Chapter 6 What Works

Chapter 6: What Works? Exercises

Mindwork

·    Possible numerical data

o   Number of times a teacher notes “unempathetic” behavior in a class period (teasing, bullying, intimidation, etc.) before unit versus after unit

Mindwork

·    Ethnographic exercise

o   The bulletin boards are on the two side walls. They are decorated with handmade vocabulary terms and crafts, as well as with posters of artwork that the teacher has collected, been given, or finds interesting.

o   The teacher’s desk is in the front right corner, very near to one of the student tables. The desk’s position does not seem authoritative, as it opens up to the room, but at the same time seems to ask for privacy.

o   The teacher spends about half of the class period at her desk, after she delivers instruction and before clean-up time. She does not circulate often, however, I think that is because I am there to assist.

o   The student’s desks are tables that seat 4-5 per group. The tables are arranged in a U shape around the classroom, with the SmartBoard in the center front of the room

o   Supplies that are commonly used are in the front of the room in cube-shaped shelves near the floor. Supplies that only the teacher can access are in various cabinets around the room.

o   The SmartBoard and a sewing machine are special items in the room.

o   The teacher interacts with the students primarily in the beginning of class and at the end, when instruction is delivered. However, with younger classes, the teacher interacts much more often, chunking information at various times and bringing students back to carpet.

o   One student I’ve observed closely has trouble focusing and moves around in her seat often. She writes and clings for attention when an adult approaches. Her language also seems to ask for attention, as she often asks for help with tasks she is capable of, as well as complimenting and asking a lot of irrelevant questions.

o   The teacher’s behavior is very calm, almost seeming bored or unemotional. She deals with interruptions with an air of irritation, but rarely shows actual anger. She sits in a chair in front and above the younger students, showing her authority and leadership.

o   There is some computer equipment on a cart, as well as the SmartBoard, that I have not seen used much. However, the projector is used fairly often, with Powerpoint or a DVD.

o   The arrangement of supplies is interesting to me. The pattern of organization seems chaotic and hard to understand. Different classes’ works are stored in various locations around the room, and piles of papers lie on the cabinets.

o   Theme I’ve seen: after given directions, “what do I do?”

§  Were the students too distracted to hear instructions?

§  Would writing down instructions help?

§  Do instructions need to be limited?

§  Should students be asked to repeat?

§  “Ask 3 before me?”