It has been a few weeks since my last post in the Reflective Practice Blog Challenge. In the meantime, a lot of things have been going on and a lot has been on my mind to blog, but hasn’t quite it made it onto my blog!
One thing I am curious about is how the amount of time and space between the original event and the description of it and between the description blog post and the analysis of it affects the process (and my memory). I’m tempted to use a new moment, actually, to sort of start over. But I’m going to give this a chance.
So the challenge is to analyse: “Considering all the facets that you discovered in your description, come up with possible reasons for the actions and reactions. Generate as many possible explanations as you can. Look at the moment from different perspectives. Consider the material, teacher, students, student dynamics, or student-teacher relationship. Recall past teaching, learning, cultural, or life experiences. Refer to the educational, cognitive, and linguistic theories you know. All this will inform your analysis.”
A second part of the challenge asks us to analyse the experience through the lens of feelings and needs of all the participants.
And suddenly describing looks so much easier.
The original description:
This scenario took place last Wednesday night. It was around 9pm and the final class of the day. The students had already been studying at our academy since 6:30 and the class before mine is a translation class. There are 12 students in this class – five boys and seven girls. One of the girls was absent. The classroom seating is arranged in a circle with all seats facing the board. The students are using Thoughts and Notions – a reading textbook. On the day in question, they were working on a reading about “Umbrellas.” This was their third day with this reading. As homework I had asked them to make umbrellas with main ideas inside and supporting details underneath (an umbrella for each paragraph of the reading).
“Josh,” the subject of this description, had not done this assignment. I selected students to put their umbrellas on the board and we checked them together. Josh did not take this opportunity to complete the homework in his notebook, nor did two others who had not completed the homework. I said, “Anyone who has not completed the homework should write down the main ideas and details in your notebooks. You don’t need to draw umbrellas.” Two other students began writing – one drew umbrellas and the other wrote main ideas and details.
Josh did nothing. He was frowning and looking at his desk. I thought his eyes were kind of glassy. I went over and repeated my instruction. He didn’t even acknowledge that I had spoken. I repeated his name until he looked at me. Then I showed him the umbrellas on the board and pointed to the sentences one by one. I repeated, “You don’t need to draw the umbrellas. Just write the main ideas. That’s all. Then write the details under.” Without verbal acknowledgement he pulled his notebook towards him and started to write. When I checked back later he had completed it and was ready to move on to the worksheet.
Throughout this encounter, I was quite frustrated. My expectations of Josh were higher than he was willing to put forth that day.
Factors I will consider:
I’ve only known Josh for around 6 months. During that time his motivation levels seem to vary. Another thing that happened during that time is his little sister was diagnosed with a learning disorder. It is quite possible that the attention to education he once got from his parents has been transferred to his sister.
Josh is a 13 year old boy. He’s at a difficult age going through puberty and just entering middle school where his workload and time in classes (and extra study) has increased dramatically. That’s a lot to manage for someone who just wants to play soccer and definitely doesn’t want to draw pictures. It’s possible as well that anything seen as “babyish” (including legible handwriting) might be anathema to him.
It’s also quite possible that Josh doesn’t learn as well this way (visually?).
The teachers discuss Josh as a problem-child quite a bit. My boss, who teaches one of his classes, often asks about him. It could be that because he gets so much attention in his absence, we might hold different expectations of him in the classroom – expect him to cause problems and bear down on him more. Where 80% of the students don’t pay attention, Josh is certain to be singled out. On the other hand, greater efforts are made to motivate and encourage him as well. In any case, he may get a disproportionate amount of attention and that could affect his behaviour as well as how I approach him in class.
Who’s sitting next to Josh affects his focus in class. I’ve been experimenting with seating arrangements and the student next to Josh – normally a motivated learner – inspired a lot of chaos in class time. It could be that Josh has trouble distinguishing between time to focus and time to play, especially when there are playmates nearby. Since I’ve changed the seats, both of them have done a little better but Josh is still last to finish anything.
The book this class is using, Thoughts and Notions, is challenging for them. It is possible that they don’t know how to approach the materials and that I’m not giving them enough guidance. It’s possible that determining main ideas is quite a new task for them and I am not patient enough. It is also possible that they are bored, having dealt with the material in the book before with a previous teacher. We use the same book in different ways (they translate the readings for her and answer the exercises in the book, but they analyse the text for me and work with vocabulary in other contexts).
It is possible that my instructions were unclear. I didn’t tell the students beforehand to write the assignments in their notebooks if they hadn’t done their homework. It’s also not an activity I’d done often before. It’s possible that Josh wasn’t writing because he didn’t know he was supposed to. It’s also possible that because I was addressing him and not anyone else in the class, he felt he was being singled out. Since I’ve begun doing this sort of exercise regularly, Josh is more willing to write. Another possibility is that the purpose of the activity was not clear to Josh and he couldn’t see any reason why he should do it (and “because I said so” doesn’t cut it for him).
It’s likely that Josh didn’t make eye contact because it would be rude to do so in Korean culture when (he thinks) he is in trouble.
Feelings and needs (me):
I was feeling frustrated and a little sad.
I needed to be heard.
Feelings and needs (student):
I imagine Josh might have been feeling frustrated as well. He may have needed to be heard.
Or he may have felt bored. He may have needed mental stimulation.
He may have felt tired. He may have needed rest and to be alone.
I’m sure there’s a whole lot more that can be said and I feel like I’ve barely opened the lid of the analysis. But now I need your help, fellow reflectors. What are some questions that might lead me to find what I’m missing?