EDS 205A ~ Sewall Samuel Chung Winter 2014

Observation Reflective Journal

School Site: Grapevine Elementary Grade Level: Fourth Focus Subgroup: Gender Findings Evidence Each subgroup prefers to 1/21 ~8:35AM congregate together when Morning line up before given the opportunity. being led into the Whether in line, or classroom. There seems to independent group be four clusters of students: activities, boys prefer to sit Front line boys, middle line with boys and girls with girls, back line boys, and girls. end of line girls. Most conversations were within However, this does not their group, although mean that they avoid the individuals along the other gender. Students borders conversed together cooperated and worked as well together when needed 1/21 10:00AM Students were instructed to pair up and discuss answers with a table mate. JV and EA (boys) quickly find each other and so do JZ and JH (girls) 1/21 11:45AM Library after a mini lesson from the librarian, students were given time to find books and to read independently until the bell rang. JZ, GR, TR, JA, and CR quickly find a table and sit together 1/21 ~8:35AM JE and XI are standing together in line, waiting to be led into the classroom. JE links arms with XI when prompted to stand up from their sitting position

Reflections Students seemed to prefer sitting with their own gender groups when given the option. I did not necessarily observe any negative outcomes from such grouping, nor did I observe any special treatment to any particular group. It is interesting that students are quick to congregate to familiar groups rather than venture out to interact with those of the opposite sex. I wonder if it is a subconscious act, attending to what is familiar, or an intentional effort to avoid the other group. At least from my observations, students have not gone out of their way to avoid a student of the opposite sex when instructed to work with one another. They listen when instructed, and seem to show a preference when the option is available to them.

Girls appear to be more physically expressive when interacting with one another than the boys

This finding could be more conclusive with additional observations. However, it was interesting to notice that the particular girls in my classroom were more inclined to physically interact with one another

EDS 205A ~ Sewall 1/21 12:15PM After Library, when instructed to get in line before lunch, AN and AL begin nudging one another, shoulder to shoulder than the boys. This information could be skewed due to the small amount of observations. I also do not oversee the recess time in the playground, which could be an important contribution to the validity of this particular finding. The boys mainly interacted through vocal interactions 1/21 11:30PM It is difficult to consider the Before heading to the exact intent of each library, students were given interaction. There are time to take out their books. many theories that come to This time included much mind: liking the person, side chatter. AL, who sits disliking the person, a at the same table as YE, is friendly gesture, etc. heard mimicking YE in a Though there have been higher pitched tone times when girls taunted boys, my observations 1/21 12:00PM during the allotted times At the library, students were were mainly from the boys. comparing their reading test For me, these interactions scores. DA mimics DS remind me that the students when she tells the group are still growing and her score learning, that social knowledge needs to mature just as much as academic.

Boys taunt and mimic girls