qualitative analysis project

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  • 1. EDUR 7130-Educational Research

2. I = INTERVIEWEE = INTERVIEWEEInterview Transcription from 2/14/07Date: February 14, 2007Beginning/Ending time: 3:50-4:35pmParticipant: Jane DoeConsent StatementI: As part of this interview, I must include a brief consent statement before wecontinue. The contents of this project will be analyzed in my research course atGeorgia Southern University. 3. All information on your identity will be kept confidential unless otherwise requiredby law. If information about this interview is published, it will use pseudonyms orfake names. This project is for research and educational purpose only.The research is not expected to cause any discomfort or stress. However, somepeople may feel uncomfortable talking about these subjects. If you feeluncomfortable during the interviews, you may decline to answer and stopparticipating at any time without penalty. No risks are expected. This interview willlast approximately 30 minutes to one hour. Do you have any questions? 4. EE: NoI: Do I have your consent to continue with this interview?EE: Yes you do.I: Okay, so first of all, lets talk about you, what grade do you teach?EE: I teach third grade. 5. I: How many years have you been teaching?EE: Teaching in all, twenty years. [4.1, KT/EDE]I: Wonderful, okay, so todays topic will be about emotions in the classroom. 6. *Q1I: From your perspective, what role do emotions play in the learning process?EE: [Hard to discern due to bell ringing in background and other meetinghappening in the same room at the time] Oh Im big [on] emotion[s]big emotion.Um, children at this age cant so readily leave at home what happens, whats goingon in their life. [4.4, KT/TSK]-[4.1, KT/EDE] When they come in they are very muchaffected by those things. I try to be very aware of it and cognitive. [4.5, KT/RED]And I try to know my children well enough to pick up the signs, and Ill address whatI can. [4.1, KT/EDE]-[4.5,KT/RED] 7. *Q2I: What experiences have shaped your perspective on emotions in the classrooms?EE: Well, lets see, in the twenty years that I have taught [4.1, KT/EDE], I have had achild run out of the door crying because his parents told him on the way to theschool that they were getting a divorce [2.1, NE/SAD]. He sat in my lap and criedmost of the day [2.1, NE/SAD] [1.5, PE/RES] [4.1, KT/RED]. I knew that I washolding him on a big day that was going to change the rest of his life. [briefinterruption] The emotions [that we are referring to] being the childrens emotionsand their reactions and how it effects the way they perform in the classroom? [4.3,KT/EFC] 8. I: Sure, well, its kind of an open question in terms of how you would like toapproach it.EE: Well, you know like I mentioned a little while ago, with the divorce. That wasreally pivotal for me. [4.1, KT/RED] Which I still cant imagine. On the way toschool they told him oh by the way, we are getting a divorce and he comes runninginto the school and fell into my arms. That was the most dramatic one [emotionalsituation] that Ive had. [1.6, PE/EPA] [4.1,KT/EDE]But Ive had dogs die, cats die,grandparents die, you know lots of situations. [4.1, KT/EDE] [also] A lot ofsituations that arent brought from home. Particularly the age I do, there is a lot oflittle girl best friend issues shes not talking to me, hes talking to me. Anotherissue which I have fallen into the last year or two, and Im not sure why, but childrenare getting eye glasses earlier. Last year I had six children that got new eyeglasses[during the school year]. [4.1, KT/EDE] And this year there are five to six in myclasses that have glasses they did get them last year. Theyre having strongreactions to them and they are embarrassed to wear them. So, Im realizing that is areal emotional issue for them. [2.5, NE/EMB] There are some things like that thatare becoming real issues. [4.1, KT/EDE] [1.6, PE/EPA] 9. I: So, physical appearance is one of the big ones?EE: Yes, physical appearance and of course interpersonal relations with their peersyou know the [classic] battle on the play ground which you can play with me andyou cant [scenarios come up] all that definitely comes back into the room. [4.1,KT/EDE] I particularly try to minimize competition because competitiveness canbring out an emotion that isnt too pleasant. [3.2, SS/DIS] 10. I: In terms of start to finish with the school year, do you notice a change in thetypical classs emotional landscape?EE: I make a real effort to create a classroom community. [4.1,KT/EDE] [3.4,SS/COA] Third grade in particular is about communities, your part in thecommunity, your immediate local/state/world/national role; you know where youfit in the world. [3.4, SS/COA] So I try to thematically in the classroom create acommunity. [3.4, SS/COA] We have jobs, I work very hard on bonding with them.And allowing them to bond with me. [4.2, KT/BRE] I think the big secret withchildren is having a real relationship with them and I try to find out about them. Itry to be sensitive. They come in if something is wrong I try to pick up on it.Sometimes just acknowledging having a bad day today you must not of slept welllast night etc. As the year goes on, hopefully the community swarms and I see moresupportiveness among them. Its not just me monitoring the communitydevelopment process. [1.6, PE/EPA] [3.4, SS/COA] [4.1, KT/EDE] 11. Q4*I: So in terms of emotions in the classroom and how they evolve, have you noticed abig difference between different classes and how they are made up? 12. EE: Classes have extremely distinct personalities and I can almost tell in Augusthow well my year is going to go. [4.1, KT/EDE] Its one of those things that afteryouve done it for a while you can just get a feel for it. Like last year, particularly, Ihad a large group of gifted students. Out of 16 students I just 8 that were not gifted.I really didnt have any discipline issues last year. It was just a real smooth year youknow. That class was heaven educationally speaking. [1.1, PE/HAP] It was a realbonded group and it was a wonderful year. This year is a much rockier year. [2.4,NE/ANX] Theres been lots of changesseveral of children have moved and severalchildren have come in. So the community has had a lot of movement, which is notgood for the bonding. I have a lot of low academic children. [2.3, NE/PES] The goodthing about low academic children is that sometimes they are more creativein myopinion. [1.4, PE/OPT] But the other thing is that there are some real struggles. Ihave at least three children that are diagnosed with ADD that need medicine butthey are not taking it. I have two children that are identified as special educationstudents. And I have one child who is in the beginnings of schizophrenia. Thisstudent is heavily medicated and is manifesting new symptoms all of the time. Ontop of all that, I have four gifted children. So this particular year is the biggestmelting pot that Ive ever had. And Im feeling some inner struggle to meeteverybodys needs. [4.1, KT/EDE] [2.4, NE/ANX] 13. I: So, in terms of having such a mixed pot this year, would you say thatEE: That I slept better last year (interviewee laughs and so does interviewer) [1.4,PE/OPT]I: How about from the perspective of relationship building you know you with thestudents and the students with each other. Is this mix of students creating a lot ofhead butting situations? 14. EE: I feel very comfortable building relationships. [1.2, PE/SAT] I make upnicknames for them, I cut up, I work on building parent relations. [1.1, PE/HAP] [3.1, SS/PAT] I go to birthday parties, I watch them play soccer. [3.4, SS/COA] I tryto really be involved with their life. [3.3, SS/INT] I tell you if every teacher had tospend five minutes on going to each of their students houses it would change yourwhole perspective. [4.1, KT/EDE] When you see them as little people out there.Because sometimes they come in this room and everything is their size and in thisroom everything fits. We volunteer or routines and our worlds and they seem likereally big guys in here. And then you run into them at the store and you think oh mygosh theyre babies. [1.6, PE/EMP] Sometimes seeing them in their homes andrealizingI bet you there is not a week that goes by when I say to myself, they havebeen on this earth for eight years. They may seem big and self assured in here andwith their peers they are trying to. Im real comfortable with my own relationshipwith them. [2.1, KT/BRE] It took me a long time to realize as a teacher that it is okayto have different relationships with children. Youre not showing favoritism if youare meeting a childs needs. [4.1, KT/EDE] 15. EE: Ive got one particular un-medicated ADD child who was the one that everyoneshuttered at the idea of having in their classroom. He ended up in this classroomand I really worked hard on building a relationship with him his grandmother andits really paying off. [3.3, SS/PAT] [4.2, KT/BRE] He brought me a Christmas giftand he said I aint never bought a teacher a gift before. I said well thank you verymuch and he said I love you [while imitating the childs voice]! [1.3, PE/EXC] I tryto meet his emotional needs. Like today, he spilt milk all over himself. His shirt waswet, his coat was wet, it was sticky and smelly. I try to put myself in their shoes.[1.6, PE/EMP] And I thought to myself I dont want to sit around in a stinky and wetshirt all day. So I called his grandmother (who was three minutes from the school)and asked her if she could run a new shirt to the school. [3.1, SS/PAT] 16. EE: Its the right thing to do. As a parent, its what I want my kids teachers to do.People need to stop and realize that children are just like us [adults]. They are tiredsometimes, they have bad days, their grumpy, and their stomach hurts just a littlebut not enough to go home. [1.6, PE/EPA] There parents may have had a fight lastnight and they may be sort of upset about it. T


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