Teacher, Student, and Content Interaction Paper
Directions
For this assignment you will observe a video of classroom instruction. You will collect data on the quality of the interaction between the teacher and the students. You will begin by learning to pay attention to things you might not typically notice. You will focus on noticing what the teacher does, says, doesn’t do, and doesn’t say. You will focus on the tone, the affect, the body language, the structure of the room, and the reactions of the students. You will be asked to create a picture of what you have seen. Once you have described what you have seen, you will analyze that data using other resources to determine the quality of the interaction and the evidence that students are able to succeed or not succeed given the conditions created by the teacher. More specifically:
Analyze: Choose one substantive “moment” of interaction between the teacher, the students, and the content. Use the Rodgers (2000) definition of a moment. It must be a long enough interaction to lend itself to an in-depth and complex analysis. The amount of time you should consider is between 10-15 minutes. Examine your description of that moment for specific evidence that gives you insight into the quality of the teacher, student, content interaction. Examine the interaction for evidence of teacher’s ideology. Next, turn your attention to the climate of the classroom. The final focus should be on the pedagogy used by the teacher. Consider the moment for evidence of how the teacher feels about his/her students, his/her belief system or ideology about students and their likelihood of academic and behavioral success, the type of expectations (behavioral and academic) the teacher holds for his/her students, how well the teacher knows his/her students, and the quality of the climate in the classroom. Determine how teacher uses curricula and pedagogy with his/her students? Is there evidence that the curricula and pedagogy being used support (or impede) student learning? Consider the readings from this class and your other courses as you analyze the evidence from the moment of interaction.
Experiment: Analyze how this new knowledge might impact you as a future teacher or current teacher who is deepening his/her understanding of this topic? Identify implications this topic may have for the remainder of your time in the MAT and in teaching at your (future) school site and/or classroom? How might your new or deeper understanding be applied to interrupt or transform student experiences? Generate a plan (not a lesson plan but a plan of action for yourself) that might enable you to continue to develop your knowledge and skills as you continue through the MAT so that you will be able to ensure students in your (future) classroom have both access and opportunity to learn.
Write a paper in which you 1) present your analysis of the quality of the interaction between the teacher, the students, and the content and the impact it has on student learning. This section will contain three separate analyses: First, present an analysis of the teacher’s ideology. Next present an analysis of the classroom climate. Third, present an analysis of the pedagogy used by the teacher. 2) present your analysis of the interaction between the teacher, the students, and the content holistically. Explain how teacher ideology, classroom climate, and pedagogy are woven together to explain how the teacher has created a space within which learning is possible (there is evidence of learning in progress) or learning is not possible (there is evidence that learning is impeded). Use evidence from your description (data) and research from this class and other coursework to support your analysis, and 3) reflect how this new knowledge might impact you as a future or current teacher who is deepening your awareness of this topic. See the paper guidelines and the rubric for more details.
This paper should contain the components of a formal academic paper including: an introduction, APA aligned headings and in-text citations, a conclusion, and a reference section. The goal is to write the best paper you can write. If it is short and does not address the points in the rubric, you can expect to be marked down. If it is long and rambles and does not make a clear set of arguments, you can expect to be marked down. Write the best, tightest paper you can write.
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