Qualitative analysis project


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Qualitative analysis project

  1. 1. EDUR 7130-Educational Research
  2. 2. I = INTERVIEWEE = INTERVIEWEEInterview Transcription from 2/14/07Date: February 14, 2007Beginning/Ending time: 3:50-4:35pmParticipant: Jane DoeConsent StatementI: As part of this interview, I must include a brief consent statement before wecontinue. The contents of this project will be analyzed in my research course atGeorgia Southern University.
  3. 3. All information on your identity will be kept confidential unless otherwise requiredby law. If information about this interview is published, it will use pseudonyms orfake names. This project is for research and educational purpose only.The research is not expected to cause any discomfort or stress. However, somepeople may feel uncomfortable talking about these subjects. If you feeluncomfortable during the interviews, you may decline to answer and stopparticipating at any time without penalty. No risks are expected. This interview willlast approximately 30 minutes to one hour. Do you have any questions?
  4. 4. EE: NoI: Do I have your consent to continue with this interview?EE: Yes you do.I: Okay, so first of all, let’s talk about you, what grade do you teach?EE: I teach third grade.
  5. 5. I: How many years have you been teaching?EE: Teaching in all, twenty years. [4.1, KT/EDE]I: Wonderful, okay, so today’s topic will be about emotions in the classroom.
  6. 6. *Q1I: From your perspective, what role do emotions play in the learning process?EE: [Hard to discern due to bell ringing in background and other meetinghappening in the same room at the time] Oh I’m big [on] emotion[s]…big emotion.Um, children at this age can’t so readily leave at home what happens, what’s goingon in their life. [4.4, KT/TSK]-[4.1, KT/EDE] When they come in they are very muchaffected by those things. I try to be very aware of it and cognitive. [4.5, KT/RED]And I try to know my children well enough to pick up the signs, and I’ll address whatI can. [4.1, KT/EDE]-[4.5,KT/RED]
  7. 7. *Q2I: What experiences have shaped your perspective on emotions in the classrooms?EE: Well, lets see, in the twenty years that I have taught [4.1, KT/EDE], I have had achild run out of the door crying because his parents told him on the way to theschool that they were getting a divorce [2.1, NE/SAD]. He sat in my lap and criedmost of the day [2.1, NE/SAD] – [1.5, PE/RES] – [4.1, KT/RED]. I knew that I washolding him on a big day that was going to change the rest of his life. [briefinterruption] The emotions [that we are referring to] being the children’s emotionsand their reactions and how it effects the way they perform in the classroom? [4.3,KT/EFC]
  8. 8. I: Sure, well, it’s kind of an open question in terms of how you would like toapproach it.EE: Well, you know like I mentioned a little while ago, with the divorce. That wasreally pivotal for me. [4.1, KT/RED] Which I still can’t imagine. On the way toschool they told him “oh by the way, we are getting a divorce” and he comes runninginto the school and fell into my arms. That was the most dramatic one [emotionalsituation] that I’ve had. [1.6, PE/EPA] – [4.1,KT/EDE]But I’ve had dogs die, cats die,grandparent’s die, you know lots of situations. [4.1, KT/EDE] [also] A lot ofsituations that aren’t brought from home. Particularly the age I do, there is a lot oflittle girl best friend issues “she’s not talking to me, he’s talking to me”. Anotherissue which I have fallen into the last year or two, and I’m not sure why, but childrenare getting eye glasses earlier. Last year I had six children that got new eyeglasses[during the school year]. [4.1, KT/EDE] And this year there are five to six in myclasses that have glasses they did get them last year. They’re having strongreactions to them and they are embarrassed to wear them. So, I’m realizing that is areal emotional issue for them. [2.5, NE/EMB] There are some things like that thatare becoming real issues. [4.1, KT/EDE] – [1.6, PE/EPA]
  9. 9. I: So, physical appearance is one of the big ones?EE: Yes, physical appearance and of course interpersonal relations with their peersyou know the [classic] battle on the play ground which you can play with me andyou can’t [scenarios come up] all that definitely comes back into the room. [4.1,KT/EDE] I particularly try to minimize competition because competitiveness canbring out an emotion that isn’t too pleasant. [3.2, SS/DIS]
  10. 10. I: In terms of start to finish with the school year, do you notice a change in thetypical class’s emotional landscape?EE: I make a real effort to create a classroom community. [4.1,KT/EDE] – [3.4,SS/COA] Third grade in particular is about communities, your part in thecommunity, your immediate local/state/world/national role; you know where youfit in the world. [3.4, SS/COA] So I try to thematically in the classroom create acommunity. [3.4, SS/COA] We have jobs, I work very hard on bonding with them.And allowing them to bond with me. [4.2, KT/BRE] I think the big secret withchildren is having a real relationship with them and I try to find out about them. Itry to be sensitive. They come in if something is wrong I try to pick up on it.Sometimes just acknowledging “having a bad day today” “you must not of slept welllast night” etc. As the year goes on, hopefully the community swarms and I see moresupportiveness among them. Its not just me monitoring the communitydevelopment process. [1.6, PE/EPA] – [3.4, SS/COA] – [4.1, KT/EDE]
  11. 11. Q4*I: So in terms of emotions in the classroom and how they evolve, have you noticed abig difference between different classes and how they are made up?
  12. 12. EE: Classes have extremely distinct personalities and I can almost tell in Augusthow well my year is going to go. [4.1, KT/EDE] Its one of those things that afteryou’ve done it for a while you can just get a feel for it. Like last year, particularly, Ihad a large group of gifted students. Out of 16 students I just 8 that were not gifted.I really didn’t have any discipline issues last year. It was just a real smooth year youknow. That class was heaven educationally speaking. [1.1, PE/HAP] It was a realbonded group and it was a wonderful year. This year is a much rockier year. [2.4,NE/ANX] There’s been lots of changes…several of children have moved and severalchildren have come in. So the community has had a lot of movement, which is notgood for the bonding. I have a lot of low academic children. [2.3, NE/PES] The goodthing about low academic children is that sometimes they are more creative…in myopinion. [1.4, PE/OPT] But the other thing is that there are some real struggles. Ihave at least three children that are diagnosed with ADD that need medicine butthey are not taking it. I have two children that are identified as special educationstudents. And I have one child who is in the beginnings of schizophrenia. Thisstudent is heavily medicated and is manifesting new symptoms all of the time. Ontop of all that, I have four gifted children. So this particular year is the biggestmelting pot that I’ve ever had. And I’m feeling some inner struggle to meeteverybody’s needs. [4.1, KT/EDE] – [2.4, NE/ANX]
  13. 13. I: So, in terms of having such a mixed pot this year, would you say that…EE: That I slept better last year (interviewee laughs and so does interviewer) [1.4,PE/OPT]I: How about from the perspective of relationship building you know you with thestudents and the students with each other. Is this mix of students creating a lot of“head butting” situations?
  14. 14. EE: I feel very comfortable building relationships. [1.2, PE/SAT] I make upnicknames for them, I cut up, I work on building parent relations. [1.1, PE/HAP] –[3.1, SS/PAT] I go to birthday parties, I watch them play soccer. [3.4, SS/COA] I tryto really be involved with their life. [3.3, SS/INT] I tell you if every teacher had tospend five minutes on going to each of their students’ houses it would change yourwhole perspective. [4.1, KT/EDE] When you see them as little people out there.Because sometimes they come in this room and everything is their size and in thisroom everything fits. We volunteer or routines and our worlds and they seem likereally big guys in here. And then you run into them at the store and you think oh mygosh they’re babies. [1.6, PE/EMP] Sometimes seeing them in their homes andrealizing…I bet you there is not a week that goes by when I say to myself, they havebeen on this earth for eight years. They may seem big and self assured in here andwith their peers they are trying to. I’m real comfortable with my own relationshipwith them. [2.1, KT/BRE] It took me a long time to realize as a teacher that it is okayto have different relationships with children. You’re not showing favoritism if youare meeting a child’s needs. [4.1, KT/EDE]
  15. 15. EE: I’ve got one particular un-medicated ADD child who was the one that everyoneshuttered at the idea of having in their classroom. He ended up in this classroomand I really worked hard on building a relationship with him his grandmother andits really paying off. [3.3, SS/PAT] – [4.2, KT/BRE] He brought me a Christmas giftand he said I aint never bought a teacher a gift before. I said well thank you verymuch and he said “I love you” [while imitating the child’s voice]! [1.3, PE/EXC] I tryto meet his emotional needs. Like today, he spilt milk all over himself. His shirt waswet, his coat was wet, it was sticky and smelly. I try to put myself in their shoes.[1.6, PE/EMP] And I thought to myself I don’t want to sit around in a stinky and wetshirt all day. So I called his grandmother (who was three minutes from the school)and asked her if she could run a new shirt to the school. [3.1, SS/PAT]
  16. 16. EE: It’s the right thing to do. As a parent, it’s what I want my kids teachers to do.People need to stop and realize that children are just like us [adults]. They are tiredsometimes, they have bad days, their grumpy, and their stomach hurts just a littlebut not enough to go home. [1.6, PE/EPA] There parents may have had a fight lastnight and they may be sort of upset about it. They have all of the issues that wehave. It is important that educators realize that students can’t be on all of the time.[1.6, PE/EPA] – [4.1, KT/EDE] If you can’t attend to these nuances I don’t think thatyou can teach effectively sometimes. You’ve got to meet all of their needs. I havesomewhat of a reputation of being able to handle the child that no one else canhandle. And the real secret is building a real relationship with them. Treating themlike you want to be treated basically. [4.2, KT/BRE]
  17. 17. Q5*I: Okay, with that said, about building relationships, have you noticed otherteachers that do not believe in relationship building as part of their educationalphilosophy? If so, how does this usually play out for that educator and for theirclasses?
  18. 18. EE: I think they have a lot of problems with discipline, a lot of problems withbehavior management in general. I don’t think these folks are effective teachers.[2.1, NE/ANG] I think [relationship building] it makes all the difference in theworld. You know, children aren’t going to want to do what you need for them to dounless the feel like you care for them. [4.2, KT/BRE] – [4.3, KT/EFC] The numberone thing children want from me is to be fair and to show them respect. And guesswhat that is the same thing I want from them. [4.4, KT/TSK] So as long as it can bemutual, I think we get along. Now I think one thing that I do different from my peersis not only do I try to make a connection, I also try very hard to communicate. [4.3,KT/EFC] In here we vote on everything, we voted on weather we would have astudent teacher or not. We vote on everything. [3.3, SS/INT] To my peers I thinksome of the things I do seem a little unorthodox. Because a lot of them seem to bereal hands off. Thinking it’s a job, come to work, do what you’re supposed to do andthen go home. [2.3, NE/PES] I try to talk to the child about certain things before Italk to their parents. [3.1, SS/PAT] – [4.4, KT/TSK]
  19. 19. I: So, it sounds like you are very open to consulting your students and talking withthem about various ideas and issues. And it sounds like you role model this opencommunication system.EE: And I think I probably tend to mother my children [students] a little bit. [1.6,PE/EPA] But, I also think that we as a society expect our children to get out into theworld a bit too early when they may still need some mothering. I think at this agethey still need a little mothering and that there parents’ would like that to happen aswell. I have great parent relationships. [3.1, SS/PAT] - [4.1, KT/BRE] If it is in thebest interest of a child, I will take the hard road with a parent. So, I am not in theleast bit hesitant about a confrontation with a parent if it is in the best interest of thechild. [1.5, PE/RES]
  20. 20. Q6*I: So when we talk about adults and their emotions and how that impacts theclassroom. How would you say that your emotions play out in the classroom?EE: That’s another place where I am honest with my children. If I am having a badday I’m going to tell them. Life does happen, teachers are human beings, and we doget upset. It’s the real world. I’m very honest with my children and I honestly thinkthat children absolutely value that and appreciate it. [4.3, KT/EFC]
  21. 21. Q7*I: How would you say that you teacher education program impacted yourperspective on emotions in the classroom? Or would you say that it even addressedthis element?EE: I think the class that we covered that topic area the most in was the SocialStudies for teachers class. I remember that topic coming up a lot. I feel like a bigpart of teaching is connected to the teacher bringing in their own emotions andattentiveness. You can’t make a teacher put more heart and soul into their teaching.[4.1, KT/EDE] – [4.4, KT/TSK]
  22. 22. Q8*I: What role do holidays take in the students and their emotions?EE: You could feel the excitement when the students walked into the door today[Valentines Day]. And to me I love Valentines so I don’t mind I still think they’rechildren and we need to take breaks and celebrate being children sometimes. [1.1,PE/HAP] – [3.5, SS/RES] I think memories of Valentines parties and Halloweenparties and Thanksgiving those are important parts of childhood. [1.2, PE/SAT] Weare getting overly concerned about academics and test scores and things. We forgetabout these other things. [2.2, NE/SAD] I don’t think school needs to be a placewhere you do things you don’t want to do.
  23. 23. EE: We have to make it attractive. [1.5, PE/RES] I love my job which makes all thedifference in the world. [1.2, PE/SAT] And when I wake up in the morning I don’tmind going to work, I like to go to work. The best part about my job is that I neverknow what’s going to happen next. [1.4, PE/OPT] – [1.1, KT/EDE] And I have to beon my toes all day all of the time. That appeals to me. I never know what I’m goingto have to deal with. I couldn’t imagine a job where I woke up every morning gotdressed and went somewhere I didn’t want to go day in and day out. And so I tryreal hard to create an environment where people want to come to. [1.2, PE/SAT] –[4.8, KT/CCR]
  24. 24. I: I didn’t mean to cut you off.EE: That’s okayI: In terms of these [teaching] skills that you are talking about, would you say that alot of it is natural? How much of it is something that can be learned?
  25. 25. EE: I think its natural. I think that it can be learned but you need to realize that it isvaluable before you buy into it. I think particularly like student teachers, I think ifyou walked into a room for a minute you might think “oh that’s not going to work”or “that’s not going to work”. [4.4, KT/TSK] I think when you see things over timeyou may think “oh that does work”. I think we’ve talked about where you can gointo some rooms where there is an attitude or an approach and you can see thethings that work and you can see other examples of things that do not work. [4.1,KT/EDE]
  26. 26. EE: So, I think you almost have to be immersed in it more. I don’t think you can walkinto someone’s room every five minutes and say definitively how things are going inthat classroom. You really can’t see unless you’re in here for a while. [4.1, KT/EDE]A lot of times most of the time, I think teachers create discipline problems. Becauseteachers don’t effectively do what they need to do. [2.3, NE/PES] Some of it peopleforget too, it can come down to the set up of the classroom. For instance somethingis bothering me in here [about the classroom set up]. Quick example, at thebeginning of the year, I teach them [the students] that we have a traffic flow almostlike when you drive. We walk around the room this way when we go back to ourtables we go that way. Why, [because] we’re all going back and forth, we run intoeach other and get into other peoples way. [4.4, KT/TSK] – [4.1, KT/EDE] – [3.3,SS/INT] You create discipline problems by not having organization. [3.2, SS/DIS]
  27. 27. I: So you feel like you can be proactive and prevent and put out a lot of fires beforethey even start?EE: Absolutely, and I hate to say this but I think most behavior problems and mostclassroom situations are created by the teachers and not being proactive. [2.2,NE/PES] – [2.5, NE/EMB] I do hate to say that but classes do have distinctpersonalities they have to be dealt with differently but you can make the changesthat they need. [4.1, KT/EDE] - [4.4, KT/RED] – [1.4, PE/RES] Like right now, I’mpretty much under the gun I’ve got to make some changes in this room. [1.5,PE/RES]
  28. 28. I: So it sounds like there is a balance between you know building thoserelationships and being firm.EE: Absolutely, I some how have the reputation of being the hard teacher who is theparty teacher. [2.4, NE/ANX] – [1.3, PE/EXC] – [3.2, SS/DIS] I some howaccomplished that. I do celebrate [small and big victories] sometimes its just fiveminutes after recess. [3.5, SS/RES] – [1.2, PE/SAT] And of course being positive.I’ve got three or four positive reinforcement systems in effect. [1.4, PE/OPT] Youknow we all of course need to have consequences which we have precious few inschool anymore. There’s not much you can do. I think personally my biggestdiscipline tool is the cell phone. [3.2, SS/DIS]
  29. 29. I: Oh really…?EE: Absolutely, something happens, I don’t wait a week or two days, I just callparents right on the spot. [3.1, SS/PAT] – [3.2, SS/DIS] – [4.1, KT/EDE] It’s really abeautiful tool with some children. [1.2, PE/SAT] [for example I might say to a childthat is acting out] You know I think we need to talk with mom about this, lets stopright now and do it. And I’ll call and sometimes I’ll say I just want to let you know[that you’re child is misbehaving] [and the parent is] like let me talk to them. [4.1,KT/EDE] – [3.2, SS/DIS] – [3.1, SS/PAT] And I’ll hand the phone [to the student] andthe parent will (imitating parent lecturing the child). And you can see the child[while on the phone] say yes mam yes mam, no mam. [3.1, SS/PAT] – [3.2, SS/DIS]And the child is good for the rest of the day. [1.2, PE/SAT]
  30. 30. You have to have built a relationship with the child and the parent before you get tothat point [of using the cell phone intervention strategy]. [4.2, KT/BRE] – [4.3,KT/EFC] – [4.1, KT/EDE] - [1.5, PE/RES] You have to really believe that it doesindeed take a village. [1.4, PE/OPT] And that both of you are on the same page.Then the parent can work with you as a team and once you can get to that level ofunderstanding and then you have the luxury of calling them sometimes and askingwill you help me with this one? [3.1, SS/PAT] – [3.4, SS/COA] – [1.4, PE/OPT] Youknow.
  31. 31. I: So, how long would you say that typically takes, if you were giving advice to ateacher, in terms of developing that relationship or having that respect?EE: For example I’ve had several children’s siblings [in class before I had thatparticular student in class] so I’m good there. [1.2, PE/SAT] [in those cases] thoserelationships are already built. So, I’m good there. [1.2, PE/SAT] So there’s usuallyjust a small handful where you really have to. You know people that maybe youdon’t know. Or particularly new parents where you get to kind of earn the respect.[4.1, KT/EDE] – [4.3, KT/EFC] – [3.1, SS/PAT] Honestly I think it takes a couple ofmonths where you can get the parents respect and get them to understand that youwant what is best for their children lets do it together and see what we need to do.[4.2, KT/BRE] – [3.1, SS/PAT] I send a newsletter home every week, I communicatewith parents, I communicate with children, there’s no second guessing. [4.7,KT/OLS] – [4.1, KT/EFC]
  32. 32. EE : Here’s what were doing and here’s why were doing it. Because a lot of parentsbring with them the baggage of their own education. [2.4, NE/ANX] You know whatever relationships they had with their teachers. Maybe they had a horrible firstgrade teacher. I’ve got to convince them that I’m not Ms. Smith from their thirdgrade class or whatever. [1.5, PE/RES] – [2.4, NE/ANX] And I think sometimes thatpeople don’t even realize that they have these tapes playing. And sometimes justthe role of being the teacher carries a little bit of authority and parents are just youknow a little intimidated. [4.1, KT/EDE] I try really hard not to be an intimidatingperson. [1.6, PE/EPA]
  33. 33. I: So, with the idea of being there for a while you know in a particular school. Howabout for brand new teachers? How long does it take to build these parent andstudent relationships?EE: It takes a while, and it depends on how hard you work at it. I would say themore communication the better. [1.5, PE/RES] – [4.1, KT/EDE] – [4.3, KT/EFC] Themore positive the better. For instance they talk about parent teacher conferences atthe school of education. People need to realize that these are people’s children theirhearts are in these children and they love them and they bring us their children theytrust us and these are the only children they have. [1.6, PE/EPA] – [3.4, SS/COA] –[4.1, KT/EDE] They didn’t just particularly say that this is my bad one and thenbring them to you. These children are their heart and soul. So they really don’twant to hear anything negative about their child. [1.6, PE/EPA]
  34. 34. EE: So if you immediately without enough time to understand what is going on withtheir child and call them in and list off five negative things about their child. That’snot going to build much of a reputation. [4.1, KT/EDE] -[4.3, KT/EFC]Because you are working with their heart and soul. [1.6, PE/EPA] So I like todocument reoccurring negative behaviors and always start of the discussion withthe parent by listing of at-least three or four positive things about that child andthen ask about the misbehavior. [3.1, SS/PAT] – [4.2, SS/DIS] – [4.1, KT/EDE] I askthem if they see that behavior at home and ask them [if the do] what they do athome [for that behavior]. I enlist their help and make them the authority. [3.1,SS/PAT] I think honestly the biggest key is really caring about the children, reallyhaving a good reputation, and communicating. [4.1, KT/EDE] – [4.3, KT/EFC] – [3.1,SS/PAT]
  35. 35. EE:Those are the keys you know, you’ve got to communicate. Let the parent havesome input on certain behavior challenges. Generally you aren’t the first teacher tosee the behavior. So it can also help to look back in their records. [4.1, KT/EDE] –[4.7, KT/OLS] – [3.1, SS/PAT]
  36. 36. Q9*I: Would you say for parents or children that there is a potential healing qualitywithin the classroom?EE: I would hope so. Particularly for parents, I’ve had some really good outcomeswith them. I’m a real celebrity at Wal-mart. [3.1, SS/PAT] – [3.4, SS/COA] – [4.2,KT/BRE] – [4.8, KT/CCR] – [1.1, PE/HAP] I’m also the yearbook editor and so I takelots of pictures so a lot of children know me that I don’t know since I am the editor. Iam very fortunate because I really do love my job and I love every bit of it. [1.2,PE/SAT] –[1.3, PE/EXC] – [4.6, KT/CAC]
  37. 37. Q10*I: So we have worked together before.EE: Yes, Nature Nate [NA]I: I noticed in working with you that you do use humor quite a bit. How does humorimpact the learning climate in your classroom?EE: I think it makes all the difference in the world. Particularly my one little boythat is such a challenge (the one that everyone else was scared of this year). Rightnow he is my pride and joy. [1.4, PE/OPT] – [1.2, PE/SAT] I use a lot of nicknamesand cutting up. And say things like you are so rotten, you know cutting up withthem. [1.4, PE/OPT] –[3.5, SS/RES]
  38. 38. EE: He said something about another teacher calling him a name and how itbothered him. [2.2, NE/SAD] – [2.4, NE/ANX] And I said to him will I tell you thatyou are rotten [in a playful voice] all the time and he says “yes but you don’t meanit”. You know so it helps me realize that they know that I am cutting up. [1.6,PE/EPA] –[4.3, KT/EFC] I think it makes all the difference in the world. I think you can diffusea potential volatile situation by using humor. [1.4, PE/OPT] Now am I perfect? No.Do I have bad days? Yes. Is there times that I don’t think that they are funnyabsolutely.[2.2, NE/SAD] Children are funny. I like to laugh. I just personally get a kick out ofthem. I even have a little journal I have written stories in over the years. It doesneed to be updated. I think humor helps them get more comfortable with me andvice versa.[1.4, PE/OPT] – [1.1, PE/HAP] – [4.1, KT/EDE]
  39. 39. Q11*I: What role do you think that the outdoors plays in student emotions?EE: I’ll get on my soap box about that one. I cannot understand why my peers willtake a whole class and punish them by taking their recess away. I tell my kids at thebeginning of the year that; okay here is how it goes. [1.6, PE/EPA] – [2.2, NE/SAD]We develop our class rules together and I say alright guys I want you to tell me thethings you would like to see done and not be done in the class. [3.3, SS/INT] – [4.1,KT/EDE] I ask them what has happened in classrooms that have bothered you orthat you have liked?[4.7, KT/OLS] – [3.3, SS/INT]
  40. 40. EE: Every class every year almost every person say that I had to miss my recessbecause of something some one else did. So to punish a class for somethingsomeone else did to me is crazy. [4.1, KT/EDE] – [1.6, PE/EPA] Frankly if a teachercan’t see what is going on with her class well enough to see the perpetrators then Ithink that she has got a problem or he. [2.1, NE/ANG] Taking away a whole groupsrecess, you then presented your self as being unfair. [2.2, NE/SAD] You know. I askother teachers where they think they are going with that strategy. [4.1, KT/EDE] –[4.4, KT/TSK] – [3.4, SS/COA] I point out that they just gave that one particular kid alot of power. He doesn’t care if he is doing something like that. And ADD kids arethe ones who need to run the most are the most likely ones to end up in trouble andthey are not able to run. So it is sort of self-defeating. [4.1. KT/EDE] – [4.2, KT/BRE]– [1.6, PE/EPA] – [3.4, SS/COA] Back to what I said about consequences, we have soprecious few. I mean pretty much lunch and recess. You can’t punish with writingbecause you don’t want them to hate writing.[4.1, KT/EDE] – [3.2, SS/DIS]
  41. 41. EE: You don’t want to take away recreation time because they need the recreation.They need to socialize at lunch so you can’t take away their group lunch. What dowe do as a consequence? And with my peers I am frustrated about it. [2.4, NE/ANX]Because occasionally life has consequences and I try my best to make them naturalconsequences. [3.2, SS/DIS] Sometimes you just have to have a deterrent you know.So, I think the big key is to make the deterrent developmentally appropriate.[4.1, KT/EDE] – [4.4, KT/TSK] – [3.2, SS/DIS] – [3.3, SS/INT]
  42. 42. EE: I think just walking out to recess and seeing your peers running and playing is abig one. Even if it is just a minute or two, I think that is enough. [3.2, SS/DIS] I can’tbelieve he is getting to play this year; he never got to play last year. [1.6, PE/EPA]Now with that said, one thing I’m doing right now is that a couple of times duringrecess when they don’t do other academic things I don’t have any other time forthem to make it up. So I sometimes have them do it right then. [3.3, SS/INT] – [4.4,KT/TSK] It is my intent to let every kid out every time. [1.5, PE/RES] Also, I amhuge advocate of outdoor education and I am working on measurement in natureright now and find that our outdoor classroom is extremely helpful for enhancingthe content delivered in a real life context.[1.5, PE/RES] - [3.3, SS/INT] – [4.1, KT/EDE] – [4.4, KT/TSK]
  43. 43. I: Well thank you for your time, I really enjoyed it and appreciate your time.EE: Your welcome. [NA]
  44. 44. Data Analysis Report Group 3Analysis of Data After the interview was transcribed, we developed a list of major and sub codes.We selected four major categories and grouped minor themes into larger ones. We alsochose to specify positive and negative emotions. Favorable feelings were grouped underthe category “Positive Emotions” and disparaging feelings were grouped under thecategory, “Negative Emotions.” We chose the two tier system so that once an emotionhad been identified within the interview it could be easily partnered with thecorresponding emotional category.
  45. 45. Exhibit 1 Group 3’s Codes1. Positive Emotions (PE) 1. HAP Happiness 2. SAT Satisfaction 3. EXC Excitement 4. OPT Optimism 5. RES Resolve 6. EPA Empathy2. Negative Emotions (NE) 1. ANG Anger 2. SAD Sadness 3. PES Pessimism 4. ANX Anxiety 5. EMB Embarrassment3. Support Systems (SS) 1. PAT Parental Involvement 2. DIS Disciplinary Measures 3. INT Integrated Learning Programs 4. COA Community Assistance 5. RES Reward System4. Key Themes (KT) 1. EDE Educator Experience 2. BRE Building Relationships 3. EFC Effective Communication 4. TSK Teaching Skills 5. RED Responsive Education 6. CAC Celebrate Achievements 7. OLS Open Line Communication 8. CCR Cultivate Community Relationships
  46. 46. The process of coding this document was an involved one. The placement of thecodes may not be exact; however, we tried to tie them as closely to the emotionaloccurrences as possible. This practice required intensive patience. It is likely that withpractice this process would become much easier over time. After coding the document,we were able to identify key themes that corresponded with the emotional involvement ofthe participant.
  47. 47. Exhibit 2 Frequency Distribution of Perceived Emotional States Toward Key Theme Concepts and Support System Key Themes Positive Negative Neutral And Number of Emotional Emotional Emotional Support Occurrences States States States Systems Educator Experience 41 20 6 15 Building Relationships 10 8 1 1 EffectiveCommunication 11 7 1 3Teaching Skills 10 3 2 5 Responsive Education 5 5 _ _
  48. 48. CelebrateAchievements 1 1 _ _ Open LineCommunication 3 1 _ 2 Cultivate Community Relationships 2 2 _ _ Parental Involvement 16 12 1 3
  49. 49. Disciplinary Measures 12 5 2 5 Integrated Learning Program 7 5 _ 2 Community Assistance 10 6 1 3Reward System 3 3 _ _
  50. 50. Interpretation of Analysis Teacher’s reactions to student emotions and behaviors in the classroom have aneffect on the classroom environment. When a teacher cares and shows a student empathywhen they are going through a personal crisis or when a teacher is able to joke with theirstudents, the classroom has a community environment. In this environment, there are farless discipline problems. Both the parents and the students know that the teacher isinterested in what is most beneficial to the student. A teacher’s experience with a variety of students can influence the way a teacherbuilds relationships with both their students and the parents. After having been at aschool for a while, a teacher can build a good or bad reputation among the schoolcommunity. If the reputation is good, it can influence the success ofstudent/teacher/parent relationships from year to year. If teachers have a negativereputation, they may have more struggles with discipline and parental support.
  51. 51. Each of these key categories possesses grounds for further investigation. It isinteresting that of the 16 parental involvement occurrences, 12 instances were positive, 1was negative, and 3 were neutral. An investigation of parent’s thoughts on teachercommunication and interest in their child’s life would be a worthy study. Furtherexamining relationships between parents and teachers as well as teachers and studentswould also be warranted.