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Kristen Jackson Fieldwork Seminar 4/18/13 Artifact 11: Exit Interviews (Reggie, Timmy, Carla)

1. How do you think you have been doing in History? Why? 2. How has your effort been in history? Behavior? 3. Do you take responsibility when you forget to turn in an assignment? 4. Is it your teachers responsibility to remind you of your work or give you make up work if you lose an assignment? 5. Im going to be a real teacher next year, and my class is compiling advice from our students. Do you have any advice for me for when Im a teacher next year?

Above are the questions used during the exit interviews. I interviewed three students that over the course of this year have continued to perplex me, one of whom was the most interesting but was only added to my class in February. The purpose of these interviews was to determine several things; their mindset in terms of how much they can take ownership over the past year, but also how they feel they have progressed. I am going to analyze a segment of each interview that I think was most informative. Reggie is the first student in the videos, and the first question I asked him was how do you think youve done in history and he responds pretty bad. I was not going just accept that, so I asked him why. He responded because mostly I fell asleep and kind of had an issue with the headphones (a conflict addressed in Artifact 3). This is the best form of self-assessment I could

have asked for from this student, because he is acknowledging that his behaviors often prevented him from getting the most out of the class. Then, when asked what he could do to do better, he says I could pay attention moretry to stay awake, and do my work. Through these answers we see several important things; that he feels like he hasnt been dong his work, he hasnt been paying attention, and he acknowledges he sleeps through class often. In his acquiescence to the fact that he feels like hes been slacking (my own words), he also opens the door for me to see that hes come to the realization on his own that his effort is subpar. This segment alone was informative in that this is what I have been pushing Reggie to accomplish all year. I mentioned in his personal analysis (Artifact 3) that I pushed him the hardest this year because I know hes capable of more and I refuse to spoon-feed him. The one student who was added to my class about a month and a half ago has quite a unique story. The other two students I interviewed in this video (Reggie and Timmy) have been discussed at length, but their answers were greatly indicative of the progress they have made over the year in terms of their thinking. However, the second student is the one that interested me the most. This student, who we will call Carla, was removed from the honors class at her request. She asked to be taken out because she felt like she was not keeping up with the other students. It was apparent that the class was either too fast-paced, or she did not feel like she fit in with the other students. Regardless, she was moved into my class. In my class, she exhibited similar behaviors to when she was in the honors class. she was withdrawn, quiet, often did not complete work without urging, and when asked why she wasnt working, she would say cuz I dont care. I was often perplexed by Carlas behavior, because any homework she was given would come back completed and done very well. I talked to other teachers and they all said the same about

her: that she wouldnt do any work in class but always got it done if taken home. Many teachers were concerned that she was getting help at home that was negatively affecting her; meaning that someone was basically doing her work for her. This concern arose in my class as well, when she often did not complete assignments or classwork, but would ask for make-up packets or extra credit packets. In the video, Im asking her why she believes she deserves an extra credit packet if she doesnt do any work in class. Although barely audible, she responds that she believes she doesnt because she doesnt do anythingin class. Now this is a line I have fed her over and over, and the justification for which I will not give her an extra credit packet. When I ask her why its bad, she responds that its because she doesnt care, but when probed, she says its not because she doesnt but shares with me the fact that things at home are difficult for her. I acknowledged this in my Analysis in my Analytical essay, but this was eye opening. I really thought she didnt try in class because she didnt care. But to know that her personal life is distracting her changes everything. This brings me back to one of the initial lessons I learned from teaching; forming relationships and talking to students is crucial. I am sorry I did not talk to her about this sooner, because I would have learned a while ago why her effort in class has been lacking. Furthermore, I would have been able to express to her that I am always available to talk. It hurts me that she didnt see that until one of my last days of student teaching, but I learned a very valuable lesson from this. But fundamentally, she is self-assessing in her own way; she is agreeing that her effort could have been greater and indicates why. This is the ultimate goal I wanted for every student: to be able to point to where their behavior or effort has been lacking, and why. The final student, Timmy, is definitely my success story. I went from having to chastise him several times during every class, to giving him praise on his great work at least once a day.

He addresses this progress in the very beginning, when I ask him how hes been doing in history and he says I think I been doing good and I ask do you think youve improved and he says yes a lot and I asked how, and he responded well in the beginning I know me and you used to really not like each other but now were becoming real good friends. This shows that Timmy was aware that his behavior in the beginning was impeding his work in class and also keeping us from developing a relationship. Thereafter, I asked him what do you think you did different to do better in class and he says stop drawing so I asked do you think drawing was getting in the way of doing your work he says yes and um playing around. This is again a direct sign of Timmy self-assessing. His confession that his excessive drawing in class and playing around was keeping him from doing his work is exactly what I wanted him to address. But I did not want him to do so for my own benefit, I wanted him to do so for his own benefit. He goes on to talk about how he changed his behavior to do better in school and to pass his classes, and by cutting the drawing and playing around, he was able to do better work and have a better relationship with me, his teacher. I am proud of him for many reasons, but one of the biggest reasons is his ability to take ownership over his actions. In owning up to the behaviors that were preventing him from getting his work done, he expressed progress in the self-assessment/reflection phases. He is the one student who made the most progress toward displaying agency through their actions. As stated in the essay, I cannot attribute any sort of causal relationships between Timmys progress, but I can say that from these three students, I can see the effects of selfassessment. All three students in their own way took ownership over their academics and were able to lay out a plan to improve. For Reggie, its staying awake, not having issues with teachers over his headphones and doing his work, for Carla its talking to her teachers about her problems

and doing more work and blocking out other students who are distracting her, and for Timmy its continuing not to draw and play around. However, the fact that all three of these students who once challenged me and perplexed my thinking but can now accept ownership over their academic progress is a testament to the skills theyve been acquiring through self-assessment. Finally, all three of them in their own way expressed reflection and a level of reflectiveness I have not seen before. They were willingly offering up answers that I was not giving them. This breakthrough is another reminder that my inquiry focus is valid and valuable for both myself and my students growth.