Example 1
Situation:
Cathy
T:
Um, I ' v e been r e a l l y f o r t u n a t e t h a t they
haven't demanded t o o much o f my time and a s w e were
t a l k i n g a b o u t t h e o n e g i r l who d i d become q u i t e
demanding, and I j u s t had t o l a y i t on t h e l i n e and I
t h i n k t h a t she was probably used t o t h a t kind of t h i n g
too, because I ' m s u r e s h e ' s had o t h e r p e o p l e t e l l h e r
t h e same t h i n g s t o o . T h a t s h e overdoes i t , t h a t she
goes t o o f a r , and demands t o o much time. And i t w a s
d i f f i c u l t , i t was v e r y d i f f i c u l t t o have t o t e l l her
t h a t , because I was a f r a i d of h u r t i n g h e r f e e l i n g s and
d r i v i n g h e r away, b u t s h e ' s a l s o a very thick-skinned
c h i l d , and p r o b a b l y i t bounced r i g h t o f f h e r , and I
spent more time worrying about i t than she did.
R: She has stayed your f r i e n d .
T: Yah, she has stayed my f r i e n d , and she a d j u s t e d
t o my time schedule and has not stayed too long and she
c a n t e l l when I ' m busy and she'd leave. And you know,
i t ' s worked o u t q u i t e well. We've e s t a b l i s h e d a b e t t e r
working r e l a t i o n s h i p than l a s t year...
CLEAR Example 2
Situation:
"A l i s t e n i n g board."
...
I guess I ' m h e r e more a s a l i s t e n i n g boardMm hm.
T: To, t o t a l k t h i n g s over with them but I t r y not
t o g i v e too much of my o p i n i o n . I p r o v i d e them w i t h
t h e e a r t o l i s t e n , t o have someone l i s t e n i n g t o them
and i f they a s k f o r p a r t i c u l z i - a d v i c e you know 1'11
g i v e i t t o them but I ' m making s u r e t o say t h a t t h i s is
my p e r s o n a l o p i n i o n a n d t h a t o t h e r o p i n i o n s a r e
d i f f e r e n t . So I g u e s s I do
am more conscious of
t h e f a c t t h a t they should be helping themselves, t h a t I
c a n h e l p them i n c e r t a i n ways by b e i n g t h e r e b u t
u l t i m a t e l y t h e change has g o t t o come from t h e m s e l v e s .
If it ' s t h e change o r whatever it is t h a t t h e y ' r e doing
but i t ' s hard, it was a d e l i c a t e t h i n g .
T:
R:
...
...
=
( I n t . 21)
CLEAR Example 3
*
Situation:
The School Associate
During t h e teaching practicum, t h e School Associate
c a l l e d t h e Grade 8 ' s a n i m a l s t o t h e i r f a c e s . "You
c a n ' t walk around t e l l i n g them you h a t e t h e i r g u t s
but
b e c a u s e t h e y know t h a t and they feel it.. s o
c e r t a i n people don't l i k e Grade 8's. I happen t o l o v e
them, s o
. ...
..."
NOT SO CLEAR Example 4
Situation:
Perfectionism
"1 d o n ' t l i k e t o be d i s l i k e d and I ' m somewhat of a
p e r f e c t i o n i s t i n t h a t sense. And t h a t ' s when I can run
i n t o trouble.
I ' m t r y i n g t o please too many people."
Summary
H a p p i n e s s o r e x c i t e m e n t i n teaching i s r e c i p r o c a l
"because you f e e d e a c h o t h e r , " ( I n t . 1 6 ) comments
T e a c h e r A. She g i v e s s t u d e n t s t h e opportunity t o make
d e c i s i o n s f o r themselves. She t r u s t s t h e i r a b i l i t y t o
cope, and d o e s n l t p u l l r a n k . T h i s seems t o c r e a t e a
relaxed and cooperative atmosphere i n h e r r e l a t i o n s h i p s
w i t h o t h e r s , a1 though she is working a t t r y i n g not t o
p l e a s e people a s much.
"The t e a c h e r views e v e n t s i n a broad perspective. His
g o a l s e x t e n d beyond t h e immediate t o l a r g e r
i m p l i c a t i o n s and contexts."
CLEAR Example 1
Situation:
Teachedlibrarian
f
The s t u d e n t s now have a b r o a d e r l p e r c e p t i o n l of
h e r . She juggles d i f f e r e n t r o l e s ( t o them) but t o her
i t l s a l l one : Teacher/ L i b r a r i a n .
...
T:
t h e whole r o l e d o e s merge, i t d o e s g e t
confusing I guess (pause). Well not confusing, I guess
( p a u s e ) . I g u e s s i t j u s t c h a n g e s and I f l u c t u a t e
between being teacher and l i b r a r i a n , q u i t e a b i t . But
I don't s e e t h e r o l e a s separate.
...
T:
But i t ' s j u s t l i k e I switch r o l e s , t u r n i n g
them o f f and on f o r a s i t u a t i o n .
.
CLEAR Example 2
Situation:
nSomeone who smiles. "
She r e s p o n d s t o " t h e c h i l d who i s l o o k i n g f o r
s o m e o n e who s m i l e s . She
friendly responses
'works1 on s t u d e n t s "who don't s m i l e o r t a l k t o m e a t
t h e beginning who now do.
.. .
( I n t . 4)
CLEAR Example 3
Situation:
"The good times."
Teacher A r e l a t e s h e r p o s i t i v e e x p e r i e n c e s d u r i n g
h e r t e a c h e r t r a i n i n g t o her s a t i s f a c t i o n a s a t e a c h e r ,
and h e r a b i l i t y t o communicate t h a t i n t u r n t o t h e
students.
T:
And I t h i n k t h a t u h , I t h i n k i t r e a l l y - probably helped me i n t h e long run, being more r e l a x e d
now a n d b e i n g m o r e who I am b e c a u s e I h a d s u c h
p o s i t i v e , you know, two r e a l l y p o s i t i v e experierpes.
T: Yah, I would think so.
R : Reciprocal?
T: R i g h t , b e c a u s e you f e e d e a c h o t h e r . But I
t h i n k you're r i g h t t h a t r e a l i z i n g t h a t , t h e p o t e n t i a l
t h a t I c o u l d have i s what made me make i t through t h e
rough times b e c a u s e I know t h a t t h e , t h e good t i m e s
would be t h e r e , and what c o u l d , what r e a l l y could be
done
and s o t r y i n g t o f i n d t h a t s p o t a g a i n i s
r e q u i r e s some work, but I knew t h e s p o t could be t h e r e
i n s t e a d of always having negative e x p e r i e n c e s and n o t
being a b l e t o v i s u a l i z e t h e good times.
R: You knew what you could reach.
T: Mm hm.
. ..
...
n
( I n t . 20)
NOT SO CLEAR &ample 4
Situation:
Students1 problems.
She s a y s s h e ' s g a i n i n g c o n f i d e n c e , l e a r n i n g t o
t r u s t h e r s e l f more, and accepting h e r d e c i s i o n s more,
i n s t e a d of questioning whether h e r r e s p o n s e s a r e
a f f e c t i n g a s t u d e n t ' s "psychen. She is less worried
now about s t u d e n t ' s r e a c t i o n s t o h e r responses.
Summary
I
X
I
( I n t . 30)
A s s h e r e l a x e s more and l e a r n s t o a c c e p t and be
h e r s e l f , she jokes and w o r r i e s less about t h e immediate
s i t u a t i o n . She c a n r e s p o n d i n t h e o p e n , calm,
thoughtful way she would l i k e t o . She now f e e l s more
c o n f i d e n t s h e 1s making a h e l p f u l r e s p o n s e f o r
i n d i v i d u a l s t u d e n t s . Her comments i n d i c a t e a c o n c e r n
f o r t h e f u t u r e a t t i t u d e s and successes of s t u d e n t s .
"The t e a c h e r i s c o n c e r n e d w i t h t h e human a s p e c t s of,
a f f a i r s . The a t t i t u d e s , b e l i e f s , a n d w e l f a r e o f
persons a r e prime c o n s i d e r a t i o n s i n h i s thinking."
CLEAR Example 1
Situation:
Grade 10 Book Talk.
She was nervous about t h e book t a l k , e s p e c i a l l y t h e
" t e c h n i c a l a s p e c t w . It was her first, and she wanted
i t t o be i n t e r e s t i n g s o they would read t h e book. She
d i d n ' t want t o stumble and bore them.
But I t h i n k i t went w e l l because I followed
T:
t h e p h i l o s o p h y t h a t I had had d r i l l e d i n t o m e a t um,
during my teaching y e a r , was t o b e h o n e s t and t h a t ' s
w h a t I d i d and i t worked out q u i t e well. And I had a
few s t u d e n t s who r e a l i z e d I was s i c k w i t h n e r v o u s n e s s
...
a n d came up and t o l d me i t was O.K.
( l a u g h s ) t h a t was good.
afterwards so
=
CLEAR Example 2
Situation:
Flexibility
T: When people are not w i l l i n g t o admit mistakes,
o r n o t w i l l i n g t o be f l e x i b l e , t h a t ' s when o f t e n
I t h i n k t h a t being a teacher i t ' s
problems a r i s e
necessary t o be f l e x i b l e , b e c a u s e i t s d e a l i n g w i t h
young p e o p l e and t h e i r moods change, and you know each
s t u d e n t i s s o d i f f e r e n t and g o i n g t h r o u g h d i f f i c u l t
times themselves, going through puberty, and t h e i r wild
emotions, s o i f y o u l r e not f l e x i b l e , I ' d t h i n k you'd go
crazy. ( laughs )
. ..
CLEAR Example 3
Situation:
PR person.
What do you mean by PR work with t h e c h i l d r e n ?
T: Well, I guess j u s t g e t t i n g t o know them, who
t h e y a r e , t h e i r n e e d s , urn, t h i n g s about them. I do a
l o t o f c h a t t i n g you know.
"What d i d you d o t h i s
weekend?" "Howls y o u r c a t ? " "What d i d you buy when
you went shopping?" I know a l o t a b o u t t h e i r p e r s o n a l
l i v e s and they know c e r t a i n t h i n g s about m e , too.
R:
( I n t . 2)
NOT SO CLEAR Example 4
Situation:
Rules and Regulations.
I n t h e l i b r a r y s h e d o e ~ n ' t have t o worry a b o u t
r u l e s and r e g u l a t i o n s so much. "it's a minor t e c h n i c a l
a s p e c t . So s h e l s " f o r t u n a t e n i n t h i s . A s a general
r u l e , what o t h e r t e a c h e r s f i n d a d i s c i p l i n e problem i s
not one f o r her.
Summary
T e a c h e r A b e l i e v e s a n i m p o r t a n t p a r t o f her r o l e a s
t e a c h e r / l i b r a r i a n i s t o g e t t o know t h e s t u d e n t s . Her
p e r s p e c t i v e i s from t h e point of view of t h e k i d s she
works with. Her remarks a r e p e o p l e o r i e n t e d and h e r
primary concern is t o a s s i s t people r a t h e r than t o d e a l
with t h e events and t e c h n i c a l d e t a i l s o f a s i t u a t i o n .
It i s d i f f i c u l t t o a s s e s s how d i f f e r e n t l y she would
respond i f h e r job emphasized t h i s a s p e c t of' t e a c h i n g .
"Sometimes I t h i n k I c o u l d n l t cope a s a r e g u l a r
classroom teacher when I think of a l l t h e marking and
t h e t e c h n i c a l a s p e c t o f t h e job, which I r e a l l y find
being a l i b r a r i a n r e a l l y a l l o w s me a l o t o f
that
s o I t h i n k t h a t I am r e a l l y f o r t u n a t e i n
freedom
t h e y l r e not rude t o
t h a t I see t h e b e s t of t h e k i d s
me o r anything l i k e t h a t s o
"
...
...
...
...
&
( I n t . 10)
SECTIOB 11:
TEACBEIl PROFILE B
The f o l l o w i n g d e s c r i p t i o n i s based on t h e l o g
n o t e s , memos and Contact Summary s h e e t s used during and
a f t e r each observation o r v i s i t .
Teacher B i s a n e l e m e n t a r y t e a c h e r , i n h i s midt h i r t i e s , at a small, suburban school. H i s
r e s p o n s i b l i t i e s i n c l u d e t e a c h i n g a Grade 4/5 s p l i t
class.
H e r e c e i v e d h i s B.A. i n Sociology. worked with t h e
p o l i c e f o r c e f o r s e v e r a l y e a r s , and c o m p l e t e d h i s
t e a c h e r t r a i n i n g program f o u r y e a r s ago. H e h a s a
temporary c o n t r a c t and i s u n s u r e o f h i s f u t u r e as a
teacher.
I first meet Teacher B i n t h e hallway. I hear "Ms.
Haggartyn behind me a s I look f o r h i s room. He u s h e r s
me i n t o 'the room and i m m e d i a t e l y b e g i n s t o p r e p a r e
m a t e r i a l s f o r t h e o v e r h e a d p r o j e c t o r . I wait f o r a
p a u s e i n t h e a c t i v i t i e s t o introduce myself. He
acknowledges me, but does not o f f e r h i s hand o r look a t
me d i r e c t l y . I s e a t myself on t h e c h e s t e r f i e l d a t t h e
back of t h e room.
T e a c h e r B f s room i s modern with l a r g e windows and
carpeted floors. Bright p o s t e r s cover t h e walls,
r e m i n d e r s o f t h e t e a c h e r who taught i n t h i s c l a s s f o r
t h e f i r s t few months b e f o r e b e i n g r e p l a c e d by t h e
teacher before me.
H e e x p r e s s e s a concern throughout t h e observations
f o r h i s chances of a teaching p o s i t i o n n e x t y e a r .
Government c u t b a c k s , t h e " u n f a i r s e n i o r i t y c l a u s e s
t h a t make temporary t e a c h e r s i n this d i s t r i c t unsure of
t h e i r f u t u r e , and h a s s l e s w i t h t h e curriculum due t o
changes by t h e government, he feels, add t o t h e stress
a n d p r e s s u r e h e d e a l s w i t h most of t h e time. He
b e l i e v e s t h i s makes i t d i f f i c u l t t o d e v e l o p a s a
t e a c h e r and s t a t e s "1 don't know what my teaching s t y l e
is. "
*
Teacher B d o e s n f t t a l k a b o u t s t u d e n t s very much.
When he does, i t i s u s u a l l y i n connection with r u l e s o r
d i s c i p l i n e . Thursdays were u n s u i t a b l e f o r supervision
f o r he would be " l i o n taming due t o s u p e r v i s i o n . " He
c h o s e F r i d a y i n s t e a d because, N y o u f l l want t o come i n
when I ' m not j u s t saying be q u i e t , s i t here."
T e a c h e r B b e l i e v e s having a former c a r e e r means he
has more t o o f f e r s t u d e n t s . ("Do you know t h e q d e s t i o n
k i d s ask me t h e most? How many people have you shot?")
Academics, by c o n t r a s t , " l i v e i n a c o ~ o o n . ~
Both t e a c h e r s and s t u d e n t s i n t h i s c l a s s seem t o
view me with s u s p i c i o n a t f i r s t . "Why a r e you h e r e ,
anyway?" a s k s one c h i l d . Another t o l d me l a t e r i n t h e
observations, "Write down t h a t M r .
i s a crummy
t e a c h e r . " A f t e r reading t h e first observation
t r a n s c r i p t s t h e t e a c h e r s a i d , "You s u r e d o n ' t m i s s
anything, do you?"
O v e r a l l , he says he doesn't enjoy teaching a s much
now a s i n t h e beginning. A t one p o i n t h e a d m i t s , "1
f e l t I was mean, s a r c a s t i c and t i r e d o f t e a c h i n g . "
Sometimes h i s s a r c a s m h u r t s c h i l d r e n . H e s a y s some
s t u d e n t s can h a n d l e i t and some c a n f t . "When t e a r s
w e l l up I know I've gone too far and I back up."
A)
1.
OBSERVATIONS
PERCEPTUALCRY:
SELF (UNIDENTIFIED]
"The t e a c h e r f e e l s g e n e r a l l y a p a r t from o t h e r s . His
f e e l i n g s of oneness a r e r e s t r i c t e d t o those o f s i m i l a r
beliefs. "
CLEAR INCIDENT 1
Situation:
"Do I look surprised?"
Teacher B o f t e n u s e s s a r c a s m when r e s p o n d i n g t o
When t h e c l a s s begins, Susan announces t h a t
students
h e r book h a s f a l l e n a p a r t . H e r e p l i e s , "Do ,I l o o k
s u r p r i s e d ? " He a n s w e r s a q u e s t i o n o n s e n t e n c e
s t r u c t u r e , with "When have we e v e r had t o p u t down a
whole s e n t e n c e ? " When a s t u d e n t speaks out i n c l a s s , '
he s a y s "Welcome back, Matthewn and t h e s t u d e n t mimics
h i s t o n e w i t h "Thank you." A s t u d e n t e n q u i r i e s about
t h e sentence, "ice on t h e streamn during t h e " p a r t s o f
s p e e c h n l e s s o n . He a s k s , "is t h a t i c e on t h e scream?"
t o which t h e teacher r e p l i e s , "Does i c e on t h e scream
make s e n s e t o you?" These comments o c c u r within s i x
minutes of t h e lesson. Later t h e t e a c h e r comments on
t h e t r a n s c r i p t : "sarcasm n o t i n t e n d e d , b u t r a t h e r
having t h e s t u d e n t t h i n k beyond a n i n s t a n t a n e o u s
response. "
.
(Obs. 4.1)
CLEAR INCIDENT 2
Situation:
Matthew
A c c o r d i n g t o T e a c h e r B, Matthew i s from a "bad
family" and one of h i s problems i n his i n a t t e n t i v e n e s s .
T: Matthew, put those away. I ' d a p p r e c i a t e i t i f
you'd l i s t e n c a r e f u l l y t o what w e 1 r e d o i n g
If
y o u ' r e n o t l i s t e n i n g a t t e n t i v e l y , o u t vnu go. When
Sit
you're not doing t h a t , you're a d i s t r a c t i o n . O.K.
u p , t a k e t h a t l o o k o f f y o u r f a c e o r y o u ' r e gone
Matthew.
S: You t h i n k I ' m not l i s t e n i n g .
T: You1re s i t t i n g b a c k , you1re blowing t h r o u g h
y o u r l i t t l e pen l i k e t h a t and y o u ' r e n o t l i s t e n i n g .
O.K.?
S: Well, you're not saying anything.
L a t e r i n t h e l e s s o n Matthew is s e n t from t h e room.
T:
Matthew, l e a v e t h e room. Youlre nothing but a
d i s t r a c t i o n all morning.
Matthew l e a v e s t h e room w i t h o u t s a y i n g anything
t h i s time.
...
During t h e f i f t h observation, (11:11 A.M.),
Matthew
falls o f f h i s c h a i r . The t e a c h e r s l o w l y s w i n g s h i s
g a z e t o t h e boy. A s t u d e n t c a l l s o u t , "He g e t s t o
stand. "
"Yes, he does," r e p l i e s t h e teacher.
Matthew p u t s t h e c h a i r on t h e d e s k b e h i n d him, a n d
s t a n d s b e s i d e h i s own desk w a i t i n g f o r t h e teacher t o
g i v e him permission t o sit down a g a i n . L a t e r , ( 1 1 :20
A.M.),
Matthew is s t i l l standing. "Can I have my c h a i r
back?" he asks. "No, not y e t , " r e p l i e s t h e teacher.
NOT SO CLEAR INCIDENT 3
Situation:
"1 c a n ' t stand ants."
10:45 A.M. : The c l a s s plays Bus Stop, a math game.
One s t u d e n t c a l l s out. The teacher moves t o ihe corner
..
o f t h e b o a r d where t h e names f o r a f t e r s c h o o l a r e
w r i t t e n . " H i n t h e s t u d e n t s a y s and g r i n s . Teacher
smiles and r e t u r n s back t o game. "Don't crowd t h e
o t h e r p e r s ~ n he
, ~ s a y s t o t h e s t u d e n t who c a l l e d out.
About 10 m i n u t e s l a t e r , t h e same boy
10:54 A.M.:
says l o u d l y , "There's a n t s everywhere and I c a n ' t s t a n d
ants.
H e s q u i r m s and jumps o u t o f h i s d e s k . The
teacher quickly moves t o t h e boy's desk. H e s t a m p s o u t
t h e ant. The s t u d e n t s groan "ooh, yechn i n unison. H e
h e l p s t h e boy but moves his desk and p l a c e s i t f i r m l y
away from t h e group s o he f a c e s t h e window alone.
Summary
[xl
(Obs. 5.6 LN. 5.1)
A push p u l l f e e l i n g dominates t h e s e c l a s s e s .
The
t e a c h e r a p p e a r s f r u s t r a t e d and comments o n Obs. 1
t r a n s c r i p t "Very d i f f i c u l t t o p l e a s e e v e r y o n e . " He
r e s p o n d s t o t h e word g l a r e c a r e f u l l y a t f i r s t , ( i n
t r a n s c r i p t ) . H e l a t e r s a y s "it was a g l a r e you were
r i g h t n ( I n t . 33). The sarcasm, f r u s t r a t i o n and g l a r i n g
e x p r e s s i o n s c r e a t e a s t r e s s f u l t o n e . Teacher B 1 s
r e s p o n s e s seem t o s e t up a f e e l i n g o f s e p a r a t e n e s s
between himself and t h e c l a s s .
( UNABLE)
The t e a c h e r
capacities t o
doubts t h e i r
run t h e i r own
sees o t h e r s a s l a c k i n g t h e necessary
d e a l e f f e c t i v e l y with t h e i r problems. He
a b i l i t y t o make t h e i r own d e c i s i o n s and
lives.
CLEAR INCIDENT 1
Situation:
nYoulre not a t home now."
Teacher B begins t h e l e s s o n by asking s t u d e n t s t o c l e a r
o f f t h e i r desks and t o pay c l o s e a t t e n t i o n .
"John, you're not a t home now, s o s i t down and b e
q u i e t . I ' d k i n d o f l i k e t o g e t underway a t a b o u t
q u a r t e r t o eleven," ( t h e time i s now t e n t o e l e v e n ) .
"0.K. t h e s u b j e c t i s t h e a n n u a l page. I ' m going t o
t a l k about i t one more time t o you, t o t h o s e who j u s t
aon 1 t have a c l u e what ( pause ) we ' r e doing. "
CLEAR INCIDENT 2
Situation:
"Just l i s t e n .
-
" J u s t l i s t e n and t h e n y o u ' l l have a b e t t e r
understanding of t h e whole thing." (Obs. 5.2)
-
During t h e Major Mystery w r i t i n g a s s i g n m e n t , t h e
t e a c h e r i s o u t l i n i n g t o t h e s t u d e n t s how t o work
through t h e o u t l i n e before w r i t i n g t h e s t o r y .
T:
"0.K. Don1t t e l l me a l l y o u r i d e a s . P u t them
on p a p e r . You1re g i v i n g me a l l s o r t s of hypothetical
s i t u a t i o n s . Hands down, hands down."
S: "It's not a question."
T: "1 know i t ' s a question."
S: "No, i t ' s not."
S (2): "1 h a t e this."
S: "It's not a story."
(Ob. 5.5)
.
I
- "You
listen to
it, great."
w
answer and i f your answer resembles
(Ob. 4.2)
NOT SO CLEAR ~NCIDEXT3
Situation:
Autobiography.
S t u d e n t s may c h o o s e w h a t t o p u t i n t o t h e i r
autobiography but t h e teacher provides a g r e a t d e a l o f
s t r u c t u r e a s t o f o r m a t . Students may a l s o brainstorm
alone but t h e i r constant questions l i m i t t h i s
"1'11 g i v e you an example. Please feel
possibility.
f r e e t o u s e some o f t h e s e , o r d i s m i s s them. I j u s t
want t o put some i d e a s i n your head."
Summary
The t e a c h e r a t t e m p t s t o e n c o u r a g e i n d i v i d u a l
student ideas w i t h i n t h e r i g i d s t r u c t u r e of t h e
a s s i g n m e n t , b u t numerous s t u d e n t q u e s t i o n s a r i s e . A
cooperative atmosphere does not e x i s t , where s t u d e n t s
a r e allowed t o make t h e i r own decisions.
Teacher B i s concerned w i t h c o n t r o l l i n g t h e
s i t u a t i o n and p r e f e r s s t u d e n t s t o f i t within h i s
g u i d e l i n e s most o f t h e time, and s t r e s s e s t h e
i m p o r t a n c e of t h e " r i g h t n answer ( h i s v e r s i o n o r t h a t
of t h e textbook). Opportunities f o r s t u d e n t s t o show
t h e y a r e c a p a b l e o f c o p i n g o n t h e i r own a r e n o t
evident.
"The teacher views events i n a narrow perspective.
purposes focus on immediate and s p e c i f i c goals."
CLEAR INCIDENT 1
Situation:
His
#
S o c i a l Studies Lesson.
Students answer q u e s t i o n s from a book. The t o p i c
i s Canadian h i s t o r y . The t e a c h e r does not r e l a t e t o
t h e l e s s o n t o an o v e r a l l p u r p o s e . I n s t e a d , when t h e
l e s s o n ends, e v a l u a t i o n i s i d e n t i f i e d as t h e purpose of
t h e l e s s o n . "You can use t h i s time remaining t o spruce
up your q u e s t i o n s because you a r e r e s p o n s i b l e f o r them.
They're f o r a test s o t h e y ' r e due. I f you don1t want
t o f i l l them i n t h a t ' s y o u r p r e r o g a t i v e but you a r e
r e s p o n s i b l e f o r them nevertheless."
(Obs. 4.9)
CLEAR INCIDENT 2
Situation:
Major Mystery Story.
The d e t a i l s of t h e i n s t r u c t i o n s on t h e page a r e o f
t h e most concern i n t h i s lesson. Students a r e advised
t o f o l l o w d i r e c t i o n s . No p u r p o s e i s g i v e n f o r t h e
assignment. "If you don't have t h e f o u r pages put your
hand up and t e l l t h e p e o p l e which one y o u ' r e m i s s i n g
Mat thew, you a r e n o t t e l l i n g ? So why dont t you
come up here and t e l l me o r put your hand up? I d o n ' t
Put your
l i s t e n t o you i f you don't have a hand up
hands down, p l e a s e , I know you have a m i l l i o n q u e s t i o n s
What we're going t o do i s go through t h i s . This i s
v i r t u a l l y an o u t l i n e f o r a s t o r y
We're g o i n g t o go
t h r o u g h t h e o u t l i n e and we're going t o t a l k about what
they want and t h e n y o u ' l l have t i m e t o f i l l i n y o u r
o u t l i n e . You're going t o have t o introduce c h a r a c t e r s
So Leeann,
i n a s t o r y and t h i n g s l i k e t h a t , p l o t
put your pen down
...
...
...
...
..."
...
(Obs. 5.1)
NOT SO CLEAR INCIDENT 3
Situation:
Annual Page
The p u r p o s e o f t h e a c t i v i t y i s i d e n t i f i e d a s
something t h e i r former teacher can look a t t o remember
them i n t h e f u t u r e .
"Put p a r t o f y o u r p e r s o n a l i t y on p a p e r , " he
suggests. "Put yourself i n t h e i r place."
But c o n c e r n f o r time soon becomes more important,
and t h e teacher seems t o be f r u s t r a t e d .
"1 c e r t a i n l y d o n t t want t o change your method o r
your mind on what you had a s long a s i t f i l l s
the
t h a t i t w i l l i l l u s t r a t e what you
r u l e s o f t h e game
a r e and i t w i l l l e a v e a s p a c e a t t h e bottom o f t h e
r i g h t hand c o r n e r f o r y o u r p i c t u r e . And I ' m t o t h e
...
. ..
p o i n t now, i f a l l you can think about doing i s a t h r e e
l i n e poem a t t h e top, t h a t ' s what your page i s going t o
O.K.:"
look l i k e
...
I
X
(
(Obs. 1.1)
Summary
T e a c h e r B t s l e s s o n s show a narrow p u r p o s e . H e
seems t o f o c u s on immediate t a s k s . Long term g o a l s a r e
n o t i d e n t i f i e d . L e s s o n s c o n s i s t e n t l y follow the
q u e s t i o n and answer f o r m a t . He d o e s n l t e n c o u r a g e
"sharing timew and seems only t o t o l e r a t e it.
Control of t h e immediate s i t u a t i o n i s i m p o r t a n t .
How t o h e l p c h i l d r e n with problems does not appear t o
be t h e key concern. Following Observation 3, Teacher B
expressed i r r i t a t i o n t h a t what he c a l l s t h e w l o g i s t i c s w
of t h e s i t u a t i o n were not as s u c c e s s f u l a s he'd l i k e .
"The t e a c h e r i s concerned with t h e impersonal a s p e c t s
of affairs. Q u e s t i o n s of o r d e r , management, meohanics,
a n d d e t a i l s o f t h i n g s and e v e n t s a r e prime
c o n s i d e r a t i o n s i n h i s thinking."
CLEAR INCIDENT 1
Situation:
Control
The t e a c h e r shows a concern with t h e t e c h n i c a l and
mechanical a s p e c t s of order and t i m e . His f r u s t r a t i o n
i s revealed with remarks l i k e "Sit down, and be q u i e t , "
When this l e s s o n which was supposed t o s t a r t a t 10: 3 0
d i d n l t s t a r t u n t i l 10:35 he s a y s , " I ' d l i k e t o g e t
underway about q u a r t e r t o elevenw i n a s a r c a s t i c t o n e
of voice.
(Obs. 1.1)
CLEAR INCIDENT 2
Situation:
"There a r e s p e c i f i c r u l e s . "
During a " c h a i n s t o r y n l e s s o n , s t u d e n t s a r e t o
exchange papers after a f e w minutes of w r i t i n g , w r i t e a
f u r t h e r i n c i d e n t on t h e paper they have r e c e i v e d , and
t h e n p a s s t h e paper t o another s t u d e n t t o continue t h e
" c h a i n n . Some s t u d e n t s want t o r e a d t h e s e n t e n c e
t h e y t ve w r i t t e n t o o t h e r s a t t h e t a b l e . The teacher
a s k s them not t o share. "Thank you. If we could do i t
t h i s way e v e r y t i m e , p e o p l e would be o r g a n i z e d and
they'd be a b l e t o think. What i s t h e good of s h a r i n g
a f t e r , i f everybody has heard you reading i t out loud
as you r e a d i t f o r t h e f i r s t t i m e .
You've g o t t o
f o l l o w i n s t r u c t i o n s t o make i t work. When you go out
and play b a s e b a l l , you d o n ' t b r i n g o u t a s o c c e r b a l l
and r u n a r o u n d , t h e r e are s p e c i f i c r u l e s , ( p a u s e ) .
A l l r i g h t s w i t c h and c l o s e i t p l e a s e
Switch
close it logically
t h i s i s t h e close. Close means
f i n i s h . Close means c l o s e . Grade fours. Grade f o u r s ,
you have f i v e minutes after school. A s a group.
...
...
...
NOT SO CLEAR INCIDENT 3
Situation:
"You can1t win f o r l o s i n g .
"
"Children seem t o t a k e a l o t f o r g r a n t e d i n o u r
s o c i s i y t o d a y . ' T h e y h a v e a c c e s s t o s o much
s o p h i s t i c a t e d entertainment through videos, movies and
computers. A d i s c u s s i o n w i t h t h e r e s e a r c h e r during
r e c e s s shows a c o n c e r n f o r s t u d e n t s t a t t i t u d e s and
b e l i e f s , b u t when a s t u d e n t e n t e r s t h e classroom t o
t e a r f u l l y d i s c u s s f r i e n d s h i p problems with t h e t e a c h e r ,
h e r e s p o n d s with "You c a n ' t win f o r l o s i n g n , and seems
unwilling t o t a l k with her.
(Obs. 1 .LN.2)
T h i s seems t o be t h e dominant perceptual category t h a t
emerges. Lessons are not people o r i e n t e d , and e v e n t s ,
m e c h a n i c s , o r g a n i z a t i o n and s t r u c t u r e , and t h e d e t a i l s
of order and management take precedent. The e f f e c t s on
i n d i v i d u a l s t u d e n t s do n o t seem t o be c o n s i d e r e d .
Lessons do not r e l a t e t o personally meaningful e v e n t s .
More e m p h a s i s i s p l a c e d on t h e f o r m a t o f t h e
autobiography page t h a t w i l l be s e n t t o t h e t e a c h e r
t h e y had e a r l i e r i n t h e y e a r , t h a n t o any p e r s o n a l
meaning t h i s w i l l have e i t h e r f o r t h e s t u d e n t s o r t h e
former teacher.
B.
INTERVIEWS
"The t e a c h e r f e e l s g e n e r a l l y a p a r t from others. His
f e e l i n g s of oneness a r e r e s t r i c t e d t o those o f s i m i l a r
beliefs. "
CLEAR EXAMPLE 1
Situation:
"Goody-two-shoes."
Teacher B d i d n t t enjoy t e a c h e r t r a i n i n g and f e e l s
i t was because he couldn't r e l a t e t o t h e people t h e r e .
i t was p a r t l y b e c a u s e he was a m a t u r e s t u d e n t a n d
p a r t l y because of t h e emphasis on what he saw a s a need
f o r t r a i n i n g t e a c h e r s t o "share".
The u n i v e r s i t y
program he f e l t was "primary o r i e n t e d " and he d i d n ' t
r e a l l y g e t i n t o i n t e r a c t i o n s with t h e o t h e r t e a c h e r s to-be.
He d i d n ' t l i k e t h e i r 'goody-two-shoes" a t t i t u d e
..
there.
T: Um, I think because of my age, and, and because
t h e effipilt&is i s on s h a r i n g and r e a l l y , t h e y seemed t o
be a goody-two-shoes ah, very heavily primary oriented.
I r e a l l y d i d n ' t enjoy i t t h a t much. I enjoyed some o f
t h e p r o f s b u t a l o t of i t , t h e i n t e r a c t i o n with o t h e r
t e a c h e r s I r e a l l y d i d n ' t g e t into...
CLEAR EXAMPLE 2
Situation:
"You f i g u r e people a r e scum."
Teacher B b e l i e v e s t h a t o v e r p r a i s e o r 'gushingt, by
t e a c h e r s i s i n a p p r o p r i a t e and t h a t being i n t h e work
f o r c e has given him a more r e a l i s t i c point of view.
T h a t ' s a l o t of what was going on up t h e r e
T:
( a t t h e u n i v e r s i t y ) and I r e a l l y found i t h a r d t o g e t
i n t o , g e t i n t o t h a t mentality and I t h i n k i t was j u s t
coming out of t h e (previous c a r e e r ) and t h a t m e n t a l i t y
which you t e n d t o g e t urn, ah c y n i c a l , urn, you look a t
t h e negative s i d e a l o t , you f i g u r e p e o p l e a r e scum
(laughs) t h e general public i s scrum and maybe t h a t was
p a r t of it...
...
CLEAR EXAMPLE 3
Situation:
Relating t o t h e Researcher
...
Once I s t a r t e d I a c t u a l l y f o r g o t you were
T:
t h e r e and i t d i d n ' t r e a l l y b o t h e r me a t a l l I t h i n k ,
um, i t ' s been i n t e r e s t i n g t o s e e a l l t h e , I h a t e
g e t t i n g i n t o words b e c a u s e uh, i t ' s been d i f f e r e n t
s e e i n g my, uh, monologue f o r t h e most p a r t i n c l a s s
Oh, t h e first day was
R:
The first day you seemed t o f e e l uncomfortable
about i t .
T: Cause I knew you were r i g h t . Even i n your,
your a s s i g n i n g of a word.
R: Such a s ?
...
...
...
T: The g l a r e
and t h a t ' s what i t was, i t was a
Actually t o
g l a r e . But t h a t ' s p a r t of teaching t o o
sum it up i t g o t b e t t e r as it went along.
R: Uh huh.
T: And t h e f a c t t h a t I s t o p p e d worrying s o much
about preparing a l e s s o n on p r i n c i p l e , I ' d s t a r t i t and
i f I ' m gonna chew them o u t , I ' m gonna chew them out. I
wanna s e e w h a t , you know, t h a t ' s p a r t of t h e d a y ,
t h a t ' s t h e , I think you'd be, i t Id make much more v a l i d
a s far you're concerned
...
...
NOT SO CLEAR EXAMPLE 4
Situation:
"Chewing out Johnny."
T: Yah. So I know when someone's screwin1 around- I 1 m n o t gonna a c c e p t t h a t o r I 1 m not gonna t o l e r a t e
some language. I ' m not gonna, uh, h y p o c r i t i c a l l y chew
o u t Johnny when he knows I know t h e word--I know he
knows t h e word, and h e ' s j u s t s a i d i t i n t h e h e a t o f
t h e moment and t h e word h a s s l i p p e d o u t . You know,
why, why have him do uh, f i v e weeks of garbage duty."
Teacher B seems t o i d e n t i f y with "Johnny" and looks
beyond t h e s i t u a t i o n t o t h e e f f e c t i t may have on t h e
boy. O v e r a l l , however, he f i n d s i t hard t o r e l a t e t o
and i d e n t i f y w i t h o t h e r s . Most o f t h e i n c i d e n t s h e
d e s c r i b e s focus on himself with l i t t l e i n t e r e s t f o r t h e
way o t h e r s feel o r t h e way they see a s i t u a t i o n .
The t e a c h e r s e e s o t h e r s a s l a c k i n g t h e n e c e s s a r y
c a p a c i t i e s t o d e a l e f f e c t i v e l y with t h e i r own problems.
He doubts t h e i r a b i l i t y t o make t h e i r own d e c i s i o n s and
run t h e i r own l i v e s .
CLEAR EXAMPLE 1
Situatirz;
"1 have no patience."
...
That s what i t comes down t o . If a k i d
T:
w i l l t r y 1'11 have no end of patience with him. It's
the kid
I don't c a r e what, urn, p o t e n t i a l they have.
If t h e y s a y , "oh, t h i s i s boringw, o r "we've done t h i s
before, I don't wanna do thiswI have no p a t i e n c e w i t h
them. I don't know where t h a t comes from.
...
CLEAR EXAMPLE 2
Situation:
"A t e n n i s match.
"
...
T:
I want a l i t t l e b i t o f , a l i t t l e b i t o f
h u m i l i a t i o n f o r t h i s k i d b e c a u s e h e i s , uh, I c a n ' t
r e a l l y think of an i n s t a n c e , b u t urn, n o t t h i n k i n g o r
t r y i n g t o make himself look wonderful o r t r y i n g t o make
m e look bad when i t ' s r e a l l y - - e v e r y b o d y knows t h a t ' s
not t h e case. You know.
T:
Yah, y a h , ' c a u s e a l o t of t-es
it's
seeking out
'look a t me', a t t r a c t i n g a t t e n t i o n , and
then my remark w i l l kind of t u r n t a b l e s a l i t t l e b i t t o
make them--next time, you know, l e t f s t h i n k a b o u t i t
b e f o r e w e d i s r u p t t h e c l a s s and t h i n g s l i k e t h a t , s o
you, you f i n d i t h a r d n o t t o be drawn i n t o c o n t e s t s
with them..
R: You mean l i k e
T: V e r h s l , l i k e tennisR: Like a t e n n i s match.
T: Tennis match, yah.
R: Yah.
T:
and It11 r e a l i z e , hey, I ' v e g o t t h e r e s t of
t h e c l a s s t o t h i n k about
R:
A s a t e n n i s match t h e n , do you feel t h a t t h e
majority of t h e time you win?
T: No. I get, w e l l t h a t ' s what cues it. I s a y "1
c a n ' t win t h i s . " I f I g e t made I may win t h e b a t t l e
b u t I' 11 c e r t a i n l y l o s e t h e war because everybody "Ha,
I g o t him mad".
...
..
.
...
...
...
...
( I n t . 26)
CLEAR EXAMPLE 3
situation:
"Talk i s cheap.
"
Students sometimes t e l l him h e ' s not fair.
T: No.
'Cause l i f e i s not very democratic
I'd
r a t h e r t e a c h r e s p o n s i b i l i t y and t h i n g s l i k e t h a t .
Democracy i s s u c h a n o v e r u s e d Western term
we're
p r o b a b l y a l o t more f r e e r b e c a u s e we can s t a t e o u r
o p i n i o n 'ti1 you're blue i n t h e f a c e
This i s not a
a l o t of times when I've been t e a c h i n g I s a i d t h i s
i s n o t a democracy and don't ever think t h a t i t i s
I g e t t h a t r i g h t o f f t h e top--this i s a d i c t a t o r s h i p ,
b u t I f e e l t h a t i f I e v e r t e a c h you a n y t h i n g , I ' l l
j u s t i f y a l o t t h a t I do."
...
...
--
...
...
( I n t . 10)
NOT SO CLEAR EXAMPLE 4
Situation:
"Respect has t o be earned."
T: Oh yah, you, you h e a r t h a t r e s p e c t h a s t o be
e a r n e d and I t h i n k t h a t ' s t r u e , and urn, a lot-of times
I'll got out of my way and e x p l a i n why I ' m d o i n g the-e v e n though they may n o t ask, 'cause I don't want them
t o g e t i n t o the--a l o t of times--authority a t t h a t age,
t h e y ' r e f r i g h t e n e d , t h e y don' t wanna a s k questions.
They don't want you t o think t h e y ' r e s t u p i d o r t h i n g s
l i k e t h a t s o I'll go a s far as t e l l i n g them t h e reason
why I ' m doing s o m e t h i n g e v e n though i t may n o t seem
f a i r t o them. This i s why we've g o t t o do it.
( I n t . 11)
T e a c h e r B i s t h e a u t h o r i t y i n t h e class. He makes
it c l e a r r i g h t away t h a t i t ' s a d i c t a t o r s h i p s i t u a t i o n .
He w o u l d r a t h e r t e a c h r e s p o n s i b i l i t y , a n d t h e
'consequences' of t h e i r behaviour. The teacher appears
t o d o u b t t h e s t u d e n t s ' a b i l i t i e s t o make t h e i r own
..
d e c i s i o n s . He u s e s h i s a u t h o r i t y t o t r y t o build a
working r e l a t i o n s h i p .
"The teacher views events i n a narrow perspective.
responses f o c u s on immediate and s p e c i f i c goals."
His
CLEAR EXAMPLE 1
Situation:
R:
T:
R:
T:
R:
T:
silence
"1 use my voice.
How do you d e a l with c o n f l i c t s o r problems t h a t
a r i s e i n t h e classroom?
Unfortunately a l o t of times I use my voice.
I n what way?
I r a i s e it.
Raise it.
Not y e l l i n g but just--do i t i n such a way where
reigns.
( I n t . 25)
CLEAR EXAMPLE 2
Situation:
"1 could j u s t s t r a n g l e .
"
...
I f i n d i t awfully hard sometimes t o f i g u r e
T:
o u t where t h i s d i s l i k e f o r k i d s who won't try--maybe
i t ' s a n a t u r a l d i s l i k e f o r t h i n g s b e c a u s e you p r e s e n t
s o m e t h i n g t o them and you've g o t t h e b e s t s c e n a r i o i n
your mind--all t h e k i d s w i l l l o v e i t , a l l t h e k i d s w i l l
work h a r d a t i t and produce wonderful t h i n g s and some
k i d just--'what's
t h i s ? ' and y o u ' v e p u t work, i n n o t
j u s t maybe t h e s h e e t b u t a l l t h e follow up s t u f f and
t h e y s a y , "Ahh t h i s i s t o o h a r d , I c a n ' t do t h i s . '
Mmmm. Grrrr. I could j u s t , I could j u s t s t r a n g l e
( pause
R:
Y o u ' r e r e a l l y , y o u ' r e r e a l l y f r u s t r a t e d by
that.
T: Yah.
...
CLEAR EXAMPLE 3
Situation:
"1 can be c r u e l t o kids."
...
And I ' m gonna t r y t o t a i l o r my temp. ..my
T:
s a r c a s m . I t , i t ' s a problem but I f i . . . I can be c r u e l
t o k i d s . I t r y t o be c r u e l t o t h e k i d s who I know c a n
s t a n d i t and can buck i t ' c a u s e I remember saying t o
some kid--there were two l i t t l e g i r l s s t a n d i n g a t my
d e s k and one k i d c a l l e d t h e o t h e r a , a bison b e l l y . I
s a y s "Oh, a r e you a b i s o n b e l l y n And o f c o u r s e me
saying i t t o her she j u s t went--tears overflowed... and
the s e n s i t i v i t y
t h i n g s l i k e t h a t and you're r e a l l y
you g o t t a first of a l l read them and
i n some k i d s
then say who can, who can take a good job.
...
...
NOT SO CLEAR EXAMPLE 4
Situation:
"1 almost woofed my cookie^.^
...
T:
but even t h e w r i t i n g p r o c e s s v i d e q , w e saw
t h e o t h e r day showed a guy who I guess was heavily i n t o
t h e process and he was--every i d e a t h e k i d would g i v e
h e s a i d , nOh B i l l y , t h a t ' s a n e a t i d e a , oh t h a t ' s a
r e a l l y n e a t , t h a t ' s a n i f t y i d e a . And I , you know,
a l m o s t woofed my c o o k i e s , because I ' m j u s t , I ' m j u s t
I would r a t h e r s a y , t h a t ' s good t o
not t h a t type
s t a r t with, now l e t ' s not l e a v e i t t h e r e , l e t ' s t a k e i t
a s t e p f u r t h e r and t h e n maybe g i v e them a c o u p l e o f
ideas.
...
Summary
T e a c h e r B shows some c o n c e r n (example 4 ) f o r t h e
development of s t u d e n t i d e a s . His emphasis however, i s
o n h i s own r o l e i n t h e s i t u a t i o n and on t h e immediate
t a s k a t hand. He does n o t seem t o be c o n c e r n e d w i t h
t h e long term e f f e c t s of h i s behaviour or t h e classroom
s i t u a t i o n on t h e l i v e s o f h i s s t u d e n t s . He expects
students. t o adapt t o h i s l e s s o n plans and i s v e r y
f r u s t r a t e d when s t u d e n t s don't f i t i n with h i s plans.
4. PERCEPTUAL
: F
w OF R E m N C E ( THINGS)
"The t e a c h e r i s concerned with t h e impersonal a s p e c t s
of a f f a i r s . Questions of o r d e r , management, mechanics,
a n d d e t a i l s o f t h i n g s and e v e n t s a r e p r i m e
c o n s i d e r a t i o n s i n his thinking."
CLEAR EXAMPLE 1
Situation:
"Sharing sends s h i v e r s . "
Teacher B d i d n ' t i n t e r a c t w i t h o t h e r t e a c h e r s
" t h i s person is going t o be competing with
because
me
maybe n o t d i r e c t l y w i t h i n t h e same d i s t r i c t .
Why do I want t o s h a r e i d e a s I've g o t with t h i s person?
And i t s not a very a l t r u i s t i c way, b u t i t ' s p r o b a b l y
more r e a l i s t i c and I j u s t , you know, t h e work s h a r i n g
sends s h i v e r s up and down my s p i n e because of t h a t .
...
...
n
( I n t . 2)
CLEAR EXAMPLE 2
Situation:
Routi~a
Establishing a routine i s important t o this
teacher. He f i n d s i t i s f r u s t r a t i n g when t h e k i d s keep
asking questions.
R:
What do you l i k e t h e most about teaching?
T: Um, r o u t i n e
i s i m p o r t a n t and t h e k i d s g e t
i n t o a r o u t i n e . . . a n d y e t I w a n t t h e k i d s t o be
I want t o e s t a b l i s h e a r l y i n t h e y e a r a
flexible
r o u t i n e s o I shouldn't even have t o be there."
...
...
--
( I n t . 17)
CLEAR EXAMPLE 3
Situation:
"Technical p o i n t of view."
-
" I ' m not i n t o t e a c h i n g as much as I s h o u l d be a s
f a r as t h e t e c h n i c a l p o i n t of i t , keeping up with t h e
l i t e r a t u r e . I f i n d i t r e a l l y hard t o g e t e n t h u s i a s t i c
from a t e c h n i c a l point of view.R If he had a permanent
c o n t r a c t he could spend time focussing on a l i f e s k i l l
l i k e " r e s p o n s i b i l i t y " w i t h i n a u n i t . Right now, i t ' s
* r i d i c u l o u s t how much p r e p a r a t i o n and o r g a n i z i n g h e
does.
( I n t . 14-16)
NOT SO CLEAR EXAMPLE 4
Situation:
The Grade 4 ' s
...
...
T:
s o I t h i n k I f e e l s o r r y f o r them. Miss
was saying t h e same. She s a y s a l o t o f t i m e s y o u ' l l
j u s t f o r g e t a b o u t t h e m . And t h e y s a i d t o d a y
( pause )
R: A smaller group and younger?
R: Yah. C o u l d n ' t you r e a d t h i s t o u s ? You're
a l w a y s o v e r with them. I f e l t s o bad t h e one kid t h a t
wanted t o read a c e r t a i n , he j u s t wanted me t o r e a d a
c e r t a i n page ' c a u s e he was way up t h e r e , a l l t h e k i d s
were ahead s o i t wouldn't have
i t was t o o much t o
read i n t h e time t h a t we had s o
.
H
...
...
( I n t . 36)
Summary
Being w e l l p r e p a r e d i s important t o t h i s teacher,
and he used t o t a k e a g r e a t d e a l o f p l e a s u r e i n
p l a n n i n g h i s l e s s o n s b u t now he h a s t o s t a r t from
"square onen each t i m e , due t o b e i n g a t e m p o r a r y
t e a c h e r . H i s summers a r e a l s o w a s t e d due t o t h i s .
Teacher B e x p r e s s e s concern f o r t h e Grade 4 ' s i n
example 4 , when t h e y want some of his time. His main
c o n c e r n i s not with the s t u d e n t s i n the c l a s s but with
h i s performance and w i t h t h e t e c h n i c a l a s p e c t s o f
t e a c h i n g s u c h a s e s t a b l i s h i n g a r o u t i n e and teaching
c h i l d r e n t o work w i t h i n a s t r u c t u r e .
CHAPTER 5
Findings, Conclusions, Implications
The h e a l t h y , f u l l y functioning supremely healthy s e l f a c t u a l i z i n g p e r s o n i s o u r r e a s o n f o r b e i n g and t h e
we need t o s e e beyond what man
purpose of education
is. We need t o know what man can become.
(Combs, 1962, p. 19)
...
I n C h a p t e r 11, s t u d i e s w e r e p r e s e n t e d t h a t i n d i c a t e t h a t
t e a c h e r s ' perceptual o r i e n t a t i o n s o r b e l i e f s a r e c l o s e l y r e l a t e d t o
t h e i r e f f e c t i v e n e s s i n t h e classroom.
S t u d i e s were c i t e d t h a t showed
e f f e c t i v e t e a c h e r s and h e l p e r s had d i f f e r e n t b e l i e f s y s t e m s from
i n e f f e c t i v e t e a c h e r s , and t h a t e f f e c t i v e , adequate, s e l f - a c t u a l i z i n g
t e a c h e r s had c h a r a c t e r i s t i c ways of s e e i n g o r p e r c e i v i n g t h e m s e l v e s
and t h e world.
&
S t u d i e s p r e s e n t e d a l s o p r o v i d e d d e s c r i p t o r s of t h e s e a t t i t u d e s
and b e l i e f s and a means of o b t a i n i n g t h e degree of e f f e c t i v e n e s s using
t h e Human R e l a t i o n s I n c i d e n t , an i n s t r u m e n t d e s i g n e d t o determine
e f f e c t i v e teacher perceptual o r i e n t a t i o n s a c c o r d i n g t o t h e f o l l o w i n g
four categories:
a)
perceptions of s e l f t h a t a r e p o s i t i v e
b)
perceptions of o t h e r s a s a b l e
c)
perceptions of purpose based on broad educational g o a l s
d)
a frame of r e f e r e n c e t h a t i s people oriented.
Based upon these r e s e a r c h f i n d i n g s , t h e purpose of t h i s study was
t o meet t h e need f o r an i n depth examination of classroom t e a c h e r s s o
a s t o e x p l o r e t h e i r o r i e n t a t i o n s previously determined using t h e H R I
during t h e i r teacher t r a i n i n g .
I n t e r v i e w s and o b s e r v a t i o n s i n v e s t i g a t e d t h e t e a c h e r s f
behaviours, a t t i t u d e s and b e l i e f s .
Their perceptions of themselves a s
h e l p e r s , t h e i r perceptions of t h e i r s t u d e n t s and t h e i r perceptions of
t h e i r o v e r a l l profession and r o l e a s an educator were a l s o a n a l y z e d .
T h e s e p e r c e p t i o n s were t h e n : a ) compared t o t h e i r pre-HRI s c o r e
obtained during teacher t r a i n i n g , and b ) compiled i n t o d e s c r i p t i v e
p r o f i l e s of:
i) a high s c o r e r Teacher A
ii) a low s c o r e r Teacher B.
Yin ( 1 9 8 2 ) s u g g e s t s t h e u s e o f b r i e f summaries of i n d i v i d u a l
c a s e s followed by t h e cross-analysis where cross-case a n a l y s i s i s t h e
/
major g o a l of research.
*
This chapter p r e s e n t s a d i s c u s s i o n of t h e f i n d i n g s of t h i s ' study,
along with t h e conclusions, t h e i m p l i c a t i o n s and t h e s u g g e s t i o n s f o r
f u r t h e r research.
Findinas
Q u a l i t a t i v e r e s e a r c h methods were used t o c o l l e c t and analyze t h e
data.
The tape-recorded observations, and t h e d a i l y t r a n s c r i p t i o n s of
l o g notes and i n t e r v i e w s , were subsequently w r i t t e n up as a case study
based on a P r o f i l e of Teacher A and a P r o f i l e of Teacher B.
These q u a l i t a t i v e d a t a made i t p o s s i b l e t o o b t a i n t h e s m a l l ,
s u b t l e d e t a i l s o f classroom i n t e r a c t i o n s , and t o c l a r i f y and examine
i n depth t h e perceptual c a t e g o r i e s o f t h e H R I a s t h e y a p p l y t o t h e
individual teacher.
D i s c u s s i o n s and l o n g e r o b s e r v a t i o n s gave t h e
t e a c h e r s a chance t o e x p r e s s t h e i r a t t i t u d e s and b e l i e f s a c r o s s a
v a r i e t y of s i t u a t i o n s .
The major f i n d i n g s of t h e q u a l i t a t i v e d a t a were:
1.
Overall frequency
-a
s i g n i f i c a n t d i f f e r e n c e between t h e two
t e a c h e r s 1 b e h a v i o r s was n o t i c e d d u r i n g t h e c a s e study.
Teacher A
demonstrated i d e n t i f i c a t i o n w i t h t h e h i g h s c o r i n g d e s c r i p t o r s 158
t i m e s o v e r t h e c o u r s e o f t h e s t u d y , a n d w i t h t h e low s c o r i n g
d e s c r i p t o r s 6 times.
T e a c h e r B , on t h e o t h e r hand, d e m o n s t r a t e d
i d e n t i f i c a t i o n with t h e high s c o r i n g d e s c r i p t o r s 2 ' : t i m e s and with t h e
low s c o r i n g d e s c r i p t o r s 154 times.
Each teacher r e s p o n d e d a c c o r d i n g
*
t o t h e i r p r e d i c t e d c h a r a c t e r i s t i c perceptual o r i e n t a t i o n s , suggesting
t h e r e l a t i o n s h i p between t h e H R I s c o r e and t h e c r i t e r i a f o r e f f e c t i v e
and i n e f f e c t i v e t e a c h e r s as found i n Combs' research.
2.
HRI' s
- both
t e a c h e r s ' H R I s c o r e s remained c o n s i s t e n t o v e r t i m e .
Teacher A ' s pre-HRI of 24 r o s e t o a post-HRI s c o r e of 26.
s c o r e a l s o increased from a s c o r e of 6 t o a s c o r e o f 8.
Teacher B ' s
Teacher A
remained ' i n t h e 18-28 r a n g e c h a r a c t e r i s t i c of t h e e f f e c t i v e teacher
and T e a c h e r B remained i n t h e 4 - 1 4 l r a n g e c h a r a c t e r i s t i c o f t h e
i n e f f e c t i v e teacher.
It i s p o s s i b l e t h a t t h e i n c r e a s e i n s c o r e i s due
t o a d i f f e r e n t method of H R I d a t a c o l l e c t i o n u s e d d u r i n g t h e s t u d y .
The pre-HRI was w r i t t e n by t h e teachers, but t h e post-HRI was obtained
*
v e r b a l l y during t h e interview.
The interview gave t h e reseal-dher t h e opportunity t o c l a r i f y both
t h e q u e s t i o n s and t h e answers of t h e H R I and t o encourage t h e t e a c h e r
t o e x p l o r e more t h o r o u g h l y t h e i r f e e l i n g s , b e l i e f s and a t t i t u d e s
during t h e i n c i d e n t they chose t o discuss.
3.
Teacher P r o f i l e s
-
T e a c h e r A ' s b e h a v i o u r s and a t t i t u d e s i n t h e
classroom, and h e r b e l i e f s and f e e l i n g s a s expressed i n t h e i n t e r v i e w
were compared w i t h t h e d e s c r i p t o r s of e f f e c t i v e o r i n e f f e c t i v e
t e a c h e r s as i d e n t i f i e d by Wasicskols ( 1 9 7 7 ) P e r c e p t u a l R a t i n g S c a l e
f o r a s s e s s i n g perceptual o r i e n t a t i o n s .
High and low s c o r i n g perceptual o r i e n t a t i o n s were i d e n t i f i e d i n
b o t h T e a c h e r A and Teacher B.
I n c i d e n t s t h a t could f i t c l e a r l y i n t o
t h e f o u r perceptual c a t e g o r i e s were used f o r i n t e r p r e t a t i o n .
Middle
*
r a n g e b e h a v i o u r s were a l s o included i n t h e f i n a l a n a l y s i s as 'Not So
Clear I n c i d e n t s 1 (observations) o r 'Examples1 ( i n t e r v i e w s ) .
The f o l l o w i n g s e c t i o n examines t h e d a t a i n f u r t h e r d e t a i l and
compares i t t o t h e r e s e a r c h presented i n t h e l i t e r a t u r e .
Teacher A
d e m o n s t r a t e d p e r c e p t i o n s c o n s i d e r e d e f f e c t i v e , and T e a c h e r B
demonstrated behaviours considered i n e f f e c t i v e , according t o t h e
f i n d i n g s o f p e r c e p t u a l r e s e a r c h ( Combs, 1 96 4; Combs e t al., 1969;
Usher & Hanke, 1971).
a
A:
E;I&B Scorer
It was found' t h a t during t h e observations, Teacher A demonstrated
behaviours c o n s i s t e n t with t h e perceptual c r i t e r i a (Combs, 1974) f o r
an effective teacher.
T h i s t e a c h e r a l s o expressed e f f e c t i v e
perceptions during t h e interview.
1.
Findings r e l a t e d t o e f f e c t i v e teachers1 perceptions of "selfn.
r e l a t e t o . f e e l c l o s e t o . and u n d e r s t a n d . all t v ~ e sof DeoDla.
Teacher A expressed a p o s i t i v e self-concept when she described h e r s e l f
as 'warm and c a r i n g 1 .
She was a l s o aware of h e r a b i l i t y t o i d e n t i f y
with o t h e r s when s h e s a i d , "I t r y t o be r e a l l y a c c e p t i n g t o o t h e r
p e o p l e , and t h e i r v a r i o u s p e r s o n a l i t i e s , and types of beliefs..."
She
/
s a i d she had l e a r n e d t h a t t r u s t i n g i n h e r s e l f and being h o n e s t , works
w e l l when working with children.
2.
Findings regarding e f f e c t i v e teachers1 perceptions of
E
~
o
f
f
D
e c t a d .de-
e
e
c
t
v
i
e
v
e
t
s have t h e a b i l i t v t o
Thev
s ~ e ~r c e i v es t u d e n t s as worthv o f
T e a c h e r A showed r e s p e c t f o r o t h e r s by
l e t t i n g them make t h e i r own d e c i s i o n s and by being courteous t o them.
She s a i d she t r e a t s them l i k e * e q u a l s 1 .
a
3.
Findings regarding e f f e c t i v e teachers1 perceptions of 'purpose'.
3% e f f e c t i v e t e a c h e r i s U t e r e s k e d i n t h e l o n g te-ects
en.
i n c l u d e a con-
Her no-
of
no bevond t h e clasrsroom set-
f o r their ~ e r s w
lives.
to
Teacher A was always seen
h a v i n g p e r s o n a l d i s c u s s i o n s with her students.
She f r e q u e n t l y
mentioned t h e e f f e c t s her b e h a v i o u r c o u l d have on s t u d e n t s 1 l i v e s .
When a s t u d e n t approached h e r f o r a d v i c e on b i r t h c o n t r o l she was
concerned about not imposing h e r values on t h e s t u d e n t .
Even though
s h e was e m b a r r a s s e d by t h e g i r l ' s q u e s t i o n s h e t r i e d t o s e e t h e
s i t u a t i o n from t h e s t u d e n t ' s p o i n t o f view and h e r e m p h a s i s was on
p r o v i d i n g h e r with l i b r a r y m a t e r i a l and maintaining a r e l a t i o n s h i p of
trust
4.
.
-
*
Findings r e l a t e d t o e f f e c t i v e teachers1 "frame of referencew.
a e effective W
d f o r otstndentsl fee-
-
e f s . and i s ~ e o ~ ol r ei e n t e d
her-.
She was c
o
n o t with t h e o r d e r a m h a w s a e n t of t h e classroom a s much as s h e
a t h
~
e
m
~ a g
a Teacher
.
A saw h e r r o l e a s t h a t of a PR person
f o r t h e s t u d e n t s and described h e r r e l a t i o n s h i p w i t h s t u d e n t s a s t h e
most i m p o r t a n t p a r t o f h e r job.
The management of t h e l i b r a r y , and
t h e enforcement of r u l e s and r e g u l a t i o n s a r e only a means t o a n end.
What comes first a r e t h e s t u d e n t s themselves.
The next s e c t i o n d e a l s w i t h t h e f i n d i n g s r e l a t e d t o t h e f o u r
p e r c e p t u a l c a t e g o r i e s f o r a t e a c h e r w i t h low s c o r i n g i n e f f e c t i v e
perceptions.
I t was found during t h e observations t h a t Teacher B demonstrated
behaviours c o n s i s t e n t with t h e perceptual c r i t e r i a f o r an i n e f f e c t i v e
t e a c h e r ( Combs, 1 97 4 ) .
This t e a c h e r a l s o expressed, during t h e
i n t e r v i e w , t h e b e l i e f s , a t t i t u d e s and f e e l i n g s c o n s i s t e n t w i t h
i n e f f e c t i v e perceptions.
1.
Findings r e l a t e d t o i n e f f e c t i v e t e a c h e r s t perceptions of 'self'.
-
ve t e a c h e r s have a l
o
wa r e ~
themselves.
Thev h a v e a
JJW
r e n a r d f o r ot-.
n
e
u
n
r oef
w
m
t e t o d e a l d t h the-
on o r coDe
wiw
/
~ r o b l w . Teacher B showed a low regard f o r
his s t u d e n t s by u s i n g s a r c a s m , and h u m i l i a t i o n i n t h e c l a s s .
He
admitted he has a 'low f e e l i n g t f o r mentally handicapped c h i l d r e n , and
experiences s t r o n g f e e l i n g s o f f r u s t r a t i o n when s t u d e n t s do n o t s e e a
s i t u a t i o n t h e way h e does.
He had t r o u b l e i d e n t i f y i n g with o t h e r
t r a i n i n g t e a c h e r s , and has t o work a t r e l a t i n g his own e x p e r i e n c e s a s
a parent t o t h e p a r e n t s of his students.
2.
Findings r e l a t e d t o i n e f f e c t i v e t e a c h e r s ' perceptions o f ? o t h e r s f .
The i n e f f e c t i v e t e a c h e r f i g d s i t h a r d t o t r u s t c h i l d r x !
c e t o m&-klUI.r
own w a n d s o l v e
a
t h e i r own ~r-.
He
.
'D~W
rank' a u
s
e
s
t
v to
Teacher B viewed o t h e r p e o p l e ' s m o t i v e s w i t h
suspicion, suspecting f e l l o w t r a i n i n g t e a c h e r s of wanting t o steal his
i d e a s , he admitted i t was d i f f i c u l t f o r him t o s e e t h e good s i d e o f
p e o p l e , b e c a u s e i n h i s former job he became ' c y n i c a l ' ,
t h e opinion t h a t t h e p u b l i c was 'scum'.
and developed
This made i t hard f o r him t o
t r u s t p e o p l e ' s a b i l i t y t o d e a l adequately with t h e i r own l i v e s and he
f e l t i t was h i s j o b t o t e a c h c h i l d r e n r e s p o n s i b i l i t y a n d t h e
consequences of t h e i r behaviour.
3.
Findings r e l a t e d t o i n e f f e c t i v e teachers1 perceptions of npurposen.
f o u e s on t h e s~ufe t h e w n e r educational
.
I
ective o r the
student's future,
term - a c t
a sit-v
have on a
Teacher B was very concerned with c o n t r o l l i n g t h e
l e a r n i n g environment and t o l d t h e r e s e a r c h e r t h a t a t f i r s t , h e had
p r e p a r e d s p e c i f i c s i t u a t i o n s f o r h e r t o s e e because he was concerned
with f i t t i n g i n t o a teacher e f f e c t i v e n e s s model.
H i s teaching s t y l e
and t h e a s p e c t s of t h e s p e c i f i c l e s s o n took precedence not only i n h i s
lessons with the s t u d e n t s but i n h i s conversations with the
researcher.
A t times however, he d i d m e n t i o n t h e i m p o r t a n c e of
p u t t i n g t h i n g s i n t o t h e i r educational perspective.
This was t h e case,
f o r i n s t a n c e , when he r e f e r r e d t o 'chewing out Johnnyr, and when he
r e f e r r e d t o t h e impact t h e mentally handicapped g i r l had on his c l a s s .
*
He s a i d one of t h e main r e a s o n s he d e c i d e d t o become an Elementary
teacher was because he d i d not think he could s t a n d t e a c h i n g h i s t o r y
a l l day and b e c a u s e he wanted t o avoid t h e 'female d i s t r a c t i o n 1 .
He
t r i e d t o be s e n s i t i v e about touching s t u d e n t s and a l w a y s w a i t e d f o r
t h e c h i l d 1s
'f l i n c h 1
as a c u e t o withdraw.
I n High School he would
r e a l l y have t o watch h i m s e l f b e c a u s e n y o u l r e b l a c k m a i l a b l e .
you're q u i t e vulnerable t o t h e cry o f rape.
And
Be unfound o r not."
Teacher B f s concern a s a teacher was p r i m a r i l y with t h e d e t a i l s of t h e
classroom and how events a f f e c t e d h i s own l i f e .
4.
Findings r e l a t e d t o t h e i n e f f e c t i v e t e a c h e r ' s nframe of
referencen.
i s co-
order.
I
t h e elo-n.
The e v e n t s a r e more
t t h a n t h e f e u se o -r b
in-ved,
Teacher B c o n s i s t e n t l y f e l t f r u s t r a t e d , as he p u t i t , when t h i n g s d i d
not run t h e way he wanted them to.
If s t u d e n t s d i d not a p p r e c i a t e t h e
l e s s o n he has prepared, o r i f they d i d not a t l e a s t t r y h a r d , a
f e e l i n g of ' d i s l i k e t would come over him.
He even 'tries t o be c r u e l 1
t o k i d s he know c a n t a k e a 'good j a b 1 b e c a u s e i t makes them t h i n k
a b o u t w h e t h e r t h e y w i l l b e h a v e a c e r t a i n way i n t h e f u t u r e .
'Humiliating1 k i d s w i l l make them think twice about t r y i n g t o make him
look
' bad'
i n t h e future.
His sense of humour, he a l s o f e l t , is n o t
appreciated by t h e youngsters.
He believed his lhumour was sometimes
..
wasted on a lower age group1.
During t h e i n t e r v i e w t h e r e s e a r c h e r
asked t h e teacher what he e n j o y e d most a b o u t t e a c h i n g .
Having t h e
summers o f f and e s t a b l i s h i n g a r o u t i n e e a r l y i n t h e year were h i s two
reasons.
He had a somewhat n e g a t i v e o u t l o o k on h i s c h a n c e s t h e
f o l l o w i n g year f o r a permanent c o n t r a c t o r even f o r a job a t a l l .
don1t know i f I love i t anymore.
sour,
'
A l l o f a sudden i t l s become v e r y
he r e s p o n d e d , e x p r e s s i n g f r u s t r a t i o n a t t h e l a y o f f s and t h e
p o l i t i c a l climate i n t h e province a t t h i s time.
to
l
"1
A s i t i s , h e h a s had
w a s t e summers ' anyway not being s u r e of work t h e following year,
and h a s had t o " s c r a m b l e around and. a l m o s t g e t i n t o p r o s t i t u t i n g
y o u r s e l f and get i n t o French Immersion.
I h a t e t h a t concept.
It's s o
.
I
e l i t i s t i t ' s d i s g u s t i n g . n Teacher B seems i n c r e a s i n g l y d i s s a t i s f i e d
with teaching.
When a s k e d t h e same q u e s t i o n by t h e r e s e a r c h e r , T e a c h e r A
r e s p o n d e d t h a t what s h e l i k e d most a b o u t t e a c h i n g w e r e h e r
r e l a t i o n s h i p s with students.
"1 enjoy t h e people c o n t a c t n and, she
a d d e d , "1 j u s t a d o r e them a s p e o p l e n . She d e s c r i b e d h e r s e l f a s
growing a s a t e a c h e r , and a s s h e a c c e p t s h e r s e l f and ' r e a l i z e s her
p o t e n t i a l 1 f o r success as a teacher, she f e e l s 'excitement1 and 'joy'.
I f s h e d i d n l t g e t a job next year a s a French teacher, she s a i d "I'd
be sad but I wouldnt t f a l l a p a r t .
She would l i k e t o s e e s t u d e n t s
from h e r f i r s t y e a r a s a t e a c h e r , g r a d u a t e .
"1 t r y not t o l e t it
a
b o t h e r me b e c a u s e w h a t ' s t h e p o i n t
... and I d o n l t worry about e v e r
having a job." ~ e a c h e rA f e e l s i n c r e a s i n g l y f u l f i l l e d a s a t e a c h e r
a n d h a s t h e c o n f i d e n c e t h a t g i v e s h e r a p o s i t i v e o u t l o o k on t h e
future.
-
The f i n d i n g s support Wasicsko's (1 977) s t u d i e s of e f f e c t i v e and
i n e f f e c t i v e teachers1 perceptions, and i n d i c a t e t h a t t h e HRI a s a s e l f
r e p o r t instrument i s a v i a b l e means of determining t h e e f f e c t i v e and
i n e f f e c t i v e perceptions of t e a c h e r s according t o t h e c r i t e r i a i t uses,
and can, w i t h i n t h e l i m i t s of this study, p r e d i c t , using Combst (1974)
c r i t e r i a o f e f f e c t i v e n e s s , t h e c h a r a c t e r i s t i c p e r c e p t i o n s of t h e
e f f e c t i v e and i n e f f e c t i v e teacher.
*
When i n t e r p r e t i n g t h e d a t a , s e v e r a l conclusions must be kept i n
mind.
The teacher p r o f i l e s c o n t r i b u t e t o t h e u n d e r s t a n d i n g o f t h e
u n i q u e b e l i e f s and a t t i t u d e s held by t h e e f f e c t i v e teacher.
Caution
must be used when g e n e r a l i z i n g between t h e behaviour of t h e s e t e a c h e r s
and t h e i r scores, t o l a r g e r populations.
Since t h e study c o n s i s t e d of
a n l n l o f two, t h e f i n d i n g s d e s c r i b e t e n d e n c i e s a n d p o i n t t o
d i r e c t i o n s f o r follow-up research.
Wasicsko (1981), a l s o s t a t e s two o t h e r c a u t i o n s t h a t must be kept
i n mind when j u d g i n g p e r c e p t i o n s .
S e l f - r e p o r t s are n o t always
a c c u r a t e , and t h e r a t e r must d e c i d e i f i t i s p o s s i b l e t o i n f e r t h e
t e a c h e r s 1 perceptions from t h e information a v a i l a b l e .
This i s a s k i l l
.
that requires training.
Another c a u t i o n , p o i n t e d o u t by W=cicsko ( 19811, concerns t h e
process of making a judgement a b o u t t h e t e a c h e r s ' p e r c e p t i o n s .
He
s t r e s s e s t h e i m p o r t a n c e of a r a t e r making a 'perceptual inference'
t h a t "seeks t o reveal the b e l i e f s o r p e r c e p t i o n s p r o d u c i n g t h e
o b s e r v e d behaviorn, r a t h e r than a 'personal e v a l u a t i o n ' t h a t i s based
on whether they a r e " ' l i k e me1 ( t h e y did what I would have done and s o
h a n d l e d t h e s i t u a t i o n well) , o r ' u n l i k e me' ( I ' d never have done i t
t h a t way; they handled t h e s i t u a t i o n p o ~ r l y )(p.
~ 29).
To p r e v e n t t h i s e r r o r , i t i s recommended t h a t t h r e e r a t e r s be
used t o determine H R I s c o r e as i s recommended by Wasicsko and was done
i n t h i s thesis.
This study h a s compared t e a c h e r s 1 p e r c e p t u a l o r i e n t a t i o n s a s
i d e n t i f i e d by t h e H R I during teacher t r a i n i n g t o t h e i r perceptions a s
experienced teachers.
The f o l l o w i n g i m p l i c a t i o n s a r e s e e n t o be
r e l a t e d t o t h e study.
1.
Teacher Selec_tion-
t h i s study has suggested t h a t e f f e c t i v e
and i n e f f e c t i v e t e a c h e r s can be i d e n t i f i e d d u r i n g t e a c h e r t r a i n i n g .
The e f f e c t i v e teacher i n t h i s study expressed f e e l i n g s of s a t i s f a c t i o n
with h e r c a r e e r , but t h e i n e f f e c t i v e teacher expressed d i s s a t i s f a c t i o n
and f r u s t r a t i o n w i t h h i s .
Since i t is reasonable t o assume t h a t t h e
goal of t h e teacher e d u c a t i o n program i s t o s e l e c t and p r e p a r e t h e
b e s t t e a c h e r s p o s s i b l e , i t may be a p p r o p r i a t e t o provide candidates
w i t h t h e o p t i o n t o w r i t e t h e H R I before e n t e r i n g t h e program.
This
would g i v e them ari i n d i c a t i o n of t h e i r f u t u r e chances of s u c c e s s a s a
t e a c h e r based on t h e c u r r e n t a v a i l a b l e research.
Perhaps i n t h i s way,
Teacher B t s experiences could have been p r e v e n t e d , s a v i n g him b o t h
t i m e and money.
counselled.
A t t h e l e a s t , h e c o u l d have had t h e option t o be
Any n e g a t i v e e f f e c t s o f h i s d i s s a t i s f a c t i o n o n t h e
s t u d e n t s t l e a r n i n g and t h e i r l i v e s c o u l d perhaps a l s o be prevented
this way.
I n o r d e r f o r t h e H R I t o be u s e f u l and a p p l i c a b l e f o r s e l e c t i o n
o f f i c i a l s however, t r a i n e d personnel w i t h h i g h i n f e r e n c e s k i l l s a r e
needed t o c o l l e c t and s c o r e t h e data.
A s t h i s case study discovered,
o b t a i n i n g t h e d a t a v e r b a l l y through a n i n t e r v i e w may p r o v i d e a more
t h o r o u g h and a c c u r a t e means o f d e t e r m i n i n g t h e s t u d e n t t e a c h e r s '
*
perceptions.
A f a c t o r a f f e c t i n g t h e implementation of t h e H R I i n teacher
s e l e c t i o n , a p a r t from t h e i s s u e of whether i t i s t o b e v o l u n t a r y , i s
t h e e f f e c t any p r i o r knowledge o f t h e i n s t r u m e n t may have on t h e
s c o r e s of a p p l i c a n t s .
2.
Individual Co-
due-r
Tra-
- the findings
of this study p o i n t t o t h e need f o r e a r l y i d e n t i f i c a t i o n of e f f e c t i v e
teachers.
Teachers with i n e f f e c t i v e perceptions could b e n e f i t from an
i n d i v i d u a l program d e s i g n e d t o d e v e l o p t h e i r f e e l i n g s o f p e r s o n a l
adequacy.
The improvement of p o s i t i v e h e l p i n g r e l a t i o n s h i p s a n d
i n t e r p e r s o n a l s k i l l s c o u l d be e n c o u r a g e d w h i l e t e a c h e r s a r e s t i l l
w i t h i n t h e teacher t r a i n i n g network.
..
f o r Further Studv
A s a r e s u l t . o f t h i s s t u d y , s e v e r a l x g ~ e s t i o n sc a n b e made
regarding f u r t h e r research.
The most important i s t h e need f o r an in-
depth follow-up study with a larger
v a l i d i t y o f the HRI.
' n'
t o determine the p r e d i c t i v e
I n a d d i t i o n t h r e e f i e l d s of r e s e a r c h need t o be
explored.
1.
L o n g i t u d i n a l , i n d e p t h s t u d i e s a r e needed t o e x p l o r e t h e
teachers1 perceptions:
a.
Are p e r c e p t u a l o r i e n t a t i o n s i n n a t e , o r do they change
a s t e a c h e r s g a i n more experience?
b.
Can t h e e f f e c t i v e p e r c e p t i o n s o f a t e a c h e r improve
through t r a i n i n g andlor counselling w i t h i n t h e t e a c h e r
t r a i n i n g program?
f
c.
Can someone s c o r e low on t h e H R I due t o t h e i r personal
i n t e r p r e t a t i o n of what t h e instrument r e q u i r e s and y e t
s t i l l be a n e f f e c t i v e h e l p e r ?
For i n s t a n c e , c a n
c u l t u r a l b e l i e f s , which may e n c o u r a g e o r d i s c o u r a g e
c e r t a i n f e e l i n g s and b e l i e f s , a f f e c t t h e a b i l i t y t o
accurately determine t h e teachers'
s c o r e on t h e
instrument?
2.
Research i s needed t o continue t o provide a c l e a r d e f i n i t i o n
of t h e perceptual o r i e n t a t i o n s of e f f e c t i v e teachers.
3.
Research i s a l s o needed t o study t h e e f f e c t of t r a i n i n g and
counselling on s t u d e n t t e a c h e r s who have scored low on t h e H R I .
.
APPENDIX A
-
The S e l e c t i o n Process
Permission L e t t e r
I grant permission t o
t o have
access t o my final grade f o r the purpose of data analysis in
her research p r o j e c t involving professional development i n
B.C.
Universities.
I understand c o n f i d e n t i a l i t y is guaranteed
and no personal i d e n t i t i e s w i l l be revealed i n data reporting.
Signature
The d i r e c t i o n s f o r writing a &aman Relationships Incident
is as follows:
I would l i k e you t o think of a s i g n i f i c a n t past event
which involved yourself i n a teachi@ r o l e , and one o r
more other pemons. That is, from a humas r e h t i o n s standp o i n t , this event had s p e c i a l meaning f o r you. In writing
about t h i s event, please use the following format:
First
-
Second
-
.
*
Describe the s i t u a t i o n as it occurred a t the time.
Vhzt d i d you do i n t h e p a r t i c u l a r s i t u a t i o n ?
Third
-
How d i d you f e e l about t h e s i t u a t i o n a t t h e time
you were experiencing i t ?
Fourth
-
How do you f e e l about t h e s i t u a t i o n now?
you wish t o change any part of it?
Note:
Mould
'hel;ingl role is substituted when siiojects have had no
teaching experl ence
.
Perceptions of S e l f :
IDENTIFIED
UNIDENTIFIED
The t e a c h e r f e e l s a oneness
with a l l mankind. He perc e i v e s himself as deeply
and meaningfully r e l a t e d t o
persons of every d e s c r i p t i o n .
The t e a c h e r f e e l s g e n e r a l l y a p a r t
from o t h e r s . His f e e l i n g s of
oneness a r e r e s t r i c t e d t o those o f
similar beliefs
.
Perceptions of Others:
The teacher s e e s o t h e r s a s
having c a p a c i t i e s t o d e a l
with t h e i r problems. He
b e l i e v e s o t h e r s are b a s i c a l l y
a b l e t o f i n d adequate s o l u t i o n s
t o events i n t h e i r own l i v e s .
The teacher s e e s o t h e r s a s l a c k i n g
t h e necessary c a p a c i t i e s t o d e a l
e f f e c t i v e l y with t h e i r problems.
He doubts t h e i r a b i l i t y t o make
t h e i r own d e c i s i o n s and run t h e i r
own l i v e s .
/
Perceptions of Purpose :
LARCER
SMALLER
The teacher views e v e n t s i n a
His g o a l s
broad perspective
extend beyond t h e immediate
t o larger i m p l i c a t i o n s and
contexts.
.
The teacher views e v e n t s i n a
narrow perspective. His purposes
focus on immediate and s p e c i f i c
goals
.
Frame of Reference :
PEOPLE
THINGS
The teacher i s concerned with
t h e human a s p e c t s of affairs.
The a t t i t u d e s , f e e l i n g s ,
b e l i e f s , and welfare of
persons a r e prime considerat i o n s i n h i s thinking.
The teacher is concerned with t h e
impersonal a s p e c t of a f f a i r s .
Q u e s t i o n s of o r d e r , management,
mechanics, and d e t a i l s of t h i n g s
and e v e n t s a r e prime c o n s i d e r a t i o n s
i n h i s thinking.
Ms. R. Haggarty
Faculty of Education
Simon Fraser University
Burnaby, B. C .
Dear Ms. Haggarty:
Re:
*
Predictive Validitv of the Human Relations
I c'
This project is approved on the condition that the Teacher-Subjects in
this study are under no form of coercion regarding their participation.
Your method involves than being "Selected by the Supervisor", and this
is of potential concern. For example, if a teacher does nbt wish to
participate, will the Supervisor be annoyed and be in a position to
conrment unfavorably about the teacher in same other context. Generally,
in research, it is highly desireable to have research staff totally
independent from administrative figures in any institutional setting, to
ensure that subjects are truly volunteering and not under employerpressure
.
/
Please review this aspect of your proposal and provide assurances that
the genuine power associated with Supervisory status is not used to
coerce teachers to volunteer in your study.
Yours sincerely,
Marilyn L. Bowman,
Chainnan
University Ethics Rwiew C u m i t t e e
..
D r . Marilyn Bowman
University E t h i c s Committee
Simon F r a s e r University
Burnaby, B. C.
Dear D r . Bowman:
Re:
P r e d i c t i v e U d i t v of t h e m Re-ns
Incident:
ALwLawY
I n r e s p o n s e t o y o u r l e t t e r of May 13, 1985 I wish t o a s s u r e you t h a t
t h e T e a c h e r - S u b j e c t s i n t h i s s t u d y a r e u n d e r no form o f c o e r c i o n
regarding t h e i r participation.
' S e l e c t i o n by s u p e r v i s o r t involves
random s e l e c t i o n o f a h i g h and low s c o r e r from h a t s s o t h a t I a s
r e s e a r c h e r c o u l d n o t know t h e i r s c o r e s b e f o r e I contacted them t o
d i s c u s s t h e study and o b t a i n permission t o observe and i n t e r v i e w them
i n t h e i r classrooms.
Both t e a c h e r s work independently of Simon F r a s e r Univewrsity and t h e
s u p e r v i s o r o f t h i s t h e s i s i s i n no p o s i t i o n t o m a k e a n f a v o u r a b l e
comments a b o u t t h e t e a c h e r s i n any c o n t e x t . Employer p r e s s u r e
t h e r e f o r e has i n no way been an i s s u e i n this r e s e a r c h and i n no way
has influenced t h e i r involvement. Both t e a c h e r s have consented ' a s per
consent form a t t a c h e d t o proposal.
I hope t h i s p r o v i d e s a s s u r a n c e as t o t h e voluntary and c o n f i d e n t i a l
n a t u r e of t h e s u b j e c t s t p a r t i c i p a t i o n .
Yours s i n c e r e l y ,
Roni Haggarty
Faculty of Education
Simon F r a s e r University
Burnaby, B. C.
*
CONSENT FOP&
NCTE:
The U n i v e r s i t y and t h o s e c o n d u c t i n g t h i s p r o j e c t
s u b s c r i b e t o t h e e t h i c ~ lc o n d u c t o f r e s e a r c h ana
t u he p r o t e c t i o n a t all t i m e s o f t h e i n t e r e s t s ,
c o n f o r t , and s a f e t y o f s u b j e c t s . T h i s form and
t h e i n f o r m ~ t i o ni t c o n t a i n s a r e g i v e n t o you f c r
y c u r un2erstanding of t h e procedures involved.
Your s i n n a t u r e on t h i s form w i l l s i g n i f y t h o t you
have r e c e i v e d t h e document d e s c r i b e d below r e g z r d i n g t h i s p r o j e c t , t h a t yo^ h a v e r e c e i v e d a d e q u a t e
opportunity t o consider the information i n the
Socument, and that you v o i a n t L r i l y a g r e e t o p a r t i c i p a t e i n the project.
,
I u n d e r s t a n d t h e p r o c e d u r e s t o be used i n t h i s s t u d y
and my committment i n t a k i n g p a r t .
I u n d e r s t a n d t h a t I mag withdraw my p z r t i c i p a t i o n
a t m y time.
I a l s o u n d e r s t a n d t h a t I mzy make
c o m p k i n t s regarding t h i s study t o
at
o r t o Qr.CHawtku.u
I may o b t a i n a copy of t h e r e s u l t s
upon i t s c o m p l e t i o n , by c o n t a c t i n g
n
T un6erstznd t h a t t h e researcher w i l l mzintain i n
s t r i c t c o n f i d e n c e my r e s p o n s e s , t h a t zll t r a n s c r i p t s
of t h e obc:ervztions and i n t e r v i e w w i l l be made a v a i l a b l e t o me, i n h d c i t i o n t o t h e o p p o r t u n i t y t o d i s c u s s
t h e i c c u r & c y of t h e c o n t e n t s w i t h t h e r e s e a r c h e r .
When t h e s t u d y i s c o m p l e t e , t h e t a ~ e sw i l l be e r a s e d
by
he a b o i e p r o c e d u r e s w i l l
, during the
be carmonth(s) o f
1 9 8 .
.
I
Signature
Date:
APPENDIX B
Teacher A Observations
v T r a n s c r u o n of LOG NO=
Classroom Observation 1:
ESL 8
(Observation 1 Taped a t Overhead P r o j e c t o r )
T:
A
OBS:
1
-
Time
9:40
-
--
- - -
p
p
Activity
Notes
Bell, d i s t r i b u t e s folders.
the
and s e a t themselves, 4 o r
5 t o a table (6)
Code
... s t u d e n t s crowd around
O.H.
...
9:45
i n c l u d e s e x p e c t a t i o n s of
Introduction t o the lesson,
"Notetaking"
behaviour when r e g u l a r
teacher i s not i n t h e room
9:47
Explains purpose of notetaking t o group, nods t o
s t u d e n t responses, quest i o n s i n a joking manner,
lightly.
s t u d e n t s go r i g h t a l o n g
with her approach and seem t o
enjoy h e r "marksn system of
assigning p o i n t s t o t h e i r
responses t o questions; s h e
matches t h e i r mood and seems
very a t e a s e , adapting hers e l f with humour and poise.
9:49
Asks f o r l i g h t s turned
off
Thanks s t u d e n t .
Goes through overhead
(0. H. ) with elements of
good notetaking.
a student immediately
responds.
s t u d e n t s l i s t e n caref u l l y ; h e r voice is c l e a r
with good modulation.
9:50
Points t o student.
holds paper o r card i n
h e r hand a l l t h i s time.
(Teacher comment: not only
a s a guide but as a s e c u r i t y
blanket )
.
...
...
...
...
..
fie-
Time
Activity
.
9:52
Shl t o s t u d e n t s ,
quietly
9:55
Reviews key p o i n t s f o r
stadents.
9:55
Smiles d i r e c t l y a t
student. Asks a s t u d e n t
f o r help d i s t r i b u t i n g
handout: Coureur d e s
Bois.
.
Notes
Code
... f i n g e r t o l i p s ,
students
a r e q u i e t r i g h t away.
... u s e s new transparency.
... she smiles a l o t .
(Teacher Comment: I t h i n k
t h a t i t i s important t o get
s t u d e n t s t o help (and move
around some times )
"Stop it!" she s a y s with
a wink t o s t u d e n t s who a r e
l e a n i n g over t o say h i near
t h e 0. H. stand
a r e you doing t h i s f o r t h e
t a p e recorder?
yes
-
...
9:57
Reviews with s t u d e n t s t h e
key words from previous
0. H.
'Coureur de Boisf
handout now on O.H.
How t o apply t h e p r i n c i p a l s
of notetaking t o t h i s ,
handout ,
9:59
I n s t r u c t i o n s t o work on
own: begins t o c i r c u l a t e
around room.
also talks t o other
a d u l t i n t h e room.
S u b s t i t u t e ? They laugh
together and glance over
a t me. (Teacher comment:
(She mentioned t h a t I
had q u i t e an audience
today. )
...
10:OO
I n d i v i d u a l help t o
s t u d e n t a c r o s s room.
10 :01
Helps another student.
by l e a n i n g over desk
and t a l k i n g q u i e t l y t o each
individual (south table).
10:02
Taps t a b l e with h e r red
pen.
(North t a b l e ) ; t a b l e i s
near me, and I can hear
her now. "What i s t h e
first t h i n g you see?"
Helps another two
...
rut
Time
Activity
.
students.
Helps a s t u d e n t
Helps a s t u d e n t
Notes
Code
"What does i t mean?"
... south s i d e of room.
... f r o n t (west) of room.
Another a d u l t e n t e r i n g
room c o n f e r s with h e r and
goes t o o t h e r teacher a t
back of room.
To s t u d e n t i n n o r t h e a s t
corner of room--puts hands
on desk and l e a n s over.
Back t o first s t u d e n t helped
a t north desk; and another
student.
...
Back before group,
questioning.
of t e n uses hand g e s t u r e s
f o r emphasis with i . e . notepaper o r h e r red pen.
Points a t students
with pen who has
responded t o h e r
question.
"Yah, s e t t l i n g . " Teacher
a t back ( s u b ) laughs when
she a s k s i f t h e coureur
s a t a t home and k n i t t e d .
Moves back and f o r t h
before s t u d e n t i n fun,
and smiles a t him.
Student i s moving h i s head
back and f o r t h t o s e e around
her t o t h e O.H. d i s p l a y .
What is a musket?"
Students think i t i s a basket
u n t i l she makes a gun-pointing
a c t i o n t o demonstrate.
/
"Did everyone get most
of them?" Nods her head,
smiling
..
FA'
-
... they say "now.
... begins notetaking,
second
paragraph and continues underl i n i n g t h e key p o i n t s .
CA+
-
Time
Activity
10 :12 Moves her head back and
f o r t h with s t u d e n t i n blue
s h i r t near overhead again.
C a l l s a s t u d e n t ' s name.
10:14
Responds t o a s t u d e n t ' s
question.
10: 15
Asks a question.
Sh! t o a small group of
talking students.
Notes
Code
Students respond i n groups...
c a l l out. She doesn't seem t o
c a l l on i n d i v i d u a l s t h a t o f t e n ;
she does use eye contact--?
I
c a n ' t t e l l from t h e back of t h e
room.
"Gov't t a x e s . n
... s t u d e n t responds
...
t h i s small group is near me
and has whispered f r e q u e n t l y .
Teacher demo's a book "Life i n
Francen. Key p o i n t s of previous
s e s s i o n i n p o i n t form on O.H. f o r
s t u d e n t s t o compare with t h e i r
work.
...
10: 17 Name mix-up
some embarrassment? Quickly
recovered. Class laughed.
10 :20
first from s t u d e n t s , then
from O.H.
Reviews work and i d e a s
s o f a r t o group
Fit4
...
Sh! t o s t u d e n t s behind
her.
...
10:22
Hands c t s c r a p paper f o r
s t u d e n t s , t a b l e by t a b l e .
Misses a s t u d e n t a t north
desk: Sorry--and smiles.
p r a c t i s e session.
"The Beavern
10: 25
Circulating t o tables.
"No c o f f e e break f o r youn,
she jokes t o a student a t t h e
south t a b l e .
10: 26
I n d i v i d u a l h e l p t o NE
t a b l e , North t a b l e , S
i
table.
10 :27 Leaves room.
SE*
Time
Activity
Notes
.
Code
... s t u d e n t s working.
Re-enters room.
( Teacher
comment : Only
became aware of you when t h e r e
was a l u l l i n t h e a c t i v i t y . )
Adjusts taperecorder,
looks a t me and smiles.
C i r c u l a t e s , SW t a b l e
"Remember:
words.
Conversation with o t h e r
't e a c h e r t i n room
on l a y o u t of l i b r a r y .
s
r
i n your own
...
--
she must not know t h i s
person. (Teacher comment:
substitute)
s t u d e n t s l e a p up.
Pack up i n prep. f o r
reading period, c a l l s
f o r folders.
Asks remaining 3 s t u d e n t s
i f they have books. New
s t u d e n t s wander i n , and
she g i v e s i n s t r u c t i o n s t o
them a s t o where they can
read.
Class ends.
Other a d u l t is t h e s u b s t i t u t e teacher and t h e o t h e r a d u l t
e n t e r i n g t h e room was another ESL teacher i n t h e school.
(Teacher Comment: One t h i n g I r e a l l y l i k e about ESL c l a s s e s i s
t h a t they not only need but r e a l l y seem t o enjoy i n d i v i d u a l
attention
I o f t e n f e e l l i k e an i n t r u d e r i f I a s k a non-ESL
s t u d e n t how he/she is doing. I make a p o i n t of c i r c u l a t i n g t o
&f
each s t u d e n t but I am a l s o conscious ( o r t r y t o be) of those
s t u d e n t s t h a t a r e r e a l l y uncomfortable with me peering over
t h e i r shoulder.)
--
a@
Atmosphere i n t h e c l a s s i s an extension of t h e atmosphere
c r e a t e d by r e g u l a r teacher. It's f u n t o "playN with t h e
students.
I r e a l l y love t h e ESL c l a s s e s
fun.)
- students
a r e so open and
Fa
+
mt
Teacher A
Observation One (Taped
ran script)
ESL Class
T:
Mr.
started.
s a i d t o g i v e you a beating before I even
S:
... a
T:
a beating.
T:
s o you have t o be good today, because M r .
t o l d me t o w r i t e your names down o r send you a l l t o
t h e o f f i c e , s o you have t o be n i c e t o m e , r i g h t ?
Right
?
beating!
...
No, you have t o s t a y here.
(laughter)
O.K. we a l s o have a v i s i t o r from S.F.U. who you w i l l
n o t i c e i n t h e back corner. She's here t o watch me,
s o you can a l l be a s good as gold. (pause) as u s u a l ,
because s h e ' s not here t o watch you, s h e ' s here t o
watch me.
N
So how many have not f i n i s h e d t h e worksheet t h a t we
did t h e o t h e r day? Put your hand up
how many
have we g o t here
one, two, t h r e e , O.K.
Could
you f i n i s h t h a t on your own and hand i t t o me by t h e
end of X block tomorrow? And i f you need some of t h e
books t h a t we had set out come and s e e me because I
have t h e "st on my desk, but t h a t you w i l l f i n i s h
by y o u r s e l f , o r your own time, not during t h i s c l a s s .
So j u s t s e t i t a s i d e f o r now.
...
...
I hope you a l l remember t h e s h e e t t h a t you worked on
last period. Why d i d we work on t h a t s h e e t , does
anyone remember? Why d i d we work on t h a t s h e e t ?
(inaudible
T:
... ...
response)
... around t h e l i b r a r y ?
So
t o know yourself
What e l s e ? That's one, good.
Anybody e l s e got an answer?
Ten p o i n t s f o r you.
C
...
So we
things?
... l i k e ... s o w e ... can f i n d ... o t h e r
...
Good, s o we can f i n d t h e o t h e r t h i n g s
other
books. Why do we work t h e card catalogue?
So we know how t o use it.
...
So you know how t o use i t
What e l s e i s important
about t h e card catalogue? What
...
I n case we need some books.
Right, i n case w e need some books.
T h i r t y marks (Teacher comment:
joking) ( l a u g h t e r )
What p a r t of t h e card catalogue did you look a t ?
Subject
... and
t h e c a l l number.
Good, t h e s u b j e c t and t h e c a l l number. So now you
know some of t h e s u b j e c t s t o look up, when you have
t o f i n d a book f o r your t o p i c , you know where t o go,
you go t o t h e card catalogue. You know how t o f i n d
a book, because we have t o write t h e c a l l number
down, and you looked up t h e c a l l number a s well.
So you
you're
Today,
Mr.
hasn't
l e a r n e d q u i t e a few t h i n g s t h e o t h e r day, and
going t o use those t h i n g s you learned as well.
we're going t o t a l k about
notetaking!
t o l d you how t o take n o t e s before,
he?
...
'
(Teacher comment: Important t o r e s t a t e what we did
and what we a r e going t o do. Last ProD l e c t u r e brought
t h i s t o mind again. I o f t e n f o r g e t t o do i t . )
I ' m not sure..
. Uh,
no.
He t o l d me he had, you c a n ' t f o o l me ( j o k i n g ) .
(laughter)
We're going t o show you another way t o take notes, and
t h i s notetaking assignment w i l l be done i n t h e l i b r a r y ,
, s o we're going
t o be marked by myself, o r Mrs.
t o do t h e marking f o r t h i s assignment. And t h e t o t a l
.
.
assignment, t h e worksheet you did t h e o t h e r day, p l u s
t h e notes, w i l l a l l be f i f t y p o i n t s , twenty-five f o r
each one. .
Whew 1
...
I know
b i g marks, eh? So t h a t ' s what you're going
t o do today: l e a r n how t o do some notetaking. I ' m
going t o show you some t h i n g s t h a t I want you t o do,
we're going t o go over them t o g e t h e r , you're going t o
do a l i t t l e sample y o u r s e l f , t h a t you w i l l do f o r
homework, and then hand i n t o me, and 1'11 t a k e a look
a t i t and w e ' l l t a l k about i t next time you come i n ,
and then y o u ' l l be a b l e t o do t h e a c t u a l notetaking
f o r t h e assignment, f o r t h e t o p i c you've chosen, f o r
Mr.
So. Notetaking.
.
Why do you t a k e notes? Why do you t a k e notes?
(Teacher Comment: Sometimes I f e l t l i k e I was stumbling
over my words. Reading t h i s I am s t r u c k by t h e casualness of my language.)
Because
... Because ...
Because Mr.
said so, right?
(joking)
/
Yah 1
But you're going t o
t a k e notes?
... What a r e you doing when you
Make i t s h o r t e r .
To make i t s h o r t e r , r i g h t . Yuh, good. So you don't
do t h e whole sentence, you j u s t pick out t h e main
points. We've g o t f i f t y p o i n t s here. ( j o k i n g )
(laughter)
f i f t y points!
Yah, you've g o t a major i d e a here, you g o t i t r i g h t
down pat. Look a t t h e main points. O.K. s o you're
looking a t main points. What else a r e you looking
a t ? You're shortening your sentence, l i k e
said that.
.-
Hundred marks ( l a u g h t e r )
What e l s e ?
.
Symbols
.
Symbols, good.
(laughter)
Symbols a r e another thing. What goes hand i n hand with
symbols? Symbols and t h e r e ' s something else s i m i l a r t o
symbols, l i k e symbols? (pause) Hm?
Oh, two thousand marks.
(laughter)
O.K. s o those a r e some of t h e t h i n g s I want you t o do.
F i r s t of a l l we're going t o take a look a t what a r e
Thank you.
good notes, and I need t h e l i g h t s
...
Good notes. Number one: being a b l e t o f i n d key words.
What a r e t h e key words? What do I mean by key words?
The main word.
The main word. Good.
important word?
The important words.
So is i f an
f
No.
The?
No.
But?
Uh, no, o r and
...
W
e only
And! You can l e a v e out a l l those l i t t l e words
want t h e important words, because they a r e t h e key words,
t h e main words. Another t h i n g , number two: being a b l e t o
f i n d main p o i n t s , and we a l r e a d y talked about t h a t . Yay,
The main p o i n t s , t h e important points. There's o f t e n
when you're reading about a s u b j e c t , l o t s of l i t t l e f i l l e r
t h i n g s , t h i n g s t h a t they make l i t t l e s t o r i e s around. You
don't want t h a t kind of information, you only want t h e
f a c t s . The important information. Number t h r e e : being
a b l e t o f i n d important f a c t s . That's
that explains
i t s e l f . So those a r e t h r e e e s s e n t i a l t h i n g s f o r good
notes. And those a r e t h e types of n o t e s you're going t o
...
t a k e f o r t h i s assignment. You're going t o f i n d t h e key
words, a s w e l l a s t h e main p o i n t s and t h e important f a c t s .
So those ape %me of t h e t h i n g s we're going t o look a t .
The type of notes t h a t we want t o do, i n t h e l i b r a r y f o r
us, first of all w i l l be done on a card, and a l l have
t h e s e kind of cards i n your f o l d e r s . This i s what we
want you t o do your notes on. You'll probably have t o add
some more of your own and I can g i v e you s c r a p paper. So
we want your ootes on these cards. What we want you t o do
i s not write sentences. You don't go t o t h e book and copy
every sentence, word f o r word. Shorten it. Leave out a l l
those l i t t l e words, and use your own words. It's very
important t h a t you understand what you read and i f you copy
every s i n g l e word sometimes you're not understanding i t ,
j u s t copying i t .
S:
That's what
T:
I did t h e same t h i n g when I was i n school
SE
does.
...
... ...
... go t o t h e
copy i t
word f o r word. Somebody
world book
asked me what I wrote about
"1 don't known (joking)
S:
(laughter)
T:
You have t o understand a word, s o you're going t o use your
own words f o r t h i s assignment. You'll pick out some of
t h e key words, but you build your own notes around i t , you
add your own words, and you can change i t i n t o more simple
language i f you want.
That's f i n e , as long as you understand i t . That's what's
important. Another t h i n g wetre going t o do, is use
headings. What do I mean by headings? T i t l e s ? Yup.
That's a good pynonym. It's l i k e a t i t l e . So i f you
were doing your t o p i c f o r example, on t h e f u r t r a d e ,
t h a t ' s t h e t i t l e , and then we can use various headings
under t h e f u r t r a d e , f o r t h e important p a r t s of t h e f u r
t r a d e . What was one important p a r t of t h e f u r t r a d e ?
Does anyone remember from M r .
's l e c t u r e s ? Who were
involved f o r example? I n d i a n s were involved, yes. So
t h a t ' s a good heading, and you can t a l k about t h e Indians
t h a t were involved. What e l s e was involved? Four l e g s ,
furry?
.
S:
Animals
T:
Animals, Beaver, muskrats. So those you can use a s
headings as w e l l , because you're going t o be w r i t i n g
SE
+
4
important p o i n t s about them, about t h e s e people o r t h e
animals t h a t were involved i n t h e f u r trade. So you
use those as headings. We a l s o want you t o number your
main p o i n t s , number s o 1'11 show you a l i t t l e l a t e r an
example. Put your numbers down, t h e main p o i n t s , number
two, o r you A, B, C.
Whichever you p r e f e r , i t doesn't matter, because you're
numbering them, s o they stand out. One two t h r e e p o i n t s
A,B,C.
That type of thing. And 1'11 show you a
l i t t l e l a t e r i n t h e sample, how I want you t o do t h e
notes, how I want them set up s o t h a t t h e y ' r e easy t o
read and c l e a r . That's important, t h a t you understand
t h e s u b j e c t , t h a t you understand t h e words t h a t you've
read, but a l s o when you do your n o t e s you understand them
too. And i f you have them c l e a r t h a t makes i t e a s i e r t o
understand. And a l s o we want you t o underline t h e
important f a c t s . Why would I want t o underline an
important f a c t , j u s t t o use e x t r a i n k ( j o k i n g ) .
...
(laughter)
Nope, a waste of time. Yah, t h a t might be one i d e a , but
why would I want t o underline them?
It's fun.
I t ' s fun?
That's one thing.
To g e t more marks.
More marks!
Oh!
(laughter)
That's t h r e e thousand marks.
That's good!
It's fun t h a t ' s one t h i n g , which i s not a bad answer
because notetaking can be kind of boring. So i f you
underline, i t adds v a r i e t y t o your notes, makes them
more i n t e r e s t i n g t o look a t . I l i k e t o underline
because i t a l s o g i v e s me a break from j u s t w r i t i n g ,
I use c o l o u r s when I do my notes. You can s e e t h a t
I have green here and l a t e r on multi-coloured
overheads here, but c o l o r s help, but a l s o what does
underlining do? When you look a t a page, and you s e e
an underlined
...
It's important.
It shows you t h a t ' s important.
So i f you look at a
page of w r i t i n g and t h e r e ' s one word underlined, your
eye goes t o t h a t one word t h a t ' s underlined, and i t
t e l l s you t h a t word i s important. So we want you
t o underline t h e important f a c t , o r you can use
c a p i t a l l e t t e r s . C a p i t a l s a r e a good way of doing
i t . So those a r e t h e types of t h i n g s we want you t o
do f o r your notes. And here we have a multi-coloured
overhead. And you can s e e what a r e t h e important words
i n those sentences. The ones I ' v e underlined. Write
your
Write n o t e s , not sentences f o r t h i s assignment.
forbidden. Number
That's important, no sentences
two: use own words. Don't copy word f o r word.
...
T:
...
Write your own words, s o t h a t you understand what you're
reading. Use headings, and number t h e main p o i n t s ,
and underline o r use c a p i t a l l e t t e r s . And you can use
c o l o r s i f you want t o . That's f i n e . Underline i n r e d ,
draw a box around i t , t h a t ' s OK too. Put a l i t t l e s t a r
beside i t , t h a t ' s OK too. You want t o make t h e important
p o i n t s stand o u t , s o t h a t you eye goes t o i t , t o s e e
which a r e t h e important points. So t h e s e a r e some of
t h e t h i n g s we a r e looking f o r . The next t i m e you come
i n , 1'11 go over t h a t again, and you each w i l l have a
s h e e t t h a t t e l l s you e x a c t l y what you're t o do
what you're t o look f o r . Write your n o t e s and go over
and see, have I done a l l these things. I ' v e giverr you
a c h e c k l i s t s o you can check them o f f , and make s u r e
you're done i t a l l . Because I want you a l l t o g e t 25
out of 25. T h a t t s why w e t r e g i v i n g you t h e s e t h i n g s ,
s o y o u ' l l g e t 25.
...
OK, I ' m going t o hand out some paper s o each of you g e t s
one. ( D i s t r i b u t e d papers) And we're going t o do a
paragraph on t h e Zaureur des Bois. Good French word.
You know t h a t . There's two s i d e s of t h i s paper and I
want you t o look a t t h e Coureur de Bois s i d e .
T:
Stop t h a t ( j o k i n g ) . OK, we're going t o t a k e a look a t
t h e Coureur de Bois. OK, what I t d l i k e you t o do i s
t o read t h e first paragraph. S t a r t reading i t , and
a s you're reading i t , decide what a r e t h e t h r e e t h i n g s
we a r e looking f o r . We'll t a l k about t h a t i n a minute.
Now t h e t h r e e t h i n g s wetre looking f o r . Number one
are:
Titles
... key words.
T:
Key words.
Number two?
S:
Main
T:
Main points.
S:
Important f a c t s .
T:
Important f a c t s , good. Those a r e t h e t h i n g s you a r e
looking f o r . Underline them, put a l i t t l e mark i n t h e
margin, write on t h i s paper, and underline t h e key
words, t h e ones t h a t you t h i n k a r e key words,
important points, t h e main p o i n t s and t h e important
p o i n t s , t h e f a c t s . Three t h i n g s I want you t o be
looking f o r and I want you t o do t h a t with t h e
first paragraph. (Students work q u i e t l y . )
Now you can w r i t e on t h e paper, underline i t , write
l i t t l e notes on t h e margin, whatever you feel you
want t o do. J u s t s o you write down t h e key words,
main p o i n t s , and t h e important points. Work
quietly
Put l i t t l e boxes around i t , colours. Works with
students individually.
Number t h r e e ?
.
Has anyone f i n i s h e d working on t h e first paragraph?
Who h a s n ' t f i n i s h e d ? 1'11 g i v e you another one
minute, t h a t t s it.
OK, wetre going t o t a k e a look a t t h a t first
paragraph now. We underlined some of t h e important
p o i n t s , t h e key words, important f a c t s , we underlined
some of those t h a t we found. The very first t h i n g ,
t h e first important thing.
S:
The t i t l e .
Right?
The t i t l e , r i g h t .
S:
A m i l l i o n marks.
T:
I t m going t o run out of marks here i n a minute. We're
a l r e a d y up t o a m i l l i o n . OK, t h a t ' s t h e important thing,
t h e first important thing. Coureur de Bois, t h e s u b j e c t .
T:
We have t o know what we're t a l k i n g about.
You have t o
write down what you're t a l k i n g about, before you even
w r i t e any notes, otherwise your notes might not make
sense, you may n o t remember what your s u b j e c t was. So
t h a t ' s important. What about t h e first sentence?
Did anyone come a c r o s s any important words i n t h e first
sentence? What was t h a t
? What does l u r e mean?
You don' t know wnat i u r e means. Lure of high p r o f i t s .
The a t t r a c t i o n of t h e high p r o f i t s . These people
wanted money, they d i d n ' t want t o play i n t h e d i r t ,
they wanted money. So t h e l u r e of t h e high p r o f i t s ,
s o i t ' s t h e high p r o f i t s , a r e your key words. The
a t t r a c t i o n of those high p r o f i t s . People wanted t h e
money, they l i k e d money, l o t s of money. That was a
problem
why was i t a problem? The s t a r t of t h e
next sentence. Why was t h a t a problem? These people
what were they supposed
who wanted t h e high p r o f i t s
t o be doing?
...
...
( i n a u d i b l e s t u d e n t responses)
It says i n t h e next sentence.
Hm? Yah they were supposed t o be s e t t l i n g , and i n s t e a d ,
i n s t e a d of s e t t l i n g , and c l e a r i n g t h e land f o r c u l t i v a t i o n , i n s t e a d of becoming farmers, a s they were supposed
t o be, they went o f f i n t h e woods, looking f o r f u r r y
animals, o r Indians a c t u a l l y with t h e f'urry animals. So
t h a t ' s why t h e r e was a problem. So those a r e two
important i d e a s . Who were t h e Coureur de Bois? Who
were they?
*
French s e t t l e r s .
Good. They were t h e french s e t t l e r s , c o l o n i s t s . French
c o l o n i s t s . What's another name f o r Coureur de Bois?
What does i t a c t u a l l y mean?
Runners of t h e wooc!s.
Runners of t h e woods. And then they g i v e us another
word i n here. They t e l l u s what they were.
Trappers.
Trappers. They were trappers. So t h a t i s important too.
What about t h e i r l i f e s t y l e ? How did they l i v e ? Did they
sit a t home and k n i t ?
Lived l i k e Indians.
...
Good. They l i v e d l i k e t h e Indians. And what were
what were some of t h e ways t h a t t h e Indians l i v e d t h a t
they mention i n here.
Uh
There's t h r e e ways.
.
There's t h r e e t h i n g s t h a t they mention were similar t o
t h e Indians.
Birch bark canoe
Good, birchbark canoe.
And uh
That's one.
,.. a musket.
A musket. What's a musket? Who can t e l l me what a
musket i s ?
Its
... hm ... a musket ...
What's a musket?
A bucket.
A bucket, no.
A basket
Anybody know?
.
No, not a basket.
Shooting
Yah.
What am I doing?
.
So what's a musket?
A gun.
A gun.
Yah, a musketeer has a musket.
And what's t h e t h i r d thing?
A gun.
Good.
Knowledge of t h e bush.
.
Knowledge of t h e bush. What e l s e does
Good,
t h a t mean? How e l s e could you say t h a t ? Knowledge
of t h e bush. Does t h a t mean they hung around i n
hiding?
They know t h e woods.
Where t o hide.
Good, they know hiding, how t o hide i n t h e woods. And
they know how t o l i v e i n t h e woods. I n s t e a d of running
...
out
i n s t e a d of c a r r y i n g a l l your goods with you
they know what food t o g e t i n t h e woods, they knew how
t o l i v e i n t h e wooas. So t h a t ' s important too. Three
important p o i n t s t h e r e . There's some o t h e r a d j e c t i v e s
they use i n here. Adjectives about what type of
people they were.
Loneliness i n t h e woods.
Before t h a t .
Before t h e l o n e l i n e s s .
(Student voices murmuring i n response.
Inaudible)
What kind of group were they?
Rough and ready.
Good. Rough and ready. Well, rough and adventurous
a c t u a l l y . So t h a t ' s important too. And t h e o t h e r t h i n g
they say about t h e i r l i v e s . What were t h e i r l i v e s l i k e ?
Lonely.
Lonely. So those a r e some of t h e important i d e a s , key
words. So you've a l l g o t
Did everyone get most of
them?
...
N
No.
No?
Yah.
Yah, t h a t was easy w3s;'t i t ? So t a k e a look a t t h e
second one. The first sentence i n t h e second one.
What kind of
what can I write down i n t h a t
sentence? Can I write down anything i n t h a t first
sentence? Read t h a t first one.
...
...
...
What a r e t h e f a c t s i n t h e r e
Mm Hm 1578. And t h e r e ' s
another f a c t i n t h e r e t h a t I would want t o w r i t e down.
starting this
l e a v e out t h e next
How about
sentence. S t a r t a t t h i s one, t h a t says t h e government.
Read t h e next couple of sentences, next t h r e e sentences.
What's important i n those t h r e e sentences? There's
very important i d e a s i n there. S t a r t i n g with t h e 1
government. Read those next t h r e e sentences. What
a r e some important i d e a s i n t h a t sentence? Have you
...
.....
read i t y e t ? Am I going too f a s t ? No answer?
( s t u d e n t murmur) What ' s a mixed b l e s s i n g ? Does
anyone know what a mixed b l e s s i n g i s ? That's an
interesting
uh
S:
T:
... ...
( s t u d e n t guesses ... murmurs)
We're not t a l k i n g about a physical b l e s s i n g here, l i k e
Bless You
not t h a t kind, A d i f f e r e n t kind of blessing.
O.K.
Talking about
Not a physical blessing. Nobody
a mixed b l e s s i n g h e r e ; t h e government began t o s e e t h a t
t h e a c t i v i t i e s of t h e s e t r a p p e r s , t h e t h i n g s t h a t they
were doing was a mixed b l e s s i n g , which means t h e r e
were good p o i n t s and t h e r e were bad points. That t h e r e
were good t h i n g s t h a t these t r a p p e r s did but t h e r e were
a l s o t h i n g s t h a t were not s o good. Things t h a t caused
problems. What a r e some of t h e good p o i n t s i n t h e next
couple of sentences? What a r e some t h i n g s t h e t r a p p e r s
t h a t t h e Coureur de Bois brought?
brought
What are some of t h e good things? ( s t u d e n t s murmur
various suggestions) (Calls on a s t u d e n t )
...
...
...
.....
S:
Open f u r t r a d e .
T:
Yah. Open f u r trade.
pause )
That's very important.
(long
*
OK, t h a t ' s important. They caused t h e f u r t r a d e t o
grow. They brought more and more f u r s s o t h e r e were
more and more p r o f i t s and t h e t r a d e increased and g o t
bigger. So t h a t ' s very important. That's one t h i n g
t h a t they did. What's t h e o t h e r thing?
T:
You've g o t t h e r i g h t i d e a here. They brought French
goods t o t h e Indians and t h e Indians l i k e d t h e French
goods. The more t h a t they were brought, t h e f r e n c h
goods, t h e more t h e Indians wanted, and t h e more they
made s u r e t h a t t h e Indians and t h e f r e n c h remained
f r i e n d s . Because t h e Indians wanted t o have t h e
french goods. So t h a t increased trade. That's
another good point.
S:
( q u e s t i o n asked)
T:
What about
off that
What about t h e government?
... Well t h e government would g e t t a x e s
... t h e goods.
remain a l l i e s of cne french, f r i e n d s , because
they wanted t o t r a d e t h e goods. What's t h e bad thing?
What i s t h e t h i n g t h a t was a problem? It's f u r t h e r
down i n t h e next sentence. There's a problem.
O.K.,
They needed them f o r t h e farm.
Good. They needed them f o r t h e farm. They had s k i l l s .
They could do t h i n g s , t h a t were needed on t h e farm.
So, a l l t h e s e men went i n t o t h e woods, they became
Coureur de Bois, and they disappeared from t h e colony.
So they d i d n ' t work on t h e land.
And t h e colony needed people t o work on t h e l a n d , t o
farm t h e land. So t h a t ' s a very important point as
w e l l . So I ' v e done some notes from t h e s e , choosing
some important i d e a s . And I've taken i t from t h i s
book. This one book t h a t you can a l l use. This one
i s "Life i n New France". Anyone doing New France?
O r t h e r e ' s information i n here on t h e f u r t r a d e and
o t h e r s o r t s of information, perhaps t h e Indians a s
well. So I took i t from t h i s book, and I looked i n
t h e chapter. How do you think I found anything on
Coureur de Bois? What did I do?
f
Index.
Index. Good. Two m i l l i o n points. We're r e a l l y
working up here. O r t h e t a b l e of contents. Index
i s t h e b e s t though. You can look i n both. And I
found some information on t h e f u r trade. There a r e
two important t h i n g s they t a l k about i n here, one
was t h e Coureur de Bois, and one was
t h e beaver.
So what's my heading, what's my heading here?
...
The beaver 1
Before t h a t even.
Coureur de Bois.
Before t h a t even.
The f u r trade.
Right.
The f u r t r a d e is t h e t i t l e of my assignment.
Mr.
made me do a research assignment on t h e
fur t r a d e .
Yay, M r .
.
So, t h a t ' s my t i t l e . My next heading, who are
involved? Number one t h e beaver. That's t h e
important p a r t . Number two, and t h i s is what we've
looked a t .
Coureur de Bois.
Coureur de bois. So number one, I numbered my p o i n t s .
Number one t h e beaver, number two, t h e coureur de bois.
And h e r e ' s t h e notes t h a t I ' v e done. Look a t your
s h e e t and look a t my notes: t h e t h i n g s t h a t you've
underlined on your sheets. This is how I ' v e w r i t t e n i t
up. A heading, who were involved, another heading, what
you c a l l a sub-heading, coureur de bois. And t h i s is
t h e information t h a t we found on t h e coureur de bois.
The same things t h a t we a l l found together. 'Runners
of t h e woods', t h a t ' s how I wrote it. What e l s e could
I use, i n s t e a d of saying "coureur de b o i s means runners
of t h e woodsn. What could I use? I need a s i g n a l ,
something l i k e an and o r a plus.
*
Equals
Good.
g o t it.
Equals sign.
..... ( b o i s t e r o u s l a u g h t e r ) .
got i t ?
.
Sorry. That's because you mumbled h i s name.
hear i t r i g h t .
She thought you were
Well, t h e r e you go.
I didn't
1
(Students laugh)
g o t i t then, Equals sign. Good. See I ' v e w r i t t e n
j u s t t h e important words. Not t o o many l i t t l e words, no
if, and i s , but, those l i t t l e words.
Sometimes w e need
them.
War
War, t h a t ' s a l i t t l e word t h a t I needed.
They were a
problem t o t h e colonies. Why? Why were t h e coureur
de b o i s a problem? What have I w r i t t e n down i n t h e
notes. Read your notes piease.
Went after t h e money.
They went a f t e r t h e money. They did n o t s t a y . To farm
HOW have I w r i t t e n down t h e type
land. What d i d I
of l i f e s t y l e they had?
...
They g o t r i c h .
But before t h a t ?
Very s h o r t , key words.
They l i v e d l i k e Indians.
They l i v e d l i k e Indians. I don't have t o write a b i g
sentence about t h a t . And then I ' v e w r i t t e n down t h e
t h r e e t h i n g s we saw t h a t were similar t o t h e l i f e s t y l e
of t h e Indians. The same t h i n g s t h a t t h e Indians used
t h a t t h e coureur de b o i s used. The canoe, yes, muskets.
What have I used i n s t e a d of muskets?
Guns.
Guns. And they knew t h e f o r e s t . They knew how te
l i v e i n t h e f o r e s t . Now t h e first one t h a t I ' v e
done, I ' v e used t h i s a s though i t was one of our
l i t t l e p i e c e s of paper, t h a t you're going t o do your
n o t e s t r i p on. That's why I have t h e l i n e here.
That's one n o t e s t r i p , one n o t e s t r i p . No. ( t o
student)
The second one. This i s my second n o t e s t r i p . I ' v e
repeated t h e heading. I know what I ' m t a l k i n g about,
wholre involved. Repeated t h e o t h e r heading, t h e
subheading, t h e coureur de b o i s s o I know e x a c t l y what
I ' m t a l k i n g about; and then I ' v e continued my notes.
What kind of l i f e did they have? What e l s e ?
Risky
... and violence.
Right. F u l l of r i s k , o f t e n v i o l e n t . I ' v e used an
a b b r e v i a t i o n i n t h e r e . What have I used an
a b b r e v i a t i o n f o r ? Plus s i g n means and. Important
f a c t s t h a t we looked a t : t h e d a t e s , how many
coureur de b o i s , and a l s o another f a c t t h a t was i n
t h e r e t h a t we d i d n ' t look a t . There were only
9,000 c o l o n i s t s . 600 of t h e s e were o f f i n t h e
SSSSHHHHHHHHHH
woods. Then we looked a t
those good'points. And what were those good
p o i n t s t h a t we looked a t ? And then t h e bad
points. And what were those good p o i n t s t h a t
we looked a t ? And then t h e bad p o i n t s , t h e
problems. Can you read a t t h e bottom? I ' v e
numbered those. I ' v e underlined. What else
have I done? What e l s e s t a n d s o u t ?
Physically.
...
...
Symbols.
Symbols. What e l s e have I done t o make these
important p o i n t s stand out?
Capital l e t t e r s .
C a p i t a l letter. Good. What
I ' v e used underlining. I ' v e
I ' v e used some symbols.
a l s o used color. So you can
when you look a t t h a t whotre
...
else have I done?
used c a p i t a l letters
Color. Good. I ' v e
s e e r i g h t a way
involved.
You can s e e t h a t r i g h t away. Who are involved. So
remember I showed you t h e type of t h i n g s I want yDur
notes t o look l i k e . Remember your notes.
And t h e s e
a r e t h e t h i n g s t h a t I ' v e done. Notes. There were
no sentences t h e r e . I used my own words. I n s t e a d of
musket I used gun. I used my own word. Headings.
Whotre involved? Coureur de bois. The beaver. I
numbered some main points. Number one main point
was who were involved. Number one was beaver.
Number two was coureur de bois. Then I underlined
and used c a p i t a l l e t t e r s and I a l s o used colour as
pointed out.
said that.
said the
c a p i t a l letters. O.K. and you s a i d , and they s a i d ,
and then they all s a i d . You s e e a l l these t h i n g s
were on my notes. So I ' m going t o l e a v e my n o t e s
up here, you're not t o copy them, but you can look
a t them, because t h e y ' r e so p r e t t y . ( j o k i n g )
Oh, r e a l l y ?
Then you're t o t u r n t h e s h e e t over, and you have t h e
beaver.
Oh.
.
Fit
IE*
This i s a p r a c t i c e session. I w i l l look a t it.
This w i l l go towards your twenty-five marks. Four
thousand marks f o r t h i s exercise. ( s t i l l i n a l i g h t
bantering tone.
Oh wow.
( smiling)
...
What I want you t o do
I ' m g i v i n g you s c r a p paper.
So you look a t t h e s e c t i o n on t h e beaver. F i r s t of a l l
read it. Underline t h e important f a c t s , t h e main p o i n t s ,
t h e key words, then I want you t o do notes on this s c r a p
paper. (Hands out t h e paper.) Are t h e r e any questions?
Does everybody understand what they a r e do do? Ssshhh.
Everyone understand? O.K.
make s u r e you understand.
I ' m going t o come around and
So i f you're f a k i n g i t you're i n trouble. ( j o k i n g )
If you need more s c r a p paper j u s t l e t me know and 1'11
g i v e you a couple more of these.
Can I use t h e s e ?
No. Don't use t h e cards i n your f o l d e r . Those a r e f o r
your n o t e s f o r your assignment. J u s t use t h i s
ugly
*
s c r a p paper f o r now f o r t h e p r a c t i c e session.
...
What you don't f i n i s h f o r me today, you do f o r me f o r
homework. And bring i t i n next period.
No, no, no, you do i t now. That doesn't mean you t a k e
a break. No c o f f e e break, f o r you
.
Awww
... a water break?
If t h e r e ' s any words you don't understand l e t me know
and 1'11 help you with them.
This word.
The first one? beaver?
( Students laugh)
A ruler?
On my desk?
Go grab i t .
You don't understand beaver?
I n t h e cup?
Thank you.
O.K.
You guys a r e working here?
There's a r u l e r .
FA+
Are you underlining t h e important p a r t s ? You're
supposed t o underline t h e important p a r t s first.
Then you write your name.
That's good t h a t s h e ' s done t h i s l i n e here. That's
good. (Helps i n d i v i d u a l l y ) . You've g o t f i v e more
minutes before the b e l l r i n g s .
F i r s t of a l l do you a l l have material f o r reading
period?
No ( l a u g h t e r ) .
You're not t o be reading about t h e beaver during
reading period.
What do w e read?
You're going t o say here f o r reading period.
A l l right!
But t h a t means you have t o be exceptionally q u i e t
and t h i s means a whole bunch. O r you can come and s i t
behind me. (Students laugh) (No problem. No problem)
students.
Do you a l l have m a t e r i a l f o r reading? Who does nqt?
Ssshh.
you're not prepared? I ' m disappointed. Where
Are you going t o choose a book from t h e l i b r a r y ?
Who wants t o choose a book from t h e l i b r a r y ? O.K.
O.K.
...
Can we pack up now then?
Pack up. Q u i e t l v though. No, you're going t o have t o
take t h e beaver with you. Give me t h e f o l d e r s but
t a k e t h e o t h e r s h e e t s with you.
The assignment?
If you've f i n i s h e d t h e o t h e r worksheet, hand i t i n t o
me too. Otherwise make s u r e you take t h a t .
,
you d i d n ' t f i n i s h did you? Did you t a k e t h e worksheet
with you because y o u ' l l have t o do t h a t a s well.
Keep t h i s too. That's t h e beaver.
Do I have everyone's f o l d e r ? Everyone's f o l d e r here
please. Good. Be back here before t h e announcements
please.
'
You've g o t your book. You're a l l prepared. Five
thousand points. O r a m i l l i o n . A m i l l i o n . We were
i n t o the millions.
Do you a l l have books t o o f o r reading period? You're
a l l prepared? No?
You can read i n any of t h e c a r r e l s o r behind my desk.
But not i n t h e middle. Here behind my desk, i n t h e
c a r r e l s o r i n t h e middle. Yuh, magazine c h a i r s . End.
Teacher A
on of LOG N O T Q
Classroom Observation 2:
ESL 8
(Observation 2 Taped a t Overhead P r o j e c t o r )
T:
OBS:
A
2
-
Time
Activity
Notes
Standing a t overhead:
checks notes from previous
day. Goes around room.
Then waits u n t i l s t u d e n t
hands out f o l d e r s .
Other t e a c h e r i n room does
not accept homework not done.
She s a y s i s OK. C l a r i f y t h i s .
Does she have a policy f o r
this kind of s i t u a t i o n maybe?
(Teacher Comment: Yes, t h i s
is a problem I perhaps should
have a n t i c i p a t e d . )
Begins review of
previous day's main
points. She l e a v e s t h e
room f o r a couple of
minutes.
To o t h e r teacher: "This is
tapedn
*
Her tone d i f f e r e n t from
l a s t day. (Teacher Comment:,
I f e l t more "in c o n t r o l n t h e
o t h e r day with t h e sub more
l i k e i t was my c l a s s . )
Lights out. O.K.
Highlights of good notes
demonstrated
Refers t o o t h e r teacher a s
Nfamous s t a r of t h i s c l a s s . n
Students laugh.
.
Demonstrates 'Eventst
s h e e t on O.H. with
suggestions with headings
f o r t h e i r guidance.
Code
-
Begins 'The Beavert t h a t
they worked on l a s t day:
helping review key
elements.
Displays h i g h l i g h t s of
notes from 'Coureur de
Boist s h e e t .
- -
Uses her hands t o
demonstrate.
6+U
Time
Activity
.
Notes
Code
Asks a q u e s t i o n , again,
again.
Demonstrates and e x p l a i n s
c h e c k l i s t on O.H. Goes
over them p t . by p t .
Jokes with s t u d e n t s , and
o t h e r teacher.
For them t o check on
t h e i r note taking.
2 books not 1 l
Waits u n t i l s t u d e n t s and
o t h e r teacher d i s c u s s
assignment and i t s
length.
l Hands up f o r t o p i c
chosent
Moves O.H. a s s t u d e n t s
3 or 4 students stay i n the
go t o r e s e a r c h t o p i c .
room.
Student goes f o r help t o
her. Leaves after t o help
another student. She t u r n s
o f f t h e t a p e and a s k s me
i f t h e conversation was
picked up when she was
working q u i e t l y around t h e
room yesterday. I s a i d no.
/
2 s t u d e n t s t o her f o r
help, with t h e i r books.
Another, and another.
Question t o ask her: Does
t h e r o l e of teaching involve
totally different roles, just
because of gender?
2 more s t u d e n t s :
pioneer t o p i c
Also: Observation: I 1 m
s t r u c k by how important t h e
r e l a t i o n s h i p between staff
seems t o be f o r s e t t i n g
atmosphere; a l s o how
important t h e resource
people, i . e . l i b r a r i a n s
r o l e i s t o t h e teachers.
(Teacher Comment: Yes! I
2 more s t u d e n t s f o r
he1p
.
S t i l l helping s t u d e n t s
s e l e c t books, moving
around t h e l i b r a r y , i n
Time
Activity
.
and out of t h e room.
Student request copies
of her notes on 0. H.
She moves t o O.H. t o
h e l p him.
Notes
s e e q y r o l e a s v i t a l if I
can r e a l l y hl~rkwith
teachers.)
Teacher A
comments: "I've i n s p i r e d them
t o g r e a t i n t e l l e c t u a l heights.
Continues t o help
students.
Pace has slowed now a s
s t u d e n t s look a t books.
'Can I have your
a t t e n t i o n ? ' Reviews
use of card. One
heading per card.
Before b e l l .
................................r i n g s .
Students crowd around
h e r with f o l d e r s . A few
request h e r help l a t e r i n
t h e day.
END
0g9
A teacher e n t e r s .
Asks i f everyone has
s h e e t with headings
on it.
Helping a student.
She waits while o t h e r
teacher wraps up c l a s s .
Bell
Code
PW?
Teacher A
o f LSS NOTES
Classroom Observation:
I n t h e Library
(Observation 3 Taped a t Teacher's Desk)
T:
A
OBS:
Time
3
Activity
Notes
Lunch hour begins!
Students come t o t h e desk
f o r h e l p a t t h i s time.
This is when t h e tape
goes on. A student comes
and draws up a c h a i r
behind h e r desk and begins
t o t a l k t o her. This i s
while he i s s o r t i n g out
h i s notes a t t h e round
table.
I f e e l I ' m too close t o the
desk but I have t o be c l o s e
enough t o see. So I move
Other s t u d e n t s j o i n t a b l e
and conversation ends.
Other l i b r a r i a n comes
smiles, jokes
up
-
3 s t u d e n t s pass her desk
t o t a b l e s and one waves
vigorously.
A blonde boy approaches
h e r desk. She f o l d s h e r
arms, l e a n s forward t o
t a l k t o him. Library is
f i l l i n g up now.
He l e a v e s and 3 more boys
go t o desk, asking f o r a
magazine. She l e a v e s ,
with them.
a c r o s s from her desk. Stood
up a t t h e r e f e r e n c e s e c t i o n ,
f a c i n g t h e french s e c t i o n .
Code
Time
Activity
Notes
Code
1 2: 30 Back a t desk. The blonde
boy r e t u r n s and asks h e r
a question. She g e t s up and
goes o f f with him. The boy
approaches with a book and
The f r e n c h a r e a i s f u l l now.
two magazines
.
12: 33 Moves around t h e f r e n c h
area. Sends a s t u d e n t o f f
t o another a r e a t o f i n d a
book.
She always seems f r i e n d l y
p l e a s a n t and approachable.
12: 35
Re t u r n s t o desk and
r e c i r c u l a t e s through
f r e n c h area.
12:38
An o l d e r boy with orange
j u i c e i n a t i n goes by her
desk. She motions him
towards h e r , she wants t o
t a k e t h e t i n . "It's emptyn
he says. "Well, o u t , o u t n She comments t o me, going
she waves him away with a
by: I a l r e a d y had t o kick
smile. She doesnl t want
him out f o r t h a t .
food i n t h e l i b r a r y .
Helps a g i r l i n t h e
indexes.
H
1 2: 40
She has gone out of
v i s i o n now.
12:45
Assists a s t u d e n t a t
desk behind her. Then
reads transcripts
from previous day.
1 2: 46
G i r l goes by her desk,
s m i l e s a t h e r and she
smiles back.
Glances around t o o t h e r
f r o n t t a b l e where t h e
guys a r e joking.
The c h a i r s i n t h e l i b r a r y
have racks underneath f o r
books. Great i d e a . Why
doesnl t anybody use them?
(Teacher Comment: Because
F&+
Time
Activity
Notes
.
i f they do they u s u a l l y
f o r g e t them !)
12:50
B e l l rings.
( Teacher
Comment: Warning B e l l . )
No one moves. 2 s t u d e n t s
t o desk with a magazine
t o show her. Some movement now. She l e a v e s t h e
desk.
12:52
Then r e t u r n s t o desk. Jokes
with s t u d e n t s behind h e r
desk. S i t s down, s t u d e n t
c a l l s t o h e r from desk
behind her. Shoos a couple
of people away from behind
her desk.
l2:53
Other l i b r a r i a n approaches
noise
and d i s c u s s e s
l e v e l ? of s t u d e n t s i n
f r e n c h a r e a (Teacher
Comment: Yes)
l2:54
Student goes by desk,
she says h i t o h i m .
Another. C i r c u l a t e s
among s t u d e n t s i n
f r e n c h area.
...
12: 55 Lunchtime over.
Student approaches h e r
me...Is t h e r e a s t a f f
meeting. Needs time
a f t e r school
extension from teacher.
Offers t o get books f o r
her.
...
1 :oo
END
Bell rings.
n I t l s time t o go
you re t o o noisy
...
L a t e r she t e l l s me i t
sometimes gets noisy
here. She jokingly says
she t h i n k s i t might be
because of her t h a t t h e
rowdies g r a v i t a t e t o
her a r e a .
Code
Teacher A
Observation 3
(Taped T r a n s c r i p t )
Library
Too much studying.
What a r e you working on?
( e x p l a i n s i n background)
... It's
p r e t t y simple f o r me.
But you r e a l l y g o t t h e money?
No.
Oh t h i s is j u s t f o r t h e
...
It's s o r t of l i k e comparison shopping.
Oh! And a l l t h i s comparison shopping you did ended up saving
two hundred d o l l a r s .
And j u s t make up t h e money.
M hm.
And t h a t ' s how much w e saved.
(from expenses)
*
This i s t h e end of t h e y e a r ?
Yah.
That's p r e t t y good
of money.
... two hundred
Well what I have t o f i g u r e out i s
That's a l o t
dollars.
... well
I thought
They laugh.
Fg4
S:
So I thought I ' d go buy a bike
T:
Bicycle bike
motor bike? Oh yah, you can g e t a p r e t t y good
bike f o r two hundred d o l l a r s . ( t h e y d i s c u s s T - s h i r t s )
S:
" f i n a n c i a l s t a n d i n g of t h e end of t h e week.
T:
Well, today, yah, i t ' s n i c e out today ( t h e y d i s c u s s t h e
weather)
-
"
S:
I don't know I j u s t f i n d i t n i c e r on Friday.
t h e time I go t o school and i t ' s r a i n i n g .
T:
You could s e e t h e clouds over t h e i s l a n d .
no clouds.
I hate it.
All
Today t h e r e was
/
SE
+
And t h e weekend
S:
And t h e weekend
-- I j u s t
f i n d i t n i c e r on Friday
I don't c a r e about Monday
What do you mean you don't c a r e about Monday, i t ' s a holiday
( joking)
.
Oh, Tuesday, then.
Well, t h e r e ' s a t r a c k meet today i s n ' t t h e r e , oh you're not
i n i t . For t h e t r a c k meet on Friday where a r e you going
Oh you're going t o go and help. Well t h a t l l l be fun
...
Yah
A l l t h e l i t t l e kids.
small
Small.
Remember back when you were t h a t
I was never small.
Well younger a t any r a t e .
( t h e y laugh)
S:
Well I j u s t don't want t o do
younger guys*
T:
Yah
... I know ... you j u s t
(They laugh.)
desk)
.
... t h e G r .
6 ' s and 7's.
The
want t o powertri?.
Student goes back t o school work ( t a b l e behind her
T:
H i what a r e you reading now?
S:
Right now?
T:
I ' v e only read t h e f i r s t one, and t h a t was a long time ago.
I ' v e g o t them a l l a t home. I should go and reread them.
(Discuss p l o t , barely a u d i b l e )
S o r t of g o t r i d of a l l t h e r e s p o n s i b i l i t y you mean?
(referring t o a character)
I ' m reading a book i n t h e Dune S e r i e s .
sE-t
Pd-
S:
Yah.
T:
Ah.
S:
(Discusses a t l e n g t h t h e p l o t of a book)
reason h i s mother
T:
You mean i t seems l i k e they make up s t u f f .
S:
Well, s o r t o f , i n a way l i k e
T:
Well now you have my i n t e r e s t up.
read them.
T:
What magazine do you want? Um. Madd?
GQ. Which one?
Driver? Um I know
S:
Yah, No, No.
T:
be.
What's t h e l a t e s t .
T:
You think!
(joking).
T:
I d o n ' t expect t o s e e you i n here again with goode
S:
What does t h i s mean?
T:
Huh?
T:
Listen t o
S:
I don't think w e need h e r anymore (laughing).
T:
Hey! What do you mean? And someone was t e l l i n g me yesterday
I had t o know everything i n t h e world.
S:
No!
just said that.
S:
No!
Um!
T:
What a d i s a s t e r .
T:
They look p r e t t y good. Did you enjoy i t ?
Maybe 1'11 teach i t s o you only have t o do one each.
(Bell )
And they say he d i d n ' t take t h a t chance.
I ' m going t o have t o read them again.
... and then t h e only
... seven year old ...
I ' m going t o have t o
...
Hot rod?
Car and
Probably May would be up t h e r e .
Yah, could
Well, I t h i n k you should probably know f o r s u r e
It means
i n English.
, he
knows everything.
(mocks o t h e r s t u d e n t s 1 h e s i t a t i o n )
The most r e c e n t one?
There's t h a t one over there!
(asks question)
Oh, you want t h e information f o r Friday. What do you want
t o do, j u s t take i t out? 1'11 g e t you t o s i g n i t out
overnight.
( a s k s question)
It means b r a t .
What does t h i s mean again. (thumbing h i s nose g e s t u r e a t
another student. So a l l a t t a b l e do i t t o each o t h e r )
Well s i n c e you ask
r e a l l y bad.
... but
I ' m not t e l l i n g you.
It's
Well everybody does t h a t , everybody does.
Yah, but you know what i t means?
You'd b e t t e r f i n d out.
Are you guys l e a v i n g now?
Yes.
Yes.
Good.
Meticulous?
OK.
It's time t o go, you're way t o o noisy.
(Bell)
- out - out.
Sh.
S:
Did t h e buzzer j u s t go?
T:
Yah, t h e b e l l rang.
END
Everybody out
Teacher A
Classroom Observation: I n t h e Library
(Observation 5 Taped a t Teacher1s Desk)
OBS:
Time
8: 40
5
Activity
Notes
Code
S.S. c l a s s i n l i b r a r y .
Regular teacher away.
Sub h e r e
they go t o ss Their teacher was away.
corner. Vommencez a
t r a v a i l l e r s t i l vous p l a i t n
Class i n t h e french s e c t i o n
also.
...
8:45
French sub cokes i n t o t h e
class
...
...
a t t e m p t s t o bring c l a s s
t o order.
.
I
She r e e n t e r s room.
section.
T e l l s him a s t u d e n t
is i n other
S e a t s h e r s e l f a t desk.
Turns, c a l l s nSilencen
s l i l vous p l a i t n
to
s t u d e n t s behind her. Sub
t u r n s t o h e r , raises paper
t o h e r ? Acknowledgement?
i t ' s hard t o t e l l i f h e ' s
L a t e r t e l l s m e t h a t he
thanking her o r saying it's thanks h e r f o r h e r i n t e r ok. She smiles and r a i s e s j e c t i o n .
h e r eyebrows t o me.
-
8:50
He leaves.
She c i r c u l a t e s .
"get t o workn firmly.
"We a r e n , they respond.
She jokes with t h e sub. He
comments t h a t they t a l k a
l o t . She s a y s "Yes, t h e y ' r e
good k i d s though! He responds
yes but yak, yak, and he
demonstrates t o her with h i s
hands.
Wz ?
Time
Activity
.
Notes
Code
"It's amazing they can do two
t h i n g s a t oncen, she says.
They laugh together.
8:55
Moves i n t o middle s e c t i o n ,
and s t o p s t o t a l k with
s t u d e n t s a t a desk. Leani n g over p u t s h e r hands on
s t u d e n t ' s shoulders. He
looks up, smiles, laughs.
She t a p s him on t h e head.
With her pen. S t a y s t o
t a l k a few minutes t o t h e
table.
8:59
Moves i n t o f r e n c h s e c t i o n .
Stops a t a few desks t o
talk.
9:00
Helps an i n d i v i d u a l i n ESL
SS s e c t i o n , by l e a n i n g
over t h e t a b l e and t a l k i n g
t o him.
9:04
Helping a g i r l a t t h e back
of ss s e c t i o n .
9:05
Now, another g i r l a t t h a t
t a b l e . Leans over her
shoulder with pen on
s t u d e n t ' s page.
9:06
Helps t h e boys a t another
table.
9:10
Stops t o chat t o me about
t h e f r e n c h immersion program. Discipline: with
t h e s e s t u d e n t s this y e a r
t h e r e ' s no ' h o s t i l i t y 1
i f you ask them t o l e a v e
i e . making t o o much
( 3 tables here)
(He r e a l l y seems t o
enjoy t h i s . )
More c a r e f u l she s a y s t o
be s e n s i t i v e t o touch
culturally
i.e. East
I n d i a n not as open as
Anglo Saxon i n t h i s
matter.
-
I follow her i n t o a s ,
s e c t i o n only p a r t way s o
a s not t o d i s t u r b t h e c l a s s .
I can s e e her o c c a s i o ~ l l y
bending over a student.
'
Time
Activity
Notes
noise. Generally t h e
s t u d e n t s a r e p r e t t y 'good'
here. Compared t o o t h e r
schools, she says, which
a r e tougher. Some of t h e
k i d s here a r e from
K e r r i s d a l e , Sth. g r a n v i l l e
weal thy homes. This, she
feels might e x p l a i n it.
However, on t h e o t h e r hand,
k i d s come up and t e l l them
how t o teach. She suggests
t h a t t h e p a r e n t s encourage
t h i s . That some K e r r i s d a l e
o r Shaughnessy p a r e n t s
encourage a l s n o t t i n e s s ,
a s u p e r i o r i t y over t e a c h e r s
and t h e school system.
,
Not a s s n o t t y as
she adds.
T h i s group c h a t t y , but nice.
This group of gr. 8 s n i c e r
than l a s t year's. Last
year they ignored teachers.
Once s e n t 7 t o o f f i c e
one after t h e other.
Everyone found them
difficult.
-
9:05
Code
-
An ESL s t u d e n t s t o p s by on
h i s way t o check out a book.
He wants t o do homework.
She p o i n t s out t h a t M r .
doesnl t want them t o
do homework on t h i s t o p i c ,
a t t h i s point. "Oh, come
Is he joking?
on, he pleads.
She t e a s e s
him t h a t s h e ' l l t e l l on him,
but why not come i n after
school o r lunch
she ' 11
help him with notes. "Non
he says n I t m a b i g boy nown
b e s i d e s h e ' l l play soccer
lunch and a f t e r school.
It's a g r e a t s p o r t .
He t a k e s t h e book t o t h e
f r o n t and r e t u r n s .
...
"Did you change you mind?"
Is he worried?
she asks. "No, I took i t
out. Are you r e a l l y going
t o t e l l ? " He seems pleased
Time
Activity
Notes
.
with himself, smiling
widely a l l t h i s time.
9:24
3 s t u d e n t s t o her desk
f o r help
9:26
Talks t o t a b l e of g i r l s
a t t h e f r o n t who have
been explaining t h e y ' r e
doing t h e dumbest p r o j e c t
ever. One g i r l says:
" I ' m doing l a d i e s
very
d i s d a i n f u l l y . She g i v e s
suggestions t o t h e girls:
One way i s t o "examine t h e
t r a d i t i o n a l woment s
role.
P r o j e c t is "Women i n
India
Code
After he's gone she t e l l s
me he has t r o u b l e with h i s
concepts, she f e e l s .
We d i s c u s s joking a s p e c t
of our c u l t u r e and how
d i f f i c u l t i t must, might
be f o r o t h e r c u l t u r e s t o
adjust.
-
I can hear p a r t s of t h e conv e r s a t i o n from where I am
*Their t o p i c i s Women i n
India, J tells me l a t e r .
.
I
9:32
"You're a b i t noisyn.
She c a l l s from t h e back
of f r e n c h s e c t i o n . Noise
l u l l s i n s t a n t l y then begins
t o rise a minute o r two
later.
9: 36
"Bell is going t o r i n g
Put books on back s h e l f .
Stay i n t h i s s e c t i o n , i n
s e a t s u n t i l them. She
r a i s e s her voice a s most of
them keep t a l k i n g but they
quickly follow out t h e
i n s t r u c t i o n s . She jokes with
t h e sub. " I ' m s u r e they heardw
They a r e very b o i s t e r o u s a t
t h i s point. Crowding near
a s she goes
the front
t o ss s e c t i o n .
Sub tries t o keep them
Wconf ined
...
...
".
Time
Activity
Notes
Code
"Mr.
ls s e c t i o n s t a y
n
i n back. You too
"Who?" he says. "1 mean
.
"
9:37
"Who's jacket?" she c a l l s
from back of f r e n c h
s e c t i o n . No one claims it.
nBye, s e e you guys
tomorrow. Last period."
This i s t o ESL c l a s s
t h a t goes by.
END
a ) We meet i n t h e l i b r a r y l a t e r . A s t u d e n t , Cathy, i s
e d i s c u s s t h e e f f e c t of
r e a s i n g t h e National Enquirer. W
soap operas on today's Youth
r o l e models
Values.
Teacher is concerned about f a l s e n e s s of i t a l l . Says
Cathy i s "softeningn and less "abrasiven.
"You s e e , n s a y s Cathy triumphantly, when I confess I ' d
seen Dynasty t h e n i g h t before a l s o .
-
-
b) National Hug Day held l a s t year she says, but was
worried about some s t u d e n t s f e e l i n g discomfort. She
l o v e s i t she s a y s and i t was good f o r t e a c h e r / s t u d e n t
relations.
.
I
a
Teacher A
Observation Five :Taped T r a n s c r i p t )
( i n the library)
T:
Maintenant, commencez a t r a v a i l l e r s ' i l vous p l a i t .
Student No. 1
S:
I don't know how t o do t h i s p a r t .
T:
You don't know how t o do t h e notes? OK, t h e important
point here i s t h a t i t 1s a small war, t h e s i z e of t h e
f i g h t i n g f o r c e s r a r e l y exceeded, which means not
very o f t e n , were they over f i f t e e n thousand men.
S:
Mm Hm.
T:
Good and t h e arms they used were t h e musket.
Remember what t h e musket was? Remember t h e Coureur
de Bois?
S:
Oh
T:
Guns, r i g h t . Ok s o they used guns and bayonets.
were bayonets?
... guns.
What
d
S:
No.
T:
It's a long k n i f e t h a t they put on t h e end of t h e gun,
s o t h a t they can shoot with t h e gun, and they've g o t
t h i s k n i f e almost l i k e a sword and they can a l s o s t a b
people with it. Great s t u f f ! So, h e r e ' s t h e gun h e r e ,
and they would put a r i g h t on the end here, they'd put
this long sword type thing. So they had swords and
guns. And some Americans used r i f l e s . And t h e i r
r i f l e s were s o p h i s t i c a t e d muskets. Those were t h e
guns used. B r i t a i n a l s o h i r e d mercenaries and i n t h e r e
i t e x p l a i n s what a mercenary was. S o l d i e r s paid t o
f i g h t , s o t h i s could be somebody from France o r Germany
who wants t o g e t money i n order t o be a s o l d i e r , and
they go and they f i g h t f o r a p a r t i c u l a r country.
They're from Germany these people and t h e y ' r e c a l l e d
mercenaries. It's j u s t l i k e a job t o them, l i k e
going t o school every day, and working as a l i b r a r i a n
fight a library!
they go and f i g h t a l i b r a r y
(laughing) f i g h t a b a t t l e .
...
OK t h e r e s t of t h i s you don't have t o worry about s o
t h e r e i s j u s t a f e w p o i n t s , t h a t t h i s was a small war,
t h e f i g h t i n g f o r c e s were f i f t e e n thousand men only
and they used guns, and swords, and they had
mercenaries, s o l d i e r s paid t o f i g h t a b a t t l e . And
t h a t ' s all you need t o do and then you can go on
t o t h e o t h e r s t u f f . OK.
Student No. 2
T:
OK t h i s i s Canada dash History, i s your s u b j e c t heading,
t h e a r e a t h a t you've looked under. It s a y s s e e a l s o ,
and you can look under these s u b j e c t headings s o you
look under what? Right E f o r e x p l o r e r s , look f o r t h a t
heading. Did you t r y and f i n d t h e general books.
END
APPENDIX C
INTERVIEW CATEGORIES
Categories were c o l l e c t e d bas22 a n t h e f r e q u e n c y o f t h e
t e a c h e r s ' r e s p o n s e s t o t h e i n v e s t i g a t o r l s q u e s t i o n s o r as a r e s u l t of
t h e r e s p o n s e s t h a t emerged on t h e t e a c h e r s ' own i n i t i a t i v e . The
q u e s t i o n s and a n s w e r s were c a t e g o r i z e d w i t h t h e purpose of coding
s i m i l a r questions and drawing out similarities i n order t o compare and
c o n t r a s t interview q u e s t i o n s and t o p i c s covered.
QUESTION
Why d i d you decide t o become a teacher?
What was your teacher t r a i n i n g l i k e ?
What is your experience/background t o d a t e ?
Describe your job a t t h e present time, i.e. r o u t i n e , t e c h n i c a l , as
a teacher?
Describe your r e l a t i o n s h i p ( a t t i t u d e s ) with t h e . s t u d e n t s
( i n c l u d e s general and i n d i v i d u a l i n s t a n c e s )
Describe your s t u d e n t s
*
I n c i d e n t s with s t u d e n t s described ( s e e a l s o 15 and #11)
S e l f q u a l i t i e s t h e teacher d e s c r i b e s , i.e. f l e x i b l e , cyni081
S a t i s f a c t i o n derived from teaching
How t e a c h e r has developed o r changed s i n c e teacher t r a i n i n g ; a l s o
t h i n g s t o l e a r n t o be more succes&A as a teacher i.e.
improvements t o work on
Individual r e l a t i o n s h i p s o r f r i e n d s h i p with s t u d e n t s
Dealing with s t r e s s f u l s i t u a t i o n s o r problems, i.e.
discipline
Description of i n c i d e n t from Human Relations point of view
How they perceive themselves as h e l p e r s o r teachers o v e r a l l
A t t i t u d e toward colleagues
A t t i t u d e toward p a r e n t s
..
... g o a l s
17.
Plans for the future
18.
Teacher's responses t o being part of the research, reactions t o
19.
Sexuality, and eduaation
20.
Personal life/ family
21.
Feelings about employment, temp. contract
22.
Teaching s t y l e , t h e i r perceptions o f own
23.
Technical aspects
and schedules
24.
P o l i t i c s / Education/ Government/ Administration
... marks, grades,
book keeping, routine tasks
APPENDIX C
TEACHER A INTERVIEW
First of all I'd like to ask you why you decided to become a teacher and
what your teacher training was like. Why don't we start with teacher
training?
CODE
0. K. Uh, well, I did my teacher training at
and ... I found it a very
satisfactory year, as far as urn, the learning and my mark, and everything
like that. That was the year I did the best at university and that was kind
of surprising and I don't know whether that had anything to do with me
being a mature student or not ... I suspect it did. I knew how to study at
that point (laughs).
You did a degree in French to begin with.
and I graduated in '75. Then I went back
Yah, I did my B.A. at
and started my Master's in Library Science. And that was just a pure
fluke. I was, uh, separated from my husband at the time and decided that
I would go back to school and being a librarian sounded like a good idea
at the time because I liked books. And that's how I got into it (laughs),
and I had no idea what I was getting into. No idea at all. And I guess ... it
really opened up my eyes, it was a good choice, in the end. Although I ...
yah, I don't really think I ever regretted it, even going through it, the hard
part was learning how to study again, after working for six years. Going
back to university and trying to hit the books again, that was tough.
You think it was a good choice now that you look back.
Yah, well, because I think the work is very suited to me and Ihy
personality. And I do like books, so that helps, and I enjoy reading, and I
enjoy the people contact. And I get a lot of that, whether I'd ended up as
a public librarian or a school librarian, I would have had a lot of people
contact, and I enjoy that. And people contact in a more informal manner?
FA
+
Um hm.
Whereas I spent most of my working years for the bank doing service for
people and they were demanding things of me, and ... I ... think it's in a
different way. It wasn't ... hey! ... I owe them this work. It was being a
librarian, people are asking you things like a favour, although you still
owe them the work because that's your job. But I think it's a different type
of thing. Perhaps just working in a school is. I've never worked in a
public library so I can't really say what the atmosphere would be ... like
say a Vancouver Public Library, or something like that.
How long have you been teaching now?
This is my, the end of my second year. And uh, when, to get back to your
question about how I became a teacher I guess that was again sort of a
$€ ?
flukey thing too. And when I made it through my first year of library
school I had to decide on what I was going to do. And I had a lot of
friends who were teachers, and I thought working in a high school would
be an appealing thing to do. But again I really didn't have much of an
idea.of what I'was getting into. So it again was kind of eeny miny rno ...
this sounds good. Maybe it was a subconscious choice ... that I knew I
would enjoyVit. .
CODE
5I 3
You knew though that you wanted to work with people more, in a more
personal relationship than the bank had to offer.
And I think that uh, working with adults, as I have for ten to ... ten to twelve
years, you know, through part time as well as full time ... I wanted to work
with young people as well, but that idea appealed to me as well, to work
with teenagers.
SE+
Working with teenagers ... you were saying earlier when I first met you
that that was what was enjoyable about working in this library. That there
were two of you: one worked as a PR person with the children and the
other person enjoys the technical aspect of librarian work.
Yah, working more with PR.
What do you mean by PR work with the children?
Well,l guess just getting to know the, who they are, their needs, um,
things about them. I do a lot of chatting, you know. What did you do this
weekend? How's your cat? What did you buy when you went shopping?
I know a lot about their personal lives and they know certain things about
me, too.
I've noticed that.
It's more of a friendship relationship than pupil teacher, and being a
librarian puts me in a unique position for that too. I don't think they think
of me in terms of other teachers because they often have to say ... You
know, are you a teacher? ... You know I'm a librarian, but being a
librarian doesn't seem to apply to being a teacher as well.
What do you say to them when they ask you if you are a teacher?
I say, oh yah, I'm trained to teach french and that the term librarian is not
used anymore, we call ourselves teacherllibrarians because we're
teachers first and librarians second. And they nod wisely and I'm sure
they don't really know what I'm talking about (laughs).
A lot of the students, the ESL students would see you in a teaching role.
Mm hm.
FR?
3
179.
CODE
Apart from the librarian role.
Mm hm.
Perhaps they see those two roles distinguished.
Yah, I think that when the students come in and do a complicated unit
with the librarian, in a subject area, they see me in a different role, they
see me as a teacher.
... And certainly with the french as a second language classes, the
teaching that I've done with them has been really beneficial, in that they
come to me for help, they come to me as a teacher. You know, can you
look at my French homework, how do you say this, that kind of thing. So I
think that when they see me in that teaching role, that will change their
perception of me. Yet they still see me as a librarian and that implication
too. But it's just like I switch roles, turning them off and on for a situation.
Some of your teaching would be formal, as I observed with the students,
but even when you're talking with the students and working with them
individually around the library, I notice that you're doing a lot of teaching,
with their individual work too, in terms of helping them find things in the
library.
KRt
o&+
Mm hm, mm hm. You mean being a librarian as well as a teacher is the
same thing.
It's almost as though those two roles merge. You're teachinglibrary
skills?
Mm hm. Mm hm. Yah, that's true, that I teach them how to use the library
and at the same time it's helping them with their note-taking skills or
research or whatever they have to be learning at that time. But it does,
the whole role does merge, it does get confusing I guess, (pause). Well
not confusing, I guess, (pause). I guess it just ch=rlges and I fluctuate
between being teacher and librarian, quite a bit. But I don't see the role
as separate. Other people see the role as separate, but I don't and I
guess that's why if I concentrate on it I can see that I am playing different
roles, I'm juggling, but for me, it's all one role. I'm a teacherllibrarian.
.
.seS
In what way is your job unique from other teachers in the school who are
in the classroom full time?
Well,l think it's a lot more informal in the library, and as I say I have that
kind of friendship relationship with the kids which I think being a librarian
and they see me as a librarian, and not really a teacher and have no
control over their marks except when they do something for us in the
library. But that's a one or a two shop deal, throughout the year. So I
F~
-+
180' CODE
think that I have a more informal role with them. I'm not in such a power
position. Yet that doesn't make them respect me less. They still will leave
the library when they're being too noisy and they have to go. But the
role, the atmosphere between us is far more relaxed. But I don't know,
never having had a formal classroom of my own, not being in that
situation, it's difficult to say whether my relationship with the students
would be much different in the classroom as opposed to the library. But I FRt
think as a general statement that my role with them is more relaxed.
So you would describe your relationship with the students as a relaxed
relationship.
Mm hm, mm hm.
And friendly.
Yah, yah, (pause).
How would you describe the students that come into the library?
Most of them are academic oriented. But a lot of them ... but then there
are a lot who aren't very academic oriented but they do really enjoy
reading ... but we don't get the dropouts so much in the library unless
they're just reading Motor Trend magazine, or Seventeen, or putting on
their make-up, or listening to their Walkman at the same time, but most of
them are interested in studying.
Is there a certain type of student then that comes into the library that you
respond to more readily than others? (pause) That appeals to you more?
Does the academic student appeal to you quite a bit?
No, not necessarily. Although some of the ones that I can think of that are
really academic don't have time for me necessarily, they're too busy
studying. I guess what I respond to ... it doesn't matter what orientation
the kid has as far as academics or auto or cooking or whatever ... it's the
child who is looking for friendly responses and that's what I respond to.
Someone who smiles. Although there have been students, over the year
who don't smile or talk to me at the beginning who now do, so I have to
work a little bit on them, but there are a few that I can think of that I made
a special point of saying hello to and working on... if I can find an interest,
for example the science fiction or fantasy ... like a particular boy that I can
think of was very sullen and now comes and talks to me quite frequently.
..
Se-+
0%'
F.A+
You were saying in an earlier conversation that you noticed a distinction
between for instance French Immersion students and the ESL students,
partly in their attitudes toward work, and partly in their expectations of
their teacher and that you really like, or love I think you said, the students
because they're so open, and ...(p ause).
FR+
Um hm.
1
8
'
.
And they really are eager to learn ...
Um hm.
Would you describe the school population as k i k z!, um, generally in
those two groups?
No, there's more than that. They ... there's a small percentage of the
population are French Immersion and I think the generalizations that you
can make for French Immersion apply to only certain years ... like for
example the Grade eights this year are really open and friendly and a lot
of fun but the Grade eights last year were you kmw, some are open and
friendly, but some wouldn't give you the time of day.
Why do you think that is?
It's hard to say, I think that one factor is the fact that a lot, most of them,
have been together since kindergarten so you're dealing with thirty
students or sixty students who've known each other since kindergarten
so it's a real big family type thing. They all stick together and it's often
you against them. And it's hard to deal with thirty people who've decided
they're going to try to drive you crazy (laughs).
Ok, how do you mean, you against them?
Um, well, I think they're very demanding and very critical, I think they
expect you to entertain them, and if you're being boring thefthat's when
they will try to create a little excitement, and I also think their family
background influences that. They're all from fairly wealthy homes and I
think their parents encourage like an elitist in the negative sense of the
word, behaviour in them, and maybe they pick it up themselves, because
they've been told by the teachers or they've been told by their parents or
they've been told by whoever they they're ... special because they're in
French Immersion.
I see. Perhaps they feel they are part of a privileged group.
Right. Exactly. Which tends to breed more demanding behaviour.
And you find that the ESL students on the contrary do not feel that they're
part of a privileged group?
Um, no ... I guess that's never really been brought to their attention,
because they're struggling to cope in a new country and a new
language. And in a sense if they went back to where they were from, to
Asia and to Hong King they might feel privileged there, but here I think
they're too busy worrying about trying to learn and trying to fit in and
CODE
182.
CODE
trying to cope with the culture shock so that they don't have time to think
that they're privileged. But maybe they do appreciate very greatly the
work that's being done for them, and with them, so ... but I don't think they
see that as a privilege or not.
They seem to respond to you very well.
Yeah, we seem to get along (laughs).
There seems to be a really spontaneous, happy, friendly ...
Yah ...
relationship between you and the ESL students that I've observed in the
classes with you.
Yah. Well Ithink that also comes a lot from the teacher ... their regular
teacher. He plays with them a lot and it's very easy to pick up that kind
of ... I mean ... because I like to play too and it's very easy for me to go
in and pick up an atmosphere that's already established. It would be
more difficult if--to go into an ESL class that had a very serious
atmosphere and start fooling around and playing with them, because
they wouldn't kind of respond whereas the teacher has taught them how
to play and ...
I see, and so you would adapt yourself to that.
Uh hm.
*
You would joke with the students and they would respond.
Yah, I find that being a librarian and teaching in a library I do have to do a
lot of adapting to a classroom atmosphere, that um, you know I have to
feel it out before I get started because sometimes the jokes can fall really
flat, and it gets quite embarrassing when no one laughs (laughs). So
there's certain classes that I know I have to be really severe with and
others that I can be more relaxed with and others that I just teach and I
relax, but I don't make too many jokes and others that I can fool around
with and have a good time. So there's a lot of adapting that has to be
done according to the class that I'm teaching.
You were telling me that at one time you did a book report, for the
students, they were Grade tens.
Yah, English ten.
English ten. And how nervous you were at the beginning, but how you
felt different at the end of it. In terms of feeling successful and the
o ~ t
7
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confidence that you had that came from it. Could you tell me a little about
that?
Well, I guess I was nervous for two reasons. The first reason was it was
the first book talk I'd ever had to do so that was ... made me nervous and I
didn't want it to be boring because just sitting up there and telling about a
book can be really dull especially if you give the ev!lr?g away. They
wouldn't want to read it and that was part of it. And secondly, I find the
Grade tens the most intimidating as far as the grade levels go so I was
nervous that because I find them a little more critical and they're easily
bored and very interested in themselves at that stage ... that they don't
want to listen to anyone else. So those were the two things that make me
particularly nervous when having to do the book talk. But I think it went
well because I followed the philosophy that I had had drilled into me at,
um during my teaching year, was to be honest and that's what I did and it
worked out quite well. And I had a few students who realized I was sick
with nervousness and came up and told me it was 0.k. afterwards, so
(laughs), that was good.
pbt
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In what way were you honest?
I told them I was scared and they responded to that I think quite well and
I'm sure it was extremely obvious (laughs) because I tend to go red and
my voice shakes.
Your lack of confidence or your nervousness was due to nervousness
about the students' attitudes toward you as opposed to the ... you feel
confident in other words about the material. You didn't have any lack of
confidence in terms of the technical aspects of the situation? I t was the
people, the students themselves?
Well, that was probably the large part of it. No, I was nervous about the
technical aspect of it, how to tell the story, how to get the story across
because what it was, I was really telling a part of the story. Telling it and
the technical part of it was not boring and that was making me nervous,
too, I wanted to use the right words and stop at the right point and make it
a bit of a cliff hanger so they would want to go and read the book.
To capture their interest.
Right and I think that that's not an easy thing to do but if I ended up
stumbling over my words and humming and hawing and hesitating and
losing my place it would be very boring for them because they wouldn't
be ... they wouldn't pay attention. They would get confused with what I
was saying. So that technical part of it made me nervous too.
But you found being real and honest seemed to work well.
..
r
1 ,r-7
CODE
Yah, yah.
Have you found that in most situations?
Yah, I think that ... Yah I try to be myself and I think that that really works.
In the mornings when the students are noisy and I'm cranky I'll tell them I'm cranky, just watch out you know. And they actually respond to that. 3
They laugh at me and I laugh. I mean I never get too cranky or too
miserable, or grouchy. You know sometimes I try and tell them I'm cranky
(laughs), more cranky than I really feel, and they have to be quiet, but I
think as a general rule, I think honesty really works.
Are you happy teaching?
Yah, really happy, very happy.
You were saying a little while ago that this year you are happier than last
year. Why do you think that is?
Well, I think the confidence thing is definitely important. Last year I had to
go through the transition phase of feeling that I belonged, because I was
stepping into someone else's shoes and worried you know that I would
not live up to her. You know she was a very dynamic woman, who was
just a whirlwind, she could do forty things at once. Well, I'm a lot more
low key than that. So I was nervous about that, living up to ... to her. But I
guess finding a place and building up the confidence because I still was
to a certain extent afraid of the students. I didn't quite know how to deal
with them. 'What do I say, oh I don't want to say the wrong thing' perhaps
becoming a little bit too, um, ... egocentric is the term, but feefing that if I
said the wrong thing it'd destroy their little minds, but you realize after a
little while that that just doesn't happen, that you can make mistakes.and I
accept that ... and if you're honest about it, and I have made mistakes,
and it's always worked out quite well I think. When people are not willing
to admit mistakes, or not willing to be flexible, that's when often problems
arise.
Would you describe yourself as a flexible person?
Yah, very flexible, and I think that I ... I think that being a teacher it's
necessary to be flexible, because it's dealing with young people and
their moods change, and you know each student is so different and going
through difficult times themselves, going through puberty, and their wild
emotions, so if you're not flexible I think you'd go crazy. (laughs)
And accepting?
I try to be, um, I don't like it when people don't accept me. And I try to be
really accepting to other people, and their various personalities, and
types of beliefs and ... (pause).
-
A
,
-
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CODE
And they tell you their personal problems.
Certain students do, yah.
You have some friends that you've described to me.
-
Yah, yah. Some friends. Both males and female, which I appreciate and
I feel that's a good sign for myself personally that I can relate to both girls .and boys.
%
How do you keep that relationship balanced so that you have the friends
but they don't demand too much of you ... of your time?
Urn, I've been really fortunate that they haven't demanded too much of
my time and as we were talking about the one girl who did become quite
demanding and I just had to lay it on the line and I think that she was
probably used to that kind of thing too, because I'm sure she's had other
people tell her the same things too. That she overdoes it, that she goes
too far, and demands too much time. And it was difficult, it was very
difficult to have to tell her that because I was afraid of hurting her feelings
and driving her away, but she's also a very thick-skinned child, and
probably it bounced right off her, and I spent more time worrying about it
than she did.
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She has stayed your friend.
Yah, she has stayed my friend, and she adjusted to my time schedule
and not stayed too long and she can tell when I'm busy and she'd leave.
And you know, it's worked out quite well. We've established a better
working relationship than last year, when it was getting to the point that
she was spending all her morning time with me and coming at lunch, it
was too much.
r:, Z
,
*
You've described yourself as flexible and accepting and having a good
rapport with students. Now, besides those things, what other things in
your personality do you think affects your teaching mosi?
I'm a very warm and caring person and I care about people and I care
about the students and I care about myself so I think that that's fairly
important too, to keep that in perspective too and not become hardened
and just see these kids as little numbers that you, that you need to write
down in your book. I think being in the library too does help create more
... well it's a different atmosphere. I don't have to mark the kids. I don't
have to do attendance every day. I don't have to see them as little
numbers.
Do you think you see the best ... of the situation where you are?
--
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What do you mean?
CODE
Do you think you see the students .. who come to you because they are
interested in the area you are in? I guess what I mean by best situation is
you were mentioning that you didn't have to worry about the schedules
and the attendance. Some other teachers occupy themselves with those
sort of things and-ittakes up a lot of time. You kind of have the best
situation in that you don't have those sorts of technical mechanical book
keeping organizational things to look after?
Um hm.
Do you enjoy not having to look after those things?
Yah. Yah. (laughs). Sometimes I think I couldn't cope as a regular
classroom teacher when I think of all the marking and the technical
aspect of the job which I really find that ... being a librarian really allows
me a lot of freedom. I mean I work longer scheduled hours but I haven't
homework often to take home and I have that freedom to do what I want
in the evenings so in that sense it's more a nine to five type job. And I do
think that allows me to see the best in a lot of students. The one thing
that we have to worry about as librarians is kids skipping out but I don't
see that as a major problem here. We don't have that as a really big
deal, so again that's a very minor technical aspect, so I think I am
fortunate in that I see the best of the kids .. the best kids.
6;?
What do you mean by best?
Well, the ones who are getting in trouble, out smashing carsrbreaking
into lockers, those type of students don't tend to come into the library.
Do you think you have a lot of students who would fit in that category?
No, there's not a lot anyway. But the few that we do have don't come into
the library, whereas discipline problems or students come in the library to
hide or skip out but I also find as a general rule that a lot of teachers will
talk about a student and how bad this student is and this and that and
often I know the student and I don't get this kind of response from them.
Maybe I'm just dense, I don't know (laughs), but I don't, maybe I don't
pick up on his rudeness but I find with a lot of students ... that teachers
will say 'Oh, I hate that kid' or he or she drives them nuts but, um, I find
them acceptable, no discipline problems. They're not rude to me or
anything like that, so ...
You don't really have any discipline problems as you describe it then, in
the library?
..
T:
Not too many. I mean there's obviously students in there doing things
they're not supposed to be doing or skipping out or they don't want to use
the library. You know that sort of thing. But I think that they're so minor.
R:
Um hm.
T:
And it's not a case of where a student is swearing and cursing at you and
throwing things at you or anything like that; it's usually you know - 'How
dare you throw me out of library' attitude, but they still go. So ...
R:
How would you describe your approach to a situation like that where
there is a problem, someone is skipping out or you find that someone is
eating or making too much noise and you would like them to leave the
library ... how would you approach that situation?
T:
Well, it depends. But I would approach it in a fairly light-hearted manner,
for example if I caught a student eating at lunch I would just say 'Caught
yah! Sorry! You know the rules.' But I always smile when I'm throwing
them out ... (laughs), and I find that makes a difference. I found last year I
would get angry or upset when there was too much noise and I'd throw
them out and I'd be resenting them and they'd be resenting me and I'd be
scared of them and they were probably angry at me and um, I find that if
you approach it like that that you are often making or trying to make the
students feel bad about themselves and I guess that's something that I
saw and I can't say at what point in the year, but I guess after ...
Christmas was the turning point for me, I started to relax and I realized it
was not worth the hassle for me to get all upset over these kids who were
just being slightly noisy and I started laughing. I'd throw them out and
laugh and they'd look at me and laugh and leave and everybody felt
good about themselves. They knew why they were being thrown out . I
wasn't getting upset over it. They weren't getting upset over it and it
seemed to work much better and I find that ... I guess I was just being
more myself too instead of trying to be the disciplinarian librarian which is
not a role that suits me, yet I can still discipline or correct the problem,
whatever the problem may be. But I find smiling and laughing, making
light hearted comments unless things are really getting carried away, I
mean you really have to put your foot down, when the student really
starts to argue with you or waste your time, uh but um, as a general rule
they're so good, you tell them to leave and they do.
R:
So then, as you have said, you let yourself be warm and caring and
perhaps as time went along, rather than fitting into that role as
disciplinarian-librarian you felt that you would try out maybe at the
beginning. So being more yourself is perhaps why you're happier this
year.
T:
I think so, I think that the relaxing and the confidence and the freedom to
be myself has really helped. Sometimes I have wondered if I should be
CODE
12
188.
myself (laughs), but I think we all have those doubts. But I usually just go
with who I am and I find I don't have a large number of problems with the
kids.
CODE
S..;
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What do you like most about teaching them?
I guess, the students. My relationship with the students, whatever it may
be, talking to them, helping them, joking with them, laughing with them,
finding stuff for them, just that helping type atmosphere but also it's very
human, kids are very human, and I think that that's where teachers or
F
.b K
adults will run into problems. They view kids as a different race, and I
don't. I view them as persons just like me, they just happen to be
younger and maybe that's why I have success. Because I treat them like people just like they were my best friend type thing and um, here I'm
twice their age but I don't worry about it too much. Maybe now and then I
kind of wonder maybe I'm going the other way, becoming ... trying to
become too much of a buddy and, I don't know, that's hard to say.
-+
C
i
At the end of one of the observations you mentioned to me that last year
you thought that you felt that you were trying to be too friendly?
Um hm.
And that this year you feel that you've found more of a balance there?
Yup, I think I have. I always have ... doubts now and then, but I do think
I've found a pretty good balance.
Do you feel it was because you wanted to be accepted by the students
and were concerned at first you might not be?
Um hm. I think that that was a large part of it, that I wanted to be accepted
and I think that that's part of my personality. I like to be accepted period,
whether it's my students or adults. I don't like to be disliked and I'm
somewhat of a perfectionist in that sense. And that's when I can run into
trouble; I'm trying to please too many people, I'm trying to please
everyone and I think this year maybe I'm just trying to please myself, and
it does happen to please most people so I'm lucky in that way.
It's worked out quite well then.
Yah, because I think I have you know, been more assertive this year than
I was last year in certain respects and I guess just finding my own niche
where I'm comfortable, and how far I'll let people go, and how far I will go,
and it's trying to find that balance. It may take a while ... I'm a Libra
always looking for balance (laughs).
Are you?
e
$27
-
13
189.
CODE
(laughs) Yah.
That makes you feel good, harmony and balance?
Yah, yah. I like things to be balanced, I don't like things when they are
(pause).
...
Discordant?
Yah either way
... too noisy or too quiet.
(laughs)
I want you to think about something that has happened when you were
teaching, something that stands out in your mind, something that means
something to you--that you remember--that was significant tn you.
Well, I guess one of the most significant things and it still stands out in my
mind because it wasn't that long ago was during my teaching year. That
. I was teaching French and Library
was my second practicum in
so I think I taught three French classes and one Grade eight, two Grade
nines and one Grade ten and I can say the entire experience, which was
... lasted four weeks, was really positive and a real turning point in my
teaching career in the sense that I essentially clicked with all four
classes. And we got along just famously and we had a good time ...it was
fun, you know, plus there was learning done (chuckle) on both sides, but
I think that the feeling that came out of those four weeks of the positive
atmosphere, the kids liked me, I liked them, there were no discipline
problems, um, we had a lot of fun, and as I say we both learned a lot.
t
That was, I think ... that stands out as significant in my teaching career.
c;
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What did you do in that situation to make it so significant to you?
a
Well, I, I, dunno (laughs). I guess I just had a really good time and I was
relaxed and happy. Not totally relaxed because I was still in my
practicum, trying to learn and do lesson plans and this and that and have
people observing me, but I think that the relaxed, happy atmosphere in
f
the classroom is what makes it stand out so much now. I .. it w;lc my first
I
real success and I think that that's what probably makes it stand out.
-,.
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So it was ... the human relations aspect that stands out in your mind in
terms of the feeling that you have between yourself and the students?
Exactly.
Could you describe your feelings at the time and how you felt?
Well - um, I guess I just felt very free and that was also due to the regular
classroom teacher who basically said you're on your own, go for it, and
I'll come and watch you now and then. So she gave me total freedom.
So it would be -- classes were my classes and I could do what I wanted
07,r
1 )
14
190.
CODE
with them and I had that freedom. The regular classroom teacher and my
advisor -- neither were, um, negatively critical. They always criticized in a
positive manner so that I was being constantly reinforced positively,
which allowed me more freedom. And so I think that has allowed me to
be more relaxed with the students; plus the kids were all really good, they
were really happy and really fun, and they responded to me really well.
t
d:
?A, we clicked, so that we were able to play back and forth and have a
good time and fool around and yet do some work, and, ah, they gave me
a cake at the end of the session and things like that were ... we really sort t-7
[i
of got along well, and I think it ... it was probably that type of atmosphere
was what I was ultimately aiming for.
c
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R:
They liked ... (pause).
T:
They liked me and I liked them and so I think that that's why it ... I see it as
a turning point because my first practicum was positive but, ah, that was
my first practicum and I was more scared and more intimidated and I
remember trying to teach my first lesson -- I didn't have a clue, I had to
write on my lesson plans: 'smile, say hello', because I was so scared
(laughs) that I wouldn't do these things. So the second one became
more relaxed. So I think I see that as my first real teaching success and
that's why it stands out so much in my mind.
R:
So success was on, on two levels in a way -- it was the success that you
felt in terms of establishing a rapport with the students and liking each
other and also the um, the other teacher .and the staff.
T:
Mm mm, mm mm. Yah, the other teacher particularly. The rest of the staff
I really didn't have much to do with.
fi;+
.
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R:
Didn't have much contact -
T:
But she was so positive and I think that that's probably something I didn't
appreciate so much at the time and, but after my final practicum. And now
I can really see how much she did for me just by not being there
essentially.
R:
What other qualities as a teacher did she have that you might have
learned from?
T:
Well she was very different than me. She was -- she was very happy and
she laughed a lot but the kids didn't respond to her very well because
she was very old-fashioned and there was so much of a generation gap.
So I could see that, trying to keep in, ah, more in tune with the kids.
Because she'd crack jokes that were too old for me.
R:
Mm mm.
-f
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and the kids would -- what's she talking about? Charlie Chaplin or
something - talking about Charlie Chaplin to twelve-year-olds -- they just
wouldn't know.
CODE
Yah.
She couldn't relate to the students on a personal level?
No, she couldn't. And actually I think the classes really didn't like her that
much and they--it was really nice too that they didn't want me to leave.
They liked me better than her. Particularly the Grade eights, and I guess
maybe she taught me a lot of things what not to do. She could~'tstand
the Grade eight class and she used to tell them that to their face and
called them animals, and really hurt their feelings, so. And they would ...
they had told me this and so that brought to my attention that you really
have to be careful and if you do not like a class, you can't walk around
telling them that you hate their guts because they know that and they feel
it -- so -- but, ah, certain people don't like Grade eights. I happen to love
them, so --
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You like the Grade eights the best.
Yah, 'cause they're fun and wild and crazy. I mean I'm sure it would get
really tedious after a whole year (laughs) but, I like that. I like that
atmosphere, their youth and exuberance, and they're fun and you can do
silly things and especially in French when you're essentially talking baby
talk, you can ... you can really do babyish things and have cgood time
and fool around. But they were a very young class and I just realized that
since that they were very babyish -- when looking at the Grade eights I,
I've seen now -- and the Grade eights I had in my last practicum, that
particular group were really babyish, so it may be even more fun
because we can play.
-
!-?i
So you said that you had a feeling of freedom at the time that you were
experiencing this situation -Mm mm.
Did you have any other feelings besides freedom?
(long pause) I guess I really gained a sense of fun that I knew that I had.
That's part of me but, again, tying in with that freedom thing, the freedom
to have fun, freedom to be silly and fool around, and, so that I've rediscovered a sense of fun, ah, I relaxed and I guess that was it.
rT
+
CODE
Those, those things that you've described to me then in terms of qualities
that helped you relate to the students in your practicum and to enjoy each
other -- are those aspects of your personality that you've had all along?
Mm hm. I think, yah, I've had them ail along. I don't think I changed. I
just relaxed and let myself feel free to be more myself.
And that makes you a better teacher you feel?
I do. I really do. I think that the students seem to respond to it and maybe
that's it I was able to be myself and relax with these students, which I
didn't feel I had at the very beginning when I started teaching here or on
my last practicum when I had a teacher peering over my shoulder every
second but didn't ... I wasn't allowed to relax and be myself, or feel that I ?
was being myself -- maybe I was still being myself but I didn't feel
comfortable.
--
*
A-
r
Mm mm.
I felt watched and always having to you know, watch every word I said --
Mm mm.
Watch every move I make because somebody was staring at me the
whole time and criticising me and so I think that I felt like I was relaxed
and had the freedom to be myself and I'm sure I'm not as re... I wasn't as
relaxed then as I am now but that was my first experience ... the kind of
feeling that I, I feel that I have now. So maybe that's why it sticks out in
my mind so much because that's the way I am now and I getdhe same
kind of rapport and I click with students.
0
t:
-
,
.- .
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--
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It was the beginning of what was to come for you as a teacher perhaps?
I guess, yah, something I didn't realize at the time but I guess you
bringing it up now and looking back at it, yah, it was the first sort of inkling
of the realization of my potential.
That must've been exciting.
It was. It was really exciting.
You say that you weren't actually conscious of it at that time -No.
but that, that excitement must've been there.
Oh it was. I didn't want to leave. 1-1 was having such a good time and a
month is a long enough time to be a student teacher but it, you're just
jf
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12.*
193.
CODE
almost getting into the real swing of routines and things at that point and
then it was a difficult time to to leave.
Once you're in the rhythm of it then you have to stop.
Mm mm. Exactly.
So that must've been thrilling.
Yah, it was.
To know that you had chosen something and that your training was
paying off --
'
5.f
It was. It was very positive. Very Encouraging.
Mm mm.
And I think that, uh, I think it really -- probably helped me in the long run,
being more relaxed now and being more who I am because I had such
positive, you know, two really positive experiences.
And that happiness and excitement, um, probably was communicated to
the students also.
Yah, I would think so.
Reciprocal.
*
Right, because you feed each other. But I think you're right that realizing
that, the potential that I could have is what made me make it through the
rough times because I knew that the, the good times would be there and
what really could be done ... and so trying to find that spot again is ...
(pause).
Requires some work, but I knew the spot could be there instead of always
having negative experiences and not being able to visualize the good
times.
You knew what you could reach.
Mm hm.
What you could achieve.
Mm Hm.
@#L
+
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re.+
Fi3
CODE
Now looking back on that situation, is there anything that you would
change?
We!l, of course I would love to have had better lesson plans (chuckle)
but, no, I can't think of anything I really would have changed.
So rcr!xps the lesson plans weren't as important then?
No, maybe not. And I don't think they were bad lesson plans. I mean
there were obvious mistakes that I made in timing and this and that, but
ah, no, I can't think of, but I think that's really minor, I don't think there's
any -- that -- there's something that can't be changed --
PtdT7
Because I needed the experience to be able to do it better, which I didn't
have at the time.
Now can you think of a situation, um, in which an individual student was
involved -- that stands out in your mind as a really meaningful situation to
you?
Well I guess there's (pause) -From a human relations, people point of view.
Right. Well I guess there's, there's, um, that one student that I was telling
you about earlier, a boy who was very sullen at the beginning of the year
and wouldn't talk and his eyes always shifting and when I spoke to him it
was - he'd start to squirm and wouldn't want to talk or, he was obviously
very uncomfortable and I think over the year getting him to the point.
where he seeks me out and talks to me, looks for excuses to talk and will
babble on about nothing --
a
,*I,
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LA-$.
Mm mm.
For, you know, a certain length of time just be talking and I think that -(pause).
What, what have you done over that year -- do you think to -- (pause).
Well you see, I don't know if I've done so much, maybe he's just changed
on his own, but I think that I found a connection that he likes science
fiction and I started speaking to him suggesting books -- 'how do you like
this? And when he was looking for a book saying, 'well I'II find it and I'II
save it for you.' I was doing things for him, making him feel that he was
accepted I guess and that he was likeable, because I sort of got the
impression that he was probably not liked. Bit of a loner. And, you know,
I would save books for him and give him special books that were new ...
I ;
--2
:7
i
19
CODE
'and no one's read this, you know, you have it first,' and his eyes would
light up and that somebody would do something like that for him,.l think is
really, I mean, made him respond to me, now I don't know what he's like
with other people although he does talk to my partner as well which he
wouldn't have done before either. Whether what he's like in classroom is
the same, it's hard to say.
When you first saw him as a sullen boy who, whose eyes didn't kind of,
you know, look right at you, what kind of feeling did you have at that
time?
Well, a, a bit uncomfortable. Well, you know, I wasn't quite sure what to
do with him and I hesitated to go and talk to him if he was, you know, if I, if
I felt he needed help looking for something or, you know, if he was just
hanging around and making a nuis... you know with a group of kids and
making noise and having to ask him to leave or things like that, I felt
uncomfortable with having to approach him because 1 knew he was
uncomfortable by approaching him. But I think that finding that
connection with the science fiction really helped. But I ignored everything
else because there was something I could talk to him about without
telling him to be quiet or go away.
You had a conscious desire to, to help him to make him feel better about
himself?
Well, and also to make me feel (chuckle) more comfortable within -- well,
that it's much nicer to have someone respond to you than you know look
the other way and -- (pause) Yah.
.
I
That fits into what you were saying earlier about liking a harmonious
relationship. So you work at that maybe not just consciously but .
unconsciously too, to make people feel comfortable around you so that
you're mutually comfortable.
Mm hm. I don't know if it was a conscious effort to try and help him
because how much I could ever help him would be another questim.
Perhaps he had a few psychological problems that I should probably stay
away from because I'd just make them worse? But I guess I, I like people
to be friendly and I felt he was a bit sad and alone.
Do you feel that you've helped him in that way?
Um, well I've, I just feel that he's responded to me. Now as I say whether
that's a natural transition through the year it's hard to say but I feel he's
opened up and he smiles now which he never smiled before and it lights
up his whole face and he has a beautiful smile.
That makes you feel good now?
Yah, it makes me feel really good that, you know, at least he can respond
to me on that level and we can talk about science fiction and now I can
joke and laugh with him and tease him a little bit and he laughs and gets
embarrassed but ah I guess maybe it was a bit of a challenge to me
whether it was subconscious or whether it was conscious but a challenge
to break through some of those barriers because he had a lot of barriers
UP.
CODE
I")PJ-
Yes.
And (pause), I don't know much that's changed him.
You seem to be good at breaking down those barriers from what you've
said to me.
Yah, I think, that when I look at it I am , (pause) I think that's maybe
because I'm a warm person.
What could you have changed, if you could have done that over again, if
you could go back now and that boy came in the way he was a year ago - is there anything that you would've changed? Or done differently?
I might've started sooner -- than this year or perhaps last year but, again,
no, I don't think there's really anything I would've changed. It has to be
the right time and I wouldn't have been ready for it last year.
And what about him? What's his, his role in this
going to be able to, to carry on?
-- Do you think that he's
/
Well, hopefully it would make him a little more at ease with people and
not quite so afraid. So maybe even if it's only just going into a library
(chuckle) and not being afraid of the librarian.
<.
,F&;& -
So it's been a mutual sort of thing then. You haven't just helped him,
he's also responded to you and helped himself.
Well and he's also helped me too. It gives me feelings of confidence and
encouragement that knowing that he was so obviously afraid of people or
not wanting to talk to people -- maybe it was just women, maybe it was
librarians, maybe it was teachers, I don't know what it exactly was, maybe
just adults in general, but it had also boost my confidence that I have
'7e
success that a kid will come and talk to me and smile and laugh. So I
see that as a personal success too, that I can get someone to respond.
Mm mm. Do you feel that the longer you teach, that you feel less of a
need to help people or do you feel that, that your role is changing to
helping people help themselves more?
197.
Yah, that's tough because as a librarian I think instinctively, um, and also
from the type of person that 1 am I try to do things for the kids --
CODE
Mm mm.
and you know when they say, do you have a book on -- cows, then I go
find the book for them and hand it to them, which is not really the way our
role is seen that these ... you should be telling the kids where to go in the
card catalogue and what section to look in and how to approach it
themselves, allowing them to do it themselves and helping themselves,
learning themselves rather than me just giving them the book, they don't
learn much if they watch me do the process.
0-t-k'
Mm mm.
So that, from that level, I think that -- I have to watch myself because
sometimes I do tend to do too much for them. But as far as a, personal
(pause) -- um, I don't know, I don't know, ah, consciously how I, how I feel
about that, I, I guess I feel I'm here more just as a, well a listening board -Mm mm.
To, to talk things over with them but I try not to give too much of my
opinion. I provide them with the ear to listen, to have someone listening
to them and if they ask for particular advice you know I'll give it to them.
But I'm making sure to say that this is my own personal opinion and that
other opinions are different. So I guess I do, am more conscious of the
fact that they should be helping themselves, that I can help them in
certain ways by being there but ultimately the change has got to come
from themselves. If it's the change or whatever it is that they're doing but
it's hard, it was a very delicate thing.
WL~
a
Sometimes it's tempting to solve their problems for them.
Sure. Sure. But that's something that (pause) -- I, (pause) I will
sowtimes step in and help out a student. A student came to me one day
and was in tears and she had a problem with a teacher and, you know, I
gave her a late slip for her next class and she sort of cried on my
shoulder, we talked about it. We talked over some solutions that could
happen -- to the problem -- ways that she could solve it or get around it or
you know try to help it and I don't think that I helped her come up with any
particular solutions because she was just determined that this teacher
would not accept her and that was it -- period. And that there would
always be animosity between them and she just had to kinda suffer and
that was it, but I think she appreciated me listening to her -- whatever
decision she came up with wasn't that important. But I guess, you know,
in that way I sort of interfered by allowing her to cut class for half an hour
and then giving her a late slip, and things like that in a sense -- but I felt it
L'e+
Cftf'lt
t?k+
22
198.
was necessary at the time, and that was really the only time it's ever
happened.
CODE
What were your feelings at that time when she came up to you and you
knew that you were going to interfere for her because she was
emotionally upset? How did you feel about that whole situation?
Well, I guess I felt nervous because I didn't know how far my role should
go, how much, you know, particularly from the administrative point of
view, not so much from administration.
-
13U.PL
You felt nervous?
From the, from the adminis... I guess more from the administrative point
of view how far was I expected to go, how far was I allowed to go, but I
think what did make me feel at ease was the teacher whose class she
was in, that I felt comfortable with that teacher who'd accept what I've
done -Mm.
and if it had've been someone else who maybe I was comfortable with
who I, who from my point I felt was really right -Mm.
Then I would've been in a bit of a bind. But I think generally the teachers
here are so professional and, and are very caring that I don't think I
would've had any problems with any of them saying that the student was
upset and we were talking. I don't think I'd have any problems with
teachers saying you know 'how dare you do that? You've got no right.'
6
,
jy .
That gave you more confidence.
Yah. So I don't -- because I didn't feel it was anything frivolous. I mean
she was very upset and, you know, it's not like she was the type of
person who was consistently inclined every week--even though I'd
known her for a year and a half now you know4 knew that this was big
stuff it wasn't just that she was trying to avoid a test or a class or
something like that so I felt the situation warranted it, but I find I do often
feel uncomfortable with situations where I know kids are trying to get
away with things and I do have certain difficulties saying no. I'm getting
better at it (chuckle), but sometimes it's hard and I do tend to give the
people the benefit of the doubt, sometimes too much so -- so -You trust them.
I do.
PgJ--"
-/
23
199.
CODE
You want to trust them.
Yah.
What are your plans for the future?
As far as teaching goes? (laughs).
Yah, yah, as far as teaching goes.
Well, I guess I'll, it looks like I'm gonna be here again next year, and I -You, you've received some word about that recently then?
Well, the, the grapevine has it that I'm still going to be here so, full time,
so I don't anticipate any change for next year.
Do you feel some relief about that?
Oh yah, I'd hate to leave here. I'd be really unhappy.
You're happy here.
Yah, I'm really happy here. And, you know, there's so many students that
are so special to me -- I'd like to see them -Mm mm.
you know, continue on and -To go from Grade eight to Grade twelve and see them grow up.
Yah. The only problem is there's new Grade eights this year so it's a
never ending cycle. But I think the Grade nines this year, um, are very
special to me because they were Grade eights, they were new when I
was new.
Mm mm.
And I have a very special rapport with that group of students. I find them
very special because of that fact so I would really like to see them
graduate -Mm mm.
But I can always come back if that happened (chuckle) again later on, but
um, I think probably maintaining this position as a librarian for a number
of years would be my pri ... priority and I, but I also think of it as a forced
,-
'--,-..
I
, J *-
--
-.
CODE
priority. I can't really call any shots for moving
- around and I'm in a
precarious position so -- (pause)
You feel then that you can live with the temporary contract situation as
long as you stay here?
Mm mm. Well, rumor has it I'll be getting a continuing. That's not rumor
really -- if I have a job, if I'm hired here for next year then according to the
agreement they have to give me a continuing contract -I see.
But that's just a psychological safety feature, it doesn't really mean
anything because they could fire me any time they want because I still
have such low seniority so you know if I could get a continuing -- that's
really open to question (very soft spoken).
But you don't feel the frustration of not getting a continuing contract or
you feel secure enough in what you have and you would like to stay in
teaching then.
st
Mm mm. No and I, guess it it, I try not to let it bother me because what's
the point -- and I don't worry about ever having a job -Mm mm.
Ah, maybe it won't be a teaching job but I can always work in a bank
again -*
Mm mm.
You know I've never worried about being unemployed. You know if I was
laid off here I'd be really sad, but it wouldn't .. but I wouldn't fall apart but I
could go somewhere else ... but I wouldn't want to leave this school. But I
think I would like to stay as a librarian for a while. But I would, would like
to get into the classroo-m and teach French as a second languay.
I see. So that's one of your goals.
Yah. I've wanted to do that first -- become a ... classroom teacher first
and then to be a librarian -- it didn't work out that way.
So you're doing the reverse.
Mm mm, just because of the way things worked out. But I would like that
classroom experience -Mm mm.
52
+
But I don't know if I want it full time. I'd like to teach in a reaular
classroom part-time so that I could do the kind of job that I would really
want to do. I tend to be somewhat over conscientious. I'll probably kill
myself after the first three months (laughs) by teaching regularly and burn
myself out but I guess that's the kind of thing teachers have to learn to
adjust to.
Y
CODE
-
Yes they do. I'm glad for you that you are happy with what you're doing,
even though sometimes you might feel that it's not a set career and and
that you're not going to be here forever -Mm mm.
Which is what some people would like: the security of that. I'm really
glad for you that you're happy in teaching.
So am I. (laughs)
It well, it shows.
Yah, I, I, I actually am quite amazed at how much I do love it and as I said
to you before I think that I can get happier and happier each day, and I
love the kids. I love my job. There are bad moments of course, but, ah,
there's not anything to worry about too much (soft spoken).
fy
'
And it seems to me in terms of me watching you and the students
together when you talk to them or when you've taught them or when
you've been supervising their, their study groups or whatever, um, they
seem to ah, to almost thrive in the atmosphere that you've cfeated in the
library. They seem to be so open and relaxed themselves and quite
willing to approach you.
mm mm.
... and friendly to you and, um, courteous to you. So you seem to me to
model the very things, the very behavior that they in turn give back to you
again.
Yah, that does, that does work that way.
Do you notice that yourself?
Yah, I do (laughs). I remember I mentioned it to you once before that the,
the back section in the library is always so quiet, the section behind my
desk is often a bit of a zoo (laughs) and I sometimes worry that me being CJ
there (laughs) is creating this uproar and I think that's maybe what ... to
say that that, that they, I joke and I laugh and tease them and, well, we
fool around and play back and forth and that creates more of a riotous
atmosphere and a bit more excitement.
I-
*
26
202*
CODE
There's maybe more energy around you and they respond to that.
By getting -- (pause).
With their own energy?
With their own energy and that's why it's sometimes noisier there
because to me, logistically speaking, it just seems so odd that the quiet,
the back corner where no one's looking at them is quiet and they're all
working hard (laughs) and the corner where I'm staring at them all the
time they're just flaunting it in my face half the time. But then I let them
get away with it so I guess that's -- (pause). Yah, I think that they do
seem to respond quite well and the more they respond the more
confidence I get, and I'm happier with myself and my situation, and I just
adore them as people.
Well, it's really been a treat for me coming in, working with you, because I
feel the same way that your students must, you know. I felt relaxed and I
felt accepted and I felt that you were honest with me and, so I can
imagine what it would be like to be a student of yours too, you know.
(laughs) Well, that's nice to hear.
Thank you very much for taking the trouble and the time that you have to,
um, to show me what, you know, what teaching is like for you.
I've enjoyed it too.
Have you enjoyed it?
Yah, I've really enjoyed it. But I guess I want to spend more time talking
to you sometimes (laughs) and tell the kids to bug off (laughs).
I never saw you do that. If you did that, it must've been pretty discreet.
(laughs) But no, I really enjoyed it, not just participating in the study
which I felt was interesting, but I've enjoyed you personally and you
coming in and talking back and forth and I think that you've really helped
me take certain things into perspective too, and your response on what
you see, your comments on how you see the students responding are
very valuable to me because there may be things that I think I see but its
having it validated by another person -- (pause)
Mm mm.
-->
r i-
-t
CODE
It makes it more meaningful. And especially from someone who's an
outsider?
Mm mm.
I mean they're going to come and say something (the other teachers) that
well, you know, will be maybe more ... more clinical supposedly, (laughs).
I tried not to be too clinical. Neutral is the word -- (laughs)
(laughs) Neutral yah (laughs). (agreeing) That's right.
Um, is there anything you'd like to add, anything you can think of, um,
anything in your mind that you'd like to say?
Mmmm, can't really think of anything. I'm not very good at on-the-spot
things, just have to think about them, but I don't think there's anything
that, um, we haven't covered. Well the most important thing is the
students and my relationship with them --
kt
Mm mm.
and I think we've covered, covered, you know, pretty well all of that.
Mm mm.
I guess (pause). I do feel I have so much more to learn.
Do you?
.
I
And, um, I do tend to be a bit of a perfectionist and I am somewhat hard
on myself sometimes, always wanting to respond perfectly to, to the
situation.
.
-- You feel that you have a lot to learn?
Um, I think in terms of making the right responses but -- (pause).
In what sort of a situation?
Well I guess when, when students come to me for help that I'm not sure if
I'm responding correctly, I do the best I can. For example, that student
who came in was asking me about birth control.
Mm hm, oh yes, I remember you telling me about that student.
And, and I found that that was a new situation and I think she, well she
obviously was not asking for a school project --
S&.T
204.
Mm mm.
CODE
So in that sense she was looking for birth control for herself and she's
fifteen or sixteen and I found that kind of situation intimidating because I
wasn't sure how to respond and -- (pause).
SET
How you would be most helpful to her.
Right, how would I be most helpful to her and also not trying to place my
own views on her. Like 'Oh my God, you're way too young!' Which -.(pause).
It's easy to do that sometimes.
Yah. So I suppose I responded in the best manner. There were other
things I could've said when -- I, you know, sort of do regret a few things
although whether she, she would've taken up on them or not is another
question. For example the nurse has information. I probably should've
directed her to the school nurse which I, I did tell her to go see the school
nurse but I didn't realize that the school nurse had actual samples of all
the different types of birth control -- so she could see what a diaphragm
was and she could see one and I think that it might've been extra helpful
to her other than just looking at diagrams in a book. Mind you, the books
are so good these days that, you know (pause).
That's one thing you could have done.
Which I didn't but I didn't know that -- that -- the nurse had samples,
although I did tell her to go see the nurse but it might've bee6 more
incentive if she could've gone to the nurse and actually seen what a
diaphragm looked like -- if she'd known that she could've done that but I
guess just, perhaps I'm just being too self-critical worrying abut what I
should have said. I just tried to be as factual and non-committal as
possible in telling her, answering her questions in a factual manner and - (pause)
a
For some students that's, that's a very personal and -Mm mm.
Maybe scary, you know, thing to kind of research on their own and to go
up to an adult they don't know personally and, and ask for their help and
suggestions?... Which indicates that there must be perhaps some sort of
trust?
Well, we do know each other; she's one of the students who does come
and talk to me as well, so there is a rapport there.
Mm mm.
6~
.t
And it wasn't someone -- just anybody who'd never really spoken to me
before, so there was a sense of trust there already -Mm mm.
So I guess short of really getting hysterical on her or anything -- you
know - it would have been difficult for me to break her trust, in the manner
which I dealt with it -Mm mm.
just by being factual and, but, I, I, I mean I think, I find sex a different,
difficult topic to talk about and I get embarrassed, because that's the way,
you know, I've been brought up. My mother never talked about it, and if I
ever mentioned it she turned beet red so (laughs) you pick up on these
cues -Yes.
I did and I would like to be able to be open and factual to the students,
but also to get across the point that you know, love is an important feature
in it.
Mm mm.
I think that's important to discuss when discussing sex, but then you can't
get into too heavy a conversation in five minutes either (laughs) so.
No.
So I guess that I do feel I have, you know, certain ... I think it would be
boring ... (long pause)
So one of the things that you want to learn more about then is being able
to maybe think more quickly of all the possibilities, urn, that might be
suitable for that particular question.
Yah I think that, yah you hit it on the head there. I don't know, I don't view
myself as a quick thinker -- in a, in a crisis situation. And I don't call that a
crisis but, ah, in a situation that calls for quick thinking and, um, for me to
assess the situation and come up with the right choice.
Do you respond perhaps more emotionally?
Yah.
On a feeling level and then on a thought level after that?
Yah, that that's it. I usually think of the good answers later. (laughs)
30
206.
CODE
And you respond to the person themselves first perhaps?
I find that, ah, I would like to be able to be maybe a little more rational
rather than emotional because my mind will go blank in a situation that I
feel uncomfortable with. I find that in .... perhaps a challenging situation
or if someone's imposing themselves upon me, that I'm too busy worrying
about the other person instead of ... You know, some guy grabs you in
the (laugh) wrong spot instead of saying no, I'm too busy worrying about,
um I can't be rude to this person, which is totally absurd, they've just
been rude to me. So, ah, there should be some manner -- I don't have to
be rude to them back but there should be some manner which I can
assert myself and say no but ... I'm getting better (laughs).
SE
+
?UA
,-
It could also be that in those situations that whc?%at student needs the
most is a personal response from you first.
Well, sometimes I don't respond at all.
Oh, I see.
I freeze.
You freeze. And, and you feel that's one thing you're working on?
Mmm mm. Trying to be a little more -- (pauses)
Perfect?
.
I
.
Perfect (laughs) yah, assertive and calm and cool and always doing the
right thing, you know, one of those kind of people (laughs).
Is there anything else you think that you are working on that you have to
learn, urn, to be more successful as a teacher?
Well, I guess learning about myself too, I think, you know, learning about
myself and gaining confidence and to have to -- leerning to trust myself. I
think that's another thing I want. That's something that is, again, coming.
You know it's better this year than it was last year but it's -- so I think that
learning to trust myself will also improve my situation with the students as
well -- that if I'm talking about myself and my decisions and am happier
about them, then, instead of always questioning. The students haven't
probably thought again about the response -- but I'm worried about how
I'm affecting their psyche.
So you're hoping that with time responses that you've made before that
you know work well in similar situations will have become a little bit more
second hand. You go to respond maybe intuitively to a situation and feel
confident that that's the right response.
et
PuA?-
31
207.
CODE
Right.
Without having to stop and analyze it and think about it and rationalize it.
Yah.
I think that must be probably an experience that we all strive for
Mm mm.
We all work on and it comes in time perhaps, because you know two
years in this profession ...
It's not that long (laughs).
You've probably learned a lot in two years.
Srs'
Oh I think so. Ithink I've really learned a lot, you know, being ... I think
teaching has been real valuable to me on a personal level, you know
regardless of intellectual or, or how much I've helped students or how
much you know I've helped other teachers. Just personally it has helped
me. So I think it's been personally rewarding just for the -- the -- benefit 1
personally gained myself.
Mm mm.
And then of course there's a lot of other benefits as well.
.
I
Mmm mm.
But I think that that makes it really one of the best of the benefits.
Well, I wish you all the best.
Thank you. (laughs)
END
&I\3LOG-y
APPENDIX D
Teacher B
T:
Daily T r a n s c r i p t i o n of Log Notes
Classroom Observation 1: Grade 415
(Writing Class)
B
OBS:
Time
1
Activity
Notes
-
with t h e g i r l with t h e
(she's
yellow boy
ripped up something.
Is he angry?)
-
- Reads
from a novel
t h e c l a s s seems t o be
reading together. Looks
a t a g i r l i n p l a i d , who
sits by t h e window ( a
g l a r e ? ) who has stood
up, then sits down
(Teacher Comment:
Student has a t t i t u d e
problem responds with
frown. )
-
Code
Teacher seems annoyed.
(Teacher Comment: Test
was t o be returned f o r
s a f e-keeping)
What has she done?
Teacher is marking a
grammar e x e r c i s e when I
e n t e r . Teacher c a l l s p u t
e x e r c i s e s and s t u d e n t s
respond with t h e i r answers.
(Is t h e r e a policy f o r
behaviour during reading
time t h a t I don't know
about?)
(Teacher Comment:
Allowed t o do q u i e t t h i n g s )
CE-
Begins walking back and
f o r t h i n f r o n t of t h e
room, reading.
"Just hang onn t o
s t u d e n t s who g e t up and
start t o move toward
door. Continues t o
read a minute longer.
B e l l r i n g s f o r recess.
I n c r e d i b l e n o i s e from
background here.
nts for
"Students don't l i k e
surprisesn
"They know you're looking
Teacher has set up overhead
and t a k e s transparency off
before s t u d e n t s r e t u r n .
He says regarding s t u d e n t
SF
Time
Activity
.
Notes
Code
a t i n t e r p e r s o n a l r e l a t i o n s n awareness of my r o l e .
"Children seem t o take a
Does t h i s a f f e c t t h e r o l e
l o t f o r granted; i n our
of t h e elementary school
s o c i e t y today. They have
teacher?
a c c e s s t o s o much
s o p h i s t i c a t e d entertainment
t h r u videos, movies,
computers, e t c .
Student e n t e r s room and
discusses friendship
problems with teacher.
Other s t u d e n t s come i n and
conversation ends with
teacher comment. "You can't
win f o r l o s i n g .
Puts hands on a g i r l ' s
shoulders t o hear h e r ,
and sends her t o t h e
medical room
( Teacher Comment : H i t
head on edge of cloak
room)
Seated on s t o o l a t f r o n t of
room. Student goes t o him.
Is she she s i c k o r h u r t ?
Class s e t t l i n g i n f o r r e c e s s
Outlines assignment on
t o students, a f t e r
waiting f o r s t u d e n t s t o
e n t e r , and t o c l e a r
t h i n g s o f f t h e i r desks.
The boy i n f r o n t of me a s k s .
whether 1'11 be typing up
everything they say.
"Mostly
I reply. "
O.H.
w I s n f tt h i s
stupidw she asks the
teacher, t o which o t h e r
s t u d e n t s respond: "No
it isn't.
It's f o r
w
Miss
(Teacher Comment:
Very d i f f i c u l t t o please
everyone )
Girl:
Students go t o t h e desk
where he is working.
( 4 o r 5)
Assignment is a p e r s o n a l i t y
p r o f i l e f o r absent teacher.
What f e e l i n g s / t h o u g h t s were
running through t e a c h e r s
mind.
Does t h i s s t u d e n t challenge
frequently, o r is t h i s j u s t
today? (Teacher Comment:
Can you j u s t i f l what you're
doing?)
Back t o r e g u l a r desks t o
"sit with a p a r t n e r and
brainstorm q u i e t l y N
SE -
Time
Activity
Notes
.
Envelope t o
Code
Regarding money. What is
t h i s amount. ( Teacher
Comment: Hot dog money)
?
Working a t desk.
Same two s t u d e n t s t o desk,
also
Two a j r l s a t f r o n t n e a r e s t
tape giggling.
Someone s i n g s f a v o u r i t e
song f o r s h e e t . Teacher
looks back with a scowl
nWhofs t h a t n he mouths
silently
Seems i n i t i a l l y annoyed,
but ends i n a joking s o r t of
manner.
%Singing s t o p s .
.
...
.
t o f r o n t desk.
t o desk with s h e e t
of paper. Teacher
h e l p s him, a s they l e a n
over t h e paper.
disconnects t h e
extension cord,
hanging from t h e c e i l i n g ,
and t h e teacher f i x e s it.
Teacher smiles a t him a s
d i s c u s s e s something
with him.
Teacher s t a y s mostly near
t h e f r o n t of t h e room.
d
Is t h i s extension cord a
frequent problem?
Discusses with teacher
later.
Helping s t u d e n t s i n
c e n t e r desks.
n I t f sa l i t t l e noisy."
To a group of boys near t h e
A couple of s t u d e n t s play
door: "1 don't have my
with t h e overhead
c r y i n g towel with men
transparency.
(Teacher comment: Boys were
What was t h i s i n c i d e n t ?
t e l l i n g me of t h e i r aches
and pains and why they
couldn't p a r t i c i p a t e . )
Students o f f t o run (no, t o
change f o r t h e fun run)
4 or 5 girls.
ow'
rg-
211.
Time
Activity
Notes
4 o r 5 g i r l s excitedly t o
f r o n t of room t o g i v e
papers t o him.
Signing autographs.
Code
Teacher d i s c u s s e s with me
t h e time of my next v i s i t .
t o front.
" S i t down i n desk p l e a s e n
teacher s i t t i n g on s t o o l
i n f r o n t of room.
By t h i s time, g i r l s and
boys have g r a v i t a t e d t o
d i f f e r e n t s i d e s of room.
Students want t o s h a r e
excerpts.
Reads from novel again.
Is t h i s a l a s t minute
suggestion o r a r e g u l a r
occurrence? 3 s t u d e n t s
s h a r e some t h i n g from
t h e i r "pageN.
Reads from novel again.
Students don't run back t o
t h e couch t h i s time: they
a r e t h e girls who a r e
changing?
T i t l e o f Noveln "No
Coins Pleasen
J u n i o r Tour Through U s
Kids
*
What i s t h e policy a t
reading time? Students
i n t h e i r desks
listening?
Girls who were changing
r e e n t e r . "ShhhN
and t h e i n c i d e n t
with t h e c h a i r .
Is she taking i t back?
i s she a s t u d e n t who
challenges a l o t ?
Ask g i r l s t o l i n e up.
Ask g i r l s t o s i t down.
"Boys, see i f you can do
a b e t t e r job."
W e l l , what do you know,
they can do a b e t t e r jobn
Girls a r e asked t o do a
b e t t e r job and t r y again.
Girls noisy.
SE -
Boys l i n e up.
Teacher behind desk a t t h i s
t i m e , and seems wearily
resigned t o g e t t i n g through
t h e p a r t i c i p a c t i o n run and
accompanying t r i a l s l i k e t h i s .
-r A
f?k
dLY
Time
Activity
11 :35
Teacher and l i n e d up
s t u d e n t s go out, t o
j o i n t h e r e s t of t h e
school i n a e r o b i c s
before t h e f u n run.
.
Notes
Code
Do school a c t i v i t i e s l i k e t h i s
tend t o d i s r u p t t h e day's
a c t i v i t i e s ? Are they worth
i t or more t r o u b l e i n t h e end?
A g i r l comes back i n t h e room
b r i e f l y , a few minutes l a t e r .
She sits by
(the g i r l
who spoke t o him a t 10:40 about
f r i e n d s h i p problems)
She e x p l a i n s t o me she
cannot do a e r o b i c s because of
h e r back.
END
Teacher B
Observation One (Taped T r a n s c r i p t )
(Grade 4/ 5 Writing Class)
Okay, c l e a r o f f your desks please. Don't l e a v e a t h i n g
on your desks. I j u s t want you t o pay c l o s e a t t e n t i o n
about what we're going t o do r i g h t now.
, you're
not a t home now s o sit down, be q u i e t .
I'd kind of l i k e t o g e t under way a t about q u a r t e r t o
eleven, uh.
, put
, put
those i n your desk please.
those away, please.
Ok, t h e s u b j e c t is t h e annual page. I ' m going t o t a l k
about i t one more time t o you, t o those who j u s t d o n ' t
we're doing. Forget about what we
have a c l u e what
planned about your s t o r y , your b e s t piece of w r i t i n g .
Forget about t h a t completely, OK? What you're going
t o do is put t o g e t h e r your page. It i s going t o be
you. Your l i k e s , your d i s l i k e s , p a r t of your p e r s o n a l i t y ,
on paper.
j u s t hold on. OK? You'll put t h e s e
t o g e t h e r i n a twenty seven page booklet t h a t you g i v e t o
Miss
a t t h e end of t h e year. What you can do i s
t o put y o u r s e l f i n Miss
' s place
Yes
?
...
...
...
S:
(inaudible)
T:
Ok. (pause)
and say a year from now i f she was
looking through with fond remembrances, what would you
l i k e her t o remember about you? Now you know more about
what went on i n t h e year than I do. What l i t t l e
p r o j e c t s you were doing, t h i n g s l i k e t h a t . What I ' v e
mainly i t
done, i s I ' v e put t o g e t h e r an example
g i v e s an example t o people who don't have any idea.
I c e r t a i n l y d o n ' t want t o change your method o r your
the r u l e s
mind on what you had a s long a s it f i l l s
t h a t i t w i l l be
w i l l illustrate
of t h e game
what you a r e and i t w i l l leave a space a t t h e
bottom of t h e r i g h t hand corner f o r your p i c t u r e .
And I ' m t o t h e point now, i f a l l you can think about
i s doing a t h r e e l i n e poem a t t h e top, t h a t ' s what your
ok? 1'11 g i v e you an
page is going t o look l i k e
please f e e l f r e e t o use some of these, o r
example
dismiss them. I j u s t want t o put some i d e a s i n your
?
head.
...
...
...
...
...
...
...
Can w e have a bunch of t h i n g s out of magazines t h a t
we l i k e ?
...
( i n d i c a t i n g covers t o
That's p o s s i b l e t s h u t t h a t
window; which s t u d e n t immediately s h u t s
for
overhead)
A l l right.
--
Get t o a place you can s e e i f I ' m i n your
way.
.
J u s t s e t t l e somewhere, t h a t ' s f i n e .
A l l r i g h t , 1'11 go through i t , j u s t g i v e us some examples,
then 1'11 l e t you kind of brainstorm, and l e t you use
p a r t n e r s , and kind of d i s c u s s what you want t o do. Ok.
F i r s t p a r t . And I put t h e dual
both genders
John and Jane Doe. You can use s t y l i z e d p r i n t , i t a l i c s ,
o r uh
h e l p me
h e l p me,
...
...
..
C%+
...
Calligraphy.
Calligraphy, thank you. Calligraphy pens t o make t h e s e
very pleasing. Ok? Now, t h e h e a r t I put down t o mean my
f a v o r i t e . I love, l i k e my f a v o r i t e colour, and you put a
blob of purple i f t h a t ' s your f a v o u r i t e colour, ok? You
may want t o put a l i t t l e poem here, f o u r o r f i v e l i n e s .
And n o t i c e i t ' s not s t r a i g h t a c r o s s , n i c e l y l i n e d up,
i t ' s on t h e s i d e . Three, f o u r l i n e s , your f a v o u r i t e
poem, i t doesn't even have t o be your own, a poem t h a t
you l i k e . (pause). My f a v o u r i t e s u b j e c t , a l i t t l e
microscope, and you p u t Science underneath. Ok? My
and you put l i t t l e notes, my f a v o r i t e
favorite
song, W
e are t h e World, Ok, t h i s i s j u s t an example. Hey
my f a v o u r i t e song i s n ' t t h a t (mimics, jokingly). Ok, uh,
my f a v o u r i t e t h i n g s , drawings and cartoons, you want
t o t r a c e G a r f i e l d , you want t o t r a c e whatever, your
f a v o u r i t e cartoon c h a r a c t e r , t h a t ' s f i n e . A l i t t l e
s i g n above i t meaning good things. Weekends, waters l i d e s , summer vacation, Pro D days, my brother. On t h e
o t h e r s i d e you put a cloud w i t r a i n coming down
t h i n g s you don't l i k e , too much homework, r a i n y days,
my b r o t h e r and your leaving. You leaving, meaning
Miss
L i t t l e t h i n g s l i k e t h a t . Uh, my f a v o u r i t e ,
t h i s is a movie p r o j e c t o r , my f a v o u r i t e movie, Rockie 111.
It wasn't, but uh my f a v o u r i t e sayings, my f a v o u r i t e book,
t h a t ' s a l i t t l e book. That's t h e book we're reading r i g h t
...
-
.
C:gLf
now. My f a v o u r i t e season, spring. And my f a v o u r i t e
a c t i v i t y , t h i s year, t h e M r . Men books. It f i l l s a whole
page, i t t s . o r g a n i z e d , but i t ' s not organized. Ok? It's
n o t a s t e r i l e , you know, me g i v i n g you my f a v o u r i t e
saying is blank, my f a v o u r i t e place i s blank. It g i v e s
you complete l i c e n s e t o do whatever you want, and a s
Ms.
was saying, i f you want t o cut out pages and
p a s t e l i t t l e p i c t u r e s i n , l i t t l e balloons with t h e i r own
sayings, then you can do t h a t . But i f we do t h a t I t h i n k
we might p h o t o s t a t t h e page a f t e r you've g o t i t f i n i s h e d ,
t h e r e f o r e your photograph w i l l be i n black and white. O r
your t h i n g s wouldn't come o f f , they wouldn't s t a y over
t h e years.
S:
Can you l i k e , say, your f a v o u r i t e movie i s Rocky 111,
and you put t h a t a t t h e top of t h e page and t h e poem
a t t h e bottom?
T:
Sure. Oh yah, t h i s i s s t r i c t l y an example. Don't feel
( s t u d e n t comment/question i n a u d i b l e ) , uh, oh yah, t h a t
l e a v e s l o t s of room. Everybody g e t s t h e i r own page.
Ms.
gets t h e only twenty seven page booklet. A s we
s a i d we're a l s o going t o put t o g e t h e r a book of everybody's
photographs t h a t w i l l be about f o u r o r f i v e pages and everya s an autograph book.
one w i l l g e t one of those
...
*
S:
W i l l w e be g e t t i n g some paper t o do t h a t s t u f f ?
T:
1'11 be g i v i n g you some blank paper t h a t you're going t o '
rough out what you want t o do. Then y o u ' l l be g e t t i n g a
white piece of paper t h a t w i l l be your good copy, and by
t h a t time 1'11 have your photograph, s o 1'11 know e x a c t l y
t h e measurement t o l e a v e out. I t ' l l be a square about f o u r
o r f i v e o r something.
.
S:
Are we going t o g e t , urn, a r e you going t o l e a v e t h i s on so
we can see i t ?
T:
I could, Yah, because when I put t h e l i g h t s on y o u ' l l s t i l l
be a b l e t o s e e i t . But don't copy i t item f o r item. I j u s t
put it on t o g i v e you some examples. You might have l o t s
more. But i t p u t s you i n t h e t r a i n of thought. I want i t
s t r u c t u r e d t o a point where you're focussed on what I want
g e t a c r o s s when M s .
starts looking through these.
Somebody may be thinking, w e l l I don't want t o do my
b e s t , I don't want t o do my poem on t h e top of t h e page.
That's not r e a l l y our
...
c&-
Mr.
,
(student asks a question)
....
..
My f a v o u r i t e season, s p r i n g , ok. Use colour
Ok, urn
on your
and you don't have t o use colour on your rough
copy, but when you have your good one, you're c e r t a i n l y
welcome t o use f e l t s and t h i n g s l i k e t h a t . The only ones
t h a t I would p h o t o s t a t a r e t h e ones t h a t would have
attachments, glued on from magazines and t h i n g s l i k e t h a t .
If i t ' s a l l drawn on t o i t t h e r e ' s no need t o uh, photostat.
The ones you need t o p h o t o s t a t a r e t h e ones t h a t come o f f .
'
What is, uh, is t h a t where t h e p i c t u r e goes?
Um, what's Pro D day?
P r o f e s s i o n a l development day is, I ' m speaking from t h e
point of view of t h e s t u d e n t , you guys g e t those days
off.
We do?
Last Friday, o r two Fridays ago.
it's quiet.
?
Wait u n t i l
I s n ' t t h a t kind of s t u p i d , because we're j u s t going t o
Why doesn't everyone e l s e g e t
one? I s n ' t i t kind of s t u p i d j u s t t o do them f o r ourselves?
get t h e s e f o r ourselves.
No, i t ' s not.
.
No, your doing t h i s f o r Miss
You're doing this f o r Miss
.
Ok?
What's everyone g e t t i n g then?
You're going t o get about f o u r o r f i v e pages with autographs
with everybody's photograph and a l i t t l e b i t of space t o
w r i t e whether you had a good summer, i f I never s e e you
again have a n i c e l i f e , t h i n g s l i k e t h a t . Ok?
Ok, go
back t o your desks please.
You can sit with a p a r t n e r and brainstorm.
.....
(Students move t o desks)
Ok. L i s t e n please.
You can brainstorm some i d e a s t h a t you can use.
( s t u d e n t s work together brainstorming and planning)
T:
Another t e n minutes and i t ' s time t o change f o r p a r t i c i p a c t i o n .
( s t u d e n t s continue t o work)
T:
It's a l i t t l e noisy.
( s t u d e n t s continue t o work)
T:
.
T:
, do
you can go change.
you have t o change?
(Several s t u d e n t s l e a v e t o change)
T:
Ok, any of t h e grade f i v e s t h a t have t o change
change.
... can go
Students request s h a r i n g time.
T:
Ok, f i v e minutes f o r s h a r i n g time.
(Students continue working)
T:
Ok, s i t down i n your own desk please.
S:
You guys, we're supposed t o sit down.
T:
, seat please,
Ok,
has a poem she'd l i k e
t o share. And t h e good audience t h a t you a r e , w i l l not
be noisy.
SE
.
S:
Ok. Someone. Someone t o laugh with, someone t o cry with,
someone t o s h a r e your thoughts with. Someone t o t a l k t o ,
someone t o walk with, someone t o s h a r e my dreams with.
(Students and teacher c l a p )
T:
Does anyone have any
e l s e , not only poem but any
i d e a t h a t they thought of t h a t might uh
s p i c e up
someone e l s e 1s
!
?
...
...
S:
I ' v e g o t my f a v o u r i t e saying.
T:
Ok.
...
-
S:
It's j u s t two words.
For sure.
T:
For s u r e .
S:
I have a poem
I miss my f a v o u r i t e teacher, I haven't
seen h e r y e t , I wish I were her daughter, so I could
say you bet. (clapping)
T:
( r e a d s from novel)
T:
Ok, g i r l s l i n e up q u i e t l y please.
T:
G i r l s sit down.
Fer shure.
Ok.
...
(Boys a r e asked t o l i n e up, and then t h e g i r l s a f t e r them.
out t o t h e p a r t i c i p a c t i o n run.)
END
SE-
They f i l e
Teacher B
.Daily T r a n s c r i p t i o n o f Log Notes
Classroom Observation 4: Grade 4/5
( Canadian History Class)
OBS:
&
Time
Activity
Notes
1 0: 45
Teacher d i s t r i b u t e s
handouts
Discusses with me next
observation time and
interview.
10:50
On s t o o l w a i t i n g f o r
s t u d e n t s t o complete
i n s t r u c t i o n s he has j u s t
given (numbering page,
name, d a t e , e t c . , name
and sentence)
Students ask questions:
Do w e have t o put i n
whole sentenqe?
Teacher responds
"When have you ever had
t o put down a whole
sentence?"
speaks out i n
response t o another
s t u d e n t and teacher p u t s
name on board. Then
again. "Welcome back
and s t u d e n t
responds "Thank youn
a l s o i n t h e same tone
a s teacher.
responded i n what
seemed a s a r c a s t i c manner.
.
Code
.
I
1 0n52 "Number one
Teacher begins s p e l l i n g
test.
"Keep comments t o a
minimum; I ' d l i k e t o
f i n i s h t h i s before
noon.
Mix up here i n words and
number order. Students
ask q u e s t i o n s regarding
what word has what
number.
Students ask q u e s t i o n s
about many d e t a i l s :
What grade l e v e l is t h i s
word; w i l l you mark t h i s ;
can I put a space here.?
55 -
&.-
Time
Activity
Notes
Teacher e x p l a i n s t o
You seemed t o be a l i t t l e
s t u d e n t s how t o f i x up
uneasy here? Is t h i s t h e
t h e word order. Ends with first time i t ' s happened?
"good job"
Sentence "Ice on t h e
streamn Student a s k s 2 s
t h a t scream? Teacher
response: Does i c e on
t h e scream make sense t o
you? (Teacher Comment:
Sarcasm not intended but
r a t h e r having t h e student
think beyond an i n s t a n t a n eous response. )
a s k s him t o come
over t o h e r desk. He
f i x e s numbering f o r h e r ,
returns t o stool.
Warning look t o
.
n- 9
j u s t do your own,
please." Student i s looki n g a t another s t u d e n t ' s
paper.
Checking t e s t words.
Teacher reviews a s s t u d e n t
checks.
Students c o l l e c t f o r t h e i r
groups. Students
asked t o put t h e i r desks
back.
Student comes t o t h e door.
Gives i n s t r u c t i o n s t o G r . 4.
G r . 5 S.S. m a t e r i a l on Red
River Settlement t o be
brought out. Reviewing
questions.
Request from another teacher?
Code
Time
Activity
Notes
11:12
n C o n f l i c t n with
again.
( Teacher Comment :
What else i s new?)
Tape turned on here.
Code
SE -
11 :16 Teacher c i r c u l a t e s and
grade 4 ' s s e t t l e down.
sent to library t o
work, a s she and
are disturbing other
grade 4's.
11:20
She l e a v e s without questionShe and
glance a t each o t h e r .
ing.
Grade 4 boy t o teacher
with a request.
seem t o put up t h e i r hands
t o teacher w i t h
request.
more c o n s i s t e n t l y and i n
t u r n t h e teacher responds t o
these s t u d e n t s f o r answers.
The more s t u d i o u s s t u d e n t s
G i r l t o f r o n t with a
request.
G i r l r e t u r n s t o teacher,
with an a l t e r n a t i v e
answer.
3 o t h e r s t u d e n t s now
crowd around him and
he a s k s them t o sit
down.
G i r l r e t u r n s t o him a
t h i r d time.
" S i t downn he says.
11:30
Students t o f r o n t t o sit
along f l o o r under blackboard and out i n t o
c i r c l e . Two g i r l s sit
on t h e t a b l e with t h e
tape recorder and check
it out. Teacher sits i n
c e n t e r with c h a i r .
11:33
Turn t o page 41;
"Girls anytime !
Teacher reads from book.
Grade 4 's work q u i e t l y
a l l t h i s time.
Time
Activity
11:38
G i r l s on table knock over
p l a s t i c stackers, a s they
rearrange t h e i r p o s i t i o n s
t o g e t more comfortable.
Teacher "Leave i t ,
leave i t , e t c . n
n
leave the room.
You're nothing but a
d i s t r a c t i o n a l l morning."
END
Notes
leave the room
without saying anything
t h i s time.
Code
Teacher B
Observation Four (Taped T r a n s c r i p t )
(Grade 41 5 Canadian History Class)
put those away. I'd a p p r e c i a t e i t if you'd
, put
l i s t e n c a r e f u l l y t o what we're doing.
your book away.
SE-
My book f e l l a p a r t .
Do I look s u r p r i s e d ?
67'
If you're not l i s t e n i n g a t t e n t i v e l y , o u t you go.
kk
When you're not doing t h a t , you're a d i s t r a c t i o n .
S i t up, t a k e t h a t look o f f your f a c e o r you're
gone,
-.
You t h i n k I ' m not l i s t e n i n g .
You're s i t t i n g back, you're blowing through
your l i t t l e pen l i k e t h a t and you're not
l i s t e n i n g . ok?
Well you haven't s a i d anything.
.
I
A l l right.
Even i f you have not f i n i s h e d your
q u e s t i o n s , you've g o t p a r t of i t , I want you t o
have t h e r i g h t answer down. So i f you have t o
expand your answer a l i t t l e b i t w r i t e i t down.
Even i f you have t o use t h e back of t h e page.
Get t h e t o t a l answer, because these a r e p a r t
of your n o t e s and you're r e s p o n s i b l e f o r them
i e . t e s t i n g , ok?
read number one please.
( s t u d e n t r e a d s q u e s t i o n and her answer). A l l
r i g h t , s e t t l e m e n t f o r who?
? Who do you
want t o get t h e land f o r ?
Want t o get i t f o r t h e s e t t l e r s ?
And they came from?
Scotland?
Right, Scotland. So t h i s kind of incorporates what
you l e a r n e d i n t h e o t h e r paper s o they r e l a t e t o
one another. This is how he was going about g e t t i n g
t h e land f o r them by c o n t r o l l i n g it through t h e
Hudson's Bay Company and they would say ok t h e land
down here I w i l l g i v e t o my s e t t l e r s .
.
-
S:
(asks question)
T:
Yes,
is more s p e c i f i c , a s long a s you r e a l i z e
t h a t you're t a l k i n g about something before t h i s and
t h i s is more s p e c i f i c .
S:
They would buy more land f o r s e t t l e r s ?
T:
Yes.
( Student
3-
asks a que~t-isn)
Yah, l i s t e n t o my answer and read yours and i f your
answer resembles it, g r e a t , and i f you j u s t p u t
settlers, put i n b r a c k e t s S c o t t i s h
So y o u ' l l
have a complete answer by t h e time you're f i n i s h e d .
OK, 3
( s t u d e n t r e a d s q u e s t i o n and h e r answer)
.
S:
Mi
That's what I put.
(Another s t u d e n t r e a d s h e r answer)
OK, remember, Alexander MacKenzie was not going t o buy
anything. He assumed t h a t his f r i e n d S e l k i r k was going
t o buy t h e s h a r e s and s e c r e t l y sell them t o Norweot Co.
s o t h e r e was no longer any r i v a l with t h e Norwester.
Don't g e t it confused t h a t MacKenzie had t h i s plan where
he himself was going t o buy t h e shares.
(Student makes a comment)
That's r i g h t a s long a s you understand t h a t r i v a l means
your competitor, and t h e r i v a l of t h e norwesters was t h e
Hudsons Bay Co. and v i c e versa.
(Student reads h e r answer)
Right, t h e r e ' s t h e d i f f e r e n c e . Yes i t ' s r i g h t a s long
don't g e t confused by thinking t h a t
a s you understand
MacKenzie had h i s own plans t o buy t h e shares. That's
not t h e case. Yes. No, no.
--
number t h r e e please.
(Student r e a d s q u e s t i o n and answer)
P'Lt
OK, g i v e me your thumbnail sketch on those people.
( s t u d e n t r e a d s answer)
OK, he was t h e first, t h e most important t h i n g about him,
he was t h e first governor of t h e Red River settlement.
If you remember nothing e l s e about him remember t h a t .
7(student
reads h e r answer)
A l l r i g h t t h a t ' s good.
And now
>
( s t u d e n t begins and s t o p s )
I n case you d i d n ' t hear her.
, could you go t o
t h e l i b r a r y please. That's t h r e e times you've been
t a l k i n g and I t o l d you not to. It's very d i s c o n c e r t i n g
over h e r e when you're t r y i n g t o hear answers. And
t h a t may q u i e t
down a l s o . Don't ( i n a u d i b l e )
i s going t o g i v e t h e next p a r t t h a t we've now
moved onto.
(student reads).
Number f o u r ,
( student
T:
?
*
reads)
, where's your book? Ok, could you g e t your
pens o f f your desk and l i s t e n . Right o f f . Number
Specifically.
four,
.
( Student
reads)
Hm.
?
( s t u d e n t r e a d s answer)
Right because t h e settlers were not i n t e r e s t e d i n Fur
Trading. And they weren't i n a good f u r trapping
area, but what i t d i d do was e s t a b l i s h a c i v i l i z a t i o n
r i g h t i n t h e middle of t h e i r supply route. That's what
they were most concerned about. Add t h a t . That was
t h e main concern. Not t h a t they were going t o o u t t r a p
them.
?
( r e a d s h e r answer)
That's g e t t i n g p r e t t y broad. How d i d i t s p e c i f i c a l l y
a f f e c t t h e i r fur trading. It c u t t h e i r supply l i n e s .
So j u s t put' i n brackets, i t c u t t h e i r supply l i n e s .
(pause) So t h a t ' s c u t t i n g t h e i r supply l i n e s .
, f i v e reasons t h e
Now number f i v e . OK,
government of English d i d not r e a l l y g e t t h a t involved
with t h e S e l k i r k s p r o t e s t , what e l s e ?
( student
reads)
OK, t h e r e ' s probably a number i n t h e r e .
Those a r e t h e f i v e , t h a t ' s f i n e . Now, first of a l l
does anyone know what a Tory and a Whig a r e ?
-?
S:
Opposite p a r t i e s .
T:
Right
S:
A Tory is urn a conservative and a Whig i s a l i b e r a l .
T:
Right. If you put down a Tory and a Whig and you
don't understand those, put down o p p o s i t e p o l i t i c a l
p a r t i e s . That's j u s t l i k e i f somebody i s a l i b e r a 3
t h e whole government is conservative t h e y ' r e l i a b l e
not t o g e t handouts from t h e government.
?
Ok, read i t loud please.
( s t u d e n t r e a d s her answer.)
Ok s o t h e r e was a monopoly, and i t was unpopular
because i t was a monopoly, and t h e government could
say hands o f f
.
Communications were a t r o c i o u s anyway, they d i d n ' t
have telephones s o i t took a long time t o g e t t h e r e ,
they wanted t o j u s t l e a v e i t alone not t o make waves.
The Norwest company was a very i n f l u e n t i a l company,
they had a l o t of money and a l o t of connections, s o
t h e government had people whispering i n its ears, and
of course t h e f a c t t h a t they were opposite p o l i t i c a l
p a r t i e s , t h e r e were p o l i t i c a l leanings. So they
d i d n ' t want t o help because they were l i b e r a l and t h e
government was conservative.
T:
Number s i x . Now l i s t e n please, a l o t of them I s e e
blank pages, s o l i s t e n .
( a s t u d e n t r e a d s h i s answer)
Ok, more than important because i t was i n t h e
What was t h e importance, why
northwest,
was i t important because of t h e l o c a t i o n ?
...
S:
Because i t was t h e headquarters
T:
Right because i t was t h e headquarters of t h e
Northwest Fur Trading Company. That was its
s i g n i f i c a n c e . W i l l i a m MacGillivray.
.
( s t u d e n t r e a d s h e r answer).
S:
(asks a question)
T:
Well t h a t wasn't t h e question; t h e q u e s t i o n was,
was W i l l i a m important? And then, who was i n charge?
S:
William MacGillivray.
Yuh, W i l l i a m MacGillivray, and t h e f a c t t h a t t h a t
was an important f o r t f o r him t o a t t a c k was t h a t i t
was t h e headquarters f o r t h e Norwest Co. If they
were going t o a t t a c k anyone t h a t was probably t h e
most important one. Number seven. Why d i d S e l k i d c
t h i n k i t was necessary t o f i n d evidence a g a i n s t t h e
k i l l e r s , and what evidence did he f i n d ? (pause)
The first q u e s t i o n you ask y o u r s e l f is why is i t
important i n any i n v e s t i g a t i o n t o get evidence?
( s t u d e n t reads h i s answer)
...
It i s on
If you've put down what you're supposed
t o have looked up on page 22 t h e f a r r i g h t hand
paragraph i t s t a r t s , Lord S e l k i r k had found some
evidence. So you can look those up, t h e r e ' s about
three o r f o u r t h i n g s , and t h e reason he wanted
evidence? He wanted t o be a b l e t o come forward
i n f r o n t of t h e c o u r t and say h e r e I found t h e s e
things. Rather than j u s t coming
because he
knew he was up a g a i n s t a l o t of opposition, from not
only without Canada, i n B r i t a i n but w i t h i n Canada
t h e Canadian government a s well, s o he wanted t o
c o l l e c t a s much evidence a s he could s o he'd have
an i r o n c l a d case.
...
.
( s t u d e n t asks q u e s t i o n )
T:
...
Well
because t h e guy was t h e governor t h a t kind
of spurred him on t o search f o r t h e evidence but
t h a t really wasn't why he went a f t e r t h e evidence.
He wanted t o e s t a b l i s h t h e f a c t t h a t t h e s e people
X Y Z d i d p a r t i c i p a t e i n t h e k i l l i n g of Semple.
( s t u d e n t r e a d s h e r answer)
T:
That's t h e evidence p a r t but you've g o t t o make
s u r e i t ' s c l e a r i n your mind why h e ' s a f t e r t h e
evidence. If you're not c l e a r i n your first
statement, it doesn't sound l i k e what I ' m saying,
you j u s t add a l i t t l e t h i n g a t t h e end, copy it.
Because he f e l t i f he went t o c o u r t he would
have t o have evidence r a t h e r than j u s t saying
t h e s e people. ( s t u d e n t s write)
A t t h i s point when you're w r i t i n g t h i n g s down.
make s u r e i t ' s i n note form. Make s u r e you
put down t h a t he f e l t t h a t evidence was necessary
t o p r e s e n t a good case i n court.
( s t u d e n t a s k s a question re. format)
Yes.
( s t u d e n t s write)
.
I
The l a s t question, is not r e a l l y with a black and
white answer anywhere i n t h a t booklet o r reading.
And r e a l l y no one knows. They have some i d e a s why
MacGillivray d i d n ' t put up a f i g h t because he
outnumbered t h e a t t a c k e r s t h r e e t o one. I j u s t
wanted you a f t e r you've read t h a t s e c t i o n on F o r t
William and t h e surrounding circumstances why you
thought he d i d n ' t put up a f i g h t .
.
( s t u d e n t g i v e s h e r opinion)
So you d i d n ' t think i t was any point l o s i n g any
l i v e s . Yes.
( student
g i v e s h i s opinion)
Yes.
(student
?
reads her answer)
It was a confusing s i t u a t i o n because each group had a
number of people t h a t were capable of a r r e s t i n g one
another. So you can j u s t p i c t u r e t h e scene. They
were placing hands on each o t h e r ' s shoulders.
( s t u d e n t r e a d s answer)
That's a p o s s i b i l i t y a s well. These people i n s i d e
t h e f o r t were not s o l d i e r s and y e t S e l k i r k had
mustered, people t h a t were b e t t e r f i g h t e r s , and he
thought it wasn't worth it. They may have g o t t e n
wind of what S e l k i r k was coming from.
,I
t o l d you t o q u i t t h a t !
Now how many people by holding them up have t h i s
book, "Builders of t h e West.
Two, four, f i v e ok s i x seven, no t h e book i t s e l f ,
not t h e reader.
OK, I j u s t want you t o come up f r o n t please. S i t
down and make s u r e you're next t o someone with a
book.
( s t u d e n t s move up f r o n t )
No, I s a i d I don't want those people with a book, o r
three people s i t t i n g together. Give up your book,
s o t h a t every person has someone t o look off o f .
Take c a r e of t h e books please.
T:
Ok, Excuse me, i f you could move over a l i t t l e b i t ?
S:
Do w e have t o do any w r i t i n g ,
T:
No.
?
Ok, t u r n t o page 41 please.
Are you ready?
T:
Girls!
Anytime!
Gabriel Dumont and t h e Northwest Rebellion of 1885. Who
was Gabriel Dumont and what s o r t of person was he?
What was t h e northwest r e b e l l i o n and what was h i s p a r t
i n i t ? This chapter w i l l t e l l you. It's much e a s i e r
t o ask t h e s e q u e s t i o n s than t o answer them. Although we
know q u i t e a l o t about t h e northwest r e b e l l i o n we know
l i t t l e about t h e Metis g e n e r a l , Gabriel Dumont. Why i s i t
s o d i f f i c u l t t o g e t a c l e a r p i c t u r e of t h i s man? Look a t
t h e following suggestions. Gabriel Dumont was i l l i t e r a t e .
And a q u e s t i o n t o ask, what is i l l i t e r a t e ? Someone know
was i l l i t e r a t e means?
I know!
Does i t mean he d i d n ' t r e a l l y t e l l many people about it.
More than t h a t . It's p a r t of t h a t . It's a r e s u l t
of being i l l i t e r a t e . He could communicate, but he
couldnl t read and write. He helped t o l e a d t h e
r e b e l l i o n a g a i n s t Canada. And he d i d n ' t r e a l l y l i k e
governmental i n t e r f e r e n c e , o r government laws, they
had laws of t h e i r own. And t h e o t h e r l e a d e r of t h e
Metis r e b e l l i o n was Louis Riel. You've probably
heard of t h e Riel Rebellion. They had a CBC play
on t e l e v i s i o n about t h a t . It was on j u s t after t h e
b e f o r e we know Gabriel
Brothers. Page 42,
Dumont we must understand t h e causes and t h e s t o r y
of t h e Northwest Rebellion. Who were t h e Metis?
For present day i n h a b i t a n t s of Canada would c l a i m
t o be Metis still. However, we s h a l l look a t t h e
Metis people during t h e period before 1885. The
Metis were descended from both Indian and European
i n h a b i t a n t s of Canada (begins reading from t e x t )
...
, can you go sit down a t your desk please.
You're not watching t h e book anyway s o you may a s well
s i t there.
So t h i s i s where t h e i d e a t h a t Semple
Semple i t was
(snaps h i s f i n g e r s )
...
... i t wasn't
Gabriel
No first governor of t h e Red River Settlement.
Yah, Miles MacDonell. Stopped t h e Metis from t a k i n g
pemmican out of t h e a r e a and t h a t was t h e i r main
l i v e l i h o o d , selling t o t h e f u r company.
(Two s t a c k e r s f a l l o f f t h e t a b l e where two g i r l s
are s i t t i n g . Crash.)
Leave i t , l e a v e it, l e a v e i t l e a v e it, l e a v e it l e a v e
i t l e a v e i t l e a v e it. Thank you. ( s t u d e n t s applaud)
RW-
You can read something about S e l k i r k .
read from t e x t )
(student
(continues t o
begins reading)
Hold i t . Sorry. Make a mental note, t h e two reasons
why t h e Metis moved f u r t h e r west were a l s o t h e i r main
l i v e l i h o o d t h e b u f f a l o herds, were on t h e move a s well.
( student
continues reading)
Ok, s o t h a t ' s another reason t h a t y o u ' l l probably g e t
i s what one of t h e main reasons f o r t h e formation o f
t h e Northwest Mounted Police.
( s t u d e n t continues reading)
Ok,
, l e a v e t h e room.
d i s t r a c t i o n a l l morning.
You're nothing but a
( s t u d e n t continues reading)
Ok, you have t o remember t h e United S t a t e s was a
, a s Canada was and they both
Sovereign country
d i d not have free t r a d e a c r o s s t h e border. Yet
t h e Metis i n t h e i r own r u l e s and r e g u l a t i o n s f r e e u
traded and t h i s was one of t h e t h i n g s t h e
Canadian government wanted t o s t o p and one of t h e
t h i n g s t h e Metis wanted t o c a r r y on. ( s t u d e n t
d i s c u s s e s an i d e a with t e a c h e r ) They p r e f e r r e d t o
look a f t e r themselves i n t h e i r own community
Gabriel Dumont was one of t h e Metis who l e f t t h e
a r e a t o go t o Red River. Exactly when and why he
l e f t i s a matter of argument because a s w e have
discovered he did not keep a d i a r y o r journal because
he was
i l l i t e r a t e . That's why we don't know
about h i s e a r l y l i f e . (Teacher continues reading)
.
...
S:
Is t h a t how you pronounce Laurent
Well i f you're English i t ' s pronounced Laurent but i f
you're french i t ' s pronounced Laurent. So next S o c i a l s
y o u ' l l have some q u e s t i o n s based on t h a t reading and
a l i t t l e b i t more. Some of you may need these books t o
f i l l . i n t h e questions. You can use t h i s time remaining
t o spruce up your q u e s t i o n s because you a r e r e s p o n s i b l e
f o r them. They're f o r a t e s t so theyf r e due. If you
don't want t o f i l l them i n t h a t ' s your perogative but
you a r e r e s p o n s i b l e f o r them nevertheless.
S:
When w i l l we have the t e s t ?
T:
1 would say probably next week. Probably on Monday.
1'11 j u s t decide whether you have enough information.
If your questions are up t o date then you may use
the l a s t time i n the library. Very q u i e t l y please.
END
eLy
-
Fii-
Teacher B
Daily Transcription of Log Notes
Classroom Observation 5 : Grade 4/ 5
(Writing Class)
T:
OBS:
Time
a
5
Activity
Notes
Teacher writes numbers on
t h e board. Class begins
t o play Bus Stop.
gets h i s r i g h t , and goes
quickly t h r u t h r e e rounds.
Boy a t r i g h t c a l l s o u t and
teacher begins - t o go t o
corner of board where
names f o r after school are.
H i t h e student says, g r i n s .
Teacher smiles and r e t u r n s
t o board instead.
"Don't crowd t h e o t h e r
personn
Teacher seems relaxed and
enjoying t h i s game.
Students a r e a c t i v e l y
involved
Smiles
Students back t o s e a t s
D i s t r i b u t e s s h e e t s . An
e x e r c i s e on following
d i r e c t i o n s . "Keep s h e e t s
down. Turn i t over
You don't l i s t e n .
(Teacher Comment:
She doesn't. Really!)
Boy who c a l l e d out
e a r l i e r s t a r t s saying
n t h e r e l s a n t s everywhere,
and I c a n ' t stand ants."
Teacher t o h i s desk and
moves i t t o f a c e
window away from h i s
group, stamps out an
ant. The students:
"ooh, yech.
.
%;a
.
SEt
C@tt
Time
Activity
Notes
.
Go! Students s t a r t
assignment. A t end:
Says
: "that's
not f a i r .
Also a
couple of g r . 4 boys.
Wccher e x p l a i n s i t s
fair because they
d i d n ' t follow
directions.
Several s t u d e n t s
comment t h a t t h i s was
a neat t h i n g t o do.
Code
Once t h i s is explained
t o him he a c c e p t s i t i n
good humour. "Oh, I
see.
( Teacher Comment :
Again t h e student
concept of f a i r n e s s )
11:03
Begins "Major
Mystery Assignment "
11:05
Student: Can we do i t
now? No, responds
teacher. No.
11:10
says, "
you re s o mental.
"
Tape on by t e a c h e r
od-
,
11:11
falls o f f his
c h a r . Teacher slowly
swings gaze t o him. One
student: "He g e t s t o
stand." Teacher: "Yes
he does.w Student p u t s
c h a i r on desk behind him
and s t a n d s a t h i s own
desk.
11:16
Students q u e s t i o n
being answered s t i l l .
Goes t o g i r l t h a t has
begun w r i t i n g , t a k e s
pen.
t o a g i r l who's asking
repeated questions.
The s t u d e n t s c a t c h on
q u i t e quickly i n a way,
i n t h e sense t h a t t h e i r
hypothetical s i t u a t i o n s
f i t in.
Time
Activity
Notes
Code
Goes back, t a k e s pen from
: "Give i t t o me."
Girls shrug t h e i r
shoulders.
11:19
Another a d u l t e n t e r s ,
t a l k s t o teacher,
leaves.
See Teacher #l f o r
similar s i t u a t i o n .
Teacher c i r c u l a t e s and
s t u d e n t s go t o him.
: "Can I have my
c h a i r back?" "No not
yet." When i s i t due/
Whof s t h e one t h a t found
something t h a t was
s t o l e n ? " Students
continue t o ask questions.
( Teacher Comment :
Possibly t o o young t o
follow t h e i r
i n s t r u c t i o n s and
e x p l o r e t h e i r own
ideas privately.)
11:22
Students begin w r i t i n g
ideas. 5 s t u d e n t s t o
f r o n t desk f o r f o l d e r s t o
hand out.
t o f r o n t with
numerous questions.
11:26
a g a i n t o him with
many q u e s t i o n s , possib i l i t i e s . P a t s her on
head. To f r o n t
c i r c u l a t e s , f o r questions.
4W SET
END
"Chain Story I n c i d e n t n (Ask teacher
- from Observation 3)
Students exchange s t o r i e s . Teacher a s k s them not t o share. "Thank
you," he r e p l i e s s a r c a s t i c a l l y ? "If we could do it t h i s way every
time people would be organized and they'd be a b l e t o think. What i s
t h e good of sharing, i f everybody has heard you reading i t out loud a s
you read i t f o r t h e first time?" Then makes t h e connection t o r u l e s
i n a soccer game. "Switch and c l o s e n he r e p e a t s s e v e r a l times. The
Grade Fours get a detention. What was he f e e l i n g here?
Teacher B
Observation Five (Taped Transcript)
(Grade 4/5
Writing Class)
-
T:
When you g e t t h e f o u r s h e e t s put them i n order.
Major Mystery, b i g headline, then you have major
nlystery page two, major mystery page t h r e e and major
mystery page f o u r . If you don't have t h e four pages
put your hand up and t e l l t h e people which one you're
d s s i n g . Make s u r e t h e y ' r e not s i t t i n g on you're
table undistributed.
if you have f i v e
You may have a d u p l i c a t i o n ,
pages.
That was very l a d y l i k e .
SF--
-who
a r e you t e l l i n g ? So why don't you come
up here and t e l l me o r p u t your hand up? I don't
l i s t e n i f you don't have your hand up.
Which page are you missing,
?
<ix
-
-kh7 -
Put your hands down please, I know you have a
m i l l i o n questions.
/
Now,
t u r n around s o I know you a r e a t l e a s t
focussing on me, so. That's a good l e s s o n what you
d i d , t h e first t i m e , and you should pay a t t e n t i o n
during t h e i n s t r u c t i o n a l time of any lesson.
Looking a t m e and thinking about something e l s e
is not n e c e s s a r i l y paying a t t e n t i o n . What we're
going t o do is go through t h i s , t h i s is v i r t u a l l y
an o u t l i n e f o r a s t o r y . S i t . Yah, a s soon a s I
2inish
You want one while
We're going t o go
through t h e o u t l i n e and we're going t o t a l k about
what they want and then y o u ' l l have time t o f i l l i n
your o u t l i n e . You're going t o have t o introduce
c h a r a c t e r s i n a s t o r y and t h i n g s l i k e t h a t , p l o t .
And I w i l l g i v e you a blank piece of paper s o you
can have a cover f o r your s t o r y and a l s o a f o l d e r
and a p a p e r c l i p s o your group w i l l be a b l e t o p u t
t h e i r unfinished d r a f t , and unfinished o u t l i n e i n
t h e f o l d e r s o you know here they a r e and you can
work on them i f you have some time, and e s p e c i a l l y
, put your pen
during w r i t i n g periods. So
down
...
...
S:
Pencil.
...
\<Ck
-
...
Whatever
do I have t o name you
individually?
Put them down, r i g h t out of
your hands.
You t h i n k i t ' s s i l l y b u t ,
a s an example of t h a t t h i n g w e j u s t d i d , you're
not even waiting f o r me t o e x p l a i n it you're j u s t
going r i g h t ahead and I may say now ok, don't do
anything on these sheets. J u s t l i s t e n and then
y o u ' l l have a b e t t e r understanding of t h e whole
thing.
.... ...
Read along p l e a s e ,
i n s t r u c t i o n s from page)
&-
... ( t e a c h e r reads
?w-
-
And here a r e some notes you make as you i n v e s t i gate. Ok, first of a l l what's your s t o r y t i t l e .
No, no
then you g i v e some d e t a i l s of t h e
crime a s you g a t h e r them from being on t h e scene
of t h e crime. Now t h e next s e c t i o n , f i v e people
were a t t h e scene of t h e crime a t t h e time, f i n d
out t h e i r names. And what p u t s them under
suspicion. So i f t h e owner was i n T a h i t i , you
know h e ' s not under suspicion. Suspicion means
is i t possibly this person, ok, committed t h e
crime and what motive o r reason might they have?
...
Do we put t h e names here?
d
See i f you look above number one i t ' s g o t a name.
That's r i g h t . That's what they want you t o do.
If you've got a long name you can w r i t e smaller;
then t h e p o s s i b l e reason they would have f o r s t e a l i n g
t h i s o b j e c t whatever i t is.
?
Could you put someone t h a t was j u s t t h e r e ?
Well no, don't put them down u n l e s s they have a
reason t o be under suspicion.
Well sometimes t h e r e ' s a long reason.
Pardon me?
Well, t h e r e could be a b i g reason.
You a r e i n c o n t r o l of i t s o make i t a s h o r t reason.
Don't g e t i n t o a l o t of d e t a i l , t h e s e a r e your notes
remember. Supplementary? yes? Did i t show a
forced entry.
Wk
IC'
What's t h a t ?
Forced e n t r y , was t h e door kicked i n , were t h e
windows broken, was a piece of g l a s s taken o u t
where a person used a g l a s s c u t t e r ? This i s your
imagination.
?
O&
So we make up our own s t o r y .
i
That's what i t comes down t o . But you s t i l l have t o
follow w i t h i n t h i s thing. I don't want someone
saying w e l l we have someone who was k i l l e d i n t h e
mansion. Because a l o t of time when you're
w r i t i n g i n t h e f u t u r e , you are going t o have t o
write t o a p a r t i c u l a r s u b j e c t . It's not going t o
be your f r e e choice a l l t h e time. This i s a good
example, s o you have t o s t a y within t h e s t r u c t u r e :
t h a t something has t o be s t o l e n from the mansion.
Your people's names, motives and d e t a i l s of t h e
crime are a l l going t o be d i f f e r e n t . But i t
must have something t o do with something being
PLLLLs t o l e n from a mansion.
Can w e j u s t make i t up?
Yes. And again we're t r y i n g t o s t e e r away from
massive s i l l i n e s s .
.
On t h e second page i t s a y s a l i b i , what's an
alibi?
o*'
Who's on t h e second page y e t ?
Well, can you put, can you put information l i k e how
t h e maid was r e a l l y upset and how t h e owner was
r e a l l y weird?
O r how she wasn't upset. O r how t h e owner wasn't
u p s e t , t h a t would be s u s p i c i o u s
Ok? you must
g i v e reasons why they had t o commit t h e crime.
...
And they sounded f r a n t i c on t h e phone and when you
came over they sounded p e r f e c t l y calm.
Now remember they a r e n l t going t o phone a newspaper
r e p o r t e r . Remember who you area..
Are w e t h e p r e s s ?
0-QPL'
-
The press. The p r e s s means you're t h e newspaper, your
e d i t o r s e n t you out. Yes.
How do you f i n d out t h e names of t h e people?
Make them up.
Can we put t h e owner was s u s p i c i o u s because
...
You c a n ' t put t h e owner because he wasn't t h e r e a t
t h e t i m e . He may have h i r e d someone t o do i t .
3
.
Don't you think we should write t h e s t o r y f i r s t ?
No.
Well how do w e do i t ?
You go through all t h i s o u t l i n e first and write your
s t o r y based on
...
Oh, yah, yah.
/
Why would t h e owner s t e a l his own money?
own valuables?
Steal his
Insurance
Insurance
Maybe he'd c o l l e c t t h e money and still have t h e item.
Get t h e b e s t of both worlds. That's up t o you t o
figureout.
.
Uh, you s a i d i t couldn't have been t h e owner.
Hey, I j u s t meant, t h a t ' s j u s t an example.
Yah, I know.
If t h e maid was away on t h e weekend and had an
a l i b i she wouldnft be a suspect.
have a reason t o do it.
She wouldn't
She could have been t h e r e because she might have
s a i d s h e was going there.
p?
?
Ok, t h e r e you are, now you're s t a r t i n g t o go with
r i g h t . She must have an a l i b i t h a t has t o
the
be t o l d b y someone e l s e , t h a t was with h e r a t t h e
time, a r e l i a b l e witness.
...
.
You could have, during t h e
WL-
...
Uh, oh, twelve people k i l l e d .
(inaudible)
Well t h a t way you end your crime very quickly.
Ok, don't t e l l me a l l your ideas. Put them on paper.
You're g i v i n g m e a l l s o r t s of hypothetical s i t u a t i o n s .
Hands down.
It's not a question.
I know i t ' s a question.
No i t ' s not.
I hate this.
It's not a s t o r y .
Ok.
A l l right.
.-.
What's an ( i n a u d i b l e ) ( a l i b i ? )
What page a r e you on?
Page two, where we're t a l k i n g about a l i b i s .
No, we're not.
Page t h r e e , i f y o u ' l l look t a l k s about a l i b i s . And
we're not t h e r e y e t and 1'11 e x p l a i n when we get there.
c%-
(inaudible question)
, you're
s o mental.
, what you do is t o g e t a c c e s s t o t h e crime scene
with, you're an amateur d e t e c t i v e , otherwise they wouldn't
l e t you i n there. Ok, s o t h a t ' s t h e only reason youf r e i n
there. And a s i t says on page two, where we a r e now,
FK-
page two, t h e two most i n t e r e s t i n g t h i n g s about t h e
crime
...
(Crash1
i n it)
's c h a i r goes over backwards with him
He g- e t s t o stand!
Yes you do. Put t h a t c h a i r up on t h e desk behind you and
you can stand.
Interesting
- does
t h a t mean weird o r s t r a n g e .
I n t e r e s t i n g means s l i g h t l y s u s p i c i o u s a l s o .
No, t h a t ' s not what I mean, now you s t a r t t o l i s t e n t o
what I ' m t a l k i n g about.
When we f i n i s h , do o t h e r people read our guess?
Your d r a f t , no i t ' s not a guessing game. You're
a c t u a l l y going t o solve i t by t h e end, by t h e time we
g e t t o t h a t page.
Do w e g i v e i t t o somebody e l s e and they j u s t guess
who i t was?
.
I
...
By t h e time you g e t t o page f o u r
Use another s h e e t (reading from i n s t r u c t i o n s ) of graph
paper t o d e s c r i b e t h e scene of t h e crime. 1'11 have
Include t h e
graph paper. Stand up ( t o
following, your f l o o r plan, o f f i c e , kitchen, l i b r a r y ,
I n d i c a t e doorways and windows.
l i v i n g room, h a l l
Mark an x a t t h e scene of t h e crime. Mark an E whdre
some evidence was found. Put a d o t t e d l i n e t o show
an escape route. Yes.
.
...
What i f t h e r e ' s two f l o o r s .
Then you draw a bottom f l o o r plan and a top f l o o r plan.
Can you say, l i k e , when you draw t h e escape r o u t e s ,
can you draw d i f f e r e n t ones i f you're not s u r e how they
got u t ?
Yes,
.
Sc t%Y-
S:
Where do we draw i t ?
T:
On graph paper.
The thing is you don't make i t s o obvious t h a t a l l of
sudden you come a c r o s s a video t a p e a t t h e beginning
of t h e s t o r y showing t h e crime and you solved it.
That's not what I want. This w i l l be included with
your s t o r y . You must make an o u t l i n e f o r a r e p o r t
and you must follow your o u t l i n e . T h i s doesn't
mean you s t o p two pages i n because you've found a
videotape with t h e crime on it. Because you a r e
i n c o n t r o l , and i f I don't want you t o t a k e i t a
c e r t a i n d i r e c t i o n , don't. To make a crime you have
t o f i l l i n a l l these things. Now your first
a r t i c l e of the crime is i n t h e morning newspaper.
You put t h e headline i n c a p i t a l s . And then you
w r i t e t h e f a c t s , i n those columns, t h a t you know.
You w r i t e i t i n column form s o you write i t i n
small sentences. Page three. Again you name your
f i v e suspects and an a l i b i is a reason why you
couldn't have done t h e crime. I was out d r i n k i n g
with my buddies and I've g o t f o u r people who'll say
I was with them. Yah, you say, your honour I was
t h e r e , I was home with my wife, watching t e l e v i s i o n ,
i t was Barnaby Jones I was watching, my w i f e i s h e r e
i n court and she w i l l what they say, corroborate t h a t
evidence.
(student asks a question inaudible)
T:
They're a l l going t o have reasons. They're not going
t o say, Gee I don't know where I was, I guess I did it.
They're going t o say something
anything. Now t h e
next p a r t , suspect number blank, h i s a l i b i was t h e most
suspicious because
and you put t h e reason and then
you say but t h i s suspect c a n ' t be proven g u i l t y f o r
c e r t a i n , because where they were doesn't n e c e s s a r i l y
mean t h e y ' r e g u i l t y . Maybe they were somewhere where
they d i d n ' t want anyone e l s e t o know. Ok, s o you c a n ' t
j u s t say they 'r e g u i l t y because they don1t have a good
reason. Ok, now, you decide t o set up a s t i n g . ?
A t r a p t h a t w i l l l e a v e ( r e a d s from i n s t r u c t i o n s ) . Yes?
-
...
S:
Well mine i s about a d o l l with a dozen diamonds i n h e r
h a i r and she i s already gone s o she c a n ' t do i t again.
You've g o t t o change i t , you've got t o change your s t o r y .
Don't g e t locked i n t o a s t o r y , t h a t you've already done 0-kf i v e d r a f t s during t h e year. Don't g e t locked i n t o your
s t o r y t h a t you've already g o t i n your mind. Let i t go t h e
way t h e s e pages a r e taking you and you might open up new
I'm getting quite a
pure horizons. Thank you
c o l l e c t i o n here.. ( t a k e s second pen from group of g i r l s
hand i t t o me. Well i t ' s
a t f r o n t t a b l e ) Don't
mine now. I ' m going t o have t o g e t another drawer,
o r a locker.
...
...
Page four.
( s t u d e n t s p r e s e n t s a s i t u a t i o n where t h e a l i b i would
be questionable)
So t h e i r a l i b i would be very suspicious because a
c o n t a c t a t t h e newspaper s a i d t h a t he saw t h i s
person i n town t h e day of t h e crime. Yes.
What i f
...
Ok, well you're t e l l i n g me t h e s t o r y , and t h a t ' s f i n e ,
but
No, but
... i f
t h e maid did i t ( i n a u d i b l e )
.
I
That's up t o you i n t h e s t o r y .
( q u e s t i o n from page f o u r regarding y e a r s i n jail)
Depending on t h e s e r i o u s n e s s o r t h e expense of t h e
the
item t h a t he took. Page f o u r , t h e plan
s t i n g , i s r i s k y i f i t f a i l s , because
i f you p u t
an i d e n t i c a l r e p l i c a say of t h e t h i n g t h a t was
s t o l e n o r i g i n a l l y , and t h a t g e t s s t o l e n then you're
out two of these things. A l o t of money. And t h e
f i n a l newspaper s t o r y of t h e t r a p and how i t worked
and put t h e headlines i n f u l l c a p i t a l s . It would
probably help i f you drew l i t t l e l i n e s with r u l e r s .
There c a n ' t be another q u e s t i o n anyone can t h i n k of.
Oh, *-
...
...
When's t h i s due
It's an ongoing thing.
.
S:
(gives plot outline)
T:
Don't t e l l
surprise.
S:
Can we s t a r t ?
T:
Ok.
'... t h a t ' s
an e x c e l l e n t s t o r y , but i t ' s a
I w i l l put t h e f o l d e r i n one of your groups desks,
1'11 a l s o g i v e you a paper c l i p , and a blank piece of
8 x 11 which i s t h e same s i z e a s t h e piece of paper
t h a t you've got. T h a t t l l be your cover. And a paper
clip w i l l
y o u ' l l have your cover, which may be
blank f o r a while, this, and then once you f i n i s h your
e won't go past t h e
o u t l i n e you then do your d r a f t . W
d r a f t s t a g e . We'll c o l l e c t t h e d r a f t s once we g e t t o
t h a t stage. When you completely do your o u t l i n e ,
f u l l y , remember s t a y away from s i l l i n e s s , names t h i n k
of a c t u a l names i f you want t o preferably not i n t h e
c l a s s . For t h e b u t l e r t h e maid t h e dishwasher, t h e
gardener.
Yah, what kind of shape t h e room was and what e x a c t l y
was taken.
...
.
S:
Can you have something taken l i k e
T:
What does i t say?
from a mansion.
S:
How about
T:
No, t h a t ' s approaching s i l l i n e s s .
Student q u e s t i o n
....
... something s e c r e t and valuable ...
...
.....
-.
T:
No but i t must be s e c r e t and valuable.
S:
Can w e start now?
S:
Oh, I h a t e
T:
Ok, remember you're not brainstorming within your group.
This i s again your
l i t t l e project.
... ( i n a u d i b l e )
...
Teacher c i r c u l a t e s answering questions.
T:
END
That ' s f o r your cover.
APPENDIX E
TEACHER B INTERVIEW
245.
First of all, I'd like to ask you why you decided to become a teacher and
what your teacher training was like. Where would you like to start?
CODE
Um ... I got into teaching the same, for the same reason that I went into
the police force is that I admired the profession that I wanted to get into ...
and although I wasn't you know, an " A student I had a good school
' I
experience right through until ah secondary, and ah ... probably I ... went I'u-2-into thepolice force first before becoming a teacher because I wanted to
prove ah that I could get into the police force I think to my father. For ah
more specifically ... and then once that became boring I had to look
around and I just looked upon teaching as a profession that I really umadmired the people that were in it that I had come in contact with and um
also I appreciated the perks that go along with teaching that - and the
main one being the two months, um, off at, during the summer because
I'm not the type that wants to - you see I'm I'm really talking to you, I'm
1)
talking to the tape I'm not talking to you - um, 'cause I wanna see my kids f'~cy
grow up and ... I wanna do things as a family and I think this gives us a
real opportunity to do things as a family. It's a small thing and people
automa - "oh, you're a teacher, you get two months off," but you could,
you really need the two months first of all because ah teaching is so
emotionally draining like over that - not necessarily a week to week but I
think it just builds up and builds up, builds up until finally end of June
comes and I think you really need the R and R to ah, to get yourself back
into reality to get yourself refreshed for the next onslaught. I think ah, ah and that stuff - I want to stay on the question - um, um, so there, the, the
obvious perks to it the fact that I'd admired the profession, um, I like the
creative ability within the profession, particularly at the elementary level - fk
so I, 'cause I didn't have a specialist or specialty that I could teach in high
a
school so that kind of narrowed me right down - that's where I was going
- and I didn't really want to teach ah ten blocks of history every day so this
-. Elementary school is the one I was going into.
-
Did you consider high school to begin with?
Um, no. Ah, but it was it was really a decision that was kinda made for
me so I accepted it immediately. I had sociology which is the biggest
white elephant around - (pause)
You, oh I see you took a degree in sociology?
Yeah.
At the university?
Yeah, so ah -
R:
That was after your police work?
-
246.
CODE
No, this was before, and then I went to Europe and ah applied while I
was in Europe and I knew I was accepted-accepted-but they said it was
about five months before 1, so I, I knew and I figured that, um, the, it was a
study of people in groups therefore what better way to employ it rather
than being in the police force. It was Riot control and all that stuff Yes.
I talked to people in groups at accident scenes, things like that, so I
thought there'd be some use against my degree but as far as teachability,
it just wasn't there, so the decision was made for me. Um, there was a lot
of distractions in high schol that'd be a little bit trying and ah different
things -
Such as Oh, the um, the things that have caused teachers to be fired, the
distraction, the female distraction, the things that are completely - plus it's
a, it's a - I think I may do it later on when I'm happier and more, um,
satisfied with my teaching style and teaching, ah, 'cause I'm still not sure
of myself and ah and bouncing from grade to grade and school to school
doesn't help a whole lot not knowing really, you really, it's hard to - and
we'll talk about that more I guess later on but it's hard to really get into
teaching when you're never quite sure whether this next year is gonna
be your last year - through no fault, no fault of your own. But ah the fault
of things that happen - outside influences. At teacher training? Um, I
think because of my age, and, and because the emphasis is on sharing
and really they seemed to be a goody two shoes ah, very mavily primary
oriented I really didn't enjoy it that much. I enjoyed some of the profs but
a lot of it, the inter-action with other teachers I really didn't get into..; or
'teachers-to-be'.
Do you think that was partly because you were a mature student going
back I think so -
And choosing a career?
I think so, yah. And still looking at like, hey! This person is gonna be
competing with me per - maybe directly within the same district. Why,
why do I want to share ideas that I've got with this person and it's not, it's
a pre ... not a very altruistic way but it's probably more realistic and I just,
you know, the word sharing sends shivers-shivers-up and down my
spine because of that.
We talked about that -
54-
3
247.
CODE
Yah l know, yah.
On the other days, and I thought that was, that was quite interesting. Do
you want to talk about that a little more and tell me why, why it sends
shivers up and down your spine? Did you have some experiences that
had given it a negative sort of connotation to you?
Um, it just, maybe because the type of person I am. I'm not a gushing ah,
I'm emotional and I - I'm not cold by any means, but even the writing
process, video we saw the other day showed a guy who I guess was
heavily into the process and he was - every idea the kid would give he
said "Oh Billy, that's a neat idea, oh that's a really neat, that's a nifty idea''
and I , you know, almost woofed my cookies because I'm just, I'm just not
that type and that's why I find it difficult to work with the lower grades
-!
because - If... their idea of humor, or what's good in my idea of course,
I!-:
are gonna be different and I would rather say,' that's good to start with,
now let's not leave it there, let's take it a step further,' and then maybe
give them a couple of ideas rather than say 'ah, that's no good' or rather
than say 'that's great', 'cause kids know, they know when something is
great and when something's not and they'll say 'You know, hey, my
teacher, I showed him this and he thought this was great's0 I, I'd rather
bring the kid on a step further rather than say 'Hey, that's great, Billy' and
that's a lot of what was going on up there and I really found it hard to get
to, get into that mentality and I think it was just coming out of the police
.
force and that mentality which you tend to get, urn, ah cynical, um, you
3.5
look at the negative side a lot, you figure people are scum (laughs) the
general public is scum and maybe that was part of it - I wasn't right out of
grade 12 or right out of the university education program - hycped along,
and I think maybe that, and I, I'd rather not be, I'm, I'm quite happy with ah
a
,
my background but I think a lot of teachers may look - oh, this guy's a
i &'"I
new t, a temporary and he's so cynical about the system already, boy,
there's no hope for him. You know, I'd rather be a product of ah, of the
work force into teaching rather than just uh, completely within the
academic cocoon of ah (long pause)
F,
'
4
- -
-
-
Do people tell you that you're cynical?
Oh yah I was told. You know, laughingly, but I'm sure there was some
truth that uh they said 'You're the most cynical first year teacher I've ever
seenl.l says 'Well hey, I'm not nineteen either, I'm, I'm thirty-one.'
And you have had a career in which you had to deal with some of the
harsher realities of life.
-
Yah. So I know when someone's screwin' around I'm not gonna accept
that or I'm not gonna tolerate some language. I'm not gonna ah
hypocritically chew out Johnny when he knows I know the word - I know
he knows the word and he's just said it in the heat of the moment and the
word has slipped out. You know, why, why have him do five weeks uh,
Pk
4
'
garbage duty? Why not just say hey, yuo know, let's, if you're gonna say
this out loud you may have John and the little primary kids standing
around the corner and I don't really want him exposed to that - he'li pick it
up as he goes along but let's not, let's keep it between ourselves, that
type of thing. So maybe, you know, I can't remember the exact cynical
moment but ah, there are a lot of things that I questioned what was going
on that probably maybe an ordinary temporary maybe wouldn't have, so -
CODE
But you describe yourself as cynical?
I know I've got - cynical is maybe not accepting everything at face value
because of the position I'm in.
That's what I was wondering, yah. You were saying there were a couple
of things that, that had made you feel that way. Such as?
-
Um (pause).
One thing was maybe - was going back from different teaching situations
being a temporary? Would that add to it? You seem to be a little
frustrated about that.
Oh of course, yah. I think I have every right to be. But I think, um, the
&.
I
hypocrisy sometimes is not really putting the child's education in its
I ,I.
proper perspective or proper place in the k, in the kid's life, and to not get
an ulcer and to worry about it and to almost to get para - say 'hey, don't
wring your hands over this'. Some of the, the most successful
businessmen didn't get through high school. It's changing of course
now, and they're hearing all the scare literature from the meaia about
how you just won't be able to survive unless you have a university
education but the fa - the kids are only little visitors in your life, you've got
"
"J J
to do the best you can tell them the difference between right and wrong, w.
i
hope they understand but as soon as they start going to school you start
to lose your hold on them. And parents wanna take stuff away on
holidays, take math sheets away, you just have to say 'whoa' - um, 'do
r
you wanna make this a pleasurable time for him or do you want him to
/ (,.
just hate it and never wanna go on another vacation again?'
a
r
I
,
~
Do you find a real change here? I mean parents becoming more
concerned about their children's education and, and wanting them to be
doing more?
It's, it's difficult because I found it more in this grade level than in seven
which I've had. Seven it's a sink or swim mentality a lot of times. The
kid has gone through six years of school, he's almost through his seventh
or whatever and the parents are tending to be more laissez-faire. Now
whether it's just that the kid gets really 'owlly' when mum's lookin' over
his shoulder or whether they figure you know, you've gotta start makin' it
on your own, kid.
-
..
,
d
249.
CODE
Yah.
So that's a little different. I can't really make a judgement on that, but in
this school I've really noticed that the parents are really concerned and
I've had one that wanted to take away, take math sheets and everything
else for moments - it's ah when they're waiting for food at a restaurant.
things like that and I say well, I'll give you the sheets and I gave her a big
thing on, on hockey 'cause the kid really loved hockey but he's not
motivated any other way. I said but you're in charge of these so you don't
just hand them all to him so he just burns completely out, and I said you
make sure the moments you pick are moments when there's really
nothin' else goin' on, it's on a plane or somethin', there's clouds down
below and he's got a couple of minutes, then just give them out sparingly
and give them out over the course of two or thi-6e years, don't just think
you have to have them all done over the summer so - (pause).
How did she accept that?
Fine. Yeah, I find I say, look it, I've got a three and a half year old. A lot of
times I preface that - I says 'you, you're really askin' me to parent your kid
for you, to, to get into parenting. I said that's a really - I don't want you to
get upset, I will tell you what I would do based on a teacher's perspective
and what I'd like to see done, and I'm not gonna tell you how to raise
your kids, I've only got a three-and-a-half-year-old and a one year-old what can I tell you? Ah, they don't tell you how to be a parent, they tell
you how to drive a car, they tell you how to do everything else, they don't
tell you how to do that.
*
No courses on how to do that.
They accept that a lot better - when you preface it, kinda qualify
everything and then say 'okay, if you really wanna know, here's what I
would do'.
Do you find that's also true in teaching Oh yah.
In the classroom?
Sorry?
In terms of qualifying things and saying 'okay, this ij, this is where I'm at,
this is what I'd do'. I'm thinking of Matthew.
Yah. I would find it very difficult to - I've seen the prwious teacher's
comments on his report card and she actually addressed a comment to
him. Essentially, why are you fighting us all the time? Why are you
'
1 L--
f
250.
CODE
fighting authority all the time? When there are things that once he
realized he can do something right it's just like a complete - it's always a
social thing and you want to and he knows a lot about the court system
and a lot about police which leads me to believe that he's getting a lot of
stuff from home filtering down through like ah 'Goddamn lawyers' and
everything else, he knows a lot of stuff about that and he's heavily into ah
crimes and what can, what can the law... all this stuff. And I'm wondering
where he gets it. I mean I find it difficult to - no, it's just But dealing with the parents, you find that.
-
Oh I love, I love talkin' to parents, I, I don't like the time it takes, it seems to (
.,
waste a lot of time, particularly talking to parents whose kids are
wonderful and you spend ten minutes saying 'oh, your kid's wonderful.
Oh, how wonderful? How is he on a scale of ten? And things like that
and, um, I mean you look at the clock and you, what you've said you
could say in about a minute and they could go and you could have
fourteen minutes to talk to the parent you really need to talk to. It's all in
about ten-minute slots and I'd rather say your, your child is doing
wonderfully, I really don't see any need to have an interview. But, again,
from a principal's point of view, if you ever had a good kid, wouldn't you
want to have these talks? So, so there's lotsa ways of looking at it - I
think the second report should be a little bit more selective - I'd like to
see an upgrade on the first report come in so you can attach a name to a
face when you get a letter from home Right.
And they know what you're like. The second one, it just segms like 'oh,
God, another three hours or six hours altogether,' and, um, 'cause
usually the number of kids you wanna talk about has, has decreased and
it seems like it's always the best ones which, maybe if I was a principal,
I'd appreciate that.
Well, do you, do you think that, um, there's a lot of PR. to being a
teacher?
No, there's a lot of P.R. about being a principal.
But that a teacher has to be involved?
Yah, and they are involved.
How do you find that generally?
Again, it's my situation. I have, I have no choice. Um, I really don't have
any desire to get into administration so I, but I can see that the, the
necessity for it because you're really, you gotta sell your school and
show them, show the parents - hey , justify the money you're spending in
1
7
251.
CODE
taxes, so I can certainly understand it. And a lotta times you hear about
something at the end of the day, you say 'oh, God, another' - you know...
but really when you do there usually they're quite tame and, things like
it's, it's sometimes the 'meet the teacher' thing in the beginning
that
turns that into an interview - I know you're not supposed to interview...
you're not supposed to talk about - 'how's he doing,' you know -
-
Yes. You end up talking about the children?
Sure. And
- (pause)
And you'd rather, you'd rather not do that.
Ahh, I'd rather talk about other things early in September - what we're
gonna do and things like that - how do I kllow what Johnny is like two
weeks into the year? I don't, I heard things about him but I wanna give
him a chance to have a clean slate to start with.
.
//ib7 -
Well, we started this with talking about sharing and why you - (pause)
Yah.
Feel uncomfortable about that and, you went on to how you'd rather not
just tell all the students 'well, I think you're wonderful at this' or 'this is a
great idea' - sort of just accepting anything they come up with as great.
Mmm mm.
Would you describe it as, as wanting to challenge them
-
.
I
Yah, (pause).
To reach, to reach a higher level?
Yah. And if something's genuinely good, I say it's good, and, um, but it's
just the kids that are not putting any effort into it and don't think they've
been told once that 'they're no good in arts, and they're no good in art'.
'They don't wanna do it, they're no good in math.' Just same old - try.
--3
That's what it comes down to. If a kid will try I'll have no end of patience
with him. It's the kid - I don't care what, um, potential they have. If they
;LL
say oh, 'this is boring', or 'we've done this before'. 'I don't wanna do this'.
- I have no patience with them. I don't know where that comes from.
How would you describe the kids in general? Ye;
day too about the, the economic area and ah Talking about now this school?
talked about that one
4
8
252.
CODE
This particular school here and the kids here.
Yah, that, that would have something to do with it.
Do you think that has something to do with it? You mentioned earlier you
thought there was a link between the area and the attitude.
I can't really criticize that. I am from a very affluent family and my wife
always says 'oh you were given everything,' so, urn, but our father would
do it and then we he would, he'd buy me a car - he bought me a 64, 1
probably told you - a 64 Vauxhall. So he gave me my car. I didn't have
to buy it. I needed it 'cause I had to work but uh, that was when I was 16.
He bought me the car. It was the first standard I'd ever seen. He took me
down to the dealership, bought me the car, and then - whewt - took off, so
I had to learn to drive a standard in the time to get home. I, I knew the
basics of it that was all, but I had to drive that car alone from New
Westminster out to Coquitlam. So he would do things in a certain way
and some people think that's, that's mean. You sure learn to drive it fast (pause).
',
-.
"'
--
-
Yah, I'II bet.
A pile of iron filings under the car and this is the clutch not the brake and
under the auspices of
so and. And he would uh, he took me up to
looking for a job and talked to the boss and introduced me to him, he
introduced me to the chef - I think I told you this story before No, you didn't.
C
No I didn't, no, no, and, urn, talked to a number of people and then we
went out to the car, he says where are you going. I says goin' home. He
says no, you start work in three hours. And so and he says I'II -or Larry
will be up to pick you up at midnight. So that's - I was working. He hadn't
- he got me a job but he didn't allow me the luxury of being able to sit for
a few more days. The job started and I was working. So he had a
different way of doing things. And whereas I didn't have to pound the
pavement for, to look for a job, he got me the job but you were in - right
now, you were working. You didn't, you didn't have certain little luxuries
going on, so in a way I got things given to me but they were given to me
in such a way where it really, it wasn't the best thing in the world, it wasn't
the nicest way of being given something. So, urn, so a lot of these things
may be uh - I, I find if awfully hard sometimes to figure out where this
dislike for kids who won't try - maybe it's a natural dislike for things
because you present something to them and you've got the best scenariaq?.
4 '
in your mind - all the kids will love it, all the kids will work hard at it and
produce wonderful things and some kid just - 'what's this' - and you've ?.,
put work, in not just maybe the sheet but all the follow up stuff and they
say 'ahh this is too hard, I can't do this'. Mmmmm (Grrr) I could just, I 1 IJ
could just strangle - (pause)
I
'
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A
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253.
CODE
You're really, you're really frustrated by that:
Yah.
Do you think you translated that into a resentment?
Yuh. I pride myself I'm, in not holding grudges. I get mad as hell at a kid
one minute and I'll be just, I'll be their friend the next day. But in this type
of thing, urn, it's initial frustration.
Because of the work you put into it?
Yah, 'you don't know what, what I've done to do this and almost - how
dare you not even give it a chance? If 5 kia tries and can't do it - fine, I'll
help you along - 'how dare you do that?' - and I think it's a lot of - if I had
more patience ... but 'that's not fair, that's not fair'.
-1
4.
I
.-
- -
Yah, let's talk about that.
Yah.
Where do you think that comes from?
I, I really think it's, it's the way it's developed in this class that everything
is in a democratic process.
Could you describe that?
.
I
A lot of things, uh, on Friday they get a vote to what they want to do in
P.E. on Fridays.
And the majority of the class Yah.
Does the teacher initially put up suggestions or do students initiate?
No. The students put forth and the ... and I, I said well look it, I don't really
want floor hockey because it's not a, ah girls don't like that sport and
p.2
\L
because boys outnumber them that means they're the majority and I said
floor hockey - you played floor hockey every Friday till ad infinitum - 'but
Mr.
we got to vote on it' - so -- a lot of things I've had to put down
I said and I've given them reasons, anr! It's based on either the fact
that I don't want Grade fours interspersed among the class because I
FC
want to be able to have them in a certain area for, it's just logistics and
practicalness in talking to them. That, that's why they understand all this,
and a lot of other things, ah, parties and things like that and I've pretty
well vetoed that, but I really find it hard - everything I do that may not have
-
+
-
-
10
254.
CODE
an ounce of fairness to start with from a kid's point of view that they didn't,
I didn't tell them about a test three weeks in advance. They're so used to
some things, they really find it hard to, uh, but again that's ....maybe thatI've never done this before, I've, I've inherited a class in January, but
inheriting a class after four and a half months of, of a person's teaching
style, and she probably had a very good way of doing it, she probably
knew where she wanted to take them but made them feel like it was a Cd,
democracy.
-
Do you think there was, that they would learn anything from, from what
you sort of call democratic process? (he shakes his head) You don't
think so.
No. 'Cause life is not very democratic. You think it is because you've got
a vote. But when it comes down to it, um, do you have the option whether
to pay your taxes or not, whether to pay your bill or not? Yah, you do if
you're willing to suffer the consequences of not having cable or hydro
come in, so really, I mean this thing of democracy... I'd rather teach
responsibility and things like - other things like that. Democracy is such
an overused Western term, it's always the democracy against the Reds ,
and, ah, we're probably a lot more freer because we can state our
1 jiw
opinion, but talk is cheap sometimes. You can state your opinion till
you're blue in the face but then when you get involved in the democratic
process you get caught up in all the lobby groups, all the, the things that
you never know about as, as a private citizen, and you say oh, gee, I
guess it's better if I don't proceed any further with this, I'm part of the
system now and it's very comfortable and so -
*
%? : - ;
So you think teaching responsibility and, and -
/
Say consequences, ah Consequences for their behaviour?
-
Yah, I, Iyah I just find it very hard to I can't worry about, ah, so we didn't
take a vote on this. This is not a - a lot of times when I've been teaching I
said this is not a democracy and don't ever think that it is.
You have said that to the students.
Not to these kids. I don't think so. But to my other - that's, I get that right
off the top this is a dictatorship, but I feel that if I ever teach you anything
I'II justify a lot that I do. And if you think I don't have a good reason you
ask me why, and I'II be glad to tell you. Why are we even learning math?
Let's, let's talk about it. Things like that.
-
So you feel, ah, that basically you are the authority in the class Oh yes.
4
A
-
,
'
i
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255.
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CODE
For children that age Yah.
And that they should respect and seek your guidance.
Oh yah, you, you hear that respect has to be earned and I think that's
true, and, um, a lot of times I'II go out of my way and explain why I'm
doing th - even though they may not ask, 'cause I don't want them to get
into the - a lot of times - authority at that age, they're frightened, they don't
wanna ask questions. They don't want you to think they're stupid or
things like that so I'II go as far as, um, telling the reason why I'm doing
something even though it may not seem fair to them: 'this is why we've
got to do it'.
&
Q
'
Do you find that telling them the reason why you're doing certain things
in the class helps them overcome...
Yup.
This attitude of - it's not fair?
Yah, yah.
If there's a reason, they accept it?
Yah. 'Cause sometimes the reason comes down from above.
Sometimes it's a housekeeping reason, sometimes it's logi&cs,
sometimes it's practicalness, sometimes it's - they would never consider,
ah, sometimes, it, ah, like the movie, the video - why can't it be PG? .Why
can't it be, uh, Restricted, you know, even though it - uh, 'we'll, we'll take
letters home, we'll bring letters home', I says, 'it's not really worth the
hassle - on the last day of school I don't want a parent phoning me all
upset'. They say, 'oh, we don't tell anybody'. I says 'all it takes is one
parent, it's ruined. My career may be ruined because of that'. They don't
understand the - (pause)
They don't understand?
The, the possible ramifications of something like that happening and,
'well, we'll vote, we vote on it" though, you know.
It's easy sometimes to assume that the children, that they're adults - we
talked about that one day Mm mm. Yah.
fh=
EL%-
12
256.
CODE
You were saying that you had to remind yourself all the time that, they are
just little people, they're children and they, they don't have the emotional
or intellectual maturity to, to really relate to the things - (pause).
Yah.
That we as adults -
I know, (pause).
Consider problems.
And fairness is even a thing that they. They understand it only
egocentrically, whatever.
Yah.
Egocentrically?
In terms of themselves?
Yah.
What's fair to themselves.
'It's not fair to me, doesn't seem fair to me so it must not be fair to
anybody' and, ah, 'we got to talk about this and vote on it'.
So they may not, necessarily, even think in terms of what's fair to
somebody else.
No.
Yah. Yah.
Yah, 'cause if you're not prepared for an exam and prior to that you've
been notified weeks in advance of every exam and you're, you feel that
you're not prepared, obviously it's not gonna be fair to you.
Mm mm.
But if you've explained that ah, preparation has to be an ongoing thing
and, ah, it's really a, a test to how, to see how much you have, um, over
the long term remembered, not short term memorization because you
happen to look at the paper two minutes before writing the exam. So,
you know, you can explain it to them -this is... and take the anxiety out of
it and say 'hey, it's just a, it's a quiz'
Yah.
,- -.
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13
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They change these things or it's not worth, it's only worth a portion of your
report card mark, don't worry about it, relax and Would you, would you describe the students here as being marks
oriented?
Yup.
Is that from the parents?
Mm hm. I think so. 'Cause they're very, probably very, urn, pragmatic
and, uh, everything has value, uh, monetary, lot of monetary value on
things and, uh, competition and uh Competition is, is an important thing for the parents you think?
Yah.
In terms of, of their children competing against the world?
Well, right now competing, uh - yes (pause)
With each other in a classroom?
And also on Saturdays and Sundays at swim meets and um, that kind of
competition they're heavily into also. So, you know, I don't know how
much push there is from the parents to get their children involved in this
but I'm hearing all the time... swim meets, soccer tournamenfs and all that
stuff, so.
Why do you think parents are so occupied right now on putting pressure
on teachers to, as you describe it, to have the children get good marks
and, and be better than the next child and to have a university education
to be somebody in life. Is it because that's what they have been told or is
it (pause).
-
No. I think it's because that's the way they feel the society's going - high
tech --- highly educated will be, the highly educated people will be the
ones that will make the, the large dollar.
So they're concerned for their, for their children's future. And what
they're going to do with it.
If it's valid or not I don't know. From their point of view it is. And they're
probably more in tune with it because they are out in the business world.
We are - implementing computers as thz Board sees fit; we're not looking
at a large scale, we don't know where it's going, we see the, the scenario
of having modules at each desk and the teacher having the master at her
f
desk or his desk. Things like that. Maybe that is in the future, but, uh, I
don't know.
CODE
Okay, maybe we could, um - (pause)
Yah?
Talk about your role in terms of how you would describe the teaching
situation for you right now. Where's it going?
Nebulus.
How you feel about it? Nebulus?
Yai~.~ n I'm
d angry. I always get angry at this time of the year. And, uh, Because you feel unsure? Yup.
Where you're gonna be next year?
Yes, yes. And 'cause I find it hard, I'm not into teaching as much as I
should be as far as the technical part of it, keeping up my literature.
Technical?
Well - what's the latest,er, reading test? What's the latest, I, I really find it
hard to get enthusiastic from a, a technical point of view.
Do you see that as an important part of the role of the teacher?
I do, yah, because I, I'm, I'm finding it too easy when I go home to shut it
off. I do not talk about it anymore, I haven't talked about teaching to my
wife, you know, on a daily basis since my first year. I, I couldn't get home
fast enough to talk to her about the anecdotes that went on during the
day. Wh, things that we did, uh things that came up, just on a daily basis.
And since I was laid off, all of a sudden, it, teaching has lost a lot of it's,
( /:"
urn, freshness, to me. I still enjoy it. I don't, I don't know if I love it
anymore, I enjoy it.
-.A-
You loved it the first year?
I l0vaA
,
,:,,' the first year, and I saw it - I'm in a career, I've got a career, I love
going to work, I can't get to, get out of bed fast enough to go to work. I
love staying late, within reason. I still like being home with my kids but,
um, all of a sudden, um, it's become very sour, uh -
You relate that to the layoff?
c)J
c
,
CODE
Oh yah.
You think that's where you saw the change in yourself?
Yah, oh yah.
If you were to get a permanent contract and know that you were to have
that position for some time, do you think that - (pause)
All the energies have just
-
(pause)
Or have the energies gone?
No, no. First of all, it's, it's, there's a financial consideration in t h e too.
We've, my wife and I've had a lot of fights because we don't have enough
money, uh, not to say we didn't have fights when we did have a lot of
money, but it's very bitter. Ah, it's caused a lot of bitterness between us.
Um, there seems to be a non-ending onslaught against teachers, um,
and it just seems
-I
-
.-
,
i
J
-
From the media? And
- (pause)
Yes. No, no, not necessarily the media. The media's usually very
supportive because they're usually very socialist in their leanings, uh, the
Sun's very NDP.
The public?
/
The public unknowingly, and ignorantly usually. It's just 'cause they've
had a bad experience with a teacher in 1935, they feel that teachers are
worthless, and, and because I'm in that profession I get very sensitive
about it and, uh, I found that, that the days when I was home, that during
the strike were the hardest I've ever had, because I was listening to talk
shows and they had so many people phoning in saying fire the whole
bunch of them because this was the Reagan and the air traffic controllers
- he just fired all the air traffic controllers, so this was very vogue at :hat
time. And then Bannerman was very party to that and it really got me
upset and, ah, and ever since I've had to waste summers and not be sure
that I was gonna work the next year and to scramble around and, ah,
almost get into pro, prostituting yourself and, oh, 'get into French
immersion, that's the way to go, that's where the jobs are...' So, I'm not
teaching to, to teach French immersion, I hate that, ah, concept, I don't
think it has any place in British Columbia. I think it's so elitist it, it':
disgusting and, uh, things like that you get into, you're really political and
it's, and I was warned of this. I, they said don't, the teaching is the easiest
part of it. The politics, the interpersonal relationships on the staff, uh, uh,
conflicts you have with your principal, the parents, all the peripheral stuff.
The kids vou'll have the areatest time with. the. the teachina is not
..
tl,
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260.
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drudgery, it's great, and it's come true. Ah, I've had no trouble with staffs
or with, with parents or principals but it's been this other thing that, uh,
and it's my age I think that I, I'm feeling very affronted that someone is in
my way when I'm thirty-five and still haven't started a career 'cause I
don't, even though I've been in teaching for four years I figure I haven't
even started yet. Because technically when June 30th comes, I'm no
longer a teacher,.lVmjust out there. And even though I've got some
experience and it's in file somewhere, I'm not a teacher. I mean that R:
How do you feel personally in these terms? Do you still feel that you're a
teacher?
T:
Ohyah-
R:
Even if the School Board doesn't?
T:
Yah, that's my profession, yah, that's my profession but that doesn't
count. Who does the hiring, that counts, and as far as they're concerned
I, I'm no longer on their payroll and I have uh still medical and dental
through the summer but its their whim whether and, and if, as a free, I
guess a free enterpriser would say well that's the way it should be. The
employer should have the right to hire who they want and, uh, I think free
enterprise is one, is so over, um - (pause).
6-'+
.II
,,
I-
R:
If you'd been in another province at another time when this isn't
happening, you know, this situation that so many people feel frustrated
similar to you -
T:
Yah.
R:
Do you think you'd feel differently about teaching after four years?
T:
Oh yah, yah. For one thing, I could devote time to more specific things
within the classroom. I spend so much time preparing new units for new
grade levels that if I would've taught four years say, even three at the
same grade level all the, the outside, the bones of everything would be,
uh, would've gotten the kinks out of the units and been able to, to
-specialize, to really fine tune the units. And, and to, to get on a larger
!
scale, to say okay, this unit, even though it looks initially like it's going in
this direction, I found the last two years the kids really get off on this part
of it so we're really gonna, and this year we're gonna really focus on this
The, uh, and maybe a life skill, uh, lesson like responsibility within a,
within a unit, something that, but the way I'm doing it now is we learn
Sclliirk and we learn about who he is, what he did on a general thing and
on we go to the next and I find myself, because the time that, I just get
presented with a mound of material all based on previous units and I
have to kind of sift through and find out and get it into a time line and
everything else, it's just a - (pause)
C
-
17
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You spend a lot of time organizing Yah, it's ridiculous.
And preparing. Do you like planning?
I used to. I did. My first year, I loved planning. When I inherited that
class in January I spent my whole December holiday planning. I was up
nights, I was typing, I was just - and, which is fine, it was a means to an
end and I appreciated the job but 'God' I said to myself, what a waste, an
absolute waste of time. Had I been teaching grade seven the second
year I could've been taking so much, taking things out, adding things to
this year, taking it in different directions but instead I was starting from
square one again.
Do you see that planning and organization as a really crucial part of
teaching? Does it make you a better teacher?
Oh yah. Because you're not wasting a lot of time at night, um, typing
something for the first time and running it off the next day. You're, um, as
I say, for if you're looking within a unit you've already made and you've
made anecdotal notes about good things that have happened and a note
for next year - take this. You know?
So being well-prepared is something that is important to you as a
teacher.
Oh, yah. I can't stand it otherwise.
/
What other things are important to you as a teacher? Thinking back also
to the, the year that was so enjoyable to you. What do you like the most
about teaching?
Um, routine - is important, and the kids get into a routine - 'cause when I
was, ahhh it struck me really you always like to have a quiet class and
it, um, there are times now when I've learned I don't want a quiet class, I
don't run a quiet class. There are times when I want it, times when I think
when you're sharing you can't have as quiet class but within reason
depending on what you've got as far as, um, where you are in the school
and what you've got for walls and things like that. But, um, when I was
doing a grade five practicum in Langley, I went into a grade seven class
just to observe and I was really struck by the routine the kids were in; they
knew (snaps fingers) it was nine o'clock, it was Friday, they were gonna
do so and so and they just went right to it. And it wasn't necesaay they're not like robots, they weren't robots but they knew the routine, it
had been going on for I think it must have been six months by that time
and I wanted to establish that kind of routine.
-
,
*,
:-
18
262.
CODE
That's the structure that we were talking about earlier from the last
observation.
Yah.
That some of the students, you said, were used to doing whatever they
want to do at a certain time or writing on whatever thev wanted to write
on.
Yah.
and they found it hard to fit into a writing structure such as that mystery
assignment.
But they were, they were in a structure, whether they knew it or not Mmm.
That was a structure and I actually, I guess wanted to take them out of
that structure and put them into another one.
That's an interesting observation.
Pa-
Well, it's, but they are structured because, uh, they're so used to doing
one thing.
Uh huh.
And that I guess that's a structure of, of sorts, and I wanted to'do, do
another, and as much as you try to get the kids saying.. 'Well, do you see
Miss S
here? She's not here', so they - a lot of them will go up to
me and say, 'we're supposed to be doing science now' And you would say 'well, Miss S
-
's not here' ?
We missed a Science class yesterday, or we missed a Socials class
yesterday, Science can, can hold. So I'm, in one respect I'm saying that .
- and yet I want the kids to be flexible.
Mm mm.
At a time when I think flexibility had or when I want them to do something
else it has to be flexible. So it's, it's kinda like well, I wanna establish
early in the year a routine so I shouldn't even have to be there. If a sub
comes in, it should be boom boom boom boom boom.
Long term's a different thing. I would give, if I wasn't, wasn't gonna be
there for the last two months, I'd give more reins and I'd certainly make
the class aware of hey, I'm not here anymore, I won't be here for the rest
19
263.
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of the year. So and so will come in and he says you just, you don't
question it, you uh It's habit We're doing different things, yah. You're old enough now and 1 want you
to show him that you're, you have this flexibleness within you that, uh,
~$2"
you can take a situation and, and adapt to it and, 'cause a lot of times
when a kid can't do something he says ... well, okay, your life depends on
whether you can do this or not, whether you can change it so you can
understand. I'm thinking of that spelling test. 'Now if your life depended
on it, how would you do it? 'Well, www.' 'okay, that's fine, well why don't
you think that before you ask? - Number, number, 'member that? I did a
numbering in this spelling test, I did a number - I missed a word -
--
Mm, I noticed that.
And they all went. Ahhh! I just couldn't believe. That drives me nuts too.
They almost thought the whole thing had been wasted up to that point Yah, crunched the paper up, start again. I said 'no, look it, number nine
is so and so, number ten we missed, and number eleven put a ten beside
it. Now, wasn't that easy? And they all - mmm. Things like that, things
like that frustrate, again that's the thing - 'I can't do it 'or 'boy, what a,
made a mistake that's it' 'Crunch this up, well I'm not gonna do it.' Boy!
.
i
--
-
Which makes you feel resentful because Yah, I did, I made a mistake.
Yah.
Okay, so I say 'let's just whoa.'
Yah. Okay, so one of the things that, that
routine.
were looking for was
Mm mm. Establishing a routine.
Is something that you enjoy.
Yah.
Anything else - come to mind on the spur of the moment?
Umm -- yah, establishing independence and, uh, at a high level in Grade
seven, and -
P,;.#
-+
CODE
Working towards the students having independence?
Yuh.
What about yourself? You?
That's why I like teaching.
How do you feel then, what, uh, thoughts do you have? What kind of
intrinsic rewards are there for you as a teacher then, if, if getting the
students to, to establish routine for themselves and independence is
important It is a lot less time wasted on, say, 'okay, now boys and girls', - it's really
getting rid of a lot of the stuff that they do in the earlier grades. 'Okay
boys and girls, get your pens, put your other books away, now get your
textbooks out', uh, all the, the housekeeping. You stop everything and
the transition. I'd rather have them say 'okay, it's quarter to nine socials', mmmm - it's out - (pause).
That's why
1 k:
-
... (pause).
-
So really, it's just getting rid of a couple of steps less wear and tear on
my vocal chords, um, selfishly it's giving me a lot more time to circulate,
to, to get, start worrying about the kids who are over in the corner to, to
get more into them rather than wasting a lot of time talking up at the front
of the class on five minutes wasted at the beginning, five minutes every
transition or ten minutes and, having them being more responsible. They
know what time it is. They know in socials they need a textbaok and the
exercise book and that's why
.--
1 :,,+
.
-
And that makes you feel better.
Yah, and a lot of times that's why 1 put, 1, they're not used to that. I put a
timetable, sometimes, especially on, on strange days when they're, when
they're gonna be different, I'll put a time, what 1 wanna get done during
the day. So they'll see okay, socials, we wanna... we're gonna talk
about, uh, a sheet should be done or we're gonna correct it, so they'll be
able to go but that's being used to Grade sevens and being used to, urn,
treating them like younger adults and then get, getting frustrated maybe
by going down to a lower grade where they're not really used to that.
How would you describe your relationship with the students?
That'll get into the uh, a weakness I feel I have as a teacher.
Okay, let's talk about those that are important at the same time.
6.-
A
21
265.
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Yah, okay. Urn, and I've always had, I've always, it's not a criticism, I've
had, uh, it's walking the fine line between being a friend and being a
teacher. And, urn, (pause), I didn't like the teachers that were aloof, that
didn't allow themselves to get close to you, that, uh I really enjoyed the
teachers that were, they were human beings, they didn't let you call them
by a first name or anything like that, but they were your friend, they were
friends, they were, uh, they could walk that line. When the bell rang and
class started you didn't sluff off because they, you talk to them after
school and they were, seemed alright. You still had that respect for them
as a teacher and I always wonder, after I've been subbing somewhere
and you hear from them - 'oh boy, they really liked you, they really want
you back as a sub'. As a teacher you always kind of take that, now how
am I supposed to take that? Did they like the way I taught? Did they,
were they stimulated by the way I taught? You always like to think that, or
did I let them get away with a lot, did I - am I not as tou$i as I'm supposed
to be? So you're always, maybe I'm insecure and I know I am insecure
about - because of this thing I've gone through for the last four years.
Where will I teach? How long will I teach - will I get point five, will I make
enough money to survive, will I have to leave, what am I gonna do? Ah,
you know, all these things are going through my mind so
i
'
A
\
--
-
Yah, that's very difficult.
But, again, you'll hear from other teachers that uh, that - kids, the problem
with another teacher is that they won't let the kids get close to them.
They're, they're always tight and they're yelling and uh the kids don't like
them.
Where do you fit in there? Over the last four years of teaching that you've
had? Where would you put yourself on that line?
Ah (pause) - try, trying to be more of a teacher. What I, funny it's, using
that term it's almost as a negative term, when you, when you pair it up
with, uh, the line being here and friend being here and teacher being
over here, urn, more and more Ithink I'm starting to walk the line.
So you don't feel these two can be synomymous then? Thare is a, a
separation
-
It's really tough, really though, because the kids will start really almost
treating you too much as a buddy
-
Too casually?
Yah, too casually. Like a step-dad or like a, urn, a big brother type thing
and I think you lose something because they start getting a little too, too
physical and, you know, leaning on your shoulder then you have to
really, mm, you've stepped over the line. I had to do that a couple of
times.
a
A
22
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How do you feel about physical contact?
Oh.
That must be, um, something in elementary that is probably more
prevalent than in secondary?
Yah.
Teacher and friend to physical contact?
Yah.
In an elementary setting you're glad there's more physical contact?
No, I'm glad physical contact is a part of it 'cause the principal, especially
the principals that I've had the la, the principal that I had the last two
years is, is Australian, he's a very physical individual and we talked
about it one day, 'cause I am too, um, every time though - I'm physical a
red light goes in my head saying okay, remember who you are,
remember who they are.
2 L l ?
I noticed that, when just earlier there you said that, you know, if it gets too
friendly and you're a step-dad and all of a sudden they're coming up
putting their arm around you -
Oh yah.
.
I
And you almost jumped off the chair kinda thing.
'Cause as,
who is a lawyer, a divorce lawyer, who
handled my mother's divorce and I heard him on the radio, always talks
about the rage that's going on in marriages and he talks, he said - any
man who takes a bath with his daughter, no matter how young, is a fool to
do that. He's very outspoken and he, he gets you really, but with this
McMur, McMartin pre-school thing in California, with the one at Peter Pan
you have, you're a fool if you don't think when you're touching a young
girl, young boy, even doesn't matter how innocently, you really have to
be, you have to think about it.
You have to be aware of the contact?
Yah. Yah.
And how the child might interpret it?
'Cause Grade seven, I've had Grade seven girls lean across me with one
of their breasts and, and I've had to really, you really have to pull away.
Se
'
?LH- 7
23
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Well they're really starting to be aware of their sexuality at that age aren't they?
Oh ya, yah.
And they're testing it a bit?
They are.
The Grade sevens. I've heard other teachers say that.
And when you're starting to react to it you say my - they're human, you're
human, yah.
That's right.
And I've done enough reading, I've done enough listening to find - I'm
not a pervert, I mean, if you're ... but you really have to, you know the kids
that can't be touched, so you pick that up really fast.
How do you pick that up? Is it, is it - (pause).
You walk along, you say 'hey that's good', till then all of a sudden the, the
flinch. You make a mental note You don't touch - (pause).
I will, I will, sometimes, and the girl, a lot of girls when they 6ut down
something they'll lean against you.
Mm mm.
But that's alright. I, that's, I don't make any ... I don't even notice it, I
pretend... I notice it but I don't make any remark about like 'hey, back off',
'cause I don't that's, that's unnecessary and I'll just, 'cause they're ...
maybe there's no closeness, maybe they don't get this closeness, maybe
I'm the father image. That's fine to a point. Yah, sure. And I'm not, once
you start... I don't wanna psychoanalyze it to death Mmm.
It's but I really, I enjoy that part of it The camaraderie?
24
268.
CODE
Yah. Yah. They're kids and I, I really like ... which I think would be
missing in high school. Then you'd really have to watch because you're S E black, your blackmailable. And you're quite vulnerable to the cry of rape.
Be unfound or not.
That's what you meant earlier by the femaledistraction?
Yah, yah, this is, I don't need that, I don't like that kind of teaching where
they teach one class the whole time and it's just not, I was just, I've aimed
for elementary and I was quite happy in this setting.
Gkd
And you get to teach the different subjects, you mean, in a day Yah.
You wouldn't teach one subject all the time Yah, yah. It's more prep probably but I think it, it would save you from
burn out because you can take one uh curriculum in so many different
directions during the course of ten years whereas history wouldn't
change very much in high school. I guess, I just haven't looked into it
enough to really, uh, to know.
In terms of this teacherlfriend situation, have you had a chance in the last
four years to get, to get close to any students?
Oh, I've had two kids phoning me four years ago. They'll phone me up L~ r
and uh. Some nuisance, some not, some they wanna know uh, what I'm
doing and things like that so, and, uh, I've had, even though I haven't
a
been at the school the next year I've, I've had them say that they, the
Grade eights have come back and they've been upset that I haven't been
there and things like that, when you hear things like that it's nice.
Yah, it is.
Yah and, I've never had any enemies I don't think, I mean that's uh, and
I've had parents say that they really enjoy and unsolicited things are the
best. If you ask a parent 'hey, what does your kid think of you?' What's
he gonna say - 'oh, he hates your guts?'
It's a good point.
Unsolicited ones are the best where they write you a note or they come to
an interview and say 'hey, he's really,' - whether or not it's, 'he's really
learning a lot from you' or whether he, he really thinks you're a neat
teacher, 'he loved the way you did so and so,' that's fine, that's part of
teaching, I don't, uh, it's nice to hear once in a while that uh hey, they
really liked the way you presented the archaeological unit, that's nice to
25
269.
CODE
hear too because you always like to know that you per, you're doing your
profession properly.
rl,>
-
You're getting some feedback for all that planning and organization Yah. Yah.
That you put into it. Um, to take it to the other end in terms of conflict, I've
noticed that you have one student in your class who kind of - I guess
maybe thinks that he needs to test you a little bit Yah. Mm mm.
You know, you know who we're talking about Yah, yah.
And uh, how do you, how do you find, do you have a method that, a
consistent method or, or a set of blueprints that you use for dealing with
that sort of thing? How do you deal with conflict, or problems that arise in
the classroom?
Unfortunately a lot of times I use my voice In what way?
I raise it.
Raise it.
C
-
Not yelling but just do it in such a way where silence reigns.
Where you know your voice has a warning Yah, yah. But also and I think what saves my sanity is that I'll forget, I
won't really, I'll remember Mm mm.
But to him I forgot. We're friends again uh, uh, again it's the grudge thing,
uh, because I, I went home a couple of times from school when I was
going to school- upset and, and angry and uh I don't think kids should go
home like that and I didn't feel very good and 1, my stomach was in a knot
and things like that and even um. I remember gciz,' to school - an
assignment was due - and my stomach was just a knot, I don't think that's
the way kids, kids have to learn responsibility. To take consequences but
they shouldn't be in stark terror of consequences, any consequences that
I have for them are not really that hard it puts them out because they
have to stay after school or have to do something, but not to the point
-
-
C
i /i~
26
270.
CODE
where they're just sitting there in a cold sweat and in terror which I think
existed a long time when I was in school because the teachers, a lot of
them were unknown quantities and they were very ... and they were huge
and old and things like that. But, um, so You use humor. We talked about that earlier.
Yah.
that you, you Much more appreciated in Grade seven though.
Your humor is more appreciated in grade seven. Why is that?
Because it's dry. It's, uh, quick. It's, it's taken off something that's said.
Ah, kids, I can tell by the ... what they think is funny. Their funny, their
humor is more literal, more slapstick, you know; a smack in the face, big
pie in the face, things like that and, uh, you know that's just, that's just the
way it is.
Se-
You were also saying earlier that sometimes your comments could be
interpreted as sarcastic Yah. Yah.
And what are the advantages or disadvantages of that? You were
mentioning earlier that there are some advantages and some
disadvantages.
/
*
Yah. Very, very often I'll use sarcasm on a kid that I know can stand it Mm mm.
f-
'Cause some kids will get the sarcasm and they'll laugh and sometimes
the kid will take it and then laugh and sometimes I want that. l want a
little bit of, a little bit of humiliation for this kid because he is, uh, I can't
really think of an instance but, um, not thinking, or trying to make himself
look wonderful, or tryin' to make me look bad when it's really - everybody
knows that's not the case. You know -
Le
-
Do you think that would - enlighten them more or make them see?
Make them think a little bit more the next time before they - (pause)
I see. Make them think before doing that again.
Yah, yah, 'cause a lot of times it's a seeking out - look at me, attracting
attention, and then my remark will kind of turn tables a little bit to make
-
V~L+L
Ct&i -
271
them - next time, you know, let's think about it before we disrupt the class
and things like that, so you, you find it hard not to get drawn into contests
with them. And uh -
CODE
You mean like Verbal, like tennis
-
Like a tennis match Tennis match, yah.
Yah.
'Cause I've had other teachers and some I've really respected that have
got so upset where they physically handle the kid. But they, it's been a
kid.. that's the only language they understood. Which is sad when you
have to get to that point but you've got kids that, uh, their parent will
whack them just to get their attention, that's all they understand and,
and
How do you know when to, when to draw back, I mean -
I do it very, as soon as I realize hey, I'm talking to an eight-year-old and
he's geting me upset.
Is it the child's expression or is it in yourself that gives you the cue to
quit?
Me. Yah, Now whether I cue off - I doubt it, because alot of times it's just
that we could go a long time.
?ut a
Mm mm.
And I'II realize 'hey, wait a minute, I've got the rest of the class to think
about '.
Mm mm.
And I says 'okay, I'II talk to, I'II talk to you later.' I try to diffuse it as much
as I can too a lot of times.
As a tennis match then, do you feel that the majority of the times you win?
No. I get, well that's what cues it. I say 'I can't win this'. If I get mad, I may
win the battle but I'II certainly lose the war because everybody 'ha, I got
him mad'.
Well, would you describe that as a power struggle then?
<,J
dL
iLr
CODE
Oh yah. Yah. And usually it's one kid. That's been my experience the
last four years - one kid. And usually male. A couple of them have
reminded me of myself, uh - so Any ideas...?
I'm sure Freud would just have a marvellous time. No, I'm, I'm Any ideas why students test you like that? Or at least you or any
teacher?
I've been a q, an unknown quantity Mm mm.
The testing usually is early too
-
Mm mm.
It, later on in the year, then sometimes there's just blowups that uh, you
haven't done your homework and I get upset over things like that. That's
fine but early in the year because I'm an unknown quantity going from
school to school to school um, that's quite common apparently and even
... they'll test, kids will test, 'cause they test their parents Substitutes go through that.
Oh sure, Subbing is the next worst thing to dying (laugh).
It is a difficult job.
It is, it is.
Alright, I'd like to ask you to describe a situation, I'll give you a couple of
minutes to think about it if you like - some situation over the past four
years as a teacher. It could be at the beginning or, or currently, in which
you, um, helped someone. Either through teaching or, in a teaching role
you helped someone in some way so that, it had a helping content. I'd
like you to think of something that stands out in your mind it could be
good, it could be bad, something that you enjoyed, something that you
did and that has significance for you from a people point of view, from a
human relations point of view.
-
This is all the same question.
Yes.
Well, you said that I'd helped someone so that's obviously positive.
Yah, a helping situation, the results may not have been positive
-
Oh I see.
.
.
You see what I mean?
Yah, Yah.
So if you want a couple of minutes to think about that that's fine.
I had a mentally handicapped girl in my classroom. She wasn't severely
retarded, she was about at the Grade four level and she was in grade
seven because she was fourteen years old. It was through working with
her and also her assistant teacher, um, I think and it's, it's hard because
she was in a foster home. But judging from what the foster parents and
the group home parents said about her after she had been in my class
that - through, through I guess just being around her and whatever her
self-esteem had gone up so much from when she had come from ... Now
- (pause).
p*
7
-
What was the situation? Describe the situation.
Okay. She was - isolated, uh, in the, in my class because she had to do
a lot of one-on-one with this assistant teacher but she was in the
classroom setting - (pause)
And she had come from
C
She had come from
where she'd been in a, in a one, one on six,
which, one teacher in six and she's been very, uh, spoiled as far as
attention but and then she demanded attention and she even with this
one on six she would bite other kids and things like that she. So she's
quite a handful. But then physically she was quite well developed so
that's why they didn't wanna have her in the Grade four setting and in
lower classes a.nd things like that. And so she was put in that classroom.
I was given an assistant, um, and it was working with my class and telling
them about her having them build up a toleration for her and acceptance
for her despite incidents that occurred. You know, she'd flip up her
blouse in the library 'cause somebody, some guy said do you wanna see
her tits and things like that, and to flip up her dress and, and things like
that went on during the year. I think the final analysis even though she
, back to live with her father, um, and a lot of credit
went back to
goes to my class for being able to go through my lectures about tolerance
and things like that. She I think, she was a lot better ah, better person
and a, her self-esteem had gone up a lot in her life and I think that was,
it's nothing to do with actu, an actual student of mine who was quote
unquote normal, but there really, I really had a good feeling at the end of
the year and that's. - A lot of the other, you never know sometimes the
5,-
o&f)LLk-
impact you have on, on children whether you had any ... they're a
Rhodes scholar, whether you had anything to do with that or whether you
turned around their study habits. You like to think so but a lot of times it,
smart kids are gonna learn despite you or, or because of you, you just
never really know.
R:
What did you do. at the time to make that an important event for you?
T:
Um, I dunno. I was just happy that I could see the change in her also.
And, uh, through my discussions through the, the group parents and the
assistant teacher that was helping her uh it was really maybe all of our
doing. But uh it was just nice to see, it was, and I, and particularly
because I have very low uh feeling and I've talked to my sister-in-law
who has a retarded sister whom I met for the first time before she was
married to my brother and we got into a little heated discussion about
what should happen to brain-damaged children. I'm quite outspoken
about that. But, um, and that even surprised me more that I even had the
tolerance to talk to my class and say, she, uh, things that she does, uh,
the incident in the library, she has some mental problems and that's her
excuse, but what's your excuse for asking her to do something like that?
And getting them really looking inwardly on themselves even though it
was very isolated who did that, they really had to think about uh, okay
she picks her nose and she picks her zits, let's not get hyper about it and
let's not - rather say hey
that's, we don't like it when you do that.
If you wanna get friends, you can't do things like that. If there, if your
nose is bothering you, go to the washroom and they're really developing
an adult perspective to it and things like - so it was a real process and
that's what, uh, I think I was most pleased about because I think it helped
not only the girl but it helped the class too. 'Cause they were more and
other teachers on the staff commented on 'hey, your, your kids are getting
along a lot better with .... with
and she seems to be', to hear like
that, it's not really academic or anything like that but it's more, and I think
that's putting education in its perspective. Where does it fit? So what if
you can't recite the constitution. Can you, can you interact in a group of
three people without (makes choking sound) going like that or picking
your nose or whatever, um, so maybe it's putting something and I was
most happy with that. Rather than finding out last year that thirty-eight
percent of the honor roll at uh my elementary came from
and I
was happy about that but the kids they named I said 'hey, could, could
they coulda had, a chimp teaching them last year and they woulda just
done just as well.' So I was most happy with that.
R:
So you, you felt happy.
T:
Yah, that was the, that was the thing. I think a lot of teachers, that's what
you feel. You feel hey, 'cause I was able to help, but now bring, bring on
the next, you know.
cxL7
What would you do if you could do it again? If you'd go back to that
situation again would you change anything?
CODE
No. No.
You'd do everything that you did?
-
Yah. Because, because she did these things resulted in me having to
talk to them which resulted in them looking at themselves which resulted
in the change.
1
-j
'
In her, and in the children.
Yah.
So mostly what you did was, you discussed the situations with them Yah.
As they arose.
Because she was so used to having people just freek out when she
would pick her, her zits and show them her, her zits on her back and all
this, but when the kids say 'hey, that's not acceptable', she knew these
words, she knew the jargon because she, her house mother always
would talk in terms like that, 'that's not acceptable', and they would deal
with uh they would give her pennies every day if she did these certain
things, so they had real incentive programs and um, but I don't ... I didn't
I'm not really one for stickers and stuff like that, I'll give themOother
rewards.
But rather than rewarding people with stickers you would rather sit down
and discuss the situation.
Yes. 'Cause a lot of times I will give stickers for exemplary work if they
have gone beyond the call of duty Mm mm.
But as far as I'm concerned, rewarding mediocre accepted behavior is
just - why should you get a sticker for doing what you're supposed to do?
So, well I'm doing it now and I, I, it's kinda (choking sound) choking me in
the throat for continuity only. 'Miss. B
always used to give us
stickers' and it's too late to, to, the last twu weeks of school to say well, as
far as I'm concerned this is just rewarding what I consider to be normal
behaviour and lar lar lar. It's too late for that now.
Do you have any comments or observations on my presence in your
class?
2*
, ,I--
-
.---).,
, - 7,''
A
CODE
Um, it's like any time I've been observed I hate the feeling the day before
or the eight-thirty that morning or when I wake up in the morning, oh,
God, but once I started I actually forgot you were there and it didn't really
bother me at all I think, um, it's been interesting to see all the, I hate
getting into words because uh, it's been different seeing my, uh,
monologue for the most part in class -
-
The actual transcript
-
Yah.
Of your conversation.
Yah. Yah. That's been really different to see that.
That's the first time you've seen that.
Yah. Yah.
What was different about it? The first day, did it feel Oh the first day was
-
The first day you seemed to feel uncomfortable about it.
'Cause I knew you were right. Even in your, your assigning of a word Such as?
/
The glare.
Okay, that's the different side. That's the log notes.
Yah, oh I see
Okay.
Even the log notes, that really, uh set me aback to start with.
The log notes you felt uncomfortable about also?
Yah and I really was gonna say 'hey, that's it, I don't wanna do this
anymore'.
I felt that from you.
Yah. Yah, that day you came in I really felt -
-C
+?'
CODE
That's why I asked you about it. I wanted you to be able to talk about it if
you could.
But I was actually diffused a little bit because I turned and I kept reading it
and once I got into the, the actual dialogue it was much better.
It was better.
Yah. 'Cause I felt that that was a very subjective, uh, but of course it was
without without my notes and uh, that's what it was, it was a "glare". But
that's part of teaching too. As you're saying that's part of the body
language, the, the quick lookover, the (clears throat) like going like that I wanted you to know from the very beginning that I was going to put
down what I saw.
Yah.
And then we could discuss it. I wanted you to know I was going to put it
down... everything I saw the way I interpreted it.
Yah. Actually to sum it up, it got easier as it went along.
Uh huh.
And the fact that I stopped worrying so much about preparing a lesson on
principle. I'd start it and if I'm gonna chew somebody out, I'm gonna chew
them out. I wanna see what, you know. That's part of the day, that's the, I
think you'd be, it'd make it much more valid as far as you're Eoncerned. I
mean, had I done exactly what I was gonna do that day it would have
been a little bit more 'cause I had some spelling lessons and things like
that so I did tailor it in that respect, but You varied the lessons Yah to bring the Socials, to move it from where it was gonna be to put it in
the best s l ~ t .
So I could see writing every day.
Yah, yah. Right. So you wouldn't see uh the squirts reading, uh silent
reading, and I mean, but uh Did, did it help after we discussed it together?
Oh yah, yah.
And you felt that I wasn't evaluating your, your behavior or whatever.
FR-
L-
34
278.
CODE
Yah. Oh yah, and the fact that actually you started leaving a couple of
days in between was a lot better.
That's the first two times I saw you. Once the first day, then the next day.
And then after that I spaced it out
-
Yah, so then you.actuaily phoned and I was so relieved 'cause I just, I, I ,
it just felt like I was being bombarded.
I sensed that.
Yah. 'Cause I had other things going on too and I found the time, I just
wanna sit down for a minute.
Yes.
Urn. So that's, that made you relax.
Yah.
I noticed that you had relaxed on the third or fourth observation.
Yah.
That's good. Is there anything that you'd like to add? Any comments?
No, I hope this is of some use to you and uh, don't ever phone me again.
(laughs).
(laughs).
No, is there - what would you do for followup? Is there any further - thing
with uh I don't know yet.
Yah, yah.
Um, it'll probably take two or three months to analyze the data.
'Cause I think if I do get a new contract I think you'll find a different
teacher. That might be interesting.
-
.-.
i-
It would be interesting. I would like to come and see you in class just you
know... even just for interest's sake.
35
279.
CODE
But I think if I'm temporary next year, I don't think it'd be any different. I, I
probably will have more of a style that I'll be comfortable with but I think
the frustrations will show through all the time.
You said that earlier that you'd give it one more year. You told the
principal?
Yah.
Do you still feel that way?
Talk is cheap.
Yah. You'll wait and see?
Till it's June of next year and I still haven't got work.
You'll wait and see.
Yah, Yah.
Well I'll keep in touch with you.
Yah.
I've enjoyed coming in. Probably more than you have from what you've
just said, (laughs).
set
(laughs) I've thought about the drive you've had... you werwdropping
stuff off on your way to White Rock and uh, no, it's been, it's been an
experience and uh, but I don't wanna keep those (referring to transcripts).
They're not of any value to me, um, I've read the. I, I don't, I understand I
think what you're gonna do with them but -
e
Yes.
No, its way up in the upper echelons of academia and that's fine. I hope
they're of some use to you but I don't really wanna, it's just more paper
for me to keep and uh I've seen it and the impact has been, been made
on me and uh, I think, it's, as much as they weren't for an observation as
far as teaching style I tried not to ... okay - (pause)
Mm mmm.
Even though I've sort of listened like the principal at a staff meeting - it's
okay. Okay?
You notice it in other people -
{Lt-
Yah.
I've even been noticing it in myself lately.
No, I haven't but that's uh, so it's done something, it's made me aware of,
also my physical movements, 'cause when you said I stayed up at the
front most of the time. You didn't ... I'm certain you meant that as an
observation because physically you can't see on the tape.
Mm mm.
You're making that as an observation but for me it said oh, oh, doesn't
circulate much, stays up at the front, kids come to him. So that But then you noticed Right.
Then I did say circulate and you'd say 'oh yes I was circulating then'.
Yah. I did it and that was the third or fourth uh Yah. So you could see the change in yourself.
Yah, and I consciously got up off my butt and started going around uh, so
it has had its effect that way I noticed it also kept the Grade fours a little calmer. As soon as you
walked by them here C
Yah, yah.
I would notice when you did Social Studies, down, down they went.
And I think that really shows their age. It's almost like a security blanket
is nearby.
Mm mm.
And we can, so I think I feel sorry for them as Miss B
was saying
the same. She says a lot of times you'll just forget about them. And they
said today - (pause).
A smaller group and younger?
Yah. Couldn't you read this to us? You're always over with them. I felt
so bad but the one kid that wanted to read a certain, he just wanted me to
read a certain page 'cause he was way up there, all the kids were ahead
so it wouldn't have ... it was too much to read in the time that we had so -
281.
So you feel that you have noticed some things about your teaching style
-
CODE
Yah.
Or teaching movement Physic. the actual physical Physical movements Yah, yah.
And you:, your verbal responses.
Yah.
Mm.
Yah. And I'm gonna try to tailor my temp ... my sarcasm. It, it's a problem
but I fi, I can be cruel to kids. Itry to be cruel to the kids who I know can
stand it and can buck it 'cause I remember saying to some kid - there
were two little girls standing at my desk and one kid called the other a, a
bison belly. I says oh are you a bison belly. And of course me saying it
to her - she had a little weight problem, and me saying it to her she just
went - tears just flowed ... and things like that and you're really... the
sensitivity in some kids, you gotta first of all read them and then say who
can, who can take a good jab.
/
tir-
FUR -
see
How would you describe, just in a nutshell, your teaching siyle?
*
Not laid back. It's not severely structured either as far as uh - 'don't tap
your nails on the board' - things like that. I like, first of all I look at a
situatio ... I see what they're talking about and you tell a lot of times if
they're giggling and laughing but if,if one person's kinda looking over,
they're helping, so that's fine, there's different types of conversations. So ilk,% ?
I like to awlyze what's going on in the conversation. If I can go over
there and hear more and, and that's fine, if they're gonna try to help one
another ... sometimes their jargon is better for one another and they can
synthesize something. Um, (sigh) I really find a shortcoming I have is
providing work for kids that are finished. Enrichment. I really felt that I
have not over the last four years accumulated a lot of interesting, I mean
there's a lot of seat work - 'well do twenty more questions then'. And
that's a reward for finishing early? So I'd love to when I really start again
getting into teaching to have enough money to buy things, go to a
Teachers store and really start to look selectively at where these kids
really go, um, accumulate enrichment stuff 'cause I really find that's a
shortcut. 'Cause I say if you're smart enough, usually what I say is if
you're smart enough to finish early, you should be smart enough to find
there's something to do.
CODE
Mm mm.
You can read a book, uh, do a little project on your own if you want, I'II
mark it for you, I'II present it to the class, if you wanna present it to the
class, great - 'yuhhh that's too much work', then you really find out where
they're coming from, and they you, first thing I say is okay, let me see it 'ohh, wow I gotta do a few revisions on it first'
.
;,(:,
I
.
-
(laughs)
Okay?
Redo it.
Yah.
So you would describe your teaching style as Probably someone who's come out of the police force. Maybe doesn't
take it as seriously as other people do Mm mm.
And that's subjective, whether that's good or bad.
Do you feel you're relaxed in the classrooom?
Yah. Except if there's someone else there...
Yah, like me? Or someone else? A parent?
I tend to really not be that sure of my uh, it's employing all the techniques,
the latest teaching techniques, um, this is why I was kinda happy actually
to go to this workshop. As much as I hated a lot of stuff that was on there,
uh, 'cause I was asked about my concerns, I think we had to each, what
we've done this year about the writing process and our concerns for next
, is right there he's
year, and of course my initial concern with Mr. D
the Assistant Superintendent, that's, my initial concern, my prior, primary
concern is whether I'm gonna get a job next year and that is... I says in
conjunction with that it's, if I go into a staff that's been working at the
writing process for three years, how am I gonna cope with that? And I
said, I says I appreciate the fact I was invited to this because now at least
I know where the Grade fives are, what they're doing as far as writing
process. But that was my major concern, damn it, not what I'm gonna go
in the writing process. Am I gonna get a job next year, and I hope he
heard it.
And that comes first?
,,
.--
.,t-'t
T:
Yah.
R:
Well, good luck.
T:
Yah. Thank you.
R:
I'll call you in the fall and see where you are and what you're doing.
T:
Well I've enjoyed it.
R:
Thank you for helping us.
T:
You're very welcome.
END
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