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Nickerson has been accepted towards fulfillment of the requirements for ._Ph..L.__ degree in ldncatm Major professor Date, 4/22/80 0-7639 OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: Place in book netum to remov. charge from circulation recon MN 1163720033 7 ....- .t‘l .',-:" NOV (4 'fi'rffl A PARTICIPANT OBSERVATION STUDY OF TEACHERS' AFFECTIVE INTERACTION IN RACIALLY AND CULTURALLY DIVERSE CLASSROOMS BY Jacquelyn R. Nickerson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Elementary and Special Education 1980 ABSTRACT A PARTICIPANT OBSERVATION OF TEACHERS' AFFECTIVE INTERACTION IN RACIALLY AND CULTURALLY DIVERSE CLASSROOMS BY Jacquelyn R. Nickerson The purpose of this qualitative study was to determine how teachers who were judged by researchers to be especially capable in the affective domain, interact in the classroom with pupils from racially and culturally diverse backgrounds including Black, White and Chicano. The basic question that was explored was "How do teachers establish and communicate norms that promote harmony in desegregated classrooms. Observations were conducted in two classrooms, one a combination fifth and sixth grade, and the other a sixth- grade grouping. The pupils in those classrooms came from four distinct economic and geographical areas which comprised the school attendance area. The areas were: 1) low income housing complex, 2) government subsidized housing development, 3) a professional-executive area, and 4) an older "rural" area. Data for this participant observation study was collected through two-hour audio-taped interviews with teachers, obser- vations inside and outside classroom over a two month period, Jacquelyn R. Nickerson note-taking of observations, and charts and maps of class— room activities. Particular attention was given to verbal interchanges, movement, posture and positioning, use of space, and pacing of activities. Outside classroom observations provided evidence for consistency of interactions observed in the classroom. Analysis of the data collected was conducted by review of the written observation notes and the taped interview responses of the two teachers. Other data analyzed consisted of classroom maps, letters from the teachers and pupils, sketches, and after-observation interviews. These data were all used to develop a descriptive account of life in the two classrooms. To answer the research question, three sub-questions were used to serve as a basis for the observations. They were: 1) How does the teacher communicate, verbally or non— verbally, acceptance of individuals, 2) How does the teacher help children discriminate between accepting and rejecting behaviors toward others, and 3) How does the teacher provide an environment which reflects a valuing of cultural and racial diversity. Interpersonal interchanges between the teachers and their pupils and among the pupils were observed throughout the various segments of the viewing periods. These segments were those occasions that occurred during whole-group Jacquelyn R. Nickerson instructional time, small-group instructional time, between the teacher and individual pupils, during transitional periods, and during outside classroom activities. It was found that opportunities for cross-racial inter- actions were presented in instructional and non-instructional activities in both classrooms. Although they possessed different teaching styles and interacted with their pupils in different ways, the teachers appeared to be successful in promoting cross-racial harmony. Notable in the differences in the mode of teacher interaction was that one teacher tended to interact more in the whole—group context with her pupils, while the other teacher interacted much of the time with small groups and individuals. Dedicated to My husband Don, son Jeff, daughter Sue, and my mother Mrs. Lelia Mabin ii ACKNOWLEDGMENTS The writer wishes to express her gratitude to Dr. James Snoddy, doctoral committee chairman, for his guidance and assistance throughout the study; Dr. Richard Prawat and Dr. Susan Florio for their support and assistance in the research, and Dr. Glen Cooper, Dr. Louis Romano, and Dr. Louise Sause for their concern and encouragement. Special gratitude is expressed to Gary Crump for his assistance in drawing the diagrams, and to Julie DeJonge for her clerical assistance. Finally, I wish to express special thanks to the children, teachers, and principal of Portair School for their cooperation and support in the study. TABLE OF CONTENTS LIST OF FIGURES . . . . . . . . . Chapter I. INTRODUCTION . . . . . . Background of the Study The Teachers . . . . . Background of the Pupils Research Method . . . Main Themes Explored in the Study Limitations of the Study Importance of the Study Definition of Terms . Summary and Overview . II. REVIEW OF THE LITERATURE Introduction . . . . . Overview . . . . . . . Literature Related to Participant Observation Study of the Classroom . Literature Related to Teacher Interactions in Racially and Culturally Diverse Classrooms Summary . . . . . . . III. METHODS OF THE STUDY . . Introduction . . . . . The Methods . . . . . The School . . . . . . The Classrooms . . . Life with the Observer Data Analysis . . . . Summary . . . . . . . IV. DATA ANALYSIS AND CONCLUSIONS OF Overview . . . . . . . Moving Into the Context The Teachers and Their Pupils Teacher Affective Interaction During Group Instructional Time iv Page vi [—1 damtnuaH 10 12 14 15 15 16 16 24 '39 41 41 42 48 51 54 57 57 59 59 61 63 68 Chapter Appendix SCHOOL BULLETINS, PUPILS' LETTERS . . . . . . . . Teacher Affective Interaction During Small Group Instructional Time . Teacher Affective Interactions with STUDY . . . . . . . . . . . . . Implications of the Study . . Recommendations for Further Study Concluding Statement . . . . . FIELD NOTES . . . . . . . . . . BIBLIOGRAPHY . . . . . . . . . . . . COMMUNICATIONS, SKETCHES OF CLASSROOMS AND ACTIVITIES AND TAPED INTERVIEW RESPONSES OF TEACHER EVANS AND TEACHER PARKER . . . . . . Individuals . . . . . . . . . . . . . . Teacher Affective Interactions During Transitional Periods . . . . . . . . . Teacher Affective Interactions Outside of the Classroom . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . IMPLICATIONS AND RECOMMENDATIONS FOR FURTHER INSTITUTE FOR RESEARCH ON TEACHING AFFECTIVE STUDY INTERVIEW QUESTIONNAIRE . Page 76 83 88 94 101 108 109 109 114 116 117 141 150 160 168 201 LIST OF FIGURES Figure in Text Page 1. Layout of Portair School . . . . . . . . . . . 50 2. Rules for Teacher Parker's Classroom . . . . . 53 3. Class List - Teacher Evans . . . . . . . . . . 66 4. Class List - Teacher Parker . . . . . . . . . 67 Figure in Appendix 1. Teacher Evans' Classroom Seating Pattern . . . 142 2. Teacher Parker's Classroom Seating Pattern . . 143 3. Grouping for Science . . . . . . . . . . . . . 144 4. Teacher Evans' Classroom Grouping . . . . . . 145 5. Teacher Evans' Gym Class . . . . . . . . . . . 146 6. Lunchtime Seating Pattern . . . . . . . . . . 147 7. Science Lesson After Outdoor Fight 148 8. Outdoor Play . . . . . . . . . . . . . . . . . 149 9. School Newsletter - Viking Express . . . . . . 151 10. Faculty Bulletin . . . . . . . . . . . . . . . 153 11. Letter to Principal . . . . . . . . . . . . . 154 12. Letters to Observer . . . . . . . . . . . . . 155 vi CHAPTER I Introduction Background of the Study In urban schools today, the focus of the change brought about by desegregation has been mainly on the physical mixing of children from diverse racial and cultural backgrounds. The physical mixture of students in and of itself does not assure an educational environment and process conducive to the growth of learners (Smith, 1974). The nature of the interaction that takes place between the teacher and the pupils and among pupils plays the most important role in determining the value of an integrated educational setting for the participants. In examining the quality of integrated education, then, the question that should be asked is, "What happens in the classroom when brown, white, and black children are brought together to learn?" The purpose of this study was to determine how teachers, who were judged by Institute for Research on Teaching researchers to be especially capable in the affective domain; that is, the interpersonal, noncognitive area, interact in the classroom with children from diverse racial and cultural backgrounds. More specifically, the intent was to study how teachers establish and communicate norms that promote inter- racial harmony among children in desegregated classrooms. This study is based on an exploration of the context and con- tent of interactions in classrooms in a desegregated school. 1 Teachers in desegregated classrooms vary in the degree of awareness of the diversity of backgrounds that exists and the implications for their own behavior in interacting with their students. A cursory examination of teacher training programs in the state of Michigan indicates that teachers may or may not have gained the preservice or inservice train- ing, the experience, skills, knowledge, and attitudes necessary for meeting the affective needs of learners, which include their beliefs, talents, values, and life styles. The tradi— tional teacher preparation program has not typically included courses and/or training which would provide insights into how to meet the affective needs of children in a desegregated classroom. How, then, do teachers acquire those skills for effectively dealing with children who come from diverse cul- tures? It appears that the determination of goals, selection of appropriate strategies, and decisions regarding specific teacher behaviors have been left to those who find themselves in the midst of the action. The discussion of teacher affective behaviors related to interactions with children from diverse backgrounds has pro- duced questions concerning certain teacher behaviors that should be explored. Gay (1978) raises the following questions in her consideration of preparation for teacher effectiveness in desegregated schools: 1. Does the teacher promote cultural diversity among the students in a general sense? 2. What kinds of behaviors indicate the presence of valuing and accepting attitudes on the part of the teacher toward students of culturally diverse backgrounds? 3. What are some indications of teacher sensitivity to the intercultural patterns of human interactions in the classroom? (p. 152) Desegregation of classrooms in public schools creates a resulting mixture of children from cultural backgrounds which previously would not have existed. Therefore, a multicultural dimension to the educational scene is introduced. The multi- cultural population creates the need for identifying specific teacher behaviors which can be studied in order to improve the quality of education for all students in desegregated classrooms. In this study, observations in the classroom were undertaken in an effort to gain insights, examples, and information regarding these questions. The Teachers The intent of studying classroom events in their actual context was to gain a description that was as complete as possible in terms of the interactions that were observed. The focus was on teacher behaviors which demonstrated ways of meeting the affective needs of pupils. The two teachers for this study were selected on the basis of their responses in an Institute for Research on Teaching study involving written description of classroom affective occurrences—- what led up to the events and how they dealt with them-- and on the basis of judgments by Institute for Research on Teaching researchers of overall awareness of the importance and incorporation of affective needs of pupils in the ongoing activities of the classroom day in an elementary school set- ting. The Institute for Research on Teaching was established in 1976 at Michigan State University through a grant from the National Institute of Education to conduct research on teaching, offer research training, and serve as a communica— tion center for research on teaching. Two classrooms were observed in this study. One was a fifth and sixth grade combined group with twenty-one fifth graders and seven sixth graders. The teacher in that room, Teacher Evans, was a woman in her early forties who specialized in the teaching of mathematics. The other classroom observed was a sixth grade room of twenty-nine children. Teacher Parker was the teacher in that room. She worked with Teacher Evans and another teacher in a departmentalized teaching arrangement. Teacher Parker, a woman in her mid-thirties, specialized in science teaching. As indicated, the two subjects were picked from a group of forty teachers who had taken part in a study of Teachers' Perceptions of Affect, an Institute for Research on Teaching project. This project involved the collection of vignettes describing events with affective aspects that occurred in the classrooms of eighty-four elementary teachers from thirty—six different schools. At a later time, further study was undertaken through taped interviews with forty of the teachers who demonstrated a particular sensitivity to the affective domain based on the type of events described in the context, and mode of teacher intervention as described in the vignettes in which they occurred. The taped interview data were analyzed for evidence supporting inferences of teacher effectiveness in the affective area and insights in this area as it relates to pupils from diverse backgrounds. Thus, the two teachers selected for this study were among those who reflected a high degree of sensitivity in the affective area as rated by the Teachers' Perceptions of Affect research team. They agreed to be participants in the study. Background of the Pupils The two classroom groups selected for this study included pupils from four economic and geographical areas which com- prised the Portair School attendance area. These areas are: Low income housing complex. This recently built complex housed black, Chicano, and white families. Many of the families were on welfare, and many families residing there are headed by single parents. Government subsidized housing. This housing development had been built by a private firm and had been subsidized by government funds so that families with low incomes, but not low enough to meet welfare standards, could afford this newer, more adequate housing. Professional-executive area. This was an area of large, new homes which had been built on the fringe of the school district, and was inhabited by executive and professional— headed families. Many of the parents in the area had been active during the early desegregation period in trying to bring about a smooth, positive transition in the school. A few minority families resided in this area. 91d "rural" area. This was an area of small, older homes which had been annexed to the city in 1957. The area was characterized by few sidewalks and cottage-type houses. Residents of the area were mainly blue-collar workers and predominately white. The mix of the backgrounds of the pupils provided an example of racial, cultural, and economic diversity that could be found in an urban school. Research Method This study used the participant observation method of research which involved the collection of data through the following means: (1) two-hour, pre—observation, audio—taped interviews with teachers, (2) observations of classroom and other school activities over a two-month period, (3) note taking of observations, and (4) sketches of classrooms which delineated positioning of participants and activities. A copy of the forty-five item questionnaire used in the taped interviews is found in Appendix D. For purposes of this study, particular attention was given to responses to items #38-#45, which focused on racial and cultural diversity in the classroom. Information related to the racial and cultural composition of the classroom, particular strategies employed by the teacher, and teacher ideas regarding attitudes of pupils were explored by means of examination of these items. The focus of the studquas the affective interactions between the teacher and the pupils. In addition, affective interactions among pupils were also noted since it was felt that these interactions would also be significant in the study of the classroom context. The object of this participant observation study was to describe teachers' and pupils' activities within the contexts in which they occurred. McDermott (1974) emphasized the degree of richness which can be achieved through descriptions obtained by this method. Not only can the interactions be observed, but the quality of interactions can be explored and their relation to participants' perceptions of the interactions. Such aspects of interactions as how individuals position themselves in rela- tion to others can be examined with respect to the effect on outcomes observed (Hall, 1966). One value of such an approach is that the description can have meaning for the reader as well as the observer. A global account of how things happen, how individuals react/interact, and what outcomes result can be presented in the context of “what's happening" in the parti- cular setting. Another important value is that participant observation studies aim to capture the meanings of the participants themselves. Observations were conducted in the two classrooms over a two-month period during the spring period of the school year. Because this study focused on the qualitative aspects of interactions that occurred in the classrooms, attention was given to verbal interchanges, movement, posture and positioning, pacing and activities that were other than instructional. In addition, observations of the teachers and their pupils were made in contexts outside the classroom, such as in the hallway, in the lunchroom, on the playground, in the gym, and on a field trip. Observing these other con- texts afforded opportunities to gain deeper insights into the quality of interaction between the teachers and the students, and between student and student. Observations outside of the formal classroom context provided evidence for consistency of interactions that were viewed in the classroom. Main Themes Explored in the Study Three themes served as a basis for observation to guide the study of affective interactions between the teacher and the pupils in the classroom. The themes support the overall question of this study: How do teachers establish and commun- icate norms that promote harmony among children in racially and culturally diverse classrooms? The following three themes were explored in this study: 1. How does the teacher communicate, verbally or non- verbally, ways: acceptance of individuals in the following Everyone is unique; e.g., ideas and abilities are heard and explored. Everyone has worth; e.g., helping and learn— ing about individuals. Everyone is competent; e.g., capabilities are encouraged and success experiences are highlighted. Everyone belongs; e.g., invitations to parti- cipate, place is provided, ensuring membership in group. How does the teacher help children to discriminate between accepting and rejecting behaviors and how does the teacher encourage accepting behaviors in the following ways: a. b. C. Describe and label accepting behaviors. Describe and label rejecting behaviors. Describe consequences of accepting/rejecting behaviors. 10 d. Encourage and reinforce accepting behaviors. e. Confront and discourage rejecting behaviors. 3. How does the teacher provide an environment which reflects a valuing of cultural and racial diversity, such as visual aids, organization of groups, and/or use of space? (The three themes listed here are among those included in the "Teacher Corps Observation Instrument: An Integrated Communi- cations Curriculum". This instrument was field-tested with fifteen elementary teachers in three urban schools in the Lansing, Michigan School District. This instrument was developed by the Michigan State University 12th Cycle Teacher Corps team to observe teacher behaviors which reflected basic assumptions relative to effecting an integrated curriculum consisting of multicultural education, language arts, and creative drama in racially and culturally diverse classrooms. The goal of this Teacher Corps project was to bring about equal educational programs for urban clientele.) Limitations of the Study There are several limitations which must be placed on any generalization from this study. First is the fact that the study was undertaken employing a participant observation approach; two classrooms were selected since this method required long term involvement of the observer. The involvement included entry 11 procedures, familiarization with the site and personnel, negotiation of observation conditions, observation scheduling and execution, and exit activities. Field studies yield qualitative, descriptive data regarding groups of people in their social context. Such indepth studies do not allow for large samples of people to be studied by an individual observer at a given time. Another limitation is that the teachers selected for this study had indicated strong commitment to the affective area by virtue of their willingness to write descriptive vignettes and participate in the taped interviews which had been part of earlier research conducted by the Institute for Research on Teaching Affective Outcomes Research Project team. The two teachers selected had given considerable attention to the focus of this study previous to the actual observation period, and, therefore, may not be typical of teachers in general. A feature that is also limiting is that the teachers selected had taught for a period of ten years or more and had been part of a stable staff with only one or two changes in the teaching staff having taken place over that period. Changing staffs many times characterize the urban school; so in this case, this school was not typical in that the teachers were known to families living in the area for a period of time and were well established in their teaching positions. 12 Importance of the Study The primary focus of this study is teacher affective interactions in racially and culturally diverse classrooms. Through qualitative study of how teachers communicate norms which support harmonious conditions for learning in the classroom environment, information is obtained which, hope- fully, will be conducive to providing equal educational opportunities in a mobile, multi-ethnic, and multicultural society. That information has implications for educational practice and for the overall design of programs for teacher education. Definition of Terms l. Affective -- having to do with feelings, emotions, interests, and values of pupils in a classroom context. 2. Behavior -- way of acting, actions, acts; observable responses of persons. 3. Context -- a situation which is brought about by the participants therein, as they interact with each other. 4. Cultural -- belonging to or characteristic of a social group. 5. Desegregated classroom -— a classroom which at one time was characterized as having a racially and culturally homogeneous pupil population and which, through planned or legislated effort, now has at least one-quarter of its pupils coming from culturally and raciallv different backgrounds. 13 6. Diverse -- different, unlike in background, life styles, values, beliefs. 7. Entry procedures -- having to do with gaining per- mission and achieving comfortable acceptance into an established context of which one is not already a part. 8. Exit procedures -- having to do with disengagement from a context in which an outsider has been involved; bringing closure to temporary associations. 9. Interactions -- interchanges, either verbal or non- verbal, between teacher and pupil, or pupil and pupil. 10. Movement -- change of individual or group position from one physical space to another in a given context. ll. Multicultural -- having to do with several social or ethnic groups in terms of likenesses and differences that exist therein. 12. Participant observation -- that method of study which entails a degree of actual involvement by the observer in the activities of the culture under observation. l3. Portair School -- a fictitious name for the urban elementary school involved in this study. 14. Posture -- the position of the body; way of holding the body as observed of individuals in a group or individual context. 15. Qualitative -— concerned with the nature of charac- teristic features involved in interactions. 14 16. Space -- that physical area occupied by an individual, individuals or groups during social interactions in a given context. Summary and Overview In Chapter I, a background has been provided for this study. The teachers selected and the composition of the classrooms is described. The research method is defined and the main themes followed in the observation approach are described. Finally, the limitations existing and the impor- tance of the study are discussed to provide for the reader a perspective of the exploration into classroom interaction. A discussion of the literature that relates to this study is presented in two segments in Chapter II: (1) participant observation method of research in classrooms, and (2) teacher- pupil interactions in the affective area in racially and culturally diverse classrooms. In Chapter III, a detailed discussion of the methodology is presented. The data analysis and conclusions drawn from the study are discussed in Chapter IV. Implications and recommendations for further study are included in Chapter V. CHAPTER I I Review of the Literature Introduction Urban populations are diverse and mobile and at the same time, stereotypic and immobile. These popula- tions vary with respect to their status (ethnicity, culture, Class, sex), and their function (language, cognitive style, affective response, patterns, etc.). These differences have important implications for the ways in which educational Opportunities are designed and delivered. Yet, these various groups are eventually held to similar mainstream standards despite the pluralistic nature of their idiosyncratic reference groups. Those populations seem to be in constant geographic movement within the city and into and out of the city; yet, between groups, move- ment is very limited and upward mobility more a dream than a reality. (Gordon, 1978, p. 7) Teachers who work with children from racially and cultur- ally diverse backgrounds are in situations which could call for special skills and techniques on their part for maintain- ing a learning environment which is positive for all pupils. Differences existing in pupils' social, economic, and cultural backgrounds are reflected in the day-to-day life in the 15 16 classroom. How the teacher deals with these differences can determine the quality of the interaction that occurs between the teacher and pupils, and between pupils and other pupils. This study focuses on those differences that lie in the affec- tive area, that is to say, differences that exist in values, beliefs, attitudes, and interests which are reflected in the classroom behavior of teachers and pupils. Overview The literature that pertains to this study is categorized into two main segments: (1) That literature which is related to the participant observation study of the classroom, and (2) that literature which pertains to interactions in the classroom (i.e., teacher interactions with pupils, with some attention being given to pupils' interactions with other pupils). Literature Related to Participant Observation Study of the Classroom Jackson (1968) focused on life in elementary school classrooms. Observations were carried out in four elementary classrooms for a period of two years. Data were obtained rela- tive to students' feelings about school and to teachers' per- spectives of life in classrooms. Jackson reflects on classroom interaction in this statement, when he says, I In sum, classrooms are special places. The things that happen there and the ways in which they happen combine to make these settings different from all 17 others. This is not to say, of course, that there is no similarity between what goes on in school and the student's experiences elsewhere. Classrooms are indeed like homes and churches and hospital wards in many important respects. But not in all. (p. 9) Participant observation study as a method of research is a process which involves a combination of several approaches. The researcher who chooses this method must be able to listen to how individuals communicate within a given context, and must be able to assimilate what is seen and what is heard in terms of the individuals within that context. This way of describing the observed situation reflects the overall "equality" of the situation from the perspective on an "outsider", but an out- sider who is attempting to represent the meanings held by the "insiders". The day-to-day life in classrooms is an ongoing sequence of events enacted by teachers and students. From the moment the actors come together, the drama begins. How those events occur in terms of what the actors say, how they look, where they are placed, and how they sound provide the basic cues or information to the participant observer as to what is gding on. As the observer looks on and begins to draw together the bits and pieces of information, the meaning of the drama slowly unfolds. Only by following the participants through the chain 18 of occurrences can the observer begin to make sense out of what is seen (Jackson, 1968). In classrooms, as in other places, events have a beginning, a middle, and an end. Transitions from one event to the other also have starting points and endings. Cues which designate the points of beginning and ending are shifts in position, changes in pitch of voice, and movement. These cues give meaning to what has occurred in a context both to the observer and to the participants. The observer comes into the context with no preconceived ideas as to what will happen there; how- ever, the observer does have questions as to what in the situa- tion makes things happen there; that is, what some of the things are that people do and say that bring about an outcome from an interaction. Thus, the participant observer looks at individuals in a social context, and how individuals"perspec- tives are reflected in their actions. In so doing, the participant observer does not predict the outcomes of events which are seen, since the subjects are playing out the situation according to their values, beliefs, and resulting behaviors. The examination of cause and effect is left to the observer after the information has been obtained through viewing and listening. Entering into a social setting, in this case, the class- room, involves establishing a relationship between the observer and the participants on the "scene". Researchers McCall and Simmons (1969), in relating the complexities of participant 19 observer relationship one of acquired rapport combined with objectivity. They conclude that the observer must determine how much rapport is necessary to carry out the project study. Also, they contend that the extent to which the observer becomes involved in the situation is a sensitive issue. The observer in the classroom must be cognizant of these areas in order to bring about a manageable outcome. Schatzman and Strauss (1973) discussed the sensitivity with which the researcher must approach the observation site and the participants therein. They state, Considering that people's privacies are to be "invaded", that commitments to their work and even their identity are called into question, it does not take much imagination to realize how tactical error, blunder, or social crudity can complicate an otherwise worthy project--not to mention the cost to the researcher of having to find a new site or to abandon a study altogether. (p. 22) Overall, several factors are necessary to take into account when an outsider studies individuals in their own context. The first thing is the importance of understanding the characters as Ehgy age without employing predetermined ideas, notions, and attitudes. Second is the realization that the observer, while part of the scene as far as his or her presence and some degree of interaction (Wolcott, 1973) is nevertheless not an insider. That mixture of roles can 20 create aspects of loneliness. Third is the necessity for sensitivity to timing (e.g., when does a transition take place, when to speak, when to listen, when to enter, and when to exit. Finally, since human beings move and act according to their own will and desires, extreme patience on the part of the observer is vital for obtaining deeper meaning from day-to-day observations. Contexts, in terms of events that happen during the school day, are determined in part by physical properties such as place and physical space (Hall, 1966), time, activity, the social identity of the actors present; i.e., the relation- ship of one to another. Participants' use of space can be an important index of changes in activity, social identity, and actors' identities. The observer must decide what to observe and record of behavioral cues as being the central part of a given situation. Erickson and Shultz (1977), in discussing contexts, state that "despite the redundance of cues, it usually is not possible to determine (in informal occasions in the United States, at least) an exact moment when the definition of situation has changed. It is only after the cues for a change in context have occurred that it is possible to determine that something has indeed changed" (pp. 5—10). In consideration of interactions that occur in the classroom, Florio (1976) discusses the variance in contexts that is created by the participants. She notes that, 21 When we claim that children somehow learn rules of appropriateness, it is easy then to assume that language is matched to contexts that are essentially static. While it is true that the classroom has many conventions that members and observers alike can share, describe, and refer to, the classroom is also comprised of ongoing and novel exchanges that are essentially created by all of the participants as the situation unfolds. (p. 32) Interaction taking place in the classroom can look very simple to the outsider who happens to witness events from time to time. However, upon closer examination of day-to-day occurrences, the observer gradually begins to discern a pattern in the verbal and nonverbal interactions taking place between the participants. Although the participants are not aware of the complexity of the interchanges, analysis of those inter- changes can yield an abundance of patterns and behaviors. The participants in the context determine the nature of the context; that is, those participants who are knowledgeable about the norms for acceptance and who choose to adhere to those norms promote the process of the activity. Bremme and Erickson (1977) studied relations between verbal and nonverbal ways of acting in a classroom. The study focused on interactions of students in a kindergarten/first-grade class- room, and especially on those interactions occurring during "first-circle", a fifteen-minute segment of time taking place 22 early in the morning session in the classroom. Through repre- sentative videotaping and observations, they examined contexts or rules for making sense on the part of classroom participants. This study provided knowledge related to teaching and learning, supervising, and other work that goes on in classrooms. The participant observer looking on in a school context brings into that context certain values, beliefs, and interests according to the individual's background. The report of the observer reflects the degree of familiarity with the setting, a sensitivity to the variation existing in the lives of the participants, as well as the impact of the presence of the "outsider". McCutcheon (1978) reflects that, But there are prices to be paid for attending to complexity and variety of classrooms. One is that only a few classrooms can be examined because of the time comsuming nature of the work. And another is that the report of the case study reflects the theories, values, and beliefs of the researcher, for it is through those perceptual issues that a researcher views the world. All research reflects the theories, values, and beliefs of the researcher to a certain extent. When we choose an inquiry approach, frame questions, pose hypotheses, select variables, and interpret our results, our theories, values, and beliefs enter into the process. (p. 5) 23 In observing humans in a social context, adequate infor- mation must be obtained in order to present description to the reader that is meaningful. McDermott, Gospondinoff, and Aron (1977) formulated criteria for judging the ethnographic adequacy of any description of concerted behavior. They applied these criteria to an eleven-minute small group reading lesson portrayed on film. They suggest that "it is necessary to determine the adequacy of any description of the form and content of concerted behavior in terms of whether it is (1) formulated, (2) posturally positioned, (3) oriented to, and (4) used to hold members accountable for certain ways of proceeding" (p. 24). Erickson, Carrasco, Cazden, and Vera (1978) investigated social and cultural organization in classrooms of bilingual children. The purpose of their study was to obtain knowledge regarding the social and cultural rules of classroom interaction of bilingual children in first-grade classrooms, and to convey implications of their findings to bring about what they describe as "the design and conduct of 'culturally responsive' education for Chicanos and other bilingual populations". The two-year research study is ongoing and involves participant observation, videotaping, and analysis of the two sets of collected data. Through the fine analysis of the data, the researchers are gaining useful information regarding responsive bilingual- bicultural education. 24 Literature Related to Teacher Interactions in Racially and Culturally Diverse Classrooms Racially and culturally diverse classrooms. Fuchs (1969) examined the views of beginning teachers who participated in Project True (Teacher Resources for Urban Education), a research and development project carried on by the Department of Education, Hunter College, and City University of New York in the middle 1960's. She says, Culture conflict in the classroom can present the danger of rejection and victimization of children when those in charge of their education are unable to understand some of the underlying cultural con- tact and cultural conflict problems causing children to engage certain types of behavior. (p. 27) Fuchs recommended that particular attention be given to the preparation of teachers in our urban communities, especially in the area of helping teachers to better understand the social processes at work in the classroom which effect the children and the teacher. This study attempts to look at parts of the social processes in two classrooms of such areas. Not everyone agrees with the uniqueness of the problem. Eash and Rasher (1977) content, on the other hand, that many of the problems that are associated with desegregated class- rooms are to be found in all schools. They hold that three of the problems, namely, (1) wide range of ability of pupils, 25 (2) organization of materials to accommodate the wide range, and (3) the necessity for promoting cooperation among the pupils in order to bring about a positive learning environment are present in any school context. However, teacher attitudes toward pupils do determine to a great extent the outcomes of teacher—pupil interaction. This may be a problem in ethnically diverse schools. Gay (1977) discusses personal contact with ethnically different individuals as it relates to racial understanding. She states, In other words, just because teachers encounter different ethnic groups in desegregated schools, there is no reason to believe that their attitudes will change, that they will be more sensitive and responsive to ethnic and cultural differences than if they were in segregated schools. It seems more reasonable to expect the reverse to happen. Teachers do best what they know how to do and are comfortable doing. (pp. 149-156). She suggests that lack of understanding of diverse indivi- duals may cause teachers to interact with those individuals with caution and hesitation. The importance of teacher affect in relationship to overall learning must be considered in viewing classroom environment. Researchers Peng, Ashburn, and Gray (1978) studied the rela- tionship of positive and negative teacher affect with pupil achievement. The pupils' own perceptions of teachers were 26 obtained through a questionnaire. The study revealed that positive behavior on the part of the teacher may not necessar- ily be conducive to higher achievement, and this inverse rela- tionship was especially significant for the low socio—economic status pupils. These findings suggest that there are some other factors that could provide a better learning environment for culturally diverse pupils. What follows is an attempt to discuss some of these factors. Teacher expectations and attitudes. The processes by which teachers communicate differential performance expecta- tions to different children was studied by Brophy and Good (1970) through observations of dyadic contacts between teachers and individual pupils in four first-grade classrooms. They found that there was a demand for better performance for those children for whom the teachers had higher expectations. The teachers were also more likely to praise these pupils when they performed well. The researchers state, Teacher do, in fact, communicate differential performance expectations to different children through their classroom behavior, and the nature of this differential treatment is such as to encourage the children to begin to respond to ways which would confirm teacher expectations. (pp. 365-374) The qualitative study of communication patterns of teachers in classrooms provides information regarding the kinds of 27 statements that could be made and the types of posturing which could convey these messages to pupils. Another study which examined whether teachers' attitudes toward their students was revealed in their classroom behavior was conducted by Silberman (1969). Teachers and students in ten third-grade classrooms were interviewed. The teachers were interviewed to determine which students they had certain attitudes about, and later observed to record their behavior toward those students. The attitudes were: attachment, concern, indifference, and rejection. The students were asked to predict the frequency of certain behaviors directed at them. The findings of this study, done in suburban Chicago, clearly shows that teacher attitudes affected the distribution of each observed teacher behavior, although certain attitudes were more visibly expressed than others. The predictions of the pupils and the actual observations resulted in the most signi- ficant positive correlations. In summarizing the findings, Silberman states, It is likely that the daily classroom experiences of recipient students is significantly altered by teachers' actions which express their attitudes. These actions not only serve to communicate to students the regard in which they are held by a significant adult, but they also guide the per- ceptions of, and behavior toward these students 28 by their peers. (pp. 402-407) Rubovits and Maehr (1973) observed teacher attitudes and behavior in seventh- and eighth-grade classrooms in a small midwestern city. The subjects were student-teachers in under- graduate preservice training and were teaching in racially mixed classrooms. Their study, a follow-up of work done by Rosenthal and others, involved the manipulation of IQ scores which had been randomly assigned to pupils. They found that the teachers gave preferential treatment to "gifted students" and to some extent, white students. Also, teachers regarded as highly dogmatic tended to encourage white students more than the black students. Although this study involved inexperienced teachers (preservice), it does provide insights into how attitudes can affect the behaviors of teachers as they interact with racially and culturally diverse pupils. In addition to racial, personality, sex, and academic diversity, pupils in integrated classrooms reflect the diversity of family life patterns existing in larger communities. One recent study carried out by Sanford and Tracy (1978) examined the possibility that teacher ratings of children from divorced homes and children from intact homes would differ in terms of how they would be viewed in school situations (e.g., cepes with stress and pOpularity) and personality traits (e.g., anxiety, social deviance, and happiness). Thirty teachers were shown videotapes of an eight-year-old boy interacting in the classroom. 29 Information indicating the boy was from a broken or divorced home was given to half of the group, while the other half was informed that he was from an intact (two parents) home. Results of the study indicated that teachers who believed the child came from a divorced home rated the boy more negatively on the variables of happiness, emotional adjust- ment, and copes with stress. The researcher concluded that the child from a divorced family is likely to be perceived more negatively than a child from a two-parent family situa— tion. Pupils with varying family patterns are certain to be found in racially and culturally diverse classrooms. Teacher attitudes toward different family patterns can determine the quality of relationship with those pupils coming from such backgrounds. Teacher behavior. In integrated classrooms, the variety of interactions taking place creates a responsibility for the teacher to deal with the ongoing interchange of behaviors. The importance of teacher listening ability as a response to the various interactions is commented upon by Good, Biddle, and Brophy (1975). Other basic ways in which the teacher may communi- cate interests in and acceptance of students are: private conversations, solicitation of student ideas, integrating student ideas into the curri- culum, explaining why suggestions are rejected or 30 delayed, and generally modeling respect for individ- ual and interest in learning. (p. 205) The reinforcement practices of black and white teachers in integrated classrooms were studied by Byalick and Bershof (1974). They used the Positive Reinforcement Observation Schedule "in studying sixty female secondary teachers in the southeastern United States". The sample consisted of thirty white teachers and thirty black teachers from fifteen different schools. Data concerning expressed preference for positive reinforcement were obtained in integrated classroom settings. The results indicate that black and white teachers have similar reinforcement patterns, that only thirty-two percent of the teachers actually were observed to use the reinforcers which they had stated they preferred, and that the rate of reinforce- ment occurring in the classroom is relatively low. With regard to racial and sex groups in the classroom, they concluded that the opposite-race children were reinforced more frequently by the teacher than children who were of the same race, and that male pupils were more frequently reinforced than females; in the female group, black females were the least reinforced. The communication of reinforcement by teachers in integrated classrooms can reflect differences in treatment of diverse individuals in these situations. In looking at teacher use of praise and criticism in relation to race, Brown, Payne, Lankevich, and Cornell (1970) 31 studied teachers in de facto segregated areas. The way in which teachers used praise and criticism as well as the effect on pupils indicated by their responses was examined in this study. Twenty-minute tapes were made of discussion periods, and the responses of pupils in these discussions were categorized. Results of the study indicated that the amount of praise used in the classrooms related to the number of responses; in class- rooms where the teacher and the pupils were of unlike race there was a greater degree of praise and a lesser degree of criticism. The researchers concluded that: In summary, attitudes of.teachers toward biracial situations seem to be an added variable in the praise-criticism dimension of teacher behavior. The study reported here indicates that classes in which the teacher's race differs from that of the pupils's have a more positive situation, which aids in pupil motivation. (pp. 373-377) Teacher behavior was looked at as a factor in the quality of educational Opportunity afforded students of ethnically different backgrounds in the schools in southeastern United States. Jackson and Cosca (1974) assessed teacher behavior in four hundred-seventy-four classrooms coding verbal behaviors directed toward students. Ethnicity of student recipients was noted. The results of this study indicated significant dispar- ities in the teacher behaviors directed toward Anglo and 32 Mexican-American students. Greatest disparities were demon- strated in the areas of teacher praise or encouragement of students, teachers' giving of positive feedback, teachers' acceptance or use of students' ideas, teacher-questioning. all noncriticizing teacher talk, and all student-speaking. Communication between teacher and pupils in integrated classrooms comprised of racially and culturally diverse pupils also occurs through nonverbal behavior. Feldman and Donohoe (1978) investigated the relationship between nonverbal behavior and the composition of teacher-student dyads. The experiment was conducted in two parts, with Experiment I using thirty-six high and low prejudiced white subjects (psychology students) acting as teachers; this experiment focused on the praising of successful white and black pupils (confederates). Results of the experiment indicated that high prejudiced teachers nonverbally discriminated between white and black students. Indications showed they favored white students more than did the low prejudiced teachers. In Experiment II, forty teachers (white and black) behaved nonverbally more positively to stu- dents of their own race than they did to a student of the other race. However, in this study, it appeared that only same race judges could determine the difference in the non- verbal communication of affect demonstrated by the subjects. In classroom studies, nonverbal communication appears to be a dimension which involves careful consideration of content 33 and context. Notable in many of these studies is the disparity shown in teacher behavior toward pupils from different backgrounds. As mentioned earlier in this study, many teachers who are interacting with pupils from racially and culturally diverse backgrounds have little or no preparation for dealing with the complexity of the day—to—day involvement. Negative behaviors could take place without the actors realizing the occurrences. A teacher's daily interactions extend outside of the classroom context. He or she is also part of the larger school setting. Interactions take place with other teachers, auxiliary personnel, and administrators. These individuals also possess attitudes and behaviors which could influence what happens inside a particular classroom between a teacher and the pupils. Regarding the administrator's view of teachers in integrated classrooms, Haskins (1977) has this to say: Principals should have a well developed personal philosophy of education. They should continually question the caliber of teachers as a group—-their training and certification requirements. Princi- pals should encourage scholarship from students and demand it from teachers. They need good teachers, and they have some influence over that. They cannot excuse teachers because the children 34 are disadvantaged; they speak another language at home; the community values are different; there are no books in the home; a particular child comes from a broken family; and so forth. (p. 57) Student to student interaction. Teachers' attitudes and behaviors in the classroom are demonstrated in situations in which there is an interchange with the pupils. The pupil recipients are also interacting with each other. Although the emphasis Of this study is placed on the teacher, the pupil to pupil relationship must also be considered in terms of what's happening in the classroom. This view is held by Jackson (1968) who states, Strangely enough, not tOO much is known about how young children themselves look upon their school experiences. This fact is particularly surprising in a day when it has become almost a national pastime to find out how people feel about things. We do seem to become mildly interested in learning about student Opinion by the time the students have reached high school, and on our college campuses, the pollsters are almost as plentiful as in the supermarket. But grade school students' sentiment with regard to classroom life is relatively unexplored. The notion that the emphasis placed on teacher inter- actions with pupils far outweighs that placed on the pupil 35 actions and interactions is also supported by Lightfoot (1978). She states, We will begin to gain a sense of the range and variability Of perceptions, behaviors, and exper- iences of children in school if we record not only teacher initiated interactions or teacher respon- siveness to children, but also the actions and interactions Of children--those that are child created, initiated, and sustained, and those that evolve out Of social interactions among peers. (p. 3) She relates that pupil interactions are extremely complex and, therefore, difficult to categorize. In regard to minority children from lower class backgrounds, she contends their actions and interactions may be misinterpreted by researchers. Singleton and Asher (1977) studied racially integrated classrooms and children's peer preferences. Their research was based on children's responses to two sets Of sociometric tests; one which rated preferences Of children for play activ- ities, and another based on peer preferences for work (school) related tasks. Their findings indicated that children in their study rated members of their own race higher on the scales, but that they still tended to give relatively positive ratings to cross-race classmates. The outcomes of this research led them to feel that the 36 degree of cross-racial acceptance in the integrated school context was increasing. The research examined cross-race acceptance rather than "best-friendship". The sixth-grade children tested had been in integrated classrooms throughout their school years and were part of a longitudinal sample examined over a three-year span. For the white children in the study there was no evidence Of greater racial bias in the sixth grade than in the third grade. However, for the black children there was more indication Of ownwrace preference at the sixth-grade level than at the third-grade level. This study provides information about children's classroom inter- action and the quality Of peer interactions in desegregated classrooms. Slavins (1979) investigated biracial learning teams and cross-racial friendships in desegregated junior high settings. Studies were undertaken using experimental and control groups Of students. The findings indicated that students who had interacted in multiracial learning situations improved in race relations as assessed by increasing cross-race attraction. This researcher further concluded that the results were not especially due to teacher characteristics or to the selection basis Of the students. Slavin states, A Teacher expectations may have caused some portion of the changes in student behavior, but it is unlikely that this had a major impact on the results, 37 as race relations outcomes were mentioned to the teachers as only one of the many possible outcomes. (pp. 381-387) This study suggests that the opportunity for interaction for racially diverse pupils can play an important part in promoting harmony in desegregated classrooms. An examination of the effects of desegregation on the interethnic attitudes, interethnic contact, and self—esteem of black, white, and Mexican-American pupils was conducted by Stephan and Rosenfield (1978). The subjects of the study were fifth and sixth graders from a segregated school and a naturally integrated school before desegregation had occurred. Pupils responded to a questionnaire designed to assess the three areas after desegregation had taken place. All three groups were highly ethnocentric according to the attitude and contact data. Also indicated was the fact that the black students from the segregated school had more negative attitudes toward both the white group and Mexican-American group, as well as within their own group, after desegregation. Neither interethnic contact or self-esteem were affected significantly by desegregation. This study supports the Opinion of Smith (1974) that the mere mixing Of pupils does not automatically bring about more posi— tive human relations. The diversity existing in racially and culturally mixed classrooms brings with it variations in degrees Of self-concept 38 held by the students. The self-concept level of the students can determine the quality of the interaction taking place between students. Shiffler and Lynch—Sarrer (1977) studied the relation between self—concept and classroom behaviors in informal classroom settings. They used an observation scale in observing fifty-three children in a first through third grade classroom and fourth through sixth grade classroom. A self-concept test of three referent forms, self—teacher-peers, as well as a sociometric questionnaire was administered to the pupils. Data analysis revealed different patterns of classroom behavior for differing self-concept levels. The greatest percentage of task-oriented behaviors were held by pupils in the highest self—concept group; while pupils in the lowest self-concept group had the greatest percentage of non— directed behavior. Carrithers (1970) carried out an extensive review of the literature that related to school desegregation and racial cleavage from 1950 to 1970. A number of patterns emerged from the review of that literature. They are as follows: (1) The child as early as three years is aware of racial differences. (2) The child holds attitudes that are greatly dependent upon his perceptions of parents, peer, and school attitudes, and upon his perceptions of their support of his attitudes. 39 (3) The demonstrated preference Of white for white and black for white may be changing. (4) Cleavage starts in elementary school with boy and boy against girl and girl, but with the onset Of puberty, the cleavage develops racially. (5) The Negro boy seems better able to adjust, and is more accepted in interracial associations with boys and girls than is the Negro girl. (6) There is no general agreement about the effects Of interracial contacts on attitude change. Some studies have found heightened tolerance, some heightened resistance, some no change. There seems to be, however, a general agreement that interracial contacts per se will not bring about increased tolerance Of acceptance. (pp. 24—47) film A review of the literature related to this study is pre- sented in Chapter II. The review is organized into two segments. The first segment pertains to the participant obser- vation method which was used in this study. Major studies Of racially and culturally diverse classrooms have not used this mode Of inquiry. In this study, the participant Observation method was used to explore what kind of interactions take place in these settings. Then, to examine those interactions, the second segment of the review is related to teacher-pupil 40 interactions in the classroom. In the next section, Chapter III, the research methods used in this study are discussed and a detailed description of the research setting is presented. CHAPTER I I I Methods of the Study Introduction This study focused on the interactions Of teachers with pupils in the classroom in the affective area, which includes the emotions, feelings, interests, and values held by children. Observations were carried out in the classroom over a two-month period. NO preconceived ideas were made as to how the teachers actually functioned in the classroom, except for information gained through the taped two-hour interviews. How those inter- actions appeared in reality remained the prime question Of the study. Foremost in the mind Of the Observer was the aim Of Observing teachers in classrooms comprised of children from racially and culturally diverse backgrounds in order to find out what happens in the day-to-day context. The teachers had been subjects in the interview phase Of the Institute for Research on Teaching "Affective Outcomes Project" and had been judged by the researchers as particularly effective in the affective domain, in that they were able to verbalize awareness of the overall area, professed competencies in dealing with affect, and appeared able to apply strategies appropriately. The primary focus was to explore how this actually worked in the live situation. Effort was made to capture what was said, how people appeared, where they placed themselves, and what occurred before, during, and after affective 41 42 events that took place between participants in the classroom setting. The question that was explored was: How do teachers gO about bringing together a number of pupils from diverse backgrounds into a harmonious relationship conducive to the learning situation? The three main themes, as outlined in Chapter 15 p. 9, served as a basis for the exploration. It is assumed that teaching styles vary from individual to individual, as do school communities, in their make-up. The two case studies described here Offer examples of how two particular teachers function in their classrooms. The Methods The participant Observation method was used in this study to gain information about how teachers function in classrooms with their pupils. Through use Of this method, there was an opportunity to gain access into, and to become part of the context which was being observed. The "partici- pant" aspect of the role encompassed (1) being physically on the scene, and (2) being accepted as part of the scene in a way that did not alter the context greatly over time. The “Observer" facet consisted of noting, recording, listening, and reviewing. Observation of the two classrooms was carried out over a two-month period in late winter and early spring. Time Of Observation varied since the two teachers were part Of a 43 departmentalized program and, therefore, taught pupils other than those in their classrooms during the day. This study focused primarily on the teachers working with those pupils in their homerooms. Such times occurred mainly in the latter part Of the school day; although, some morning Observations were done in both settings. Occasionally, a special program or event would change the time scheduled for observing the classrooms. The first contacts with the teachers had come about through the taped interview sessions done as part of the "Affective Outcomes in Education" research project conducted by the Institute for Research on Teaching at Michigan State University. Teachers taking part in the interviews had also been involved in an earlier phase Of the project in which they produced written descriptions Of incidents related to affective outcomes in their classrooms. The questionnaire used was the "Affective Study Interview Questionnaire" which was formulated by the research team. It contained forty-five questions (see Appendix D). For purposes Of this study, particular attention was given to the responses to items #38-#45, which focused on racial and cultural diversity in the classroom; although, consideration was given to the total set of items in making judgments about teacher effective- ness. Information related to the racial and cultural composition Of the classroom, particular strategies employed which promoted 44 positive affective interaction, and ideas regarding attitudes Of pupils was Obtained by means of these item probes. In addition, the taped responses of the two teachers served as a basis for comparison on what was actually seen during the Observational period. The responses Of the teachers as recorded on the tapes were compared with Observations Of what was happening in the classrooms of the two teachers. Upon selection Of the two teachers for this study, the Observer approached them regarding the in-classroom Observa- tion and explored with them the various facets Of having an outsider present. They were assured by the Observer that every effort would be made not to interfere with the ongoing activities Of the classroom. It was explained that the Observer would be visibly engaged in note-taking, and that the Observer would be establishing different vantage points from time to time depending on the situation. Both teachers noted that their pupils had interacted with student teachers as well as various auxiliary staff in the building, and that they regarded most outsiders as "helpers". Comments were made by the pupils throughout the Observation period that indicated to the Observer that they thought the Observations were part Of a preservice teacher training program. Evidence Of this idea persisted to the end as attested to by one Of the notes from a pupil which read, "Dear Mrs. Nickerson, you're the nicest helper in our class we've ever had. I 45 think you'll make a good teacher someday--Angela 0." Feedback such as this indicated to the observer the acknowledgment by the students that they recognized the presence Of someone else in their context (Field Notes, 5/7/79). Effort was made to record the affective interactions, which included the interpersonal and intrapersonal aspects, between the teachers and pupils and among the pupils, during transitional periods between activities, and during activities outside of the classroom context which involved the pupils in Teacher Evans' and Teacher Parker's rooms. The Observer also Observed on the playground, in the gym, and in the halls to gain further insight into the relationships Observed in the classrooms. One Observation was made with Teacher Evans and her pupils on a field trip to a community-sponsored Youth Talent Exhibit. The Observer was unable to make a similar field trip with Teacher Parker due to illness. The note-taking consisted of writing brief narrative accounts of the Observations. Such accounts consisted Of words and dialogue heard, and descriptions Of subjects and activities. Inferences, questions, and/or speculations were noted as they occurred to the observer; however, they were written to the side of the factual accounts so that they ‘ remained separated for later reference. Interview sessions with the teachers following the Observations provided a time for raising questions and gaining additional desired information 46 related to the activities viewed. Sketches of group and classroom arrangements were made by the Observer from time to time to provide a pictorial referent for the interaction taking place (e.g., see Apendix B, Figure 1). The sketching of events is a painstaking activity since attention must be given to many details such as composition Of groups, place— ment Of individuals, and, as in this study, race and sex Of the participants. It also means that the Observer is engaged in three activities simultaneously: viewing, recalling, and recording pictorially on paper. All data were carefully reviewed by the Observer immediately following the Observation sessions and additions were made at this time. These reviews were vital since the Observer was recording in the midst Of occurrences and, therefore, reflection on the overall context was not reasonable at the time Of recording. (Schatzman & Strauss, 1973, p. 95) The Observations. The procedure for the Observations was described to teachers in this way: 1. Teacher interaction with her pupils was the focus of the Observation. 2. The teacher was Observed in several different con- texts; e.g., during different times of day, interacting in small and large groups, during activities taking place outside of the classroom. 3. The Observer was viewing ways in which the teacher 47 dealt with intergroup and interpersonal behavior Of pupils from racially and culturally diverse backgrounds. The Observer also indicated that it was necessary to maintain a vantage point in the classroom away from the on- going activities and movements of the teacher and pupils. Usually a position at the back Of the room was most advan- tageous; although at times, the sides or front Of the room provided better viewing locations. How the Observer was to be identified in the classroom was discussed with the teachers. The teachers felt that since the pupils previously had contact with student teachers, student-teacher coordinators, and classroom Observers, the Observer would be identified simply as someone from Michigan State University who had come to see what was happening in the classroom. The observer maintained a friendly relation- ship with the pupils, but at the same time made an effort to stay out Of the activities in the classroom. After-Observation interviews were held to Obtain the teacher's own account Of attitudes, feelings, and sense Of satisfaction and disappointment that became visible to the Observer only through the individual's reporting (Jackson, 1978). In addition, the Observer Obtained names, sex, and race of children in the classroom; however, in reporting, identification was kept anonymous. Therefore, the names of all the participants were changed in the reporting of this 48 study. Finally, the teachers were able to ask for feedback as to what was Observed in their classrooms. Dialogue between the teacher and the Observer provided a basis for creating a comfortable relationship. The School Selection of the site for the study, Portair School (a fictitious name), came about as a result Of the selection of the two teachers who were part Of the Institute for Research on Teaching "Affective Outcomes Study" and who both happened to be teaching in that school. The school did meet the criteria Of the study in that it was in a community area which could be described as desegregated. In addition, Observing the two teachers in one school was advantageous to the Observer in terms Of travel time tO and from the site and continuity Of Observations. Portair School, located on the fringe area of the Lansing metropolitan community, has an enrollment Of three hundred and two children. The school is probably unknown to many residents Of the larger community since it is not at all visible to travelers using one Of the area's busiest thoroughfares only a few blocks away. This main street is lined on either side with small businesses, eating establish- ments (one Italian, one Chicano), a neighborhood bar (T-bone steak, $3.49 and large T.V.), and numerous middle price- range apartment houses. By driving through the area, the 49 Observer was able to develop an impression of the community. The little side street on which the school is located has only partial sidewalks on one side. Small, Older cottage-type houses, many Of which have a pick-up truck or a camper parked close to the house, surround the school. A few blocks away newer, larger homes form another area. Further to the west Of the school, there is low-income housing consisting Of two developments. One is Obviously newer, more substantially built, neater looking, and more spacious than the other. Beyond this area, the larger, single—family homes begin to appear. The population throughout the school residence area is fairly mixed racially as reported by the principal and the teachers; however, the low-income housing development has a large concentration Of Blacks and Hispanics. The housing patterns and their dramatic contrasts in the area are reflected in the diverse population of the school. The school itself is a one-story, light tan brick structure which was originally a small, four—room "rural school". Later, a large "L" shaped wing was added to accommodate the expanding population of the community. A layout of the school is shown in Figure 1. The original part Of the school contained the classrooms Of the two teachers Observed. Although the Old and new areas were delineated by only a few steps, the Old area was commonly referred to as the "upper level" by the staff. ./’CU?7VZN#? E:¥Uj— EX )1 OFFICE 50 Figure 1 Layout of Portair School with designation of Teacher Evans' and Teacher Parker's classroom. P 2 g 32., '4? 06 r /@o >- 4Q t3 . oz 5.1 F. 8 \/ E \ 0,233 g Adi O“ 00.15 (- > E) p: crud): SCREEN TtkthR‘s DESK FILLED” N ECRR; .635: 24.9. KM 45. we / " Pa?‘ 5., P5 we .2 22:: {.25. W6 - White ' -A . Girl "3 ' 22$“ 245. .54 £2? 8. km? 86 - Black Girl 88 - Black 8 - ; cc - egg... .444 #44 lg! x422 45w; G CB - Chicano Boy . 7 ask iath/J/a’ 3!. £5. «a: ,r Figure 1 ‘, Diagram of seating pattern in Teacher WINDOM’ S Evans' room with race and sex of pupils indicated. ’/;;a 9”" COUNTERS. 143 1i, k. CHRLKBC has ' Figure 2 ENJLLE-FHJBOKRIE! CHKLKBOKRL} l ‘F'leCr’7 < [XI “tier Diagram of seating pattern in Teacher _ 11:“ng DESK Parker's room with race and sex of pupils indicated. 20!? -5?" Rex w" ' ' 'I' we - White W57 ”6' (“5' ML“ .95 61 1 W3 - White BOY ’6 ’ 3121’" 34 acre me Me 55 BB - Black BOY n> CG - Chicano /' Girl _ E‘J '_ 3; CB - Chicano 35' CB C 5- (0 8 EB BOY I ram? "7 fr. Aé/é? 45>é; 12):? (Deaf IZFF ‘.2> <"6r'c [#6 lot; a '1: Ié 6‘- p45: " " L' . (Kw; ' _ ,- Z’é‘ IVE {:2 W5 Mt” 3M ‘OWS _.£3. .43111c3 TD __ Iiiijhjjjis é . (I; 39 0 77s. / SVJ- j 144 Parker's science class ? . e l posi- 3:2"... 737%). = (__J l-é - - Whit ' 1 L B. : 33:2: ___ BB - Black Boy 5; CB - Chicano j ”‘71 ] o . ___) ‘ l'; j ,, 2, (i N (i: I C _i [__| WL 380106;.) .N v o O. 09% D: SK ’ ‘9 pk 91‘ ((163671, 0 ! 145 r" Diagram of pupils making storybook j. l v 6. !:'-'_'.=_*.N;ct;-;, ‘9 (9A and” fir ’7 tum; a.o::a;.w o'cruar SCRZZN be figure 4 puppets in Teacher Evans' classroom with teacher movements indicated. RCHE 551:9. a” «5 Ii A—l - White ' 6’ ' \ Girl , . s E. - White ‘ Boy I 36 - 81 k 31:1: '. , l—i— / .' BB - Black - Boy ' CG - Chicano G. CB - Chicano K ."~ , {V Boy _,_" 6. O— ' V 6 ‘ .r:r-.~J :1 ‘MNLOWZ 90' , 3- 3M . COUNTERS O BULLETINBCRRDMI ' bEULLET'IN“Ot.‘.f 1 . 146' O O o 0 7294/7 HAL? .' .715 ‘ E64” 0 1M k/ :44 Ck— flab/z Ar- 0 G O ' 9 Cl) r\ , . 5/ \ /. Q ”989/ 712‘: /4".:/»’.".--- O O O O Figure 5 Teacher Evans goes to assist M , Black boy, during ' asEetball Baseball“ game in 000 gymnasium. / \O O O O /// -.r‘ W"' 0 ,. Vila/’3? £7 ' .15 ..fl -. “M...- .. _‘- m . - - . b” -.-—s ...u - /\ we“ _ ___‘ rwi' [:Xl'l :a MG 1147 j /\ o oo 1 Z ’ O 0 LJ I U t: )6 m L___l 3'3: (1' Figure 6 5 Diagram of seating pattern during lunchtime at Portair showing racial mixture of pupils in % Q Q § % % Tgaggsrgfarker's and Teacher Evans' classrooms IN A % \ \ ‘A & oooooo , 52:: _L Li - WG — White Girl l g: -V\ t. . t4 WB : White Boy f O s. O 5 2: - 23:21: $2.31 :- <:> CG : C icano Gir 3 T: - T286223 ggins W O O O O O 0 TP - Teacher Parker ii '. ‘ ‘v 1 V s- g; .,*< '1; 5% §% CI o o o o _ ONO Q ‘0 i (E E g 1. A §‘ V - \ 0— 1" Q Q O Q: O O . 5e 3° to 1 \"s ‘~..' K) Q Q ‘\ QQ(:> QWYI) 1 . 3) c) I! c / l 410. «to :77 '5)“ 148 EXIT (‘2?) fékéé <:> <::.Z§Ev27 /Q9) < o 04,; . r / . 69 K J ’2 O O7éercsra/5J 4Z2”?:§? ‘ ““‘—- <32>77§/%1K2?I Figure 7 Science lesson after out- door fight incident show- ing pupils and race in working groups. I _ .I I - C - Chicano X - Boys Ll L! Li involved ' in fight pr *— (I 1 £4” 662%(f5916h7’ 4&4: ‘ i o: SK 0 V fit 0 V 66’2”“ 149 )) 3% m. w... mess at AR 000 .. (1:... ! Ill'lllllllnllb- “$1.40 I. 474va _v. is: O Ozzie jam/Oi '\ ILA O _L; 1.3 ®c cool ..3 352$. 03 Wu K . K . . K. . as O O O (am mm d um..." mm“. mi.“ in.“ um we mm. O O O a mum . rue. JR m Mum. v. u CYO 1 1 M I... at... aye... . mp. one». frO CORR“ 00 o ttccc mam” mmnnm O O O rudn BBC L. “0“” ...-. $18.... as $8 a new: 0 TWIN. a.m.uJEMZL/c‘ 1 :\ .U - _. ..v .s 5.2: 173.-., :Iianfim «.5 O. 0.30 Om. you; was ...Imtbou APPENDIX C SCHOOL BULLETINS, COMMUNICATIONS, AND PUPILS' LETTERS 150 151 School Newsletter - Viking Express SAFETY PATROL NEWS On January 22, 1979. the Safety Patrols were treated to a trip through the new Oldsmobile Cutlass Plant. Dr._ arranged the trip as a reward for the safeties, to show our appreciation for the fine Job that they are doing. We all enjoyed the trip. is were awed at seeing how a Cutless is put toget- THANK10_U!!!!! The help of Junior and senior high students at the Portair Family Fun flight was greatly appreciated. The assistance of these fine young people made the evening run very her. Thank you parents for taking us smoothly and allowed parents the ”° 014:”1’3“ t um“ 3”“ D“ “r opportunity to participate with their arrarg ng e p. Portair students. It has been mighty cold sany mornings this winter. When it is 15 F or colder in the morning. safeties have a hot @ cup of cocoa to warm them up. He would 1 . like to thank hrs. for preparing the cocoa for us. Also. a thank you is ooquNIn wORDINATOR in store for the P.T.A. for paying for the cocoa. Us have any programs set up at this time. but there is room for more. Officer Curtis has visited Portair If you would like to share you- skills. recently. He met with the safeties in please contact PB. 4 January for a slide/talk program. He any day between 2:30 - M30. At this set with the whole school for a winter time we have basketball, open gym. safety program. Both programs were disco dancing, and cooking. I can use interesting and we learned many safety any talents you say have. even if only practices. for one night. The Safety Patrol Picnic will be on PARENT MEETING June 6th this year. Keep up the good .‘ work to earn this reward for service. A excellent group of parents met on Monday. Feburery 19, 1979 to discuss the Compensatory Education Program at Portair School. The group reviewed the way students are selected for the program and how the School District determines the number of students to be served in each building. The present program was discussed with parents giv- ing their reactions to the program and the reaction of their students. Funding restrictions placed on the prograns were diseased. Some comiderations for the program next year were offered by the gro: The next meeting will deal with the priorities for the program at Poi-cair- figure 9 School during 9,. 1979-80 school year- BILINGUAL PROGRAM During the past month the bilirgual program has been placed special emphasis in the area of mathematics. This nth instruction is supplementary rather than in place of the regular lath taught in the classroom. Since the bilingual program consists of a swell number of students. they have been getting some individual attention in specific areas such as: - lst and 2nd graders work on basic addition and subtraction problem - 3rd graders work on more complex addition as well as subtraction and related story problems. Now we are starting some work in multiplication. - hth graders are being drilled very hard on multiplication and easy division along with related story problems. - 5th and 6th graders have been working on using math to solve everyday type of problems, such as shopping. earning money. etc.. The emphasis is to make them think and learn to use the five basic skills (addition. subtraction. multiplication. division. and usage of decimals) correctly. Q <3 n 1‘ 5% INVITATION @ PARENTS The Child and Adolescent Citizens' Advisory Council of the Community hental Health Board of Clinton. Eaton and lnghan counties currently has openings: for consumers. This committee acts as a voice for the community in advising the Board on a wide range of issues ranging from the very basic needs of children and adolescents extending to institutional- ization. The Council wishes to urge parents ::ho are keenly concerned with the welfnze of all children and adolescents to apply 'by callirg jib-8000. when: the initial contact person is lynne Ze The meetings are held only once a month on the third Friday from 1:30 until 3:00. at the Ingham Community mental Health Center. #07 H. Greenlawn. Lansing, Just west of Ingham hcdical Center Hospital. If you have topics of concern. but are unable to be a participating member on a permnent basis, please let us know that also. 153 Figure 10 PORTAIR ELEMENTARY SCHOOL Lansing School District Faculty Bulletin #25 March 5. 1979 A. For Students 1. Band - March 13th 9:00 - 10:00 a.m. Permission slips will be sent. 2. March 13th - No School A.M. - All Students 3. Student Pictures - Re-takes March 14th 1:00 p.m. B. For Staff 1. FOCUS Workshop - March 5th 3:15 - 4:30 p.m. Paid - Voluntary 2. Textbook Contingency Fund - A request for proposals from the Textbook Contingency Fund has just been received. From our earlier discussion, I assume our highest priority is 1979 Harcourt Brace reading beginning at the fourth grade and going up. I'll submit a proposal for this unless I hear otherwise. 3. Summer Workshops - Posted on the bulletin board is the form for summer workshop requests. Do we want to make a request? 4. Flower Fund - Elaine reminded us at the last meeting of the last assessment. 5. A.V. Equipment - Please return when not in use. 154 MICHIGAN STATE UNIVERSITY INSTITUTE FOR RESEARCH ON TEACHING EAST LANSING ° MICHIGAN ° 48824 COLLEGE OF EDUCATION - ERICKSON HALL Figure 11 Letter to Principal May 31, 1979 Dr. Edward Henderson Principal Portair Elementary School Lansing, Michigan Dear Ed: Thank you for the great support, counsel, and cooperation extended to me during my in—depth study at Portair School. The helpfulness shown by you, your great secretary, Sue, the staff, and the students was indeed invaluable in carrying out the two-month study. My best wishes to you for success in your new position. Sincerely, Jacquelyn R. Nickerson Institute for Research on Teaching Elementary Education Department JRN:jd P.S. Hope it doesn't rain during lunchtime! Figure .12 Letters to Observer 155 156 773% 7 _ WW .3222: ‘th staamn his / 22m am a 62:07 ,zf/’ {/772’227At 703m «lime 42w: «fwd will {flan/e M! 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' APPENDIX D INSTITUTE FOR RESEARCH ON TEACHING AFFECTIVE RESEARCH STUDY INTERVIEW QUESTIONNAIRE 160 161 Institute for Research on Teaching AFFECTIVE STUDY INTERVIEW QUESTIONNAIRE Developed by: Richard Prawat, Jacquelyn Nickerson, Barbara Diamond, Ronda Hunter, Sylvia Whitmer The purpose of this interview is to gain a better understanding of how you as a teacher feel about certain things. We're interviewing a number of teachers who were asked to participate because of the_£ing cooperation extended to us last year in the teacher vignette study--when you and other teachers were asked to describe situations or events occurring in your class— rooms. First, let me say at the outset that what you say will be completely anonymous. For example, an identification number will be used when the audio tape is transcribed by our secretary and when the coders read the transcript. Only the project director and the interviewer will have any inkling of who said what. I say this Eg£_because we're going to get into any very sensitive issues, but just to put your mind at ease. Now, before we begin, I need a little background information. (Turn on tape recorder, give teacher number.) First, I would like to know how many years you've taught, including this year. How long have you been teaching in this school? What grade level are you currently teaching? What grades have you taught in the past? Have you had course work at the graduate level? Toward what degree? How many children in your class? What sort of teaching arrangement do you operate under? Self-contained classroom, open space setting? 162 Do you team teach? Now I'm going to ask you some general questions relating to teaching and the classes you've worked with. I want to emphasize that what we're interested in is your opinion--there's absolutely no right or wrong answers to these questions. OK? Let's begin. 1. 2. 10. Of the various things you do as a teacher, which do you consider to be the most important? Every so often, teachers tell me they have a really good day. Could you tell me what a good day is like for you? What happens? Have you attended any workshops during the past three years? Can you briefly summarize this workshop experience? Probe for: when; where; who sponsored; content of workshop prior to the one being discussed; perceived benefits. Here are 12 titles of recent articles appearing in teacher magazines. You may have read some of these but for purposes of this question, pretend that you haven't. Could you select three that you would most want to read and three that you would least want to read and tell why? (Present list.) (List follows.) Imagine this situation if you will. The school wide achievement tests showed a big drop in reading this year. Therefore, it has been decided that teachers must spend 2 more hours a week on reading instruction. Which of the things that you do would you give up and why? Probe for choices other than language arts choices. What kind of reputation would you most like to have with the classes and students you currently deal with? When you are remembered by your students 20 years from now, what would you like it to be for? Of the teachers you had yourself at one time or another, which do you consider were outstanding? Could you describe one of them for me? What kids in your class bug you the most and why? Probe for specifics. Some classes are just plain better than other classes. Can you think of an especially good class that you had? What made it good? Could you describe the class? 10. 11. 12. 163 Titles of Articles "How to Have a Responsible Classroom" "Go Metric with Games" "Instructor's Guide to Sanity Saving Discipline" "Are You Giving Writing Its Due?" "The Other Basics: Self-Reliance, Self-Confidence, and Self-Discipline" "Learning Center Blueprints" "The Basics: Reading Diagnosis" "Dealing with Racial Conflicts in the Classroom" "Teaching About Death" "An Alternative to Blanket Standardized Testing" "What To Do About Basic Skills in Math" "10 Steps to Good Discipline" 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 164 What about the worst class that you ever had? Could you tell me about it? Do you think teachers know something about their group before they ever see the kids? Just by looking at the class list, or maybe on the basis of talking to other teachers? What kind of information about students do teachers have and use before they ever see the kids? I want you to conjure up an image of an "ideal student". What would that student be like? Could you describe that student for me? Some students consume an inordinate amount of a teacher's time and effort. Do you have any students like that? Could you describe them? When you are instructing the whole class, how do you know when you are getting through to the class? Describe the rules or boundaries which you set at the beginning of the year. How do you bring these into being? Probe: What process do you use? A significant group of parents in your school attendance area is interested in more discipline in the school. You feel that the parents' concerns are unjustified, at least as far as your classroom is concerned. What would you say to them to alleviate their anxiety? Please be as Specific as possible. How do you generally arrange the classroom? Why do you use this particular setup? How do you deal with students who have behavioral or personality characteristics that you have difficulty accepting and/or relating to? Probe for strategies. How about the opposite sort of situation——students that you are attracted to? How do you deal with them? You ask a question, you're pretty certain that this child who doesn't often respond knows the answer. If you wait just a little bit longer for him to think it through in his own mind, he'll come up with the answer. But on the other hand, you see that the group is starting to climb the walls. What do you do? For planning purposes, are sex differences something that you take into account? When you plan activities, assign classroom tasks? How about seating arrangements? 23. 24. 25. 26. 27. 28. 29. 30. 165 How do you assess the parents' feelings toward the school? Are there any views in the community that create a conflict as far as your views of teaching are concerned? Do students in your class evidence any particular attitudes or habits that could be attributed to their social class or ethnic background? Could you provide an example? Probe for subject matter attitudes, attitudes students have toward one another or toward the teacher. Are there any special leaders in your room? How would you describe them as far as their attitude toward other children? Tell me something about the background of these kids. Are they from the immediate neighborhood, are they bussed in, are they boys or girls? (TLC) Now we're going to focus in more specifically on a particular set of goals or outcomes. Let me begin by asking if you have any goals for your students, things you'd like to help them achieve that aren't mathematics or reading-- that aren't part of the subject matter? Tell me what some of them are. These represent the kinds of things that we happen to be especially interested in. This set of goals will be referred to as "affective goals" in the questions which follow. If a beginning teacher came to you for general advice about the affective or noncognitive aspects of teaching, what are some tips or ideas that would come to mind to tell her (or him)? Of all the various affective or noncognitive goals you have in mind as a teacher, which one (or ones) do you think you've made pretty good progress toward accomplishing this year? Probe for: What clues led the teacher to believe the progress had been made? With what affective goal (or goals) do you feel least satisfied--least sure that you have accomplished much progress? Probe for: What clues led the teacher to question whether much progress has been made? ' When you or your colleagues talk about children's attitudes in the classroom, what would you say would be the areas mentioned most often? 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 166 While groups are different, they also have a lot in common. One thing that defines a group is that there are certain well-defined roles that members of the group occupy. Some teachers tell us that every class has its "troublemaker" or its "model student". From your perspective as a classroom teacher, does this notion make sense? Can you identify some of the roles that seem to exist in most teachers' classrooms? You hear a lot about the importance of taking into account the "affec- tive needs of children". How do you go about doing that? Can you give me some concrete examples? Probe for decision making during planning and instructing. Have you ever done anything in the affective area, tried any particular approach or strategy where you have been criticized? Or where you your- self haven't been satisfied? Are students' feelings or attitudes something which you have to take into account during lesson planning or during instruction? If so, how do you do it? Prove for: How students feel toward subject matter, toward other students, the teacher, and how this affects teacher decision making during planning and instruction. What successes and/or setbacks have you had in turning kids on to subjects such as reading and math? Some teachers use a specific strategy like Magic Circle to help stu— dents better understand their feelings. Do you do anything specific like that? Could you describe what you do? How much time is allocated and how successful is the activity? Could you give a specific example of where motivation was a problem in your classroom and you did something to get the children motivated? One goal that appears to be especially important to teachers is that of establishing mutual respect and cooperation, not only between the teacher and the class, but between students in the class. Pretend that I'm a beginning teacher. What, specifically, could you advise me to do as a teacher to achieve such a goal? What produces a well-functioning and cohesive group? That is, a stable and cohesive group where students show respect for one another and work well together? How would you describe the racial composition of your classroom? In your planning for instruction in the affective area, can you describe any ways in which you, the teacher, consider racial/cultural diversity in your classroom? 42. 43. 44. 45. 167 Probe for planning decisions relating to group interaction and cooperation; group activities. Do you see yourself doing anything different in your classroom because of the racial diversity that now exists? Do you feel that your own racial background has contributed--either as a plus or a minus--to your efforts to meet the affective needs of your students? In what ways? What role do you feel the teacher can play in dealing with parents who have racial prejudices? How can you foster and encourage positive racial attitudes among your students in a school community whose views about racial understanding and harmony are, at best, passive and at worst, negative or hostile? APPENDIX E EXCERPTS FROM TAPED INTERVIEW RESPONSES OF TEACHER EVANS AND TEACHER PARKER 168 169 TEACHER EVANS TAPED INTERVIEW RESPONSES 'J 10 16 4? lb 19 170 Subject No. 30322 No. 25 , Page___l___ --Do you have children bused in? I don't have any in my room. We have children that come on a bus because they have to cross Waverly. They are mainly the affluent children, although along waverly there are a few. But I don't have any this year. These are our bused kids, but we don't cross-bus. -'Your leaders now. I have leaders, athletic leaders, and then I have all-around leaders. I have a couple of boys who are very good in Sports, who are good organizers as far as teams. If I will put so many on a team then they can organize who should play where and why. And the children accept this because they want to win and they know those particular boys are good at it. As far as in the classroom, I don't have any real strong leaders this year. There are ones that if you give them a grOup and a task they can do it, they can lead. Sometimes at this stage they become pretty bossy when you put them in charge as leader. It's their way or no way. I don't have any real strong leaders this year. There are more followers. --Is that different from any other year? Yea, I think it is. I think of even one girl I have this year that I had last year that was really a strong leader because the others were really followers and she could kind of shine. This year she's got a few more that are at her level so she hasn't asserted herself enough to be a leader. ‘wa,‘we have done some group work where I will let them choose their group and then it is on their own to choose a leader. Maybe if it is an art project, they choose someone who is particularly good 1“ art. I guess when I think of most leaders at this grade, they tend to be quite bossy. They want to take. °-They are about ten and eleven? Ten and eleven, some are twelve. --They probably are in their pre-adolencence stage. 171 Subject No. 30322 so.__7;f’_,__. Pasc.____'__ I guess it goes back to the beginning. That I'd like for them to feel, and there is more emphasis on this in school now, at least written down emphasis that we can 5C0, to feel good about themselves. To be happy. To have them get self-discipline. Almost self~sufficient, I guess I should say, when I see the way children are ... lb be able to get along. That's why I think the math and all of that kind of fall in although we Spend most of our day --- we don't really spend it teaching them how to get along. Although we have programs and are doing that now. I guess just to ~- reccntly one of them said they had read something that if you are not happy with yourself, you can't be happy with others. I think that's true. --This is what one of the children brought up? Yea, I don't know what they were reading. They bring me Readers Digest and every other little thing to read out loud. 172 Subject No. 30322 NO. 27 __o Page___1__ 1hat's a lot harder than teaching about the academics. That's pretty well straight- forward in a book. I think one of the things that is hard is that the beginning teacher may try to be so friendly with them that they just walk all over the tap of you. Then you have lost them. I might suggest group work to get to the affective, if there were problems. --Do you mean that balance between trying to be too buddy-buddy and ... Yea, and trying to be the authoritarian. Maybe give some times when the children could be the leaders and you sat back and watched. They are good at imitating the teacher so they might learn something -- you might learn something; see how you look. I guess I might say take more time to listen to them. I think we don't as beginning teachers. We are so rattled we just --- maybe on a one-to-one basis, which is hard also. I guess I would push group work, which is something I shied away from in the beginning, thinking it would get out of hand. --Do you mean like small group work? Small group work that you could interact with them more. That might help the affec- tive. We do have a lot of things now, different materials which might be able to " be used. 173 Subject No. 30322 NO. 32 s Page-___!“— 1 1 think one of the things is that I do things with them. Be it academics, or just _the affective, saybe that's one way that I do it. I'm on the floor playing the game, 3 I'm where ever they are, I'm playing the game on the recess. I try to be with them a and be part of them, yet still keep my role as the teacher. It is easy to overlook 5 because we are "accountable" for the academics. You will do so well in reading and u math and yet the child may be a disaster. I guess doing things with them is probably 7 the way that I handle that the best. I -- --When you plan for your instruction do you think about the feeling part of it as being part of the bigger instructional situation. Yea, if I can I think I do. Sometimes I overlook that because: they are going to learn this lesson, come hell or high water, because that is what the book says. I 1% think to some extent I do, or, how can they interact with me through this lesson. I }5 do a lot of oral work. There is a lot of interaction all day. I guess that is just 1* the way I Operate --- I do try to take into account their feelings. Some days you 15 don't. It is usually the day you are rattled and you are hollering because you have got to get this done and you can just see them falling apart because you are falling «.'apart. I think that is important to kids in the affective, they need to sense your 1: feelings too. They know -- these upper grade kids will say: you don't feel good, do you? It kind of brings you back: what am I doing that .... But I think they need :g to know that teachers are human. Maybe subconsciously I do the feeling part more , 4' I Sucss I do that in reading a lot because I don't like to teach "reading" so much. 22 I like to do things where you are going to need to read in your life time. we do .-a lot of that kind of stuff, we do things together. That's why they keep bringing 3““ ‘h1“83 to read. If we do something, I do it with them and I read mine. And I don't :Stcmcmber that about teachers. A teacher was always a teacher, she didn't take part. “'1‘ it is a phys. ed. day and I know what we are going to do, I usually know ahead of 33“”F. and if it is a game I want to take part in I may wear slacks purposely that day.’ IS ... '2‘ In 37 174 Subject Xu.__§9322 Bo..__3_§___. Mac—L. I think it is the Focus materials. Some of the written things we have done, they kind of get it out in the open. --Is that a kit or package? Yes, and it's by grade. It has pictures, film strips, and ditto books about things they like to do and things they don't like to do and why don't they. what do you do when you are alone, things like that. I don't force a child to share that with anybody. I say at the beginning that I am going to read them. They are threatened about whether things are going home, sometimes, on those kinds of things. It may say something: I don't like my mother when ... well, they are not about to write something that they know is going to ... I let them have it and if they want to share it with somebody, fine, if not they' do what they want with it. ' --now much time do you give to activities like that? Roll, at the beginning of the year I gave a lot of time to it. Maybe an hour a week but now it seems like it dwindled and I am getting back to it tomorrow at an hours pace. I guess I kind of throw it in, maybe if I lumped it together, it's probably not much more than a half hour a week. unfortunately, it's one of those things like -- what would you out if you had to do two more hours of reading. Because, again, we are accountable for those academics and to go to junior high 2 they have to know this. I guess I feel more threatened by that. Try to work the other things in along with it. --Do the children respond to it. Do you think it is a successful approach. Yea. There are some things that work better than others. Role playing doesn‘t work real well, they get so silly. But see, I don't like role playing or puppets, I find this very hard to deal with -- I am very threatened by it. lbybe that imports to them too. I mean, I can't get up in front of a group and act like a flower or whatever you have to do.. For the most part it was successful. we saw a movie on divorce this year and I was a little threatened by that. The Focus lady was in here 175 Subject No. 30322 "O. 36 _s Page—.2...— and I counted, there were sixteen kids in my room that are either from divorced parents or going through a divorce now. I thought: well, they won't talk at the end, but some of them that I didn't even know that their parents had separated at one point, they just all started speaking and how they feel when they see their dad ... So something I thought would bomb, worked fine. They are not afraid to speak --- they have been told that everybody has a right to their Opinion and that we will listen to the other person, whether we like it or not. we vote on lots of things, rather just everybody screaming, we vote. 176 Subject Xe. 30322 N0. 38 a Page—___];— ' 1 think being fair is so important. For them to be fair to you, for your goals to be fair. Just treat them fairly. I guess it goes back to when I was in school 3 where the whole class got punished because two or three didn't do something right. I u try not to do this and I guess I would say that to a beginning teacher. Don't punish 5 everybody. Try to think of them as individuals. If I.am fair to them then I expect u then to be fair back to me. Not so much as adult to child, just as a human being i to a human being type thing. Overlooking the teacher. I don't we do as we start out n as beginning teachers. You jump on them for everything, maybe you don't any more, 9 you could be either overly friendly or overly the other way. I guess --- you are a ll)lumun being and they are. You've got feelings and they do. You need to respect both 1: of them. I think that would be hard as a beginning teacher but ... Being consistent. I: There are days that you are not because you have just had it with them. You are not I} hit and you are not .... and I know it. But I'm one that can apologize to children. 35 If I have snapped at them or have done something that I have felt was unfair I will ‘5 normally apologize to that child, I will tell them why I acted like I did, can they in see why I did and what could they have done? I think they need to respect that I ‘: am the teacher, but then on the other hand I need to reSpect them as an eleven year old person. 177 Subject Nu. 30322 “O. 39 s Page—.1— l I don't know what makes a class like that. The children I have came from four rooms, '3 so it is not as if they came from the same room. Maybe it is the teacher. Maybe 3 some of both. Some years they don't gel, you try things. Then maybe it is the 4 individual child. I'm trying to think of that one class that just didn't ever gel, 5 no matter what I tried. They were almost all individuals, all wrapped up in them- t selves that they couldn't see the rest of the group. I tried everything I could think 7 of. They couldn't function even in a srmll group. This group, in the beginning a they didn't, but they have just kind of melted together. And last year's group was 9 that way, they kind of flowed together -- they took care of each other. And I don't lo have anyone this year, and I didn't last year either, have anybody that the kids 1| really didn't like. That sometimes is a problem, a scape goat or one that has the ,2 cooties, or whatever. I don't have any of those this year that people don't care ,3 to be around. Sometimes then you can't do anything with those, you try. I don't know It how I have escaped that two years in a row. 15 lb :7 lb 19 1'78 Subject no. 30322 son_fi9 . Pnse__JL___ About fifty-fifty. Maybe a few more non-minority. This is watched in the office too. when we divide the children in the spring we have to divide them by that. I think school-wise it is like thirty or forty percent minority. --What kind of minority. Black and Chicano. I guess for one neighborhood, I would call it a fairly heavy Chicano neighborhood. This is in the housing area. The black children are not just in the housing, they are scattered. The Chicano children are pretty much in the project. There may be a few scattered in government homes. We do have a bilingual teacher for those children. --Uho works with them every day? Three days a week. Outside the classroom. l 179 Subject :0. 30322 xo3_41 . Pazq__l___ I don't think 1 let that bother me anymore. I don't feel there is a color barrier when they are in the classroom. I think that is more when they get out. I would say that a few years ago I probably watched, maybe, more carefully what I said and did when these children first started coming here because this was an all white school {or years. No, I don't consider it. That’s more of a problem at home, to and frOn school. I’ve had parents say that if the parents would just leave them alone, stay out of it the kids wouldn't have any problems. Which is true. I don't think they think of each other as black, white, or Chicano. We line up sometimes as color and --You do? Rot color child, but something they have on. I had black on today so I said anybody who has on black can get up and one of my black children said: my skin is black and ‘ got in line. Today we souare danced and they choose each other -- I don't think that is so much a problem. ‘ a 180 Subject No. 30322 No. 42 , Page 1 I guess I sometimes is more conscious of it to be sure that all the black kids don't get to do one thing or all the white .... Somehow it comes out that way -- that, Gee, look at that group it is all the black children, it is all the white children. I guess we, as teachers, worry more about that now. --You just arrange the group yourself? What I usually do after they form the group -- there is usually three or four that don't have a group, there is always those that can never find a group. Then I might put them around. But I'm trying to think of the group work that we have done --- they are not all in the same group. Some days, and I don't know why, they tend to choose someone of their own color to play a game. I don't think they consciously do it either. We do watch it, we have forms to fill out, how many groups for reading, ‘ are they all minority kids, and so on. list}! '. i. ; 1531 Subject 30. 30322 No. 43 , Page 1 ‘1 think my background is more towards college and since I've taught because I grew Sup in East Lansing and we didn't have any minority children. I never went to school lwith minority children until I went to college. I worked in the department store and ..(hat was probably the first dealing. I feel that my parents are very Open. People Swvrcn't put down for their religion or their color or anything. So I think maybe -- Lsozctices I feel that I am prejudice, but for the most part I'm not because my parents iwcrc pretty open. But I didn't really deal with peOple other than my own group. .3 think when I was a child it was more religion. Where I grew up there was a big 9chlsh pepulation. They were the "minority" type thing and there were snide things lasaid about them and that kind of thing. I guess I feel I have a pretty good back- ;;ground. When the minority children first started coming here we did some things with :;thc staff. We had different people come out and talk to us -- what to ekpect. We Hprepared—we had meetings at night trying to bridge the gap. I think we over-estimated. :LThere weren't the problems that we ... I think we thought at that time that when the ,Sfirst black child walked into this building it was going to fall apart ... it didn't 1“(all apart. That's what I say: if the adults would keep out of it the children 1 don't have all that much of a problem. 'I .0 'J 'J 1&32 Subject No. 30322 "O . ("f-___! Page...)— ‘ I've dealt with some of that. I guess when I've had the problem I have had both sides ; in. If it is a black/white thing, I'll have the children and the parents sitting lrxght there. That's when you get down to some of the kinds of things --- if you would “lmvc let Johnny alone, Johnny would have been all right. It was ehsy to blame the Srinority children when they first came. If they hadn't come we wouldn't have "these vaohlcms." I think the parents take care of it more themselves, or the principal. 71 haven't had so much ~-- I guess I am quick to defend if a parent will say: it's the hblerk children. I'll say: no it is not the black children. lmybe it is one particu- 9lar child who happens to be black, but that isn't why he is acting like he is. I nguess I try to pin it down that way. That's like saying all teenagers are bad. You'll llget that at conference time where they can talk to you: I don't let my child play ;;with that black child. Well, not because they are black, because they may be a pain ‘Jin the neck and just happen to be black. They could be purple, green, or white. {unut then on the other hand, they'll say: I won't let them play with Susie Q, and ‘Dshe's white. So you try to point a little bit of that out to them. I think kids lbhcar too --- maybe they don't hear so much of that any more because I Izthink there is more .... one of my black children is probably the most popular n the ,broon. She has the white kids go over and vice versa. I think there is more of that ,9... and that's why I say if parents would ... some parents are still threatened by 2.0“. It's just like when they go to high school. These kids go to Sexton, although .lthere hasn't been-any rumblings over there lately. But, you know, it was this group 22that caused the problems and when you get down to it, it wasn't any certain group, ‘jit was certain kids. But peOple are labeled as a group. Teachers are labeled as ,,tcochers. .‘ 183 Subject No. 30322 No. ’45 _. P3934. 3; guess not making a point of it. That's probably the most important, at least in Ithc classroom. I just overlook their color. They aren't hostile. I think they intro threatened, there were misunderstandings. This is my own feeling -- but when my ablatk children came I think they thought of inner-city Detroit. We are going to have Stumblings. I think they had that sterotype. I guess I overlook a lot of things. txids don't say -- on occasion an upper grade child will say "you're prejudice." ’--To another child? “lo a teacher. I have a boy this year and I had him last year. I kept him this year ”because to deal with the other teacher --- she's already been called prejudiced by 10the family, so I kept him. I don't have that problem. But I think that is fostered lint home too. If kids are told to look for that. I guess I just overlook. ‘3--Did he say that when he was upset or would he just use it. Ii] think he used it when he was upset, but I think his mother used it. Because she lfiielt he wasn't being treated fairly. Maybe he was or wasn't, I don't know, I didn't [Shave him at that point. iin-But now he has been in your room for the second year. :iThe second year. This was an older brother that they had the problem with. But I ltkcpt him purposely. we choose our own children for the most part. So that way you l'do avoid some of the personality conflicts. Where maybe I could work with this child rtnnd the other teacher couldn't. Okay, then I would take him. Nhybe you avoid a :llot of situations because of that. I guess the racial thing, at this point, is 3TPf¢¢ty wtll gone. You find more now if there is any fights it is the Ehck children - lighting each other and the white children fighting each other. It is not a racial .‘ Med of thing, 184 Teacher Parker's Taped Interview Responses Sll‘IjUCI KL“. 3027? NO . _2__-E____I 1,380..“1 .- ...—n. lhcrc definitely are leaders. I really don't know how,I would assess their attitudes because I can't figure them out. I don't understand why they are leaders. --Are there some children bused into this school? 1 a ho. We do have some children ~-- we draw from across Waverly Road. 50 we do bus U‘ a few, but that is not for racial balance or anything. It's just that they are \:across the boundary line. The city won't let them cross Waverly Road by themselves 750 they bus them in. So, out of the whole school we have about twenty kids hused. 3--But there are leaders. Can you spot these leaders pretty easily. 3’0h yea. ll--Early on in the year? llYea. And if you haven't Spotted them, they let you know. 12--Are they mostly boys or girls? lJNo -e it‘s equal. 14--What are they like? Does it defy any kind of logical analysis? lSWell, they are quite often black. !°--What's your mix in this group, for instance, your racial mix. Out of the thirty '7some kids, black versus white. lbGot me, I don't know. Probably close to fifty-fifty, but to say exactly how many. l9--And lots of times the leaders are black. 30This year -- this group... they are all ... two girls and one boy. They rule the eroom. 22--Thcy are always the first ones chosen for playground activities. How else do ijthey rule the room. ZGWell, like in the morning,we can only go to the gym one time during the day, and I thave a break in the morning, so we play a team game in the room. That's one of the thhings the chairman of the day gets to choose, what we are going to play. The other gflay one of my girls chose eraser-tag --' you put the eraser on your head and try to 186 SubjeCt KL'._ 3022 NO._ 25 v Page—___2 catch somebody without the eraser falling off. And she chose two other kids to play -- she didn't play. I said; what's the deal, it's your game and you are not playing? She didn't like the game. Well, for crying-out-loud, why did you choose it for? Well, ghgy like it. She pointed at the two girls that are the leaders of L. the room. And I said: well, it's your day -- when it is their day they can choose 0 what they want. Well she did, because I had reinforced her she choose a different 7 game than the one she had. 5 --Is the leadership mostly of a negative kind? ')No. I wouldn't say it's negative or positive. But they definitely rule the roost. U)--Are kids cliquish at this age? 11 Very. I would feel very sorry for any child that moves in new as a sixth grader. 12 Unless you are Superman's nephew, just super kid...they don't want anything to do stith you, they already have their friends. They are really snobby, it's like moving u,in as a senior in high school lS--They are just left out all together. lulbtally. Sometimes it is because they are obnoxious and sometimes it is just nybecause they aren't interested. {Q 187. Subject .\(-. 307.22 No. 2" .Pat;c__1_. Knowing yourself. Understanding what you feel and why you feel it. Being able to assess your feelings and not be irightcned into changing your mind. I think that's 3 one thing that comes personally from me. Because l.was a real pushover when I was ‘\ a kid. I'd like to know where in my life it happened, but I quit being everybody's L. doormat. I look at these kids and I just think -- I love my folks dearly, but I u can remember growing up, sitting there at the dinner table, and my father would 7 say something and I knew I could go to the encyclopedia and prove he was wrong. 3 It was incorrect what he was saying. But I was not allowed to say: you're wrong, :;because Dad had said it, it was right: That's one thing -- I look at these kids “yand I want them to know that when you are right you're right, and whether it is a ll factual thing you can look up in an encyclopedia or an opinion --- You believe . ,2 there is a God and just because you are in a room with forty people who say there lJisn't, you don't have to change your attitude, you don't have to change your mind. \ L,I guess that's a lot of what I really do ... And yet, you've got to learn that lssometimes you might think that teacher is the biggest dummy in the world but she losaid you are going to write those Spelling werds a thousand times each and that‘s lyit. To kind of learn that fine line between arguing and just shuting up and Eudoing it. I guess that is one of my biggest affective ultimate goal; Just a lgpreparation of the children for the world. And I tell them constantly that I qureally feel the Lansing School District pays me to prepare them. And if I don't 21do that I am not doing my job and I should quit collecting pay checks. 22 23 2h '25 2o 1.853 Subject he. 30222 30. 27 _. Pat“, _L... Just to say off hand ... if somebody came with a particular problem and said: how ’J would you handle this. But my mind is just a blank as to what I'd --- Someone 3 just walks in and says help me with the affective problems. “ --Well, they say: Ngrlook, I've heard about this affective area, this noncognitive 5 business. I know how to teach nnth, science, and reading. I don't need any u help there. What can you tell me about that other area? 7 I'd tell them to concentrate on self-awareness things. I do a lot of that -- like 8 I mentioned earlier, how I feel when I'm alone and how I feel when my Dad just g)yelled at me. hl--Do they write those things? [1 Sometimes they write it sometimes they talk about it. lY-mAre they willing to share that sort of thing? LSDepending on how it is approached. It's funny. Some things you think -- Oh my Lagosh, they will never talk about this. And they do. And other things you think I lSthcy will Openly talk about and they won't. 16"What would they talk about that surprised you. '7He had a movie one day on divorce and it was the father and the mother trying to '8play the kids against each other ... the father trying to play the kids against l9the mother and vice versa. well so many of these kids are from broken homes that 20Ithought, How: I'm really going to get into some feelings on this one. They 21didn't say anything. So I said to them: I thought we were really going to have a 23fantastic discussion -- what's the deal. One of the girls says: I don't even know Ztho my father is. And I said -- what? At least I figured that they say their 'thather. He left when she was a baby and he has never been back. So then the other 1 25kids got talking about it and yea, they didn't have any feelings about their gufathcr one way or the other -- he just up and left one day and that was it. The gqmother say good riddance and threw out his underwear and it was over. 10 ll )2 13 14 15 16 17 18 19 20 2l 22 24 25 26 189 suhjt't‘ l No . 30222 No. 27 , Page__2 --Why didn't they want to talk about it then? Because they didn't have any feelings about him one way or the other. They couldn't even identify with that movie because they had never had a father trying to steal them away from their mother. -—How about something that you thought they wouldn't be too open about and they turned out to be? There had been a fight on the playground. It was a name calling deal. 80 many times it boils down to name calling. Well, as it came out with the principal when he and I talked about it, it was a prejudice thing. He only called me that because he's prejudiced, he wouldn't have called his friends that type of thing. --It was like a white child calling a black child nigger? Yea, or just Boy -- any kind of a word ... but he wouldn't have said that to one of his friends, but he said it to me because I'm black. He thinks he can get away with it and he is not going to get away with it. So Dr. Spink said how do you feel about talking about it in the classroom. I said I'd talk about anything. ’ 0 And that's one thing too, I'll tell my kids -- you aren't going to embarrass me. I'll answer any question that you ... I'll know if you are honestly asking or if you are trying to embarrass me. If you want to know any answer, I'll answer it. These school nurses that think we have to be a school nurse to talk about growth and development -- I'd like to have them sit in some of my science classes. They would knock their eyebrows off. We have beautiful discussions. But they are not silly, they are honestly asking questions. I--Scx education sorts of things? Yea. what's the pill, what are paternal twins, what are identical twins, what are Siamese twins. They ask all kinds of questions and we answer'them. But anyway, that's the point I was getting to. ‘I told him, I'll talk about anything But I really don't think I will get anywhere, I don't think they will open up and 190 Subject NU. 30222 go, 27___, Page 3 | talk about prejudice. Why they feel a certain way about certain kids. And they did, P.) I don't know if 1 said angic words when I approached it. I remember saying to 3 them: I told Dr. 'lllt I'm sure you won't discuss this ... Maybe_that was the set ‘\ . off, we'll show her, we will to. But we had a real nice discussion about why they 5 feel certain ways about things and one of the kids said it was the grown-ups that u were the problem. If they would leave us alone. Which I thought was real interesting. 7 --But you would advise a beginning teacher to try some of that sort of thing. 5 Yes. One bit of advice that I have given to pe0ple is just be honest. Don't pretend t’you know all the answers, and if something throws you, honestly say: that throws Hlae, let me collect myself and I will get back with you in two minutes or five ‘1 minutes. Kids can read through you so fast. And they don't want a phony baloney. I think jg -- and I don't even know if that goes along with the affective domain -- but just to ljtell someone to be honest with kids and let them be honest with you. Sometimes some Laof’the things they come’up with is pretty shOcking. Like I say, I grew up in a two 15parent home and my folks knew where I was, and we had food on the table, clean ,Gclothes. Some of the things I see some of these kids go through is just shocking 'yto me and it is really hard to sit back there and not be shocked. 18 I9 1591 Subject so. 30222 N0. 32____0 Page—L ' Yes. 0r sometimes just in small groups too. Like sometimes I will be sitting at this table working and some of them will come back and work. we will just Chit-Chat. 3 And, particularly, if the child I wanted to talk to happened to be one of them to a come back and sit. And then I would try to initiate something. I'd say: you know, 5 I was coming to work today and I saw such and such thing happen, how do you feel u about it. I do a lot of lying to get into ... 7 --Why do you think it is important to talk about those kinds of things? 5 I guess it is a personal thing with me because I grew up not being able to talk about :Janything. I think a lot of the frustration and anger that I went through as a hlteenager was more at myself than anybody else because ... I knew everybody was llwalking all over me, I knew I was a pushover, but I didn't know how to deal with it. lzllknow my mother would have helped me, but I didn't even know how to go home and ljask for help. I guess that is why it is so important for me to get kids to be lgable to assess things and at least go about trying to figure out an answer. A lot 15°f times I don't even know .... we all do. we all get down in the dumps and somebody l6asks what is the answer and I don't know. A lot of times you have to learn how to :Iput your finger on what the problem is too. £8 19 192 Subject ND, 30222 w go, 38 , Page 1 I ’yarnjc scltinn. Showing kids that you respect them and demanding their respect of ‘4 you. bemnding reapect is a hard thing to do, you have got to earn it. 3 "How would you advise me to earn it? ‘4 Don't say something that you can't do. Don't make idle threats. no fair, when you 5 say you are going to do something, do it. Things like ... I travel. a lot and I have t a lot of pictures. The kids are always asking me to please bring in my pictures. 7 So 1 do. We are studying Space and I have several books at home and I'll say I'll r, bring the book tomorrow. I have to go home immediately and put it by the front 9 door because the kids have had so many peeple tell them that they will do things l0 and not do it. And they will come and ask about the book. It's important that if II I said I would bring that book that I have it here. Another person might not put as ,2 much emphasis on it as I do, but to me. ... Because they have had so many people 1.! tell them -- I'm going to take you to the ball game and ... Last year ,, the boy 1!. that beat up the other kid that the paramedics had to carry out and almost put his lshead through the window. For three weeks all he talked about was that his Dad was 16 going to take him to the Super Bowl. lie was. so excited, his Dad had tickets to the ”Super Bowl and he and his Dad were going to go for the week-end and go to the Super 1830'“. Friday before the Super Bowl I just: Oh, you are going to go to the Super ”Bowl, I'm so excited for you. I'm going to be watching the game and I am going to 20try to see you. he started to cry, his dad was taking his uncle. These kids have 21 22out on them at the last minute. If it is something as- simple as saying I'll bring had so may let downs. Peeple tell them that they will do things and then flaking 'Juy "Footsteps on the Moon" book, I've got to do it. a _. 21.-~00 you think that kind of explains some of the hostility? 25Yca. Like one of the girls I have this year. Four days she has been out of school zsto buy boots. Now I don't know if that is an excuse or what, but she still doesn't ”have any boots. New someone is telling her some where along the line that she is 1.9.3. Subject 80. 30222 no.__3_?___. Past-.1... ' Being a wild and crazy guy. I guess for me I find. that humor and put-downs and that i kind of thing work. Just being able to laugh at yourself and laugh at them and 3 laugh with them at yourself. ’0 "now does that make ... 5 Just seeing that you don't have to be perfect. That you can let don-m. Being honest. 6 I'll come to school and say: don't anybody talk loud today, I have a headache. I 7 have terrible sinus problems ... One of them came to me the other day and said you 8 have a headache every day. I'll say: Yea, during this time of year I have a 9 headache every day. I sometimes do. But, just being honest ... but then, being willing )0 to accept honesty from them when they say: Boy, your hair looks crappy today. Not libeing hurt. ’2 -'-_llow do you respond to that? lNell, thanks a lot, yours doesn't look so hot either. I guess just going back to M being honest and fair. I go back to my Dad and his advice ... but one thing he said 15 too, was don't think you have to know the answer to every question. And I know when 161 was a first year tgcher, I'd rather have died than tell a kid that I didn't know nthe answer. I night stay up all night looking for the answer and the next day ”bring it up again and know the answer. But now I'll say to them: I don't know, 19 I'll help you find it, but I don't know. And I've had a lot of new teachers, 20““ talked about things like tilt. Some of the advice that I always give is don't “be afraid to say that I don't know. But be willing to help find the answer. Iz--Do you think that helps promote the notion of cohesion ... ”Yes. And not getting too angry when somebody tells you you are wrong, and you are. Zbk‘hen it is the same kid constantly you tend to say: I am so sick of being wrong, 25will you quit telling I: I'm wrong. To just keep it back and let them say that you “are wrong. And then being able to gloat when you are right. . 17480 the kids feel free to challengeyeul that's-enact the 'things that you are. 194 Subject 30. 30222 No. 39 . P«“-r.°___._2.__ ' anxious to promote, right. .5 Yes. But that is a fine line thing too. Because ... That's a thing that is a 3 contradiction with me. I try to promote it, but it makes me angry. Because I 4 want to be the one in charge and I want to be the final authority and when they 5 challenge that it kind of knocks me back. So there is a big contradiction within 6 myself. I fight something I promote. 7 --Are you able to balance those two things. 8 I hope so, I think I do.. 9 --How do you do it, are there some days when you are always right and other days 10 when . . . 11 Some days I am honestly right, other days I pretend. I guess one of things is being )2able to, a couple of days later, go to a child and say: I've been thinking about L3what happened between you and I on Mbnday and I want you to know that I just really lgdidn't feel like hassling with you that day, I apologize for it. 15--In terms of arguing about a particular point. 16Yea. And I find that that is something that is getting through to kids because l7quite often after they have left I'll go back to write my lesson plans and there lgwill be a note that has been slipped on the desk. I'm sorry, I was such an idiot ,9today. Jimmy. So they are seeing it. Ihey are still not to the point where 20they can be Open and come to you face-to-face and say ... Some of them are, leome of them can,-but a lot of them.have to do it through a note. But at least . 22that is a step. 23 2h' 25 26 '27 195 Subject No. 30222 No. ‘01 . Past-_J— I really don't. That goes back to when we first integrated. It was my fifth year 'J of teaching that this school became integrated. They had big workshOps ... 3 ”that caused that -- because of busing? I. No, because of the housing projects. They had big workshOps for us on how to deal 5 with these children. Professors from Michigan State came out and talked to us and g people from MBA. They kept saying we were going to have to reduce our standards. 7 And I finally said: Bull. I'm not. If a child walks in my room and I don't eXpect 8 the most out of him I am not going to get the most out of him. I know what I 9 expect, and I know what I want. I am not going to lower that, I don't care, you can ,0 have my job. I'm not going to do it. Well, know what. nobody in the building did. It It was a waste of their time to come and talk to'us. These teachers at Northwestern u know more about what is going on than the peeple down town. I don't really sit 13 at my desk when I am planning and think racial. I just expect that every kid in 1’ this room is going to do what everybody .... .5 15 --How 1bcut when you group other kids together? 196 Subject Xv . 30227. No. 42 , Page 1 ”-..-— ' Not really. Somebody else might say yes, but as I assess it myself, I don't think "J 50. Let me take that back -- I think if I do anything, I'm harder on the black 3 kid. And I've told them. Because I know how much harder it is going to be for 4 them. And I have honestly said that to kids. They will say to me: you are always 5 after me, you never made so-and-so do their paper over, but you nude me do my g paper over. I'll say that some day you are going to realize that things --- it is 7 rotten and it stinks --- but that is the way of the world. And it is going to be 5 harder on you because of the color of your skin and you might as well accept it 9 now and learn to cape with it. 10 --How do kids reapond to that sort of prod? 1' You don't say it --- Like one I have this year that can't read is black. I am not 11 going to push him at all. A couple others are borderline good students and they LSreally want to, but they don't want to alienate their friends. And they will take 15 it. One of my boys -- my God, if he doesn't get an Oscar for acting one of these |§>days -- he can really‘act. I told him that one day and he honestly said: yes, he x(,knew it. He had already faced some of those problems on the football team. He ,yhad to be better than some of the other guys to get to play. He knew what I was gtgtalking about. There again, you don't say something to someone that you know they lyare not going to reapond either. And I have said that to parents when they come Zointo conference, I say: I'm only after your kid because I want him to do well. 21After all --- there are some teachers that are in it for other reasons than teaching, 2abut the majority of them are here, putting up with this garbage, because we really 23want to see kids achieve. ' 26--Are there other things that you do different? '251 do a lot of things differently._ ' _ zh--That you didn't do before the racial diversity. 271 don't think so. 1537 Subject Kn. 30222 NO. (‘1‘! 9389—1.— l I think it has been a minus. Because I grew up in a nice, lily white, everybody ’0 went to church, everybody knew everybody's business community. All my friends had 3 two parents. when we had a party, everybody's parents knew whose parents were going 4 to be at the party. 50 it has been a hard thing for me because it is continuflly 5 shocking. Even to this day, if I don't check in with my Mom by phone once a week b she's panicky. She wants to know what I am doing and who I am doing it with and 7 just checking in. It's been a hard thing for me to be able to sit back and see 3these kids who are ten years old that are leading their own life and fixing their 5,0wn meals. So I have had to do a lot of learning in those areas. Things that I locan't identify with. Mothers that don't Speak English, and mothers that don't llread. 12--But you have been able to develop that understanding. lJYea, but it is something that I have really had to work at. I continually have to lAwork at it. 15--Do you think if you were a black teacher that might have -- the understanding 10might have come easier. ,7Yes. Or, if I have had to go through a divorce, my parents, ... I lived too ,8perfect a life. I never was hungry. Things happen that make it very hard for me ,9to begin to identify with. I have a case this year where a father has been 20sexually abusing his children. The mother came to me and talked to me. That 21just takes me back. 22--You have one of the children in your class? 23‘Yea. I had called the mother and she apologized to me for not getting back to me 2«soonera I had called her because the kid had just gone baunas. I had seen in 25three weeks --- kids this age are up and down, up and down because they are growing 2nf° fast and they are maturing so fast. But this just went on and on and on and ”It: didn't step. The foul language and ... So I called her and she said, well, it's 1598 Subject Xv, 30222 — my fault, I should have gotten to you, can I talk to you one night. She came to IJ’ school and laid all this on me. I sat there with my mouth open. 3 --nad it happpened during that period of time, could you see the change in the 4 child? Or was it just that there was a problem .... \I‘ Ch his behavior had just .... He had gone from a mellow, get in trouble once in a t while kid to one looking for trouble. He walked around looking for trouble. He ‘1 would walk by the corner and slug the safety patrol. f-The mother helped you understand ... 9 With my background I was just dumbfounded. I didn't know how to handle it. And I IDtold her that: I don't even know how to respond to you. She said: I didn't come '1 here for you to rCSpond to me I just came here to tell you that this is what is 12 going on. lJ--was there someone trying to deal with the problem, a social worker? xsrea. They are seeing a social worker. I should have know that. This had been ISgoing on for two months, the kids had been seen at Ingham County Mental Health. lend I didn't know it- . I talk about my family all the time and I have had kids 17$ay to me: does your family really do the things you say or do you make it up. lBYea, we really do it. They just .... And then I sit back and it is so hard 19for me to identify. Like last year —-- I collect statues of mice, two Christmases zoago I got three Mickey Mouse calanders for Christmas so I brought one to school. zlAnd the kids thought it was so near and asked where I got it. I told him my brother- 2zin-law had given it to me for Christmas and one of the boys said: my brother in- 23law doesn't even speak to us and your's gives you presents. It just blows your zamdnd -- some of the things they tell you. I don't know what it's like to be zshungry. 26--Is there any way you could prepare peeple that didn't have a background that would zyprovide that understanding? 199 Suhjec t No . 30222 No. 44 , Page 1 1 I’ve had parents who have come and say that they are going to move out of Lansing. I They are going to go to Grand Ledge because their kids aren't going to have to put 3 up with all this crap. And I say: what is your child going to do when they are A out of high school and they are getting a job at Oldsmobile and they are back in 5 the real world where it isn't all white people that go to the Presbyterian Church. ¢,I've said that to parents. I said once to a parent: when you find utopia would 7 you let me know because I would kind of like to teach there. 3 "How do they reSpond to that sort of thing. 9Ihey are set. They are convinced that they are doing the right thing for their lofamily. Peeple don't do what they think is wrong. So they don't listen. ll«So you don't think there is a lot a teacher can do? and. I ' 13--How about black parents that have racial prejudices? lbldke the mother that came to school and it was all my fault because I was prejudiced. 151 really blew up. ‘I‘was stupid. But I told her that I thought it was a big, fat . ‘ocop out. Her son wanted to pick and choose what he wanted to do and he was using ,7prejudice as a cop out and I wasn't going to buy it. If she_wanted him out of my IBroom that was find, I'd have it ananged or she could have it arranged. And I did, . ‘ , 191 lost my cool I was so angry. 20--Did it help? ZINOpe, she didn't come to the next Conference. That was the Fall conference and she zzdidn't come in the Spring. . 23--Hhat Idght you have done differently as you think back? ° = 14! should have said want I said, I don't apologize for what I said, but it was the .25way I said it. I‘was very angry --- like when I'went and got my grade book, I zfididn't place it on the desk, I threw it on the desk. I was so angry. I mean I had 27put up with that little brat for two months already and how he had ruined everything. 200 Subject .\'c-.____3()?27. No. ’15 . P3£C___]__ ' A lot of talking. A lot of ~-- like it not, that's the way it is. 3 --Do you think a teacher can do that? 3 Yea. By talking about the problems. If nothing else, letting the kids know that 4 what goes on in room 116 -- you can dump anything you want here and if you don't U‘ want it to go any further it won't. 0 --Do attitudes like that come out? On the part of the white students toward 7 black or ... S‘Yes, it's a rarity, but they do once in a while. Like what I was talking about Elearlier where the kids said if the parents would leave them alone they would Hfitake care of it. The whole thing that came up was that was a white girl in my room 11that has got a crush on a black boy in one of the other rooms. Her mother wants lzno part of it and the kids feel that it is fine. If they want to go steady they l3ought to be able to go steady and if parents keep their nose out of it. I try to U.talk in terms of parents are not trying to do anything to hurt you. They have been 15there, they know the pitfalls, they are trying to save you from hurt. But some- 16times --- it is the new generation that changes the times. I guess just a willingness 17t° be able to sit down and talk about problems and than coming right back to well, 8yon might not like it, but that's the world is honey and you’have got to learn to 9live with it. You aren't going to like every teacher. There are a lot of peeple 20that I don't like and there are a lot of peeple that don't like me. I feel sorry 21for the ones that don't like me, but ... that‘s the way of the world. 22--Talking things out, is that the thing that you do more? ijea. That's where other peeple get into the role playing and this kind of thing. zaAnd it works for them, it doesn't for me. 25--You prefer the direct approach. 26Yea, we do a lot of talking. we call them sermons. I get done and they say Amen. 27 BIBLIOGRAPHY 201 BIBILIOGRAPHY Barnes, H., Baldwin, J., Nickerson, J., & Roehler, L. Observation instrument: An integrated communication curriculum. 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