Download - Qualitative Research Analysis
Qualitative Analysis Project
Group 3
Hannah Dyal, Damon Johnson, Jessica Murnan, Tamara Purry, Michael Vigilant
March 11, 2013
I = 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?
1. EE: No 2. I: Do I have your consent to continue with this interview?
3. EE: Yes you do.
4. I: Okay, so first of all, let’s talk about you, what grade do you teach?
5. EE: I teach third grade.
6. I: How many years have you been teaching? 7. EE: Teaching in all, twenty years.
8. I: Wonderful, okay, so today’s topic will be about emotions in the classroom.
*Q1
9. I: From your perspective, what role do emotions play in the learning process? 10. EE: [Hard to discern due to bell ringing in background and other meeting happening
11. in the same room at the time] Oh I’m big [on] emotion[s]…big emotion. Um,
(4.3, KT/PHE) [1.6, PE/AGR] 12. children at this age can’t so readily leave at home what happens, what’s going on in
(3.1, SS/FAM) (4.7, KT/TSP) [N/A]
13. their life. When they come in they are very much affected by those things. I try to be (4.7, KT/TSP) [2.4, NE/APA]
14. very aware of it and cognitive. And I try to know my children well enough to pick up (4.7, KT/TSP) [1.8, PE/EMP]
15. the signs, and I’ll address what I can. (4.7, KT/TSP) [1.8, PE/EMP]
*Q2
16. I: What experiences have shaped your perspective on emotions in the classrooms?
17. EE: Well, lets see, in the twenty years that I have taught, I have had a child run out of (4.3, KT/PHE) [N/A]
18. the door crying because his parents told him on the way to the school that they were (4.8, KT/CDG) [2.5, NE/SAD] [2.5, NE/APA]
19. getting a divorce. He sat in my lap and cried most of the day. I knew that I was
(4.7, KT/TSP) [1.8, PE/EMP] 20. holding him on a big day that was going to change the rest of his life. [brief
(4.7, KT/TSP) [1.4, PE/OPT]
21. interruption] The emotions [that we are referring to] being the children’s emotions 22. and their reactions and how it effects the way they perform in the classroom?
23. I: Sure, well, it’s kind of an open question in terms of how you would like to
approach it.
24. EE: Well, you know like I mentioned a little while ago, with the divorce. That was (4.8, KT/CDG) [2.5, NE/SAD]
25. really pivotal for me. Which I still can’t imagine. On the way to school they told
(3.1, SS/FAM) (4.5, KT/THE) (4.7, KT/TSP) [2.5, NE/SAD] [2.4, NE/APA] 26. him “oh by the way, we are getting a divorce” and he comes running into the school
(3.1, SS/FAM) [N/A]
27. and fell into my arms. That was the most dramatic one [emotional situation] that I’ve (4.7, KT/TSP) [2.5, NE/SAD]
28. had. But I’ve had dogs die, cats die, grandparent’s die, you know lots of situations. (3.1, SS/FAM) [2.5, NE/SAD]
29. [also] A lot of situations that aren’t brought from home. Particularly the age I do, (4.8, KT/CDG) [N/A]
30. there is a lot of little girl best friend issues “she’s not talking to me, he’s talking to
(4.8, KT/CDG) [N/A] 31. me”. Another issue which I have fallen into the last year or two, and I’m not sure
32. why, but children are getting eye glasses earlier. Last year I had six children that got
(4.8, KT/CDG) (4.4, KT/SES) [N/A] 33. new eyeglasses [during the school year]. And this year there are five to six in my
(4.8, KT/CDG) [N/A]
34. classes that have glasses they did get them last year. They’re having strong reactions 35. to them and they are embarrassed to wear them. So, I’m realizing that is a real
(4.8, KT/CDG) [2.4, NE/APA]
36. emotional issue for them. There are some things like that that are becoming real issues. (4.7, KT/TSP) [2.1, NE/DIS]
37. I: So, physical appearance is one of the big ones?
38. EE: Yes, physical appearance and of course interpersonal relations with their peers (4.8, KT/CDG) (4.4, KT/SES) [N/A]
39. you know the [classic] battle on the playground which you can play with me and you
(4.8, KT/CDG) [N/A]
40. can’t [scenarios come up] all that definitely comes back into the room. I particularly
41. try to minimize competition because competitiveness can bring out an emotion that isn’t too pleasant.
(4.2, KT/DMS) [2.1, NE/DIS]
*Q3
42. I: In terms of start to finish with the school year, do you notice a change in the typical class’s emotional landscape?
43. EE: I make a real effort to create a classroom community. Third grade in particular (4.6, KT/TML) [1.4, PE/OPT]
44. is about communities, your part in the community, your immediate (3.1, SS/COM) [1.4, PE/OPT]
45. local/state/world/national role; you know where you fit in the world. So I try to
(3.1, SS/COM) [1.4, PE/OPT] 46. thematically in the classroom create a community. We have jobs, I work very hard
on (3.1, SS/COM) [1.2, PE/GRA]
47. bonding with them. And allowing them to bond with me. I think the big secret with (4.6, KT/TML) [1.2, PE/GRA]
48. children is having a real relationship with them and I try to find out about them. I try
(4.6, KT/TML) [1.5, PE/RES] 49. to be sensitive. They come in if something is wrong I try to pick up on it. Sometimes (4.7, KT/TSP) [1.4, PE/OPT] [1.8, PE/EMP]
50. just acknowledging “having a bad day today” “you must not of slept well last night”
(4.6, KT/TML) (4.7, KT/TSP) [1.8, PE/EMP] 51. etc. As the year goes on, hopefully the community swarms and I see more
(3.2, SS/COM) [1.4, PE/OPT]
52. supportiveness among them. Its not just me monitoring the community development process. (3.2, SS/COM) [1.4, PE/OPT]
Q4*
53. I: So in terms of emotions in the classroom and how they evolve, have you noticed a
54. big difference between different classes and how they are made up?
55. EE: Classes have extremely distinct personalities and I can almost tell in August how
56. well my year is going to go. (4.3, KT/PHE) (4.8, KT/CDG) [1.5, PE/RES]
>>>END OF SEGMENT 1<<<
57. Its one of those things that after you’ve done it for a while you can just get a feel for 58. it. (4.1, KT/CLM) [1.7, PE/CTM] Like last year, particularly, I had a large group of
gifted students. (4.8, KT/CDG) [1.1, PE/DEL]
59. Out of 16 students I just 8 that were not gifted. (4.8, KT.CDG) [1.5, PE/RES]
60. I really didn’t have any discipline issues last year. It was just a real smooth year you know.
(4.8, KT/CDG) [1.3, PE/EXC] 61.That class was heaven educationally speaking. (4.1, KT/EDU) [1.1, PE/DEL] It was a
real bonded group and it was a wonderful year. (3.2, SS/COM) [1.3, PE/EXC]
62.This year is a much rockier year. (4.7, KT/CDG) [2.6, NE/STR] There’s been lots of changes…several of children have moved
63. and several children have come in. (4.8, KT/CDG) [2.1, NE/DIS] So the community has had a lot of movement,
64. which is not good for the bonding. (4.8, KT/CDG) [2.3, NE/PES] I have a lot of low academic children. (4.1, KT/EDU) [1.8, PE/EMP]
65. The good thing about low academic children is that sometimes they are more
creative…in my 66. opinion. (4.1, KT/EDU) [1.7, PE/CTM]But the other thing is that there are some real
struggles. (4.8, KT/CDG) [2.6, NE/STR]
67. I have at least three children that are diagnosed with ADD that nee medicine but they are not taking it. (3.1, SS/FAM) [2.6, NE/STR]
68. I have two children that are identified as special education students.
(4.1, KT/CDG) [2.6, NE/STR]
69. And I have one child who is in the beginnings of schizophrenia. (4.8, KT/CDG) [2.6, NE/STR]
70. This student is heavily medicated and is manifesting new symptoms all of the time.
(4.7, KT/TSP) [2.3, NE/PES] On top of all that, (3.5, SS/TEA) [2.2, NE/ANG] 71. I have four gifted children. (4.1, KT/EDU) [1.4, PE/OPT] So this particular year is
the biggest melting pot that I’ve ever had. (4.8, KT/CDG) [2.2, NE/ANG]
72.And I’m feeling some inner struggle to meet everybody’s needs. (3.5, SS/TEA) [2.6, NE/STR]
73. I: So, in terms of having such a mixed pot this year, would you say that…
74. EE: That I slept better last year (interviewee laughs and so does interviewer) (4.5, KT/THT) [2.4, NE/APA]
75. I: How about from the perspective of relationship building you know you with the
76. students and the students with each other. Is this mix of students creating a lot of 77. “head butting” situations?
78. EE: I feel very comfortable building relationships. (3.5, SS/TEA) [1.7, PE/CTM] I
make up nicknames for them, I 79. cut up, I work on building parent relations. (3.1, SS/FAM) [1.5, PE/RES] I go to
birthday parties, I watch them play
80. soccer. (3.5, SS/TEA) [1.1, PE/DEL] I try to really be involved with their life. (3.5, SS/TEA) [1.5, PE/OPT] I tell you if every teacher had to
81. spend five minutes on going to each of their students’ houses it would change your whole perspective.
(4.6, KT/TML) [1.8, PE/EMP] 82. 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. (4.7, KT/TSP) [1.8, PE/EMP]
83. We volunteer or routines and our worlds and they seem like really big guys in here. (4.9, KT/CLM) [1.7, PE/CTM]
84. And then you run into them at the store and you think oh my gosh they’re babies.
(4.7, KT/TSP) [2.5, NE/SAD]
85. Sometimes seeing them in their homes and realizing…I bet you there is not a week
86. that goes by when I say to myself, they have been on this earth for eight years. (3.5, SS/TEA) [1.8, PE/EMP]
87. They may seem big and self assured in here and with their peers they are trying to. (3.2, SS/COM) [1.2, PE/GRA]
88. I’m real comfortable with my own relationship with them.
(3.5, SS/TEA) [1.7, PE/CTM] 89. It took me a long time to realize as a teacher that it is okay to have different
relationships with children. (4.6, KT/TML) [1.7, PE/CTM]
90. Your’re not showing favoritism if you are meeting a child’s needs. (4.6, KT/TML) [1.4, PE/OPT]
91.I’ve got one particular un-medicated ADD child who was the one that everyone
shuttered at the idea of 92. having in their classroom.
(4.3, KT/PHE) [2.3, NE/PES]
93. He ended up in this classroom and I really worked hard on building a relationship with him his grandmother and its really paying off. (3.1, SS/FAM) [1.3, PE/EXC] (4.6, KT/TML) [1.4, PE/OPT]
94. He brought me a Christmas gift and he said I aint never bought a teacher a gift before.
(3.1, SS/FAM) [1.3, PE/EXC] 95. I said well thank you very much and he said “I love you” [while imitating the child’s
96. voice]! (4.7, KT/TSP) [1.3, PE/EXC] I try to meet his emotional needs.
(4.6, KT/TML) [1.8, PE/EMP] 97. Like today, he split milk all over himself. His shirt was wet, his coat was wet, it was
sticky and smelly. I try to put myself in
98. their shoes. (4.7, KT/TSP) [1.8, PE/EMP] 99. And I thought to myself I don’t want to sit around in a stinky and wet shirt all day.
(4.7, KT/TSP) [1.8, PE/EMP] So I called his grandmother (who was three minutes from the school)
100. and asked her if she could run a new shirt to the school. It’s the right thing to do.
(3.1, KT/FAM) [1.5, PE/RES]
101. As a parent, it’s what I want my kids teachers to do. People need to stop and realize (3.5, SS/TEA) [1.5, PE/RES]
102. that children are just like us [adults]. They are tired sometimes, they have bad days, (3.5, SS/TEA) [2.3, NE/PES]
103. their grumpy, and their stomach hurts just a little but not enough to go home. There
(3.5, SS/TEA) [2.3, NE/PES] 104. parents may have had a fight last night and they may be sort of upset about it. They
(3.1., SS/FAM) [2.3, NE/PES]
105. have all of the issues that we have. It is important that educators realize that students (4.7, KT/TSP) [1.8, PE/EMP]
107. can’t be on all of the time. If you can’t attend to these nuances I don’t think that you
(4.7, KT/TSP) [1.8, PE/EMP] 108. can teach effectively sometimes.
109. You’ve got to meet all of their needs. I have somewhat of a reputation of being able
(4.7, KT/TSP) [1.7, PE/CTM] 110. to handle the child that no one else can handle. And the real secret is building a real
(4.2, KT/DMS) [1.7, PE/CTM]
111. relationship with them. Treating them like you want to be treated basically. (4.7, KT/TSP) [1.8, PE/EMP]
Q5*
112. I: Okay, with that said, about building relationships, have you noticed other teachers 113. that do not believe in relationship building as part of their educational philosophy?
114. If so, how does this usually play out for that educator and for their classes?
115. EE: I think they have a lot of problems with discipline, a lot of problems with (4.2, KT/DMS) [2.2, NE/ANG]
116. behavior management in general. I don’t think these folks are effective teachers. I
(4.9, KT/CLM) [2.3, NE/PES]
117. think [relationship building] it makes all the difference in the world. You know, (4.2, KT/DMS) [1.3, PE/EXC]
118. children aren’t going to want to do what you need for them to do unless the feel like
(4.9, KT/CLM) [2.3, NE/PES] 119. you care for them. The number one thing children want from me is to be fair and to
(4.9, KT/CLM) [1.8, PE/EMP]
120. show them respect. And guess what that is the same thing I want from them. So as (4.9, KT/CLM) [1.6, PE/AGR]
121. long as it can be mutual, I think we get along. Now I think one thing that I do (4.9, KT/CLM) [1.4, PE/OPT]
122. different from my peers is not only do I try to make a connection, I also try very hard
(3.5, SS/TEA) [1.5, PE/RES]
123. to communicate. In here we vote on everything, we voted on weather we would (4.9, KT/CLM) [1.7, PE/CTM]
124. have a student teacher or not. We vote on everything. To my peers I think some of (4.9, KT/CLM) [1.7, PE/CTM]
125. the things I do seem a little unorthodox. Because a lot of them seem to be real hands (4.3, KT/PHE) [2.1, NE/DIS]
126. off. Thinking it’s a job, come to work, do what you’re supposed to do and then go
(4.3, KT/PHE) [2.3, NE/PES] 127. home. I try to talk to the child about certain things before I talk to their parents.
(4.2, KT/DMS) [1.5, PE/RES]
128. I: So, it sounds like you are very open to consulting your students and talking with 129. them about various ideas and issues. And it sounds like you role model this open
130. communication system.
131. EE: And I think I probably tend to mother my children [students] a little bit. But, I (3.5, SS/TEA) [1.8, PE/EMP]
132. also think that we as a society expect our children to get out into the world a bit too
(4.3, KT/PHE) [2.1, NE/DIS]
133. early when they may still need some mothering. I think at this age they still need a (3.1, SS/FAM) [2.1, NE/DIS]
134. little mothering and that there parents’ would like that to happen as well. I have
(3.1, SS/FAM) [1.8, PE/EMP] 135. great parent relationships. If it is in the best interest of a child, I will take the hard
(3.1, SS/FAM) [1.5, PE/RES]
136. road with a parent. So, I am not in the least bit hesitant about a confrontation with a (3.1, SS/FAM) [1.5, PE/RES]
137. parent if it is in the best interest of the child. (3.1, SS/FAM) [1.5, PE/RES]
Q6*
138. I: So when we talk about adults and their emotions and how that impacts the
139. classroom. How would you say that your emotions play out in the classroom? 140. EE: That’s another place where I am honest with my children. If I am having a bad
(4.6, KT/TML) [1.8, PE/EMP]
141. day I’m going to tell them. Life does happen, teachers are human beings, and we do (3.5, SS/TEA) [2.6, NE/STR]
142. get upset. It’s the real world. I’m very honest with my children and I honestly think (4.7, KT/TSP) [1.7, PE/CTM]
143. that children absolutely value that and appreciate it. (4.9, KT/CLM) [1.8, PE/CMT]
Q7*
144. I: How would you say that you teacher education program impacted your
145. perspective on emotions in the classroom? Or would you say that it even addressed
146. this element? 147. EE: I think the class that we covered that topic area the most in was the Social
148. Studies for teachers class. I remember that topic coming up a lot. I feel like a big
(4.1 KT/EDU) [1.7 PE/CTM]
149. part of teaching is connected to the teacher bringing in their own emotions and (3.5 SS/TEA) [1.8 PE/EMP]
150. attentiveness. You can’t make a teacher put more heart and soul into their teaching.
(3.4 SS/COW) [2.2 NE/ANG] Q8*
151. I: What role do holidays take in the students and their emotions?
(3.1, SS/FAM) (4.6, KT/TML) (4.8, KT/CDG)[N/A] 152. EE: You could feel the excitement when the students walked into the door today
[Valentines Day]. (4.6, KT/TML) [1.3, PE/EXC]
153. And to me I love Valentines so I don’t mind. I still think they’re (4.6, KT/TML) [1.6, PE/AGR]
154. children and we need to take breaks and celebrate being children sometimes. I think
(4.8, KT/CDM) [1.5, PE/RES] [1.8, PE/EMP] 155. memories of Valentines parties and Halloween parties and Thanksgiving those are
important parts of childhood. (4.3, KT/PHE) (4.6, KT/TML) [N/A]
156. We are getting overly concerned about academics and test scores and things. (4.1, KT/EDU) [2.6, NE/STR]
157. We forget about these other things. I don’t think school
(4.7, KT/TSP) [N/A] 158. needs to be a place where you do things you don’t want to do. We have to make it
attractive. (3.5, SS/TEA) [1.4, PE/OPT]
159. I love my job which makes all the difference in the world. (4.6, KT/TML) [1.5, PE/RES] [1.7, PE/CTM]
>>>END OF SEGMENT 3<<<
160. And when I wake up in the morning I don’t mind going to work , I like to go to work. (4.6, KT/TML) [1.7, PE/CTM] [1.1, PE/DEL]
161. The best part about my job is that I never know what’s going to happen next.
(3.5, SS/TEA) (4.9, KT/CLM) [1.3, PE/EXC] [1.4, PE/OPT]
162. And I have to be on my toes all day all of the time. (3.5, SS/TEA) (4.9, KT/CLM) [1.3, PE/EXC]
163. That appeals to me . I never know what I’m going to have to deal with.
(4.9, KT/CLM) [1.1, PE/DEL] [1.4, PE/OPT] 164. I couldn’t imagine a job where I woke up every morning got dressed and went
165. somewhere I didn’t want to go day in and day out .
(4.6, KT/TML) [2.1, NE/DIS] 166. And so I try real hard to create an environment where people want to come to.
(4.9, KT/CLM) [1.4, PE/OPT]
167. I: I didn’t mean to cut you off. 168. EE: That’s okay.
169. I: In terms of these [teaching] skills that you are talking about, would you say that a
lot of it is natural? (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
170. How much of it is something that can be learned? (4.3, KT/PHE) [N/A]
171. EE: I think its natural. I think that it can be learned but you need to realize that it is (3.5, SS/TEA) (4.3, KT/PHE) [N/A]
172. valuable before you buy into it. I think particularly like student teachers, I think if
(4.3, KT/PHE) [1.4, PE/OPT] 173. 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”. (4.9, KT/CLM) [2.3, NE/PES]
174. I think when you see things over time you may think “oh that does work”. (4.9, KT/CLM) [1.4, PE/OPT] [1.6, PE/AGR]
175. I think we’ve talked about where you can go into some rooms
(3.5, SS/TEA) (4.9, KT/CLM) [N/A] 176. where there is an attitude or an approach and you can see the things that work and
(3.5, SS/TEA) (4.9, KT/CLM) [N/A]
177. you can see other examples of things that do not work. So, I think you almost have (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
178. to be immersed in it more. I don’t think you can walk into someone’s room every
(3.5, SS/TEA) [N/A]
179. five minutes and say definitively how things are going in that classroom. You really (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
180. can’t see unless you’re in here for a while. A lot of times most of the time, I think teachers create discipline problems.
(4.2, KT/DMS) (4.9, KT/CLM) [N/A] 181. Because teachers don’t effectively do what they need to do.
(3.5, SS/TEA) (4.9, KT/CLM) [N/A]
182. Some of it people forget too, it can come down to the set up of the classroom. (4.9, KT/CLM) [N/A]
183. For instance something is bothering me in here [about the classroom set up]. (4.9, KT/CLM) [2.1, NE/DIS]
184. Quick example, at the beginning of the year, I teach them [the students] that we (4.9, KT/CLM) [N/A]
185. have a traffic flow almost like when you drive. We walk around the room this way
(4.9, KT/CLM) [N/A] 186. when we go back to our tables we go that way. Why, [because] we’re all going back
(4.9, KT/CLM) [N/A]
187. and forth, we run into each other and get into other peoples way. You create (4.9, KT/CLM) [N/A]
188. discipline problems by not having organization. (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
189. I: So you feel like you can be proactive and prevent and put out a lot of fires before they even start?
(3.5, SS/TEA) (4.2, KT/DMS) (4.9, KT/CLM) [1.3, PE/OPT]
190. EE: Absolutely, and I hate to say this but I think most behavior problems and most (4.2, KT/DMS) [N/A]
191. classroom situations are created by the teachers and not being proactive. I do hate to (3.5, SS/TEA) (4.3, KT/DMS) (4.6, KT/TML) (4.9, KT/CLM) [N/A]
192. say that but classes do have distinct personalities they have to be dealt with
(4.8, KT/CDG) [N/A]
193. differently but you can make the changes that they need. Like right now, I’m pretty (4.9, KT/CLM) [N/A]
194. much under the gun I’ve got to make some changes in this room. (4.4, KT/DMS) (4.9, KT/CLM) [2.6, NE/STR]
195. I: So it sounds like there is a balance between you know building those
relationships and being firm. (3.5, SS/TEA) (4.2, KT/DMS) (4.9, KT/CLM) [1.4, PE/OPT]
196. EE: Absolutely, I some how have the reputation of being the hard teacher who is the party teacher.
(3.5, SS/TEA) (4.6, KT/TML) [1.7, PE/CTM] 197. I some how accomplished that. I do celebrate [small and big
(3.5, SS/TEA) [1.1, PE/DEL]
198. victories] sometimes its just five minutes after recess. And of course being positive. (3.5, SS/TEA) (4.9, KT/CLM) [1.4, PE/OPT]
199. I’ve got three or four positive reinforcement systems in effect. You know we all of (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
200. course need to have consequences which we have precious few in school anymore. (4.2, KT/DMS) [N/A]
201. There’s not much you can do. I think personally my biggest discipline tool is the
cell phone. (3.5, SS/TEA) (4.9, KT/CLM) [N/A]
202 I: Oh really…?
203. EE: Absolutely, something happens, I don’t wait a week or two days, I just call 204. parents right on the spot. It’s really a beautiful tool with some children. [for
(3.1, SS/FAM) [1.1, PE/DEL]
205. example I might say to a child that is acting out] You know I think we need to talk 206. with mom about this, lets stop right now and do it. And I’ll call and sometimes I’ll
(4.2, KT/DIS) (4.9, KT/CLM) (3.1, SS/FAM) [N/A]
207. say I just want to let you know [that you’re child is misbehaving] [and the parent is] (4.2, KT/DIS) (4.9, KT/CLM) (3.1, SS/FAM) [N/A]
208. like let me talk to them. And I’ll hand the phone [to the student] and the parent will
(imitating parent lecturing the child). (4.2, KT/DIS) (4.9, KT/CLM) (3.1, SS/FAM) [N/A]
>>>END OF SEGMENT 4<<<
209. And you can see the child [while on the phone] say yes mam yes mam, no mam. (4.2, KT/DIS) (4.9, KT/CLM) (3.1, SS/FAM) [N/A]
210. And the child is good for the rest of the day. (4.2, KT/DIS) [1.7, PE/CTM]
211. You have to have built a relationship with the child and the parent before you get to
(4.9, KT/CLM) (3.1, SS/FAM) (3.5, SS/TEA) [N/A] 212. that point [of using the cell phone intervention strategy]. You have to really believe
213. that it does indeed take a village. And that both of you are on the same page. Then
(3.1, SS/FAM) (3.5, SS/TEA) [1.6, PE/AGR] 214. the parent can work with you as a team and once you can get to that level of
(3.1, SS/FAM) (3.5, SS/TEA)[N/A]
215. understanding and then you have the luxury of calling them sometimes and asking 216. will you help me with this one? You know.
217. I: So, how long would you say that typically takes, if you were giving advice to a
218. teacher, in terms of developing that relationship or having that respect?
219. EE: For example I’ve had several children’s siblings [in class before I had that
220. particular student in class] so I’m good there. [in those cases] those relationships are already built.
221. So, I’m good there. So there’s usually just a small handful where you really have to.
222.You know people that maybe you don’t know. Or particularly new parents where 223. you get to kind of earn the respect. Honestly I think it takes a couple of months
(3.1, SS/FAM) (3.5, SS/TEA) [1.8, PE/EMP]
224. where you can get the parents respect and get them to understand that you want what
225. is best for their children lets do it together and see what we need to do. I send a (3.1, SS/FAM) (3.5, SS/TEA) [N/A]
226. newsletter home every week, I communicate with parents, I communicate with
(4.9, KT/CLM) (3.1, SS/FAM) (3.5, SS/TEA) [1.5, PE/RES] 227. children, there’s no second guessing. Here’s what were doing and here’s why were
228. doing it. (4.9, KT/CLM) [1.5, PE/RES] Because a lot of parents bring with them the
baggage of their own education. (4.4, KT/SES) (4.8, KT/CDG) [1.8, PE/EMP] 229. You know what ever relationships they had with their teachers. Maybe they had a
(4.4, KT/SES) (4.8, KT/CDG) [N/A]
230. horrible first grade teacher. I’ve got to convince them that I’m not Ms. Smith from (4.4, KT/SES) (4.8, KT/CDG) [2.3, NE/PES] (3.5, SS/TEA) [1.4, PE/OPT]
231. their third grade class or whatever. And I think sometimes that people don’t even
232. realize that they have these tapes playing. And sometimes just the role of being the 233. teacher carries a little bit of authority and parents are just you know a little
intimidated. (3.1, SS/FAM) (3.5, SS/TEA) [2.1, NE/DIS]
234. I try really hard not to be an intimidating person. (4.6, KT/TML) [1.4, PE/RES]
235. I: So, with the idea of being there for a while you know in a particular school.
236. How about for brand new teachers? How long does it take to build these parent and student relationships?
(3.1, SS/FAM) (3.5, SS/TEA) [N/A]
237. EE: It takes a while, and it depends on how hard you work at it. I would say the 238. more communication the better. The more positive the better. For instance they talk
(3.1, SS/FAM) (3.5, SS/TEA) [1.4, PE/OPT]
239. about parent teacher conferences at the school of education. People need to realize 240. that these are people’s children their hearts are in these children and they love them
(3.1, SS/FAM) (3.5, SS/TEA) [1.8, PE/EMP]
241. and they bring us their children they trust us and these are the only children they have.
(3.1, SS/FAM) (3.5, SS/TEA) [1.8, PE/EMP]
242. They didn’t just particularly say that this is my bad one and then bring them to you.
243. These children are their heart and soul. So they really don’t want to hear anything negative about their child. (3.1, SS/FAM) (3.5, SS/TEA) [1.7, PE/CTM]
244. So if you immediately without enough time to understand what is going on with
their 245. child and call them in and list off five negative things about their child. That’s not
246. going to build much of a reputation. Because you are working with their heart and
soul. (3.1, SS/FAM) (3.5, SS/TEA) [2.3, NE/PES]
247. So I like to document reoccurring negative behaviors and always start of the (4.2, KT/DIS) [N/A]
248. discussion with the parent by listing of at-least three or four positive things about (3.5, SS/TEA) (4.9, KT/CLM) [1.4, PE/OPT]
249. that child and then ask about the misbehavior. I ask them if they see that behavior at
(3.5, SS/TEA) (4.9, KT/CLM) [N/A] 250. home and ask them [if the do] what they do at home [for that behavior]. I enlist
their (3.1, SS/FAM) [N/A]
251. help and make them the authority. I think honestly the biggest key is really caring (3.1, SS/FAM) (3.5, SS/TEA) [1.4, PE/OPT]
252. about the children, really having a good reputation, and communicating. Those are
(3.5, SS/TEA) (3.1, SS/FAM) (4.9, KT/CLM) [N/A] 253. the keys you know, you’ve got to communicate. Let the parent have some input on
254. certain behavior challenges. Generally you aren’t the first teacher to see the
behavior. (3.5, SS/TEA) (3.1, SS/FAM) (4.2, KT/DIS) (4.9, KT/CLM) [1.4, PE/OPT]
255. So it can also help to look back in their records. (4.1, KT/EDU) (4.2, KT/DIS) (4.8, KT/CDG) [N/A]
Q9*
256. I: Would you say for parents or children that there is a potential healing quality
within the classroom?
257. EE: I would hope so. Particularly for parents, I’ve had some really good outcomes with them. (3.1, SS/FAM) (3.5, SS/TEA) [1.7, PE/CTM]
258. I’m a real celebrity at Wal-mart.
(4.6, KT/TML) [1.1, PE/DEL] >>>END OF SEGMENT 5<<<
259. I’m also the yearbook editor and so I take lots of pictures so a lot of children know
260. me that I don’t know since I am the editor. I am very fortunate because I really do
261. love my job and I love every bit of it. (4.6, KT/TML) [1.1, PE/DEL]
Q10*
262. I: So we have worked together before.
263. EE: Yes, Nature Nate 264. I: I noticed in working with you that you do use humor quite a bit. How does
humor
265. impact the learning climate in your classroom? 266. EE: I think it makes all the difference in the world. Particularly my one little boy
267. that is such a (3.5, SS/TEA) [1.4, PE/OPT] challenge (the one that everyone else
was scared of this year). 268. Right now he is my pride and joy.
(4.7, KT/TSP) [1.4, PE/OPT]
269. I use a lot of nicknames and cutting up. And say things like you are so rotten, you know (3.5, SS/TEA) [1.3, PE/EXC]
270. cutting up with them. He said something about another teacher calling him a name and how it bothered him.
(3.5, SS/TEA) [1.3, PE/EXC]
271. And I said to him will I tell you that you are rotten [in a playful voice] all the time (4.9, KT/CLM) [1.4, PE/RES]
272. 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. (4.9, KT/CLM) [1.2, PE/GRA]
273. I think it makes all the difference in the world. I think you can diffuse a potential volatile situation by using humor.
(3.5, SS/TEA) [1.4, PE/OPT] 274. Now am I perfect? No. Do I have bad days? Yes. Is there
(3.5, SS/TEA) [1.4, PE/OPT]
275. times that I don’t think that they are funny absolutely. Children are funny. I like to laugh. I just (3.5, SS/TEA) [1.3, PE/EXC]
276. personally get a kick out of them. I even have a little journal I have written stories
in over the years. (4.9, KT/CLM) [1.7, PE/CTM]
277. It does need to be updated. I think humor helps them get more comfortable with me and vice versa.
(4.9, KT/CLM) [1.1, PE/DEL] Q11*
278. I: What role do you think that the outdoors plays in student emotions?
279. EE: I’ll get on my soap box about that one. I cannot understand why my peers will
take a (4.9, KT/CLM) [2.3, NE/PES]
280. whole class and punish them by taking their recess away. I tell my kids at the beginning of the
(4.9, KT/CLM) [2.3, NE/PES]
281 year that; okay here is how it goes. We develop our class rules together and I say alright guys I (3.2, SS/COM) [1.6, PE/AGR]
282. want you to tell me the things you would like to see done and not be done in the
class. (3.2, SS/COM) [1.6, PE/AGR]
283. I ask them what has happened in classrooms that have bothered you or that you have liked?
(3.5, SS/TEA) [1.8, PE/EMP]
284. Everyclass every year almost every person say that I had to miss my recess because of something (4.9, KT/CLM) [N/A]
285. some one else did. So to punish a class for something someone else did to me is crazy.
(4.7, KT/TSP) [2.1, NE/DIS] 286. 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. (3.5, SS/TEA) [2.3, NE/PES]
287. Taking away a whole groups recess, you then presented your self as being unfair. (3.5, SS/TEA) [2.3, NE/PES]
288. You know. I ask other teachers where they think they are going with that strategy.
(4.2, KT/DMS) [N/A] 289. I point out that they just gave that one particular kid a lot of power. He doesn’t
(4.9, KT/CLM) [2.3, NE/PES]
290. care if he is doing something like that. And ADD kids are the ones who need to run the most (4.8, KT/CDG) [2.3, NE/PES]
291. are the most likely ones to end up in trouble and they are not able to run. So it is
sort of self-defeating. (4.2 KT/DMS) [2.3, NE/PES]
292. Back to what I said about consequences, we have so precious few. I mean pretty much lunch and recess.
(4.2, KT/DMS) [2.1, NE/DIS] 293. You can’t punish with writing because you don’t want them to hate writing.
(4.9, KT/CLM) [N/A]
294. You don’t want to take away recreation time because they need the recreation. (4.2, KT/DMS) [N/A]
295. They need to socialize at lunch so you can’t take away their group lunch. What do we do as a consequence?
(4.9, KT/CLM) [N/A]
296. And with my peers I am frustrated about it. Because occasionally life has (3.4, SS/COW) [2.2, NE/ANG]
297. consequences and I try my best to make them natural consequences. Sometimes you
just have to have a deterrent you know. (4.9, KT/CLM) [1.5, PE/RES]
298. So, I think the big key is to make the deterrent developmentally appropriate. (4.2, KT/DMS) [1.5, PE/OPT]
299. I think just walking out to recess and seeing your peers running and playing is a big one. (4.2, KT/DMS) [1.5, PE/OPT]
300. Even if it is just a minute or two, I think that is enough. I can’t believe he is getting
to play (4.9, KT/CLM) [1.7, PE/CTM]
301. this year; he never got to play last year. Now with that said, one thing I’m doing right now is
(4.9, KT/CLM) [1.5, PE/RES] 302. that a couple of times during recess when they don’t do other academic things I
don’t have any (4.9, KT/CLM) [N/A]
303. other time for them to make it up. So I sometimes have them do it right then. It is my intent to let every kid out every time.
(4.9, KT/CLM) [1.5, PE/RES]
304. Also, I am huge advocate of outdoor education and I am working (3.5, SS/TEA) [1.5, PE/RES]
305. on measurement in nature right now and find that our outdoor classroom is extremely helpful for
(4.9, KT/CLM) [1.5, PE/RES] 306. enhancing the content delivered in a real life context.
(4.9, KT/CLM) [1.2, PE/GRA]
307. I: Well thank you for your time, I really enjoyed it and appreciate your time. 308. EE: Your welcome.
Data Analysis Report
Analysis of Data
After receiving the transcription of the interview, our group developed a list of
codes. We selected four major categories and grouped minor concepts within the larger
ones. We also assigned codes to both positive and negative emotions. Positive feelings
were grouped under the category “Positive Emotions” and negative feelings were
grouped under the category, “Negative Emotions.” We chose the two tier system so that,
once a theme had been identified within the interview, we could immediately pair it with
the corresponding emotion.
Exhibit 1.1
Group 3’s Codes
1. Positive Emotions (PE) 1. DEL Delight
2. GRA Gratification 3. EXC Excitement 4. OPT Optimism
5. RES Resolve 6. AGR Agreement
7. CTM Contentment 8. EMP Empathy
2. Negative Emotions (NE) 1. DIS Discomfort
2. ANG Anger 3. PES Pessimism 4. APA Apathy
5. SAD Sadness 6. STR Stress
7. SCA Scared
3. Support Systems (SS) 1 FAM Family Involvement
2 COM Communal Involvement 3 ADM Administrative Assistance 4 COW Co-worker Assistance
5 TEA Teacher Involvement/Intrinsic Motivators
4. Key Themes (KT) 1 EDU Educational Achievement 2 DMS Discipline Matters
3 PHE Philosophy and Ethics 4 SES Socio-Economic Status
5 THT Teacher Health 6 TML Teacher Morale 7 TSP Teacher Sympathy
8 CDG Classroom Demographics 9 CLM Classroom Management
While we were not certain about all our code placements, we did our best to
ensure that our methods were consistent and objective. This project has given us a better
understanding of the skills and time needed to conduct qualitative research effectively.
Our abilities will only improve with future practice. Coding enabled us to identify key
themes and their corresponding emotion(s), and our results are displayed on the
Frequency Table, Exhibit 1.2.
Exhibit 1.2 Frequency Distribution of Perceived
Emotional States Toward Key Theme Concepts and Support Systems
Key Themes
and Support Systems
Number
of Occurrences
Positive
Emotional States
Neutral
Emotional States
Negative
Emotional States
Educational 9 6 1 2
Achievement
Discipline Matters 24
9 12 3
Philosophy and Ethics
12 3 5 4
Socio-Economic
Status
6 1 3 2
Teacher Health 2 0 0 2
Teacher Morale 22
16 7 1
Teacher Sympathy 26
17 2 8
Classroom
Demographics
26 4 13 9
Classroom Management
63 32 27 7
Family Involvement
35 21 12 6
Communal Involvement
6 6 0 0
Administrative
Assistance
0 0 0 0
Co-Worker Assistance
2 0 0 2
Teacher Involvement/Intri
nsic Motivators
65 38 17 9
Interpretation of Analysis
Issues related to student emotions in the classroom are a critical and often
overlooked component to success as an educator. Teachers who express empathy and an
understanding of how their students’ emotions affect the learning process have an
advantage in that they are better able to manage the classroom and students to provide
optimal learning experiences for all.
Our study shows that issues surrounding classroom management and teacher
(intrinsic) motivation are by far the biggest components of managing student emotions in
the classroom. Any educator who has had a student express behavior problems in class
related to anger can personally attest to the power of emotions in the classroom.
Educators who are able to properly manage student emotions--making them feel heard
and understood while still allowing the learning process to continue--are successful
educators who make students feel welcome while still maintaining high academic
standards.
The intrinsic motivation of teachers in choosing to address student emotions is
another key piece of the puzzle. In order for teachers to be perceived as being authentic
by students, they must actually want to address students’ emotional needs in the
classroom. Intrinsic motivation in our study was most often associated with positive
feelings, which is a testament to the powerful impact educators can have on students by
creating emotionally supportive environments. Intrinsically motivated teachers are more
likely to have classrooms that are better managed (see above), as well as more
emotionally supportive of students. Teacher motivation is critical to making this happen.
Family involvement, another often-mentioned component of addressing emotions
in the classroom, plays an important role as well. This makes sense and is to be
expected; students need emotional support outside of the classroom just as much as they
need it during the school day. Students’ families can help support the educational
process by maintaining open lines of communication with their child’s teachers regarding
emotional issues in the classroom. While this is important any time, it becomes even
more critical in times of emotional turmoil for students, such as a divorce or death in the
family, adoption, moving, or other major life events. This study supports and reinforces
the importance of having family members back students throughout their schooling.
