Qualitative Analysis Project

EDUR 7130-Educational Research

Interview Coded TranscriptI = INTERVIEW

EE = INTERVIEWEE

Interview Transcription from 2/14/07

Date: February 14, 2007

Beginning/Ending time: 3:50-4:35pm

Participant: Jane Doe

Consent Statement

I: As part of this interview, I must include a brief consent statement before we

continue. The contents of this project will be analyzed in my research course at

Georgia Southern University.

All information on your identity will be kept confidential unless otherwise required

by law. If information about this interview is published, it will use pseudonyms or

fake names. This project is for research and educational purpose only.

The research is not expected to cause any discomfort or stress. However, some

people may feel uncomfortable talking about these subjects. If you feel

uncomfortable during the interviews, you may decline to answer and stop

participating at any time without penalty. No risks are expected. This interview will

last approximately 30 minutes to one hour. Do you have any questions?

EE: No

I: Do I have your consent to continue with this interview?

EE: Yes you do.

I: Okay, so first of all, let’s talk about you, what grade do you teach?

EE: I teach third grade.

I: How many years have you been teaching?

EE: Teaching in all, twenty years. [4.1, KT/EDE]

I: Wonderful, okay, so today’s topic will be about emotions in the classroom.

*Q1

I: From your perspective, what role do emotions play in the learning process?

EE: [Hard to discern due to bell ringing in background and other meeting

happening in the same room at the time] Oh I’m big [on] emotion[s]…big emotion.

Um, children at this age can’t so readily leave at home what happens, what’s going

on in their life. [4.4, KT/TSK]-[4.1, KT/EDE] When they come in they are very much

affected by those things. I try to be very aware of it and cognitive. [4.5, KT/RED]

And I try to know my children well enough to pick up the signs, and I’ll address what

I can. [4.1, KT/EDE]-[4.5,KT/RED]

*Q2

I: What experiences have shaped your perspective on emotions in the classrooms?

EE: Well, lets see, in the twenty years that I have taught [4.1, KT/EDE], I have had a

child run out of the door crying because his parents told him on the way to the

school that they were getting a divorce [2.1, NE/SAD]. He sat in my lap and cried

most of the day [2.1, NE/SAD] – [1.5, PE/RES] – [4.1, KT/RED]. I knew that I was

holding him on a big day that was going to change the rest of his life. [brief

interruption] The emotions [that we are referring to] being the children’s emotions

and their reactions and how it effects the way they perform in the classroom? [4.3,

KT/EFC]

I: Sure, well, it’s kind of an open question in terms of how you would like to

approach it.

EE: Well, you know like I mentioned a little while ago, with the divorce. That was

really pivotal for me. [4.1, KT/RED] Which I still can’t imagine. On the way to

school they told him “oh by the way, we are getting a divorce” and he comes running

into the school and fell into my arms. That was the most dramatic one [emotional

situation] that I’ve had. [1.6, PE/EPA] – [4.1,KT/EDE]But I’ve had dogs die, cats die,

grandparent’s die, you know lots of situations. [4.1, KT/EDE] [also] A lot of

situations that aren’t brought from home. Particularly the age I do, there is a lot of

little girl best friend issues “she’s not talking to me, he’s talking to me”. Another

issue which I have fallen into the last year or two, and I’m not sure why, but children

are getting eye glasses earlier. Last year I had six children that got new eyeglasses

[during the school year]. [4.1, KT/EDE] And this year there are five to six in my

classes that have glasses they did get them last year. They’re having strong

reactions to them and they are embarrassed to wear them. So, I’m realizing that is a

real emotional issue for them. [2.5, NE/EMB] There are some things like that that

are becoming real issues. [4.1, KT/EDE] – [1.6, PE/EPA]

I: So, physical appearance is one of the big ones?

EE: Yes, physical appearance and of course interpersonal relations with their peers

you know the [classic] battle on the play ground which you can play with me and

you can’t [scenarios come up] all that definitely comes back into the room. [4.1,

KT/EDE] I particularly try to minimize competition because competitiveness can

bring out an emotion that isn’t too pleasant. [3.2, SS/DIS]

I: In terms of start to finish with the school year, do you notice a change in the

typical class’s emotional landscape?

EE: I make a real effort to create a classroom community. [4.1,KT/EDE] – [3.4,

SS/COA] Third grade in particular is about communities, your part in the

community, your immediate local/state/world/national role; you know where you

fit in the world. [3.4, SS/COA] So I try to thematically in the classroom create a

community. [3.4, SS/COA] We have jobs, I work very hard on bonding with them.

And allowing them to bond with me. [4.2, KT/BRE] I think the big secret with

children is having a real relationship with them and I try to find out about them. I

try to be sensitive. They come in if something is wrong I try to pick up on it.

Sometimes just acknowledging “having a bad day today” “you must not of slept well

last night” etc. As the year goes on, hopefully the community swarms and I see more

supportiveness among them. Its not just me monitoring the community

development process. [1.6, PE/EPA] – [3.4, SS/COA] – [4.1, KT/EDE]

Q4*

I: So in terms of emotions in the classroom and how they evolve, have you noticed a

big difference between different classes and how they are made up?

EE: Classes have extremely distinct personalities and I can almost tell in August

how well my year is going to go. [4.1, KT/EDE] Its one of those things that after

you’ve done it for a while you can just get a feel for it. Like last year, particularly, I

had a large group of gifted students. Out of 16 students I just 8 that were not gifted.

I really didn’t have any discipline issues last year. It was just a real smooth year you

know. That class was heaven educationally speaking. [1.1, PE/HAP] It was a real

bonded group and it was a wonderful year. This year is a much rockier year. [2.4,

NE/ANX] There’s been lots of changes…several of children have moved and several

children have come in. So the community has had a lot of movement, which is not

good for the bonding. I have a lot of low academic children. [2.3, NE/PES] The good

thing about low academic children is that sometimes they are more creative…in my

opinion. [1.4, PE/OPT] But the other thing is that there are some real struggles. I

have at least three children that are diagnosed with ADD that need medicine but

they are not taking it. I have two children that are identified as special education

students. And I have one child who is in the beginnings of schizophrenia. This

student is heavily medicated and is manifesting new symptoms all of the time. On

top of all that, I have four gifted children. So this particular year is the biggest

melting pot that I’ve ever had. And I’m feeling some inner struggle to meet

everybody’s needs. [4.1, KT/EDE] – [2.4, NE/ANX]

I: So, in terms of having such a mixed pot this year, would you say that…

EE: That I slept better last year (interviewee laughs and so does interviewer) [1.4,

PE/OPT]

I: How about from the perspective of relationship building you know you with the

students and the students with each other. Is this mix of students creating a lot of

“head butting” situations?

EE: I feel very comfortable building relationships. [1.2, PE/SAT] I make up nicknames for them, I cut up, I work on building parent relations. [1.1, PE/HAP] – [3.1, SS/PAT] I go to birthday parties, I watch them play soccer. [3.4, SS/COA] I try to really be involved with their life. [3.3, SS/INT] I tell you if every teacher had to spend five minutes on going to each of their students’ houses it would change your whole perspective. [4.1, KT/EDE] When you see them as little people out there. Because sometimes they come in this room and everything is their size and in this room everything fits. We volunteer or routines and our worlds and they seem like really big guys in here. And then you run into them at the store and you think oh my gosh they’re babies. [1.6, PE/EMP] Sometimes seeing them in their homes and realizing…I bet you there is not a week that goes by when I say to myself, they have been on this earth for eight years. They may seem big and self assured in here and with their peers they are trying to. I’m real comfortable with my own relationship with them. [2.1, KT/BRE] It took me a long time to realize as a teacher that it is okay to have different relationships with children. You’re not showing favoritism if you are meeting a child’s needs. [4.1, KT/EDE]

EE: I’ve got one particular un-medicated ADD child who was the one that everyone shuttered at the idea of having in their classroom. He ended up in this classroom and I really worked hard on building a relationship with him his grandmother and its really paying off. [3.3, SS/PAT] – [4.2, KT/BRE] He brought me a Christmas gift and he said I aint never bought a teacher a gift before. I said well thank you very much and he said “I love you” [while imitating the child’s voice]! [1.3, PE/EXC] I try to meet his emotional needs. Like today, he spilt milk all over himself. His shirt was wet, his coat was wet, it was sticky and smelly. I try to put myself in their shoes. [1.6, PE/EMP] And I thought to myself I don’t want to sit around in a stinky and wet shirt all day. So I called his grandmother (who was three minutes from the school) and asked her if she could run a new shirt to the school. [3.1, SS/PAT]

EE: It’s the right thing to do. As a parent, it’s what I want my kids teachers to do.

People need to stop and realize that children are just like us [adults]. They are tired

sometimes, they have bad days, their grumpy, and their stomach hurts just a little

but not enough to go home. [1.6, PE/EPA] There parents may have had a fight last

night and they may be sort of upset about it. They have all of the issues that we

have. It is important that educators realize that students can’t be on all of the time.

[1.6, PE/EPA] – [4.1, KT/EDE] If you can’t attend to these nuances I don’t think that

you can teach effectively sometimes. You’ve got to meet all of their needs. I have

somewhat of a reputation of being able to handle the child that no one else can

handle. And the real secret is building a real relationship with them. Treating them

like you want to be treated basically. [4.2, KT/BRE]

Q5*

I: Okay, with that said, about building relationships, have you noticed other

teachers that do not believe in relationship building as part of their educational

philosophy? If so, how does this usually play out for that educator and for their

classes?

EE: I think they have a lot of problems with discipline, a lot of problems with

behavior management in general. I don’t think these folks are effective teachers.

[2.1, NE/ANG] I think [relationship building] it makes all the difference in the

world. You know, children aren’t going to want to do what you need for them to do

unless the feel like you care for them. [4.2, KT/BRE] – [4.3, KT/EFC] The number

one thing children want from me is to be fair and to show them respect. And guess

what that is the same thing I want from them. [4.4, KT/TSK] So as long as it can be

mutual, I think we get along. Now I think one thing that I do different from my peers

is not only do I try to make a connection, I also try very hard to communicate. [4.3,

KT/EFC] In here we vote on everything, we voted on weather we would have a

student teacher or not. We vote on everything. [3.3, SS/INT] To my peers I think

some of the things I do seem a little unorthodox. Because a lot of them seem to be

real hands off. Thinking it’s a job, come to work, do what you’re supposed to do and

then go home. [2.3, NE/PES] I try to talk to the child about certain things before I

talk to their parents. [3.1, SS/PAT] – [4.4, KT/TSK]

I: So, it sounds like you are very open to consulting your students and talking with

them about various ideas and issues. And it sounds like you role model this open

communication system.

EE: And I think I probably tend to mother my children [students] a little bit. [1.6,

PE/EPA] But, I also think that we as a society expect our children to get out into the

world a bit too early when they may still need some mothering. I think at this age

they still need a little mothering and that there parents’ would like that to happen as

well. I have great parent relationships. [3.1, SS/PAT] - [4.1, KT/BRE] If it is in the

best interest of a child, I will take the hard road with a parent. So, I am not in the

least bit hesitant about a confrontation with a parent if it is in the best interest of the

child. [1.5, PE/RES]

Q6*

I: So when we talk about adults and their emotions and how that impacts the

classroom. How would you say that your emotions play out in the classroom?

EE: That’s another place where I am honest with my children. If I am having a bad

day I’m going to tell them. Life does happen, teachers are human beings, and we do

get upset. It’s the real world. I’m very honest with my children and I honestly think

that children absolutely value that and appreciate it. [4.3, KT/EFC]

Q7*

I: How would you say that you teacher education program impacted your

perspective on emotions in the classroom? Or would you say that it even addressed

this element?

EE: I think the class that we covered that topic area the most in was the Social

Studies for teachers class. I remember that topic coming up a lot. I feel like a big

part of teaching is connected to the teacher bringing in their own emotions and

attentiveness. You can’t make a teacher put more heart and soul into their teaching.

[4.1, KT/EDE] – [4.4, KT/TSK]

Q8*

I: What role do holidays take in the students and their emotions?

EE: You could feel the excitement when the students walked into the door today [Valentines Day]. And to me I love Valentines so I don’t mind I still think they’re children and we need to take breaks and celebrate being children sometimes. [1.1, PE/HAP] – [3.5, SS/RES] I think memories of Valentines parties and Halloween parties and Thanksgiving those are important parts of childhood. [1.2, PE/SAT] We are getting overly concerned about academics and test scores and things. We forget about these other things. [2.2, NE/SAD] I don’t think school needs to be a place where you do things you don’t want to do.

EE: We have to make it attractive. [1.5, PE/RES] I love my job which makes all the

difference in the world. [1.2, PE/SAT] And when I wake up in the morning I don’t

mind going to work, I like to go to work. The best part about my job is that I never

know what’s going to happen next. [1.4, PE/OPT] – [1.1, KT/EDE] And I have to be

on my toes all day all of the time. That appeals to me. I never know what I’m going

to have to deal with. I couldn’t imagine a job where I woke up every morning got

dressed and went somewhere I didn’t want to go day in and day out. And so I try

real hard to create an environment where people want to come to. [1.2, PE/SAT] –

[4.8, KT/CCR]

I: I didn’t mean to cut you off.

EE: That’s okay

I: In terms of these [teaching] skills that you are talking about, would you say that a

lot of it is natural? How much of it is something that can be learned?

EE: I think its natural. I think that it can be learned but you need to realize that it is valuable before you buy into it. I think particularly like student teachers, I think if you walked into a room for a minute you might think “oh that’s not going to work” or “that’s not going to work”. [4.4, KT/TSK] I think when you see things over time you may think “oh that does work”. I think we’ve talked about where you can go into some rooms where there is an attitude or an approach and you can see the things that work and you can see other examples of things that do not work. [4.1, KT/EDE]

EE: So, I think you almost have to be immersed in it more. I don’t think you can walk

into someone’s room every five minutes and say definitively how things are going in

that classroom. You really can’t see unless you’re in here for a while. [4.1, KT/EDE]

A lot of times most of the time, I think teachers create discipline problems. Because

teachers don’t effectively do what they need to do. [2.3, NE/PES] Some of it people

forget too, it can come down to the set up of the classroom. For instance something

is bothering me in here [about the classroom set up]. Quick example, at the

beginning of the year, I teach them [the students] that we have a traffic flow almost

like when you drive. We walk around the room this way when we go back to our

tables we go that way. Why, [because] we’re all going back and forth, we run into

each other and get into other peoples way. [4.4, KT/TSK] – [4.1, KT/EDE] – [3.3,

SS/INT] You create discipline problems by not having organization. [3.2, SS/DIS]

I: So you feel like you can be proactive and prevent and put out a lot of fires before

they even start?

EE: Absolutely, and I hate to say this but I think most behavior problems and most

classroom situations are created by the teachers and not being proactive. [2.2,

NE/PES] – [2.5, NE/EMB] I do hate to say that but classes do have distinct

personalities they have to be dealt with differently but you can make the changes

that they need. [4.1, KT/EDE] - [4.4, KT/RED] – [1.4, PE/RES] Like right now, I’m

pretty much under the gun I’ve got to make some changes in this room. [1.5,

PE/RES]

I: So it sounds like there is a balance between you know building those

relationships and being firm.

EE: Absolutely, I some how have the reputation of being the hard teacher who is the

party teacher. [2.4, NE/ANX] – [1.3, PE/EXC] – [3.2, SS/DIS] I some how

accomplished that. I do celebrate [small and big victories] sometimes its just five

minutes after recess. [3.5, SS/RES] – [1.2, PE/SAT] And of course being positive.

I’ve got three or four positive reinforcement systems in effect. [1.4, PE/OPT] You

know we all of course need to have consequences which we have precious few in

school anymore. There’s not much you can do. I think personally my biggest

discipline tool is the cell phone. [3.2, SS/DIS]

I: Oh really…?

EE: Absolutely, something happens, I don’t wait a week or two days, I just call

parents right on the spot. [3.1, SS/PAT] – [3.2, SS/DIS] – [4.1, KT/EDE] It’s really a

beautiful tool with some children. [1.2, PE/SAT] [for example I might say to a child

that is acting out] You know I think we need to talk with mom about this, lets stop

right now and do it. And I’ll call and sometimes I’ll say I just want to let you know

[that you’re child is misbehaving] [and the parent is] like let me talk to them. [4.1,

KT/EDE] – [3.2, SS/DIS] – [3.1, SS/PAT] And I’ll hand the phone [to the student] and

the parent will (imitating parent lecturing the child). And you can see the child

[while on the phone] say yes mam yes mam, no mam. [3.1, SS/PAT] – [3.2, SS/DIS]

And the child is good for the rest of the day. [1.2, PE/SAT]

You have to have built a relationship with the child and the parent before you get to

that point [of using the cell phone intervention strategy]. [4.2, KT/BRE] – [4.3,

KT/EFC] – [4.1, KT/EDE] - [1.5, PE/RES] You have to really believe that it does

indeed take a village. [1.4, PE/OPT] And that both of you are on the same page.

Then the parent can work with you as a team and once you can get to that level of

understanding and then you have the luxury of calling them sometimes and asking

will you help me with this one? [3.1, SS/PAT] – [3.4, SS/COA] – [1.4, PE/OPT] You

know.

I: So, how long would you say that typically takes, if you were giving advice to a

teacher, in terms of developing that relationship or having that respect?

EE: For example I’ve had several children’s siblings [in class before I had that particular student in class] so I’m good there. [1.2, PE/SAT] [in those cases] those relationships are already built. So, I’m good there. [1.2, PE/SAT] So there’s usually just a small handful where you really have to. You know people that maybe you don’t know. Or particularly new parents where you get to kind of earn the respect. [4.1, KT/EDE] – [4.3, KT/EFC] – [3.1, SS/PAT] Honestly I think it takes a couple of months where you can get the parents respect and get them to understand that you want what is best for their children lets do it together and see what we need to do. [4.2, KT/BRE] – [3.1, SS/PAT] I send a newsletter home every week, I communicate with parents, I communicate with children, there’s no second guessing. [4.7, KT/OLS] – [4.1, KT/EFC]

EE : Here’s what were doing and here’s why were doing it. Because a lot of parents

bring with them the baggage of their own education. [2.4, NE/ANX] You know what

ever relationships they had with their teachers. Maybe they had a horrible first

grade teacher. I’ve got to convince them that I’m not Ms. Smith from their third

grade class or whatever. [1.5, PE/RES] – [2.4, NE/ANX] And I think sometimes that

people don’t even realize that they have these tapes playing. And sometimes just

the role of being the teacher carries a little bit of authority and parents are just you

know a little intimidated. [4.1, KT/EDE] I try really hard not to be an intimidating

person. [1.6, PE/EPA]

I: So, with the idea of being there for a while you know in a particular school. How

about for brand new teachers? How long does it take to build these parent and

student relationships?

EE: It takes a while, and it depends on how hard you work at it. I would say the more communication the better. [1.5, PE/RES] – [4.1, KT/EDE] – [4.3, KT/EFC] The more positive the better. For instance they talk about parent teacher conferences at the school of education. People need to realize that these are people’s children their hearts are in these children and they love them and they bring us their children they trust us and these are the only children they have. [1.6, PE/EPA] – [3.4, SS/COA] – [4.1, KT/EDE] They didn’t just particularly say that this is my bad one and then bring them to you. These children are their heart and soul. So they really don’t want to hear anything negative about their child. [1.6, PE/EPA]

EE: So if you immediately without enough time to understand what is going on with

their child and call them in and list off five negative things about their child. That’s

not going to build much of a reputation. [4.1, KT/EDE] -

[4.3, KT/EFC]

Because you are working with their heart and soul. [1.6, PE/EPA] So I like to document reoccurring negative behaviors and always start of the discussion with the parent by listing of at-least three or four positive things about that child and then ask about the misbehavior. [3.1, SS/PAT] – [4.2, SS/DIS] – [4.1, KT/EDE] I ask them if they see that behavior at home and ask them [if the do] what they do at home [for that behavior]. I enlist their help and make them the authority. [3.1, SS/PAT] I think honestly the biggest key is really caring about the children, really having a good reputation, and communicating. [4.1, KT/EDE] – [4.3, KT/EFC] – [3.1, SS/PAT]

EE:Those are the keys you know, you’ve got to communicate. Let the parent have some input on certain behavior challenges. Generally you aren’t the first teacher to see the behavior. So it can also help to look back in their records. [4.1, KT/EDE] – [4.7, KT/OLS] – [3.1, SS/PAT]

Q9*

I: Would you say for parents or children that there is a potential healing quality

within the classroom?

EE: I would hope so. Particularly for parents, I’ve had some really good outcomes

with them. I’m a real celebrity at Wal-mart. [3.1, SS/PAT] – [3.4, SS/COA] – [4.2,

KT/BRE] – [4.8, KT/CCR] – [1.1, PE/HAP] I’m also the yearbook editor and so I take

lots of pictures so a lot of children know me that I don’t know since I am the editor. I

am very fortunate because I really do love my job and I love every bit of it. [1.2,

PE/SAT] –

[1.3, PE/EXC] – [4.6, KT/CAC]

Q10*

I: So we have worked together before.

EE: Yes, Nature Nate [NA]

I: I noticed in working with you that you do use humor quite a bit. How does humor

impact the learning climate in your classroom?

EE: I think it makes all the difference in the world. Particularly my one little boy

that is such a challenge (the one that everyone else was scared of this year). Right

now he is my pride and joy. [1.4, PE/OPT] – [1.2, PE/SAT] I use a lot of nicknames

and cutting up. And say things like you are so rotten, you know cutting up with

them. [1.4, PE/OPT] –

[3.5, SS/RES]

EE: He said something about another teacher calling him a name and how it

bothered him. [2.2, NE/SAD] – [2.4, NE/ANX] And I said to him will I tell you that

you are rotten [in a playful voice] all the time and he says “yes but you don’t mean

it”. You know so it helps me realize that they know that I am cutting up. [1.6,

PE/EPA] –

[4.3, KT/EFC] I think it makes all the difference in the world. I think you can diffuse

a potential volatile situation by using humor. [1.4, PE/OPT] Now am I perfect? No.

Do I have bad days? Yes. Is there times that I don’t think that they are funny

absolutely.

[2.2, NE/SAD] Children are funny. I like to laugh. I just personally get a kick out of

them. I even have a little journal I have written stories in over the years. It does

need to be updated. I think humor helps them get more comfortable with me and

vice versa.

[1.4, PE/OPT] – [1.1, PE/HAP] – [4.1, KT/EDE]

Q11*

I: What role do you think that the outdoors plays in student emotions?

EE: I’ll get on my soap box about that one. I cannot understand why my peers will

take a whole class and punish them by taking their recess away. I tell my kids at the

beginning of the year that; okay here is how it goes. [1.6, PE/EPA] – [2.2, NE/SAD]

We develop our class rules together and I say alright guys I want you to tell me the

things you would like to see done and not be done in the class. [3.3, SS/INT] – [4.1,

KT/EDE] I ask them what has happened in classrooms that have bothered you or

that you have liked?

[4.7, KT/OLS] – [3.3, SS/INT]

EE: Every class every year almost every person say that I had to miss my recess

because of something some one else did. So to punish a class for something

someone else did to me is crazy. [4.1, KT/EDE] – [1.6, PE/EPA] Frankly if a teacher

can’t see what is going on with her class well enough to see the perpetrators then I

think that she has got a problem or he. [2.1, NE/ANG] Taking away a whole groups

recess, you then presented your self as being unfair. [2.2, NE/SAD] You know. I ask

other teachers where they think they are going with that strategy. [4.1, KT/EDE] –

[4.4, KT/TSK] – [3.4, SS/COA] I point out that they just gave that one particular kid a

lot of power. He doesn’t care if he is doing something like that. And ADD kids are

the ones who need to run the most are the most likely ones to end up in trouble and

they are not able to run. So it is sort of self-defeating. [4.1. KT/EDE] – [4.2, KT/BRE]

– [1.6, PE/EPA] – [3.4, SS/COA] Back to what I said about consequences, we have so

precious few. I mean pretty much lunch and recess. You can’t punish with writing

because you don’t want them to hate writing.

[4.1, KT/EDE] – [3.2, SS/DIS]

EE: You don’t want to take away recreation time because they need the recreation.

They need to socialize at lunch so you can’t take away their group lunch. What do

we do as a consequence? And with my peers I am frustrated about it. [2.4, NE/ANX]

Because occasionally life has consequences and I try my best to make them natural

consequences. [3.2, SS/DIS] Sometimes you just have to have a deterrent you know.

So, I think the big key is to make the deterrent developmentally appropriate.

[4.1, KT/EDE] – [4.4, KT/TSK] – [3.2, SS/DIS] – [3.3, SS/INT]

EE: I think just walking out to recess and seeing your peers running and playing is a

big one. Even if it is just a minute or two, I think that is enough. [3.2, SS/DIS] I can’t

believe he is getting to play this year; he never got to play last year. [1.6, PE/EPA]

Now with that said, one thing I’m doing right now is that a couple of times during

recess when they don’t do other academic things I don’t have any other time for

them to make it up. So I sometimes have them do it right then. [3.3, SS/INT] – [4.4,

KT/TSK] It is my intent to let every kid out every time. [1.5, PE/RES] Also, I am

huge advocate of outdoor education and I am working on measurement in nature

right now and find that our outdoor classroom is extremely helpful for enhancing

the content delivered in a real life context.

[1.5, PE/RES] - [3.3, SS/INT] – [4.1, KT/EDE] – [4.4, KT/TSK]

I: Well thank you for your time, I really enjoyed it and appreciate your time.

EE: Your welcome. [NA]

Data Analysis of Transcript

Data Analysis Report Group 3

Analysis of Data

After the interview was transcribed, we developed a list of major and sub codes.

We selected four major categories and grouped minor themes into larger ones. We also

chose to specify positive and negative emotions. Favorable feelings were grouped under

the category “Positive Emotions” and disparaging feelings were grouped under the

category, “Negative Emotions.” We chose the two tier system so that once an emotion

had been identified within the interview it could be easily partnered with the

corresponding emotional category.

Exhibit 1 Group 3’s Codes

1. Positive Emotions (PE) 1. HAP Happiness 2. SAT Satisfaction 3. EXC Excitement 4. OPT Optimism 5. RES Resolve 6. EPA Empathy

2. Negative Emotions (NE)

1. ANG Anger 2. SAD Sadness 3. PES Pessimism 4. ANX Anxiety 5. EMB Embarrassment

3. Support Systems (SS)

1. PAT Parental Involvement 2. DIS Disciplinary Measures 3. INT Integrated Learning Programs 4. COA Community Assistance 5. RES Reward System

4. Key Themes (KT)

1. EDE Educator Experience 2. BRE Building Relationships 3. EFC Effective Communication 4. TSK Teaching Skills 5. RED Responsive Education 6. CAC Celebrate Achievements 7. OLS Open Line Communication 8. CCR Cultivate Community Relationships

The process of coding this document was an involved one. The placement of the

codes may not be exact; however, we tried to tie them as closely to the emotional

occurrences as possible. This practice required intensive patience. It is likely that with

practice this process would become much easier over time. After coding the document,

we were able to identify key themes that corresponded with the emotional involvement of

the participant.

Exhibit 2 Frequency Distribution of Perceived Emotional

States Toward Key Theme Concepts and Support System

Key Themes

And

Support

Systems

Number of

Occurrences

Positive

Emotional

States

Negative

Emotional

States

Neutral

Emotional

States

Educator

Experience 41 20 6 15 Building

Relationships 10 8 1 1

Effective

Communication 11 7 1 3

Teaching Skills 10 3 2 5

Responsive

Education 5 5 _ _

Celebrate

Achievements 1 1 _ _

Open Line

Communication 3 1 _ 2

Cultivate

Community

Relationships 2 2 _ _

Parental

Involvement 16 12 1 3

Disciplinary

Measures 12 5 2 5

Integrated

Learning

Program 7 5 _ 2

Community

Assistance 10 6 1 3

Reward System 3 3 _ _

Interpretation of Analysis

Teacher’s reactions to student emotions and behaviors in the classroom have an

effect on the classroom environment. When a teacher cares and shows a student empathy

when they are going through a personal crisis or when a teacher is able to joke with their

students, the classroom has a community environment. In this environment, there are far

less discipline problems. Both the parents and the students know that the teacher is

interested in what is most beneficial to the student.

A teacher’s experience with a variety of students can influence the way a teacher

builds relationships with both their students and the parents. After having been at a

school for a while, a teacher can build a good or bad reputation among the school

community. If the reputation is good, it can influence the success of

student/teacher/parent relationships from year to year. If teachers have a negative

reputation, they may have more struggles with discipline and parental support.

Each of these key categories possesses grounds for further investigation. It is

interesting that of the 16 parental involvement occurrences, 12 instances were positive, 1

was negative, and 3 were neutral. An investigation of parent’s thoughts on teacher

communication and interest in their child’s life would be a worthy study. Further

examining relationships between parents and teachers as well as teachers and students

would also be warranted.