Mike Calou

2-26-09

Classroom Observation Date: 2-26-09

Class: English 1001-First Year Composition (College level)

Start: 5:00pm End: 6:00

[T=teacher] (Note-making in parentheses)

T: Mike will be observing in our class today. (I introduced myself)

So, you had ideas about genre study.

Amber: Yeah, writing about…newspaper

T: Good ideas. (18 students in class; 6 male, 12 female)

Bill: I was thinking about a debate type.

T: What would this look like? So it’s a…

Gloria: Not necessarily…I agree.

T: How involved would a discussion be about debating? In debating physically…talk. When you write…take the word “convince” and… The research paper is debatable. How do you write argumentatively? (T points to board)

Stacy: From my experience in high school we do a week to research. Then we take a few minutes to refute each other. No negative words.

T: Good parameters. Did you choose your topic? That’s what you’ll be doing this semester.

Gloria: I hate argumentation. It’s hard for me to do.

T: See me at break, I have some good resources.

T: (To class) You’re not writing for an audience of one. Your primary audience is the world…For example, one topic might be restricting gun laws. Think of your writing as bigger than just within these classroom walls. I have to give a grade. I don’t know how I got off target.

Becky: Could we do one we choose, not “BS.” (I think she means “bullshit,”

referring to a writing topic.)

T: When that time comes …we’ll have to write and be open to…

Becky: Did you say something about a song?

T: Yes. It was about multi-genre, genocide, the Sudan. A piece about a missionary and their troubles. The song accompanied visuals. A child’s book. Essay to words, lyrics.

Becky: OK.

T: If you’re interested in music feel free to write about it. (Teacher is discussing the first writing topic selection with the class)

T: OK, middle group.

Sally: I want to write about passion, to convince someone.

T: So, you’re talking about….I love it.

Sally: No, I’m talking about something controversial, it’s easy to talk about. It’s my main passion in life.

T: So, I’m seeing it could look like liberal studies or I volunteer, something like that?

Sally: Yeah, whatever gets you up in the morning.

T: Good! If you have answers that would be interesting.

Gloria: Could it be a research essay?

T: It can be a subject of your own choice. I’ve had subjects like cell phone use when driving looking at each side of the issue.

Gloria: Yeah.

T: That might be cool. OK, do you want to take a 10 minute break?

Mark: Will we get out earlier if we take a shorter break?

T: No, it won’t affect the time you leave.

BREAK (My observations during the break)

(Teacher interacts with several students during the break; answering questions, giving directions, discussing syllabus. Teacher signs “class add” paperwork. I noticed that the teacher smiles frequently. The teacher seems to genuinely like working with the students)

(Classroom arrangement: lecture type classroom with three levels gradually sloping upward away from the front of the class. Chalkboard and teacher table in front of room. Students are sitting in groups of 3-4. Four males, 2 females and 1 male, three females. Back to observation)

T: You can go to the writing center. I would definitely recommend that.

Sally: Alright.

T: Exactly like that. (Teacher is reviewing “add” paperwork. Teacher spent 3-4 minutes with each student during break)

T: Interesting, excellent, perfect. Tell her not to let her radiator do that.

Ann: Thank you

T: Get on “Blackboard.”

Gloria: How do you get on?

(Several students ask teacher about “Blackboard” and how to access. Teacher explains

and provides a handout.)

END OF OBSERVATION

Additional Note-making

• Teacher praises frequently: “good,” “I love that.”
• Teacher rephrases response back to the student to show he understands and students feel empowered: “So, you’re talking about…”
• Teacher is facilitative, not dictatorial: “OK, do you want to take a 10 minute break?”
• During the break the teacher took individual time, 3-4 minutes with each student, giving “Blackboard” instructions.
• Lots of smiles; this teacher enjoys what he is doing.
• Lots of student input: 16 of 18 students present responded to queries for input on writing prompts.
• On the blackboard in front of the room were the following words: Group Stories, College Definition, Inspirational Piece. On another part of board: Assignments, Opinion Piece, Genre Essays, Newspapers, Debate Papers, Major Passion in Life, Collaborative Essay. Also written on the board, in a circle: “Tons of Drafting.”

English 1001 (College Level)

Reflection

This observation is being done at the beginning of the semester; high

motivation and morale. But, I still sense in the teacher a positive energy and a willingness to work with students. The teacher asks probing questions: How involved would a discussion be about debating? How do you write argumentatively? The students also appear, in my opinion to be responsive to the teacher. What I have observed is the classic definition of the teacher setting the tone or atmosphere in the classroom.

The students had developed several writing topics (the ones I listed as “on the blackboard,” above. Selecting or choosing a topic to write about is very difficult. I know, because I have to think of a topic for my other rhetoric class. The teacher is facilitating the topic development by leading the discussion: “If you’re interested in music feel free to write about it”, “It can be a subject of your own choice. I’ve had subjects like cell phone use when driving looking at each side of the issue.” From my own experience as a teacher I know that when students are motivated to write then they will produce better written work. Also, the selection of a topic is important to motivate anyone to write. We are apt to write a well researched paper when we are motivated by an interesting topic. The teacher in this class is helping the student decide on a topic by facilitating a discussion on what to write about.

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Mike Calou

3-3-09

Classroom Observation Date: 3-3-09

Class: English 4610- Literature and Writing for Secondary School English Teachers

(College level)

Start: 5:00pm End: 6:00

Teaching Literature Review

[T=teacher] (Note-making in parentheses)

T: That makes a total lecture. That’s a tremendous amount of material. How does the student learn best?

Mary: Some students learn by activity.

T: What percentage of students are active? (Teacher asks question and then

answers the question. Rhetorical question?)

T: Who’s responsible? The student is learning. Can you depend on that? The way we teach is the way we were taught. What is the problem with this?

Sue: You’ll teach the same way you were taught.

T: How long can you sit and listen to a lecture?

David: An hour.

T: An hour?!

(Several students give various responses: 10, 20, 30, 45 minutes)

T: My rule is twenty minutes!

Kayla: If they’re constantly writing they’ll pay attention longer.

T: College students are willing to listen longer. High school students not so long.

(Nothing written on the white boards in front of the room)

T: Why don’t you want to teach the same way you were taught?

Mary: Kernal (sp) lecture. Pithy, impromptu, to stimulate discussion.

T: You might do this at the beginning of class. For example, “All eyes on me!” What is a partial lecture?

Alan: An interactive lecture; more energetic, active. (Students and teacher are sitting

in a large circle.)

T: If they have a contribution… (Teacher gives an example.)

Sue: Student groups for a larger task.

T: What decisions do you make regarding student grouping?

Sue: Smaller groups are better. There is stability and change is good. Factors to consider are selection and the clock.

T: Clockwork assignment is good.

Sue: Other factors are roles and a group leader.

T: OK.

Sue: Subconscious, collaborating as a group.

T: Self-consciousness…

Sue: Being aware of what the other group members are doing.

T: How big should the groups be?

Sue: Depends on the class size.

T: I was always told five is optimum. What about when groups are 2 members?

Alan: That group size would be good for essay reading or proofreading.

T: Consistency when grouping. Groups develop a personality. Consistent groups when working on a theme. Break up the group if necessary. More learning goes on. How do you select groups?

David: Count off.

T: Good, random works best.

Mary: You never group certain students together.

T: Use kids in the middle as anchors. (Class demographics: 10 female, 5 male)

Interesting ideas. College students and high school students expect it. At the end of the

year they choose their own groups.

Gloria: They cluster with their friends if they choose.

T: Everyone has roles. Everyone has a job. There is responsibility. Did everyone get to set up literacy groups?

Sue: The teacher assumes everyone is engaged.

T: Yes, but everyone is not engaged. You have to observe thirty individuals. So I asked you to read the last chapter first for homework and work with a partner to create your unit. I want to talk for the rest of today about how to put your unit together. You need a tiny literature activity or piece from; To Kill a Mockingbird or Romeo and Juliet. We will all assume a common grade level; ninth grade. The second time you write the lesson based on an idea and you need to scaffold instruction. Remember; enter, explore, extend. Please find the pie chart. (students look in text for pie chart)

What is the data saying?

Kayla: Pre-reading section.

T: Of all the things you do the idea is to make it more interesting. That is “enter;” characters and background. That’s enter. Not material. Then you “explore” through critical lenses and then “extend” asks the “so what?” question. Why? Because you’re constantly doing a review. The pie chart shows all three as being equally weighted. What should you do?

Class: (in unison) Explore!

T: That’s right. But, you need a lot of “enter” too. It’s all about the “enter.” Quite often this is not done in school. It’s never leisurely. Most of the curriculum is about “explore.” That’s where the standards are.

(Teacher and students are looking at their textbooks during this discussion. They are looking at a chart in the book showing pie chart of time spent in three areas of literary inquiry; enter, explore, extend)

T: …playing with letters then they’re interested in the story. Choose literature you like. Use books as a start. See for yourself. Seven levels here and four stages for reading literature. Ask yourself, “why am I reading?”

Alissa: For pleasure.

T: You can’t get me out of a bookstore. My wife won’t let me go anymore. Haven’t you some similar interest? More pleasure than ice cream. What will you do after reading?

Mary: Pass it along.

T: That’s right, the focus question is just you and the book. You and the text. Have you ever read a book in secret? That’s reading! Then there is an interpretive community. The primary task is to ask questions. (teacher discusses the concept of “book

community” for the next ten minutes. My notes are not complete. He is talking too fast to record every word. I wish I had a recording device!)

T: The questions you ask are “communal.” What was life like when the book was written? How different is it when we have to share one book? Book communities move to formal analysis. I may love or hate that book. Can’t stand to read romance. Then formal analysis to try and teach a point of view; the way the book is put together. Then compare one book to another. How far do you get with your students?

Sue: Formal analysis, maybe.

T: Not a lot of critical synthesis to get them excited about reading. You may get through the first two stages, but you won’t get to formal analysis. You need to create an “interpretive community.” A significant amount of time spent on synthesis. Then a jump to “formal analysis.” The students won’t be engaged in the curriculum at what level? Formal analysis. I want you to think about this. (teacher stands)

T: Everyone come up and grab a slip of paper.

(Teaching techniques were written on the slips of paper. Students return to their seats. The room is quiet)

T: We’ll present next time. Which book do wee put in the library?

Alissa: The monster text.

T: Yes!

Sue: Where will we find the text?

T: On reserve. Give them a couple of days. You can look at any of the texts I have in my office.

Mary: When is this due?

T: Thursday. Online is the course calendar. The next assignment will be due next Tuesday.

(Students are looking at their textbooks. More female students responded to questions today.)

T: I need 8 volunteers to help me take these books back to my office. See you next time.

END OF OBSERVATION

ADDITIONAL NOTE-MAKING

• Teacher did most of the talking.
• Teacher asked many questions and then answered them himself.
• Lesson: How long should lessons be? Types of lectures. Discussion about different reasons for reading. Levels of literary analysis.
• The teacher shared personal information: love of books.

English 4610 (College Level)

Reflection

The teacher started the class by reviewing classroom management techniques: grouping, group jobs, lesson length. Then the teacher discussed optimum lesson length and finished the class with a discussion about the multiple levels of literary analysis. I found the discussion of the different levels of literary analysis the most interesting. I see a relation between the levels of literary analysis and the stages of the writing process. When I teach composition some day I want to use a multi- level approach.

The most important thing I have learned about writing this semester has been that writing is a process. Each student comes to the writing class with a writing style that is uniquely their own. It is the job of the teacher to understand the writing style of the student. Then, together, the teacher and student can work towards improving the student’s writing.

The teacher in this class has assigned a project that involves the creation of a thematic literature unit. The project consists of developing a reading phase where the teacher selects a book or other reading to be done by the class. The next phase involves an analyzing the text and the final phase is a student created essay that critically analyzes the text. For example, if the class is to read “To Kill A Mockingbird” the first step woul be for the students to read and discuss the story. How the text is to be read is up to the teacher. I would solicit student input into the method of reading because I want to motivate the class to read. I would also let the students choose the story to be read after narrowing the selection of titles. After the story has been read and discussed the students would create a critique or critical summary about the story. I would encourage the students to see a film about the story if a film was available. The visual aspect would lend itself favorably to students who speak other languages.

In conclusion, the teacher of this class has created a project that will engage potential English teachers to create a literary study culminating in a written work by the student I like this approach to engage students in actively writing because; it will motivate student writing by providing ample background material from which to begin the writing process.

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Mike Calou

3-5-09

Classroom Observation Date: 3-5-09

Class Level: 5^th grade

Start: 11:20am End: 12:20am

Poetry Lesson

[T=teacher] (Note-making in parentheses)

T: Let’s take a brain break.

T: We’ve been working on building a poetry book. We’ve studied rhyme… rhyme scheme and rhyme meter.

(on the board is a poem that the teacher reads aloud to the class)

T: Does poetry have to rhyme?

Class: No! (in unison)

T: Meter gives it the flow. Does the rhyme scheme have to match?

Sally: It really doesn’t have to.

T: That’s perfect Mary. The rhythm AAA…BBB…CCC…AAA…

( the teacher continues) the first and the fourth lines rhyme. What is the pattern in this poem? (teacher shows a poem on the overhead) A—B—A—B. Every other line rhymes.

(Class discussion of rhyme concept for 5 minutes)

T: Which poem, Sally? I’m not sure that’s why we’re reviewing. Do you remember what a stanza is? This is a stanza. (teacher points to several lines in the poem displayed on the overhead) How many lines? Let’s count them…

Class: 1—2—3—4—5—6—7—8 .

T: How many stanzas ?

Class: two!

T: We want the stanza to match. It helps…

Bill: Can you put a …?

T: You can, but will the poem flow?

Bill: No

T: We’re going to review what we’ve learned. Alliteration is when the words start with the same letter.

T: Allan, are you in this class? (Allan was talking to Brenda) There’s no need for that. Bill, back to you.

Bill: There is a rhyme scheme. (Class is arranged into 5 groups

6 students in each group)

T: Correct! There is a a rhyme scheme. What is a free verse? (student coughing in back of room)

Male student: Words don’t have to rhyme. (On the overhead projector:

1. A-B-AB… patterns

2. Types of poetry we have worked on:

Haiku

Rhyming)

T: Today we’re going to learn a new type of poetry… COUPLETS (shown on the overhead projector):

COUPLETS

A couplet in poetry is “2” lines that rhyme.

Couplets are lines that always rhyme.

In pairs they’re rhyming all the time.

A poem, a poem, I cannot write

I tried and tried all through the

Through the door I tossed the ball

And watched it rolling down the

Up in the tree, I saw my cat

In its mouth it had a

T: In pairs I want you to complete the couplet.

(class works in pairs for approximately 10 minutes to complete the couplet)

T: I nominate Tom to share his couplet.

Tom: In its mouth it had a rat.

T: I love it! Did anyone else use some word besides rat, bat, or hat? …I love it… a couplet has how many lines that rhyme?

Class: Two!

T: Now we’re going to write some couplets on our own.

Henry: Are we working together on this?

T: Yes, you’re going to work in groups of two.

(Teacher hands out copies of overhead and “couplet” handout as well as paper for the students to write their couplets)

T: (rings bell) Ronald is trying to ask… OK a couplet of apples is …

Class: (in unison) TWO

T: Using soft voices ( a. student sneezing, another coughing

Let’s do this first one together. b. Several poems are on the wall in the front

What’s a …. of the room visible to the whole class)

Sally: Once there was a bunny and he was very funny.

T: I want you to look at this. What is unusual about….

Erica: The lines start with a capital letter. (Tom walks to put something in the waste

basket)

Mary: Do the words have to be…?

T: That’s a great question. (I like the way the students work in pairs. Each student

is either a 1 or a 2. Teacher calls on 1’s or 2’s to

respond and all children with the appropriate number

stand and prepare to answer)

T: Boys, please… Erica had a good question. I want her to share it with the class. Do the words ..?

T: (walks around room talking with each group. She listens and smiles and replies to various questions posed by the students in the groups)

T: You seem to like the really disgusting ones like “splat,” and “dewy”… OK, one more minute.

Allison: What the heck is “clump?”

Brandon: It’s a big glob of …

T: Ten seconds. OK 3,2,1 eyes up here. You may not be finished. We’re practicing. Let’s be respectful and listen while Samantha shares her poem. 2’s stand up.

Samantha: (I can’t hear over the other conversations. The kids are really excited to share their poems).

T: I have a problem here. (She waits for class to calm down). OK, continue.

Samantha: One day I saw a worm

I picked it up and it made me squirm.

T: I love it! Allison, next.

Allison: I dare you to go jump

You’ll end up in a clump

T: Now you’ve had some practice. I want you to write a couplet about yourself. We’ll make a book for open house. Think of your character traits. If you’re silly… The easiest way is to make couples. Here’s what I mean. (T provides an example: fear and clear)

Bill: How many stanzas?

T: How many stanzas? You need 5 stanzas. Remember attitude. If we start this project with a bad attitude, we’ll do bad work. If we start with a good attitude, we’ll do good work. Get to work, you have 20 minutes.

T: (monitors groups as students create a rhymed couplet about themselves. T rings bell to get students’ attention)

T: I need your attention. What am I going to say… Can I do this? You’re the author, use your imagination. (Several students had asked T, “Can I do this?” and this was T response)

END OF OBSERVATION

5^th Grade

Reflection

My reaction to this lesson, as I was observing, was that these students know what poetry is. The students were prepared for this lesson by virtue of the “scaffolding” or prior knowledge that the teacher had previously taught the students. I was also impressed by the way the teacher kept the students “engaged” in the activity.

It was obvious that Ms. Smith (the teacher) had taught some poetry concepts prior to today’s lesson. For example, “We’ve been working on building a poetry book. We’ve studied rhyme… rhyme scheme and rhyme meter.” This type of prior knowledge I call “scaffolding.” Scaffolding is necessary to ensure that students have some Velcro to stick new knowledge onto. The “Velcro” analogy is one I borrowed from John Oller. Oller calls the Velcro “cognitive pegs.” I like the term because whenever I teach I think to myself, “Are my students prepared for this new concept?” It was apparent that Ms. Smith’s students were prepared for the couplets they were going to learn about. Education is foundational. Even the expository subjects like: math, science, social science are foundational.

I was also impressed with the way that Ms. Smith kept her students engaged in the lesson. First, she assigned numbers to each student; 1 or 2. And second, she paired the 1’s and 2’s randomly. The collaborative nature of learning is important. In any class I have either taught or observed there has been a “range” of student abilities. In order to minimize the impact of students not learning a new concept pairing students allows for students to assist each other in the learning process. In a class of thirty students Ms. Smith cannot meet individually with each student during every lesson. The collaborative technique of pairing students to work together accomplished a positive way to have all students learn.

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Mike Calou

5-5-09

Observation Date: 5-5-09

Class: English 4610—Literature and Writing for Secondary School English Teachers (College Level)

Time Start: 5:00pm End: 6:00pm

Reading/ Writing Lesson

[T=teacher] (Note-making in parentheses)

T: …when you scold …Come in.

Sylvia: The assistant principal thanked me for not sending the student to the office. He appreciated me handling the situation.

T: It took to my third or fourth year teaching before not referring students to the office. You figure out ways to deal with student behavior issues. You have to depend on the office for some issues, but this is rare. Make sense?

Sylvia: Thank you.

T: Teacher engaging. (Class claps for student presenter)

T: Who’s next?

Sally: I am. How much time do I have?

T: As long as you need. Talk among yourselves.

Mark: Do you have computer connections?

(Sally prepares for her class presentation using the computer. PowerPoint slide one:

Journal Prompts:

• How would you feel if you were assigned your first job? Would you trust the adults?

Sally: Get out your journals. (Sally reads the prompt above to the class. The students in

this class are pretending to be high school students. Sally is

giving a reading/writing lesson. Sally monitors the

students as they record the prompt.)

T: (Teacher is filming the lesson with a hand-held video recorder)

(The class is quietly writing and responding to the prompt. The prompt is projected onto an overhead screen via a video projector.)

Sally: Two more minutes. Wrap up your thoughts. One minute.

T: (Teacher walks around the room recording the lesson from various angles.)

Sally: Finish the sentence you’re working on. Anyone volunteer to share their response?

Nancy: I would feel relieved because I don’t know what to do. I would not want to select y own job. I would trust the adults.

Mary: I would feel scared.

Sally: What would happen if you felt scared?

Amy: I would rebel. Trust would have nothing to do with it.

Greg: I agree with Amy. I would not want to be a puppet.

Sally: There are a lot of differences here. Can anyone tell me what happened in the story? (In this simulated class they have been reading “The Giver”, by

Lois Lowery)

Mary: They all have the same birthday.

Sally: What else? Anything else? How about his sister? In this society the parents decide everything.

Sylvia: They didn’t want Jonas to be a caregiver.

Sally: They were happy with their assignments. Also, there was some language about rules.

Ashley: Jonas’ father broke the rules.

Sally: What happens if an adult breaks the rules?

Amy: Like when they give them the bicycles?

Sally: Yes. Did anyone notice the kids are all called by age? The names are not individual. We talked about… It has to do with Lily… What to do?

David: Comfy objects, no ribbons.

Sally: In the community they have rules. Kids can’t ride bikes until they’re nine. Very different in our society. We continue our rules. In this unit we are going to create our own community. We will work in groups. Each community must have a leader, houses. Everything must be settled. Don’t pop up.

Alice: You mean we develop a culture?

Sally: How? Elections are good. Be aware of different views. Set rules, but don’t offend. OK, we have our societies. What else?

Mary: No stealing.

Sylvia: Limits!

Sally: Rules and bylaws. You must have enforcement. Citizen’s arrest not used. The right to…

(Slide two):

By-Laws of the Community

• Four By-Laws
• Five inclusions

Sally: Attitude, committee…

Mary: Joke?

Sally: Right. Remember we have to know how to change. Mom’s a judge. OK, go ahead and start your communities. (Sally does a good job of leading the

discussion)

(Slide three):

Create a Community

You must decide:

• Offices held
• Three rules
• How are rules amended?
• Consequences

Sally: (continuing directions) Get into groups. Explain exactly what to do.

(Students get into groups. Three groups of four each. Sally gives each group: poster board and colored markers)

Sally: These are your community guidelines.

(She reads the slide and reviews the assignment. Sally models examples from the story, “The Giver.” On the whiteboard Sally writes:

Ms. Lane—Treasurer Rule #1—Everyone shares their food supply)

Sally: I’ll give each group ten minutes to do this. GO!

(Groups begin to discuss their communities. I observed a group with three females)

Sally: Make sure to write everything down!

(The group I observed wrote each office on the poster board: Law enforcement—Mary, Public Relations—Amy, Dictator—Sylvia)

(Student raises hand, teacher responds. Each group is making a list of offices held.)

Sally: Five minutes! I want you to get your rules done. Don’t spend too long on filling the office positions.

(In the group I observed the following dialogues: “you can’t come over and tell us what to do.” “The second rule should be we have to share.” “They all have jobs and a paycheck.” “$200 teaching and you’re responsible.” “One more rule..” “No act of violence against members. What do you do?” “To sum it all up no acts of ill will.” “Exile, death depending on the severity of the act.” “Do we have jails?” “A rule can be amended.” “Scientology over religion.”)

Sally: (overhearing the remark about religion) NO RELIGION! (Religion was not part of the directions. The subject came up voluntarily)

Sylvia: OK then, freedom to worship various objects.

(Group discussion continues: “No contact with the outside world.” “Unamendable (sic), that rule is unamendable. Only amendable by officers.”)

Sally: You should be on the last rule now. Begin to wrap it up! (Sally glances at the clock frequently during group work. I think she is nervous about the amount of time the class is spending on this task. I look around the room and notice that all four groups are actively engaged in the task.)

Sally: Which group wants to go first?

Amy: Carlos! (Carlos is laughing)

(Group four proceeds to explain their community)

Gloria: My job is to pick up after pets.

Bill: I am the sovereign ruler. We all have a mask of happiness.

Angel: My job is entertainment. No rules.

Sally: I like how this group set up their individual consequences.

(Group two proceeds to explain their community)

Mary: Free…dictatorship[

Amy: Rule with an “iron fist.”

Mark: We give half our income for protection Worship.

(Group consequences: Dock pay, death)

Sally; How did you decide on death as a consequence?

Mary: We don’t want to be challenged. Everything is OK as long as we all agree.

Sally: How long do you think that will last?

(Group one proceeds to explain their community)

David: Command for welfare

Sylvia: Wealth is shared.

Beth: I am the dictator. I’m appointed.

(Group one rules: officers serve life term, sharing, and no ill will. Consequences: exile, public service, dunking, stockade.

Sally: How often do you meet? Once a year? What will happen if you don’t meet?

Sylvia: There is nothing that important to meet about.

(Group three proceeds to explain their community)

Amy: I’m the president (This group has jobs and consequences that are less

harsh than other groups)

Ashley: Each family grows crops. No money in our community.

Alice: I’m the military and sports director. Each member must be athletic and serve when called. Everyone has hair dyed green

Brianna: I’m in charge of foreign relations. We have a closed border. I’m also a caregiver. If anyone gets sick they are exempt from labor.

Sally: Jonas’ dad would be proud! You all need to have by-laws and work out what it means to be a community. Fro example, what happens when a rule is challenged? What are the consequences? If someone hurts someone else? Get out your homework journals. Write this down, read chapters 3-4. Write 2-3 paragraphs about why it seems odd to not allow bikes until nine years and that there are no comfort things, like blankets. In closing, I’d like you to check out a website about silly laws. Here are some “dumb” laws actually on the books:

• Arizona—illegal to have missing teeth
• Georgia—no donkey bath tubs
• Maine—not allowed out of airplane if it’s in flight
• Blythe, CA—illegal to wear cowboy boots unless you own two cows
• Alabama—illegal to have fake moustache

T: In one state, I forget which, it is illegal for a wife to drive a car unless the husband is waving a flag.

(Talking amongst students)

T: Did you find my camera disturbing? I can see my walking around may have been bothersome. Now we’re ready to discuss this lesson. Ideas? Did it go well? What was good about it?

Sylvia: I liked the way there was a potential for problems. Kids with no bikes, consequences.

Mary: Everything just fit in perfectly.

Amy: I liked how she made us prepare for what’s coming next. Jonas knows. Application to students’ lives. Good opening questions.

T: Five minutes is a long time to write. Three minutes is plenty of time.

Sally: We talked about that before. How fast time moves, but on paper it’s different that with real life. Reality is slower.

T: Right. Write for three minutes, talk for 3-5 minutes. Small class or twice the size of this class. Some changes to consider: Bigger poster board, spread students out so they have more room. I saw an adaptation to “Utopia” a demo lesson. Very similar,, but with an older group. More detailed and they didn’t react to the draconian results. Did you do…

Sally: Not yet. Unfold…

T: Keep adding 2-3 day periods and change accordingly. Any others?

David: Projects… I liked that…Maybe not permanent.

T: Tattoos were not popular when I was a student.

Sally: Constantly grounded.

T: Triumvirate…read “Julius Caesar”

Sylvia: I liked how ours worked (referring to a previous lesson)

T: What about her manner in class?

Amy: She was comfortable in class. She walked around and her voice was relaxed, comfortable.

T: Suggestion—develop another voice. You were smiling a lot. How much is accomplished through non-verbal cues? Better…No trouble with what you didn’t say. The best teachers use non-verbal cues. Think of ways to be non-verbal! Part of teaching is like acting. Facial, body messages, more accomplished and dynamic. Before I gained some weight I would get down at eye level with students, so we were on the same level. Give feedback, move around. Keeps students on task. Getting groups on task is the most difficult. Pay attention, look across the room.

Mary: I like the examples given.

T: Models are always good.

Amy: I like how she used “Yes,” “Good,” and “Think about it.”

Amber: Public service. Not the rule.

T: I liked the “green hair” and caretaker.

David: We wrote meaner. You have to be mean.

Mark: Homework. I’m up Thursday. Read Kerouak.

(Clapping for Sally)

END OF OBSERVATION

Reflection

This observation was conducted during a student led lesson. The student, Sally, wants to be a high school English teacher some day. I thought she conducted the lesson very well. I picked up a few things I would like to try with my fifth grade students. First, I liked the way she had the class break into groups and facilitated the creation of a community. Second, the reading and writing connection made the writing aspect of this assignment much easier.

One thing I have learned this semester is the importance of “scaffolding” information for our students. This is a particularly important concept for writing teachers to learn and implement. I liked the way Sally referred back to the story: In the community they have rules. Kids can’t ride bikes until they’re nine. Very different in our society. How about his sister? In this society the parents decide everything. Jonas’ dad would be proud! By referring back to the story students are not left to commit everything to memory. Also, over time, the students’ memories will improve as they practice reading and writing.

This lesson was also successful because the students were engaged in a realistic activity: the creation of a community. Any chance to involve students in reality based activities will motivate even reluctant learners.

In conclusion, as a new writing teacher I am going to strive to incorporate two techniques that I observed today: first, use reality based activities to increase student motivation, and second, scaffold or provide preliminary knowledge to students before requiring them to write. The combination of these two techniques will work on first and second language learners with equal effect.

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Mike Calou

5-7-09

Classroom Observation Date: 5-7-09

Class: English 1001-First Year Composition (College level)

Start: 5:00pm End: 6:00pm

Peer Feedback

[T=teacher] (Note-making in parentheses)

Tom: Why’d you pick that topic?

Gloria: I couldn’t decide which side to be on. ( She is aware that there are two

sides to an argument)

Tom: What did you finally decide?

( There are two groups of students in this room and two groups of students in an adjoining classroom. All the groups are reading and discussing various topics that have been written on slips of paper.)

Gloria: Possession of marijuana; it shouldn’t be a big deal

Mark: Debate

(On the board: “Feedback Fest 2009, Hollywood Edition.” This is the title of the peer feedback session currently in progress)

(Group 1: two male and two female students, Group 2: four female students)

(I recorded random conversations from each group)

T: (To Group 1) Do you see any value in this? Why?

Gloria: The feedback is important.

T: When you are thinking about your essay? Is critical thinking important?

T: (To Group 2) How’s it going?

Stacy: (Talking to another student) It feels random…

Amber: Should I talk about it?

Stacy: I feel that my introduction comes from nowhere. (Group 1 is louder and more animated than Group 2. More boys in Group 1)

Interview with Teacher (T)

–Feedback groups consist of four stations: American Idol, Judge Judy, Jeopardy, Dr. Phil.

–T is having groups read each other’s papers and give feedback. Me: Do they have a guide to direct their feedback? T: Yes

(Back to classroom observation)

Bill: (reads part of his essay to T)

T: Have you thought about gun control? What do you think?

Bill: It’s a complete misconception. It is what it is.

T: Are you arguing about something else?

Bill: I’m arguing against gun control.

T: Have you thought about the benefits of both sides? (T is teaching there are two sides to an argument. I get the impression that this is not the first time these students have heard this.)

Bill: (To Mark) Road trap.

T: (To Gloria) I’ve never given an A+. (To Class) 7 minutes left!

(Each group meets for 30 minutes and then rotates to different location).

Bill: That’s a lot of time to ask a question.

Gloria: If I cut this out then…

Bill: What if your essay becomes too real? (Bill is a very dominant personality.

He is controlling the Group 1 discussion.)

Mary: This part sounded weird to me. (The students I observe seem guarded. By this I mean they appear, to me, to be “choosing” their words. When I look at a group they stare back at me, in unison. This could be a problem.)

Time: 5:30pm

(The groups spend 30 minutes at each station. Each group member has read an essay written by another student. Students respond over a two hour period. They switch stations every 30 minutes.)

(Group 3 and 4 come back into the class and exchange essays, Group 1 and 2 exchange essays. The four groups have new essays to read. Group 3: two females, two males. Group 4: three males, two females. Groups 3 and 4 leave room to read essays and disccuss.)

T: (Goes to Group 3 and talks briefly)

T: (Goes to Group 1) Keep with it.

Gloria: The peanut butter Girl Scout Cookies (T gives Group 1 strips of paper with

discussion questions written on

them)

Amber: How much did that cost?

T: (Leaves room to check on Group 3 and 4)

(Group 2—Amber does most of the talking.

Amber: If you saw a child drowning what would you do?

Stacy: What kind of kid would…?

Bill: (very animated during discussion with group members. He uses arm and hand gestures)

Amber: What would you do if…?

(Group 1 is reading from direction sheet. Each student has been assigned a part. T comes back into room to work with Group 1 and 2)

Gloria: What is the main argument?

T: Think about “counter questions.”

Stacy: Who is your audience?

Amber: The parents of students who choose not to vaccinate.

Helen: (Reading from a strip of paper drawn from a box in teacher’s hand) What kind of animal would your paper be and why?

(Group 2 discusses this question)

Helen: What would the theme song of your paper be?

Stacy: Brittany Spears, “Why Don’t You Do Something?”

(Personalities rule. Amber is obviously, to me, the dominant member of Group 2. The other three women are quieter.)

T: (Goes from Group 2 to Group 1. T listens to Group 1)

Bill: Speed up light when you’re high. The cop comes up. Not that bad when you drive

high. When you’re high you don’t think. Make it like…

(I think the groups have written questions to ask the other groups)

Amber: The essay cares about you.

Stacy: If your paper was by a friend or girlfriend what three things would be different?

T: I thought the questions would go in a different direction.

Amber: What is the point of your essay?

T: (Leaves room again to check on Groups 3 and 4)

Helen: Why don’t we go through the questions?

Gloria: (Glances at me as I switch my attention to her group. Group 1 is arguing about whether marijuana should be legalized or not.)

Bill: If it was legal, you’d smoke it.

Mark: Not necessarily. It’s no worse than cigarettes.

Mary: Would you sell it?

Mark: If you’re driving and you’re high…

(Group 1 all talking at once, very serious about this subject. I think that at the college level the discussion topics cover a wider range than secondary or elementary…Duh!)

Gloria: They think that driving under the influence is OK.

Bill: Part of the brain is stimulated. Weed is like…when you’re high… I see my friend high I think…

Gloria: And you’ve never used marijuana?

Bill: I’ve just admitted it. She’s asking too many questions.

(So much for being aware of my presence. Group 1 has forgotten I’m here because they are having a stimulating discussion about a controversial topic.)

T: (To Group 1) She’s doing her job.

(The teacher has given good input here. The group is having a great discussion)

Bill: I want to work in a corporation. (In Group 1 Bill and Gloria dominate the discussion. Both Group 1 and 2 appear more relaxed about my presence.)

Gloria: I did most of my essay writing on my laptop.

T: That’s what I’m looking for.

Gloria: We’re all procrastinators. High school is all “bullshit.”

Amber: Just kidding. (This phrase was repeated 4 times in 15 minutes.)

Gloria: (Group 1 is engaging in personal discussions) I want to be a scientist.

Mark: My grandparents live in Mexico.

Dorothy: That’s really rude. (They seem to be off task.)

(T is working in other classroom with Group 3 and 4)

Amber: On the doors at schools and hospitals. That’s what I do. It’s exciting.

Mary: When you saw me at… I’m going to be a junior

Amber: Aren’t you eighteen?

Stacy: When I was 12..

Helen: Sixteen… Asians you know.

Time: 5:50pm

(Group 4 comes back to class)

Amber: Why are you here? What’s your major?

She draws really good. (referring to Stacy)

T: I want you to wrap it up.

Mary: There’s no editing on my paper. You guys should read it again.

T: Do revisions next half hour. Look at papers for editing. If you find a ridiculus question throw it out. (To Group 1) Almost done? HUSTLE! (To Group 3. Group 3 back in room at 5:55pm)

(Each group is wrapping up discussions; essay related and personal. Conversations within groups.)

Amber: What about reader responding?

T: Do one!

Amber: Two pages?

Mark: I didn’t know.

T: It’s not any extra reading.

(There seems to be some confusion about the “reader responding.” Students give essays to teacher.)

T: (Touches base with Group 1)

END OF OBSERVATION

Reflection

The students in this observation appeared to me to be actively engaged in the process of peer feedback. Also, the topics that the students were writing about were of their own choosing. This seems to be a good way to motivate a student to write. I also noticed that many of the discussions talked about the concept of “audience.” The fact that I have observed these three points have made my time well spent.

First, the students are actively engaged. This is a difficult thing for the teacher to do. The other day in the fifth grade class I teach, I told my students that we would be writing about the “Golden Rule.” A collective “Ohhhhh” was uttered by almost every student. Obviously, this topic was not going to motivate them. So, I decided to explore this further. I asked the class why there was a unanimous sigh when I mentioned that we were going to write. Their responses boiled down to three concerns:

• The amount of writing done on a regular basis was hard on their little fingers.
• The topics were boring.
• It was hard to think about things to write.

Three legitimate reasons, for 10-11 year olds to not care for writing. I addressed all three complaints thus:

• Instead of assigning spelling homework every night I would cut it down to twice a week. (This would help those tired fingers.)
• Rather than respond to a topic immediately, as I had previously asked them to do, I would assign a rough draft to be completed at home.
• By completing the rough draft in a non-stressed fashion the students would have more time to think about what to write.

When I received the rough drafts the next day I was surprised at the output. I think the teacher in this college level class has provided students input into their writing, just as I had done with my students. The proof about whether this works is in the student writing.

Second, I noticed the students providing good peer feedback on the essays. For example:

Stacy: Who is your audience?

Amber: The parents of students who choose not to vaccinate.

Now I realize the importance of feedback to the writing process. I have also experienced the value of feedback in English 5001. The feedback I received about my research paper from Dawn gave me new insights I would not have thought about on my own. I saw the same thing happening in the English 1001 class.

In conclusion, my observation has yielded two discoveries:

• The importance of engaging/motivating students in the writing process.
• The value of peer feedback.

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Top Ten List of Things Learned

My Question (very simple): How do you teach writing?

Three different class levels observed; 5^th grade, entry level college, upper division college. Same overriding themes:

• Rapport with students
• Classroom management
• Prior knowledge

1) The key point in this article, from my perspective, was the concept of “cooking” the field notes (108). As a teacher I have always believed, and practiced, the use of reflection on what is going on in my classroom. I think Purcell-Gates (her article, “Ethnographic Research”) is making a similar point here that observation and reflection are two distinct processes. (Commentary #1)

2) The observation portion of the research, in my opinion, is the most important part of the ethnographic research process. This opinion is informed by the “Ethnographic Perspective” article and the two examples that were provided to illustrate note-taking and note-making (5-8). If accurate and usable notes are recorded then post observation reflection will provide questions for future observations. The tool to accomplish this reflection is the note-taking, note-making process that was discussed in the “Ethnographic Perspective” article (by Carolyn Frank). (Commentary #1)

3) The title of this article and the word “representations” is similar to the use of the word “represent” in the Harris text. Harris is speaking about the process a writer engages in to convey a new understating of something the writer has read or experienced. Brueggemann is using the technique of representing to write about her observations of the deaf students she observed. When a writer “represents” an observed situation what the writer says is a representation of the writer’s perspective of the situation. I think Brueggemann makes a good argument for maintaining distance between the observer and the participant. If the observer can remain aloof from the participant then it will be easier for the observer to write objectively about the experience. (Commentary #3, Brueggemann)

4) My over-riding thought, as I read the “Culture on the Page: Experience, Rhetoric and Aesthetics in Ethnographic Writing,” by Bonnie Sunstein, was that this essay is giving me some tools to write up and document my own ethnographic research; the idea that I need to include narrative when I write about my classroom observations and that I also need to be consider the audience I am writing for. Sunstein explains rather clearly that “I needed to craft myself…and the story into text readers would recognize as information but feel compelled to read” (184). She is saying that the audience needs to: be engaged with the text and to feel a part of the situation and not just be deluged with data. One way Sunstein accomplished this in her own research was to consider the cultural perspective of the informant: Jewish Center ethnography. (Commentary #4, Sunstein)

5) The discussion of the actor-witness reminded me of the Breuggmann article. As

ethnographic observers we find ourselves in the role of the listener in a conversation. There is a correlation to be made between the classroom observation and Goffman’s discussion of the world as a stage. We are listening and visually observing the classroom interactions with an attitude that we will be persuaded by the participants (performers). As observers we are playing the information game (8). I liked Goffman’s use of this term to describe the checking behavior that the listener (observer) uses to verify or check the information given by the participant (performer). In a way, we attempt to verify the information we receive from the classroom participant by comparing the information with our existing knowledge of the classroom environment. We have to be careful not to let our knowledge of the classroom environment interfere with our observations of what is actually happening in the classroom we are observing. (Commentary #5, Goffman)

6) There is a “disconnect” whenever we involve ourselves with an activity that we don’t truly experience. What Percy calls really seeing something is done by “leaving the beaten track” (2):

The tourist leaves the tour, camps in the back country. He arises before dawn and approaches the South Rim through a wild terrain where there are no trails and no railed-in lookout points (2).

Getting off the beaten path works well for tourists, but how about the teacher and his students? How does the student really see “it” and how does the teacher really teach “it?”

I think, as teachers, we can consider ourselves “students” and empathize with the student we are teaching to the extent that we give the student a “claim” (11) in his education. The student with a “claim” in the educational process will be motivated to learn. The same can be said about teachers. A teacher with a “claim” in the educational process will be motivated to teach. (Commentary #6, Percy)

7) As educators I think altruistically we try to shape our students to fit a “societal mold.” When a student exhibits behavior or learning variations then that particular student is put into an environment similar to Bentham’s panopticon: the teacher is able to see the student, but the teacher is not visible to the student. There is an idea, at least in my mind, that we are trying to form young citizens to fit into our society. This is not necessarily a bad thing; however this notion of shaping and molding “individuals” can be viewed as cultural genocide. By cultural genocide I mean that we have read about the impact of culture on language: the two are inseparable. When we impose our culture on students of another culture we have to be careful about the implications of our intentions. Do we force our culture on our students? Is it acceptable for more than one culture to “coexist?” (Commentary #7, Foucault)

8) Ms. Pryer quotes bell hooks, “Fragments of memory are not simply represented as a flat documentary but constructed to give a “new take” on the old, constructed to move us into a different mode of articulation.” (hooks, 1990) This is the “dialogue” that I missed on my first read of this article. We use our memory of the past to recollect what happened in order to get a “new take” or refreshed thought about an experience. Pryer is saying that this is how we learn and evolve as individuals. In this case the “memory” is the remembered experience of the teacher. I consider “memoir” to be the documentation of “reflection”. The memoir may “color” the experience, but it is in the “coloring” that new insights and revelations are realized. I recall the work of John Oller and the “episode hypothesis.” (Oller, 1979) Simply stated, Mr. Oller says that we learn better when what we are reading is organized “episodically”: in other words, if the content is arranged in a “story-type” format. So, through self-reflection the memoir serves this purpose. (Commentary #8, Pryer)

9) I believe this is the main idea of this article; that institutions wield power over socially marginalized groups at the expense of the powerless. The socio-economic make-up of the school was a factor that contributed to this marginalization: a higher proportion of lower socio-economic families consisted of female-headed households. The neighborhood consisted of “mixed” dwellings, but there was an abundance of drug-trafficking and violence. The socio-economic mix in itself creates a breeding ground for racism. (Commentary #9, Ferguson)

10) This is a good article to read to conclude our study of “ethnography.” Although, I can’t speak for you when I say that, because for me, this is just the beginning of the study of ethnography. The classroom observations I have made this semester have taught me to look differently at, not only the classroom, but the world in general. For example, today when I sat in a meeting I was not just listening to the other people in the meeting; I was observing them. My perspective, or view of life, has changed this semester from “participant” to “observer” and from observer to “writer.” I think this is the main idea that Stoller is attempting to communicate to his readers. (Commentary #10, Stoller)

Summary

1) Observation and reflection are two distinct processes.

2) If accurate and usable notes are recorded then post observation reflection will provide questions for future observations.

3) If the observer can remain aloof from the participant then it will be easier for the observer to write objectively about the experience.

4) The idea that I need to include narrative when I write about my classroom observations and that I also need to consider the audience I am writing for.

5) We have to be careful not to let our knowledge of the classroom environment interfere with our observations of what is actually happening in the classroom we are observing.

6) I think, as teachers, we can consider ourselves “students” and empathize with the student we are teaching to the extent that we give the student a “claim” in his education.

7) By cultural genocide I mean that we have read about the impact of culture on language: the two are inseparable.

8) I consider “memoir” to be the documentation of “reflection”. The memoir may “color” the experience, but it is in the “coloring” that new insights and revelations are realized.

9) That institutions wield power over socially marginalized groups at the expense of the powerless.

10) My perspective, or view of life, has changed this semester from “participant” to “observer” and from observer to “writer.”

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Mike Calou

ENGL 5870 (Spring 2009)

Dr. Devries

Observation Schedule:

Class Teacher

English 1001-First Year Composition (College level) Matt Moberly

Dates Observed

2/26, 4/30, 5/7

Class Teacher

English 4610—Literature and Writing for Dr. Foreman

Secondary School English Teachers

(College Level)

Dates Observed

3/3, 5/5, 5/19 (Interview)

Class Teacher

5^th grade Kelly Martins

(kmartins@empire.k12.ca.us)

Dates Observed

3/5, 3/12, 3/19, 3/26, 4/2, 4/9 (Interview), 4/23, 4/30, 5/7