College Writing Ethnographic Research Project Workshop #2: Creating and
Ordering Excerpt Commentary Units and Developing the Final Write-up
Kiely Hall 236: December 13, 2010
Nicole
Topic: Student/ Teacher Interaction in a 6th grade classroom
Excerpt Commentary Units
Analytic Point: Students sometimes express delight when commented well on their answers in class by the
way they respond.
Orienting information: The following excerpt is between a teacher and two students.
Excerpt: The teacher had asked the class a question. A boy raised his hand and the teacher called on him.
He gave the answer. The boy sitting next to him said, “We both gave that answer.” The teacher smiled and
replied, “Good job back there.” The boys then turned to each other. They then smiled and gave each other a
high-five.
Analytic Commentary: There are several things to note in this excerpt. First, notice that the teacher called
on the boy that was raising his hand. This shows what is expected in a classroom. Raise your hand = the
teacher calls on you. Second, the boy gave his answer and the boy next to him said, “We both gave that
answer.” It’s safe to assume that the boy did not want his friend taking all the credit for what they both came
up with or else he wouldn’t have felt the need to say that. Last, the teacher smiles and tells them both,
“Good job back there.” She enforces a good remark with the right answer. This then makes the boys smile at
each other and give each other a high-five. This shows that the students expressed happiness when they
were commented well on the right answer they gave in class.
This next excerpt is related to the first excerpt shown above. In the first excerpt, it is shown that students are
happy when teachers give reassuring comments on their answers in class. In the next, it’s shown that when
they are reprimanded they are not happy and are upset. The relationship seems to be that teachers greatly
affect their student’s feelings in the classroom.
Analytic Point: Teachers expect their students to follow their rules outside of the classroom as if they
normally would inside. Teachers seem to get upset when this is not followed.
Orienting information: The following excerpt starts off with a teacher telling another teacher that her class
is not behaving well in the hallways. The excerpt then follows the teacher of the class reprimanding her class
about their unacceptable behavior.
Excerpt: A teacher had come in the classroom to tell the teacher that her class was acting badly in the
hallway. She said they were pushing and shoving each other and were acting like animals while walking to
the classroom. The teacher had a shocked but serious face on while being told this. She answered back,
“Oh my god I’m so sorry. Thank you for informing me about this.” The teacher then kept on the serious face
when she opened the door for the class. The students came in were trying to talk to her and were asking her
questions, but each time she replied, “Just sit down. Everyone get in a seat” in a stern voice. Everyone
started to put their coats away. She said, “Don’t even put your coats away, just sit down right now.”
Everyone sat down with their coats and had a frightened look on their face. The teacher stood in front of the
class and still had the serious face on. She said in a stern voice, “For another teacher to tell me you guys
are acting like animals is embarrassing. I know it’s not all of you, but you all represent this whole class. Be
mature and act your age.” She then went on to give a speech about how she did not want that incident in the
hall to happen again and if it did they were going to be walked to teach class like kindergarteners, instead of
having the privilege to do it by themselves. This whole time while being reprimanded the students had
frowns on their faces.
Analytic Commentary: In this excerpt it’s important to note a few things. First you can see that the teacher
seemed to be shocked at the whole incident that occurred. The teacher had a shocked but serious face on
while being told her class wasn’t acting appropriately in the hall and answered back to the other teacher who
informed her, “Oh my god I’m so sorry. Thank you for informing me about this.” It seems that her
expectations of her class were that they should be acting on their best behavior outside of her class as they
would be inside of it. Next importance of this excerpt is when she confronts the class. She makes it well
known that she is not happy with the class by her voice being stern when speaking and the serious look on
her face. Finally, you can tell that the students know what they did was wrong and aren’t happy by the
frowns shown on their face while the teacher is reprimanding them.
Lauren, Conceptual Memo
Topic: Interaction between teacher and student in classroom of middle-class
school
Overview/Summary:
As I approached the doors of P.S 79 I saw many children running around getting dropped
off by their guardians at the front door. The streets were crowded and there were many
yellow school busses parked in front of the building dropping students off. As I walked
into the building I was immediately approached by the security guard at the front desk.
Looking frazzled and overwhelmed he came up to me and said: “Can I help you?” I
responded: “Good morning, I’m here to sit in a classroom and observe I’m doing project
for my English class at Queens College.” The security guard smiled at me and showed
me the way to the principal’s office. As I was walking thru the hallways I heard children
screaming, laughing and chatting echoing through the hallways. The walls were a light
green tile pattern with bulletin boards and artwork hanging and glass showcases with
more artwork and literature projects from the students. It was cold, the floor was white
and beige speckled tiles. I followed the directions the security guard gave me to the
principal’s office but wound up passing the cafeteria first. It had a very familiar and
distinct smell the reminded me of hot lunch when I was in grammar school. The cafeteria
was packed with students running around, girls braiding each other’s hair, trading silly
bands, and boys play fighting. An aid asked me if I was lost and showed me to the
principals office. A little nervous I asked to speak to Dr. Marron. One of the aids went to
get her and in the main office it was hectic. Phones were ringing off the hook people
running around making copies and drinking coffee and kids waiting to be called in by the
principal. Dr, Marron came out wearing a cranberry colored suit and her hair was done
nicely. She was looking at me a little strange when she saw me taking notes and looking
at certain people. She greeted me and asked me what school I go to and how happy she
was to have me and walked me to a classroom she assigned me. It was a 5th grade class
and I was pleased to see that the teacher was a friend of my Mom who also teaches 5th
grade there.
The teacher I was observing was Ms. Ballon, a pretty tall, blonde hair blue eyed lady who
I’ve known for a few years now. Both excited to see each other we hugged and I began to
explain my project to her. Jokingly Ms. Ballon said: “Your professor is going to think
I’m nuts!” I started to laugh and while she went down stairs to get her class to start the
day I sat in her classroom and began working on my field notes. Her class room was very
vibrant and colorful with children’s artwork and projects all over the walls. Ms. Ballon
also has in her classroom a rabbit, iguana, 2 fish and a bird. It was so exciting I had a
feeling this would be a fun classroom environment. I heard chattering and footsteps
approaching the door and heard Ms. Ballon singing with her class and told them to
quietly enter the room and put their belongings away. Once the kids were settled they
were all looking at me and whispering saying “who is that girl?” One boy came up to me
and said “sup” I said: “Hello what’s your name I’m Lauren” he responded: “I’m Antonio
me and my friend’s at table 4 want to know why you’re here” Before I could answer Ms.
Ballon screamed at Antonio and told him “Leave her alone and get your butt back to your
desk!” The other children started giggling. As Ms. Ballon started putting up the “Do
Now” assignment we were interrupted by the morning announcements. After the children
said the pledge of allegiance Ms. Ballon introduced me o the class and said: “This is
Lauren, Ms. Kane’s daughter. She is going to be sitting her for the next few weeks and
observe the classroom so all make sure you’re on your best behavior!” The students all
waved and said hello except for one Asian girl in the corner who was sleeping. Ms.
Ballon said: “Josh can you please wake up Minzie” and began the days first lesson which
was math. She was giving them a review on multiplication and asked them to take out
their homework from last night. I saw one girl take out her workbook and whispering to
her neighbor “shit, can I copy your homework?” Ms. Ballon went around with a red pen
and began checking the homework and eventually got around to the girl and gave her an
incomplete grade. She looked very upset. Next they were given a number of
multiplication and long division problems. A boy named Peter raised his hand and gave
out all the answers before anyone else had the chance to and Ms. Ballon told him to give
the others a chance and to stop blurting out the answers. After the math lesson Ms.
Ballon had to take the children to gym. The children looked very excited and started to
explain to me what type of games they play and today they were playing kickball. A
group of girls named Angela, Kayla, and Brianna came up to me and said: “You’re really
pretty and asked me if I’m really Md. Kane’s daughter.” I said ”Thanks girls you guys are
beautiful! And I love your outfits and yes I am her daughter … is she mean to the
student’s haha?” The all started to giggle and said: “No, she’s really cool only mean
sometimes to this kid Andrew and Michael.” They arrived at the gym and the girl’s all
said bye to me and I went back up to the classroom to get my things and set a date to
come back another day in the office.
Problems/Setbacks:
Everything went smoothly on my first visit to P.S 79. I got lots of useful information and
notes to help me begin my ethnography and on top of that I had fun. The only problem
was I only stayed for one lesson because the class had gym and then were taking a
vocabulary test and then of to lunch so Ms. Ballon said I should go home since I can’t do
much observing and won’t want to distract them.
Patterns/Insights/Breakthroughs
The only breakthroughs I noticed was in relation to Jean Anyon’s “The Hidden
Curriculum” piece we read in the beginning of the year about the social class and what
schooling they attend and the type of people in those schools including the students, staff
and neighborhood. I established that P.S 79 is considered a middle class schooling system
or working class school system that Jean Anyon describes in her article. Since my
fieldwork is going to relate to this article and show how teachers interact with their
students I felt that my first visit to P.S 79 was a success.
Ray
Topic: How do teachers try to help students with learning disorders catch up
to their peers?
Analytic Point:
At Sunshine Developmental School, the teachers do their best to try help their
students get the best education possible even though the since have to go through many
obstacles due to their learning disorders.
Orienting Information:
The follow excerpt is between a teacher and a student:
Excerpt:
I arrived to the preschool at 2:30pm when most of the students were learning
basic math skills. Most of the students were struggling and would often ask the teachers
for help. My mom was helping Brian, a 5 year old Hispanic kid who, like most of the
kids in the class, suffers from ADD. While my mom was trying to explain to him how to
use his fingers to help him count, he would often look away or run to other kids. My
mom told him “You’re always going to have trouble counting if you’re not going to pay
attention” and after that it seemed that he put in more of an effort to pay attention even
though he occasionally became distracted. Before class I asked my mom how she goes
about teaching the kids and she told me “You have to be patient. They get easily get
distracted but if you keep them focused they’ll understand it eventually.” As I watched
the class, I noticed that the teachers often had to tell the students to “pay attention!” and
keep them focused.
Analytic Commentary:
This scene is an example of how a teacher tries to help a student get past their
learning disorder. Since the student had ADD it was very hard for to keep his attention on
the classwork but the teacher was always there to keep Brian focused on the work until he
understood it. Whenever Brian was distracted the teacher would immediately redirect his
attention to what he had to do. The teacher is trying to make sure Brian gets the best
education possible.
Analytic Point:
At the same time, the teachers also provide comfort and guidance in situations
where a student needs help.
Orienting Information:
The follow excerpt is between a teacher and a student:
Excerpt:
After the math session was play time. Most of the students retreated in groups to
their favorite toys, the girls would play with dolls while the boys would play with figures
or run around the classroom. I noticed Andre, a 4 year old Black child, was sitting by
himself drawing while everyone else was playing. Ms. Sampson, a teacher, told Andre
“Go play with everybody else! They’re all having fun!” while Andre just shook his head.
When Ms. Sampson left, I went over to Andre and asked him “Why aren’t you playing
with the other kids?” He replied by saying “I’m too shy”. Ms. Sampson came back and
told him “Brian is asking for you, he wants to play with you!” Andre seemed happy
because he smiled and ran towards Brian. Ms. Sampson told me “You have to give Andre
a little boost of confidence sometimes” as she smiled.
Analytic Commentary:
This shows how the teacher is always looking out for the student and tries to help
them improve to become a better person. Ms. Sampson tries to help Andre get rid of his
shyness by trying to encourage him to make new friends and giving him confidence to try
an approach other children.
Meir Weinberg
Topic: How are middle-school students taught to study the Talmud? (A
commentary on Jewish laws and their meanings)
Excerpt (From Conceptual Memo #1): “For the few words or phrases that he did not
translate properly, the teacher gave the rest of the class the opportunity to help him out.
Whenever the teacher would make the offer, several students would raise their hands and
one would be called on. If that student was wrong then the rest of the class was offered a
chance to answer it again.”
Analytic Point: The teacher recognizes the fact that the material is very difficult. He
allows the students to work out the problems so that they feel that they have
accomplished something and they are not being fed information from the teacher. Being
that there is no formal curriculum for the course, the teacher is not in a rush to get to a
certain point and therefore has the luxury of engaging as many students as possible as
often as possible.
Excerpt (from Conceptual Memo #2): “Today’s ethical question was ‘imagine you
have just won the lottery. A relative who severely dislike you is in a lot of debt. Do you
keep the win a secret from the family?”
Analytic Point: The significance of this ritual, in my opinion, is that it shows the
student’s overall thirst for intellectual stimulation. Through my observations, I have
noticed that when a question is particularly difficult, students have been very active in the
learning and understanding processes and have given answers on many occasions that I
thought were very advanced for middle school students.
Ethan Noblesala
English 110
Professor Zino
December 13, 2010
Orienting Information: I am in a class and the teacher is about to give a open book
pop quiz to her students.
Excerpt: When the students sat back down the teacher asked them to take out their
science textbooks because they were going to have an open book pop quiz. I noticed that
one of the students didn’t have his textbook, and didn’t raise his hand to ask to see if he
could get his book. After they took the pop quiz I asked the student, “Why didn’t you ask
Mrs. Sweeney to see if you could get your book?” The student answered me “I was
scared that Mrs. Sweeney would get mad at me, and I didn’t want to interrupt her.”
Analytical Point: Because of the connection that this student had with his teacher,
he was afraid to ask to get his book, and probably did poorly on his quiz compared to the
rest of his classmates that had their books. In this excerpt you can clearly tell that if the
student wasn’t intimidated by his teacher he most likely would have done better in his
class. This also shows that the relationship between students and teachers can effect the
students performance in school.
Orienting Information: I am in a Spanish class observing the students as the
teacher starts to ask them questions about the past few lessons.
Excerpt: While teaching Mrs. Cassidy would use jokes while teaching. This is
something that the students seemed to enjoy. Throughout the whole entire class whenever
Mrs. Cassidy would ask a question, a majority of the class would raise their hand to
answer. Even if a student was participating Mrs. Cassidy would try to get them involved,
and encouraging them by saying “It’s ok if you’re wrong.
Analytical Point: This again is another example of how students will feel more
comfortable in a class with a teacher that they have a better relationship with. The teacher
is able to get the students more involved by making them feel more confident. I also
noticed that the students were prefer this class over others because they said their grades
would be better in this class, because they feel like Mrs. Cassidy is a very good teacher.
Paul Terry
12-7-10
Dominique Zino
English 110
CONCEPTUAL MEMO 2
Topic: How does an 11th grade English teacher perceive her role in
preparing her students for a college experience?
Overview/Summary:
On Thursday the 2nd I was further observing the class of Miss Katz. The class
began promptly at the start of the fourth period. The classroom is decorated
with the children’s previous work and some holiday decorations. It was
significantly cold in the classroom and you heard all the students complain as
soon as they walked in. Again I was situated in the back of the classroom
waiting for the students to enter and the class to begin. I was talking to the
teacher as students started to flood the class and take their seats. A few of the
more outgoing students sat on the radiator and complained about the cold. And
others asked to go get their jackets. The start of the class was hindered by
students sitting on the radiator and students getting their jackets. The teacher
waited patiently for the students to return and asked the students on the
radiator to take their seat a few times. She than began to put the notes on the
board with the projector. There was an aim for the day and a “Do Now” which
students must provide a short answer to. We were in the teacher’s classroom on
the second floor of the English hallway. You can smell the lunch that’s being
served in the cafeteria. You can also smell whenever a girl pulls out hand lotion
every once in a while. Some of the male students are doing a poor job masking
their B.O. with cheap spray colognes. Welcome to public school. The day
started with the students reading a book. That was the lesson and the students
took turns reading. After one student read he or she would call on another
student, usually their friend that was whispering, “Don’t you dare pick me or I’ll
kill you.” Class ended without incident.
Problems/Setbacks:
I didn’t encounter many setbacks in my observation only very few. When I was
driving to observe I encountered very minor traffic that did not affect me. Also
going to the main office and getting a visitors pass is kind of annoying. Many of
the students stop and ask me what I’m doing back at the high school and the
teachers are surprised to me back. I find it annoying when students are looking
at me and ask me what I’m doing in class. I just say that I’m here for college
doing a project.
Patterns, Insights and Breakthroughs:
During my time in class today I noticed that the quieter more reserved
individuals tend to speak more softly when reading aloud. It seemed as though
they couldn’t wait to get it over with. The students that seemed to be more loud
and outspoken read more audibly. The students also seemed like they did not
want to read because when they were picked to read they would drop their
heads and giggle nervously.