Gladys Baya

Oh, I feel so sorry for S8!!! Whenever I have such sts in class, I feel particularly responsible for somehow getting them involved.... :-( (not that I succeed at it!)

meyperez

S8 arrived after I finished gathering the information and I think her participation and involvement was nonexistent. There was a greeting, but only a "hello" and not much else, except for the page of the book they were working on. The students seating to the teacher's right were all girls and more talkative and willing to participate. The boys to the teacher's left were shy and, even though they volunteered answers and participated, it was almost always in a low voice and in a way trying to just make an appearane in the lesson. About the interactions, there were of all kinds, planned and spontaneous. The teacher as well as the students (some of them) reacted to each other on many occasions, apart form the activities that required them to speak up. This was actually a very dynamic group. More than I expected from such a varied group of teens.

Gladys Baya

I definitely love your idea of making our lessons "as varied in voices" as possible, Mey! As usual, your report is clear and synthesizes great observation powers, Good for you! I was wondering if you've taken into account just "planned" interaction (by the T, I mean), or also spontaneous instances. For example, your diagram suggests nobody ever interacted with S8 during this lesson (the one who arrived really late). Is that so? No greeting? No telling him what they were working on when he joined the class? :-? Have you noticed this teacher seemed the students sitting on the teacher's right seem to have been a lot more active in this class? I wonder if this was somehow "fostered" or "counteracted" by the teacher... See you around! Gladys