Interaction between Teachers, Students, and Administration - Research Paper Example

ACTIVITY 2 INTERVIEWS Mohammad Waqas Sajjad Activity 2 Interviews Any research is incomplete without finding out the various points of view that exist about the subject in question. Activities such as surveys and interviews therefore are not just tools to collect data and statistics; rather they require comprehensive and extensive evaluation in order to determine how those being approached differ in their opinions. Interviewing skills include not just the rapport you establish with interviewees but also the kind of questions you ask, how these are analyzed and how you sift relevant information. It is only through oral history that many events have been properly recorded and this is where history owes much to the interview skills of historians. 1 This papers aims to provide the reader an analysis of a series of four interviews. The interviewees in all the cases are people with some strong links to the academic arena at the school level. It has been up to the interviewer, who in his role as a new teacher at a school has to gather relevant information in order to transition smoothly into this new position. The four personnel being questioned include people in various roles that the interviewer expects to be in touch with. Essentially then, it is his interpretation, analysis and observation skills that now decide in what frame of mind he starts his new job.2 The first interview conducted involved a set of questions asked from the school assistant principal, who in this instance represented the administration. It clarified not only what role the administration is supposed to play but also the responsibilities expected from teachers. Even from the way the interviewee dressed and the rather formal interaction maintained, it could be prejudged what kind of a relationship he was going to share with the administration. The answers to the questions asked only served to strengthen the resolve that had been establish at the onset through basic observation. While it is not often in the best interest of a historian or researcher to exhibit a bias based on observation alone, amateur interviewers with crude skills can easily fall into this trap. This can at times spoil the entire interview and more importantly, misinterpret the data recorded and hence record history incorrectly. The interview addressed basic issues related to the role of the administration, interaction between the teachers, students and the administration and the expectation from teachers when they face certain issues. It appears that the administration makes itself out to be a level above the teaching staff. In this regard, its attitude borders on being haughty. The fact that it insists upon students, teachers and the support staff relating every event in writing and requires meetings to be set up, creates a hesitation in the minds of these personnel as no one prefers to follow the red tape when faced with any situation. It seems as if the assistant principal was not entirely pleased when being asked to sit for an interview and made sure that she pointed out how she expected teachers to report to the administration regularly as employees. While arranging and sitting through such an interview would make any new teacher uncomfortable, it is not wrong to say that it established clearly the role he was expected to play in his new position. That the assistant principal expects teachers to refrain from getting involved in students’ individual problems and prefers the administration to deal with problematic ones can easily be determined. However, given the attitude of the interviewee and the administration that she was representing, one can guarantee that any new teacher would much rather solve any problems on his own rather than bring them over to the administration. Needless to say, he would also much rather keep a safe distance while maintaining a healthy working relationship and try to stay in the administration’s good books. The second interview turns out to be much more informal and helpful. The plump, experienced and straight-talking school nurse representing the support staff is easy to talk to and provides much needed insight into the workings of the school. Her constant sarcasm when answering questions that involve the administration clearly portrays her disdain for those in authority. While it is clear that she considers herself to be part of the school setup given her experience here, she too feels a certain level of injustice when every small detail has to be recorded and approved by the administration. One can judge how the nurse puts on a façade for students to ensure they take her seriously; one can also clearly see how difficult it would be for them to fool her into writing out their medical certificates and approving their missed exams and classes through faking illness. Teachers’ interaction with the support staff is limited. In fact it appears that a hierarchy exists in the school that puts the faculty above the support staff and members of each group prefer to deal within their group. While there exists a mutual respect, it is not common for friendships to develop; the sad part is that the nurse’s attitude depicts that this is not looked upon as something unwanted. Rather it is a normal course of events that she expects to be a part of. The support staff is eager, rather adamant, when it comes to letting people know that it knows its job well and that it takes pride in performing it well. New teachers coming in are expected to acknowledge this; and while they will regularly correspond with the support staff, they expect to give no favors and neither to receive any. There is supposed to be a healthy working relationship that is not supposed to go beyond a desired level, and it doesn’t threaten to do so very often. The third interview involved a member of the Student Services. The interviewee was extremely friendly and outgoing. It can be observed that he feels privileged in his role as it is connected to what he loves, that is interaction with students, and that he still remains disconnected from the hierarchy established in the school setup. His eloquence, personality and dressing sense exhibit a person comfortable with who he is and he does not need to justify his role to anyone, least of all a new teacher, and he still comes across as helpful. The fact that the resource personnel is well connected and appears to have solutions to most problems is perhaps a little misleading; but it certainly shows the level of comfort he lives in. Quite clearly, students and teachers alike benefit from his presence and his program as it is well run, informative and provides them with a systematic process that aims to create a healthy future. And the fact that he is able to do so without having to worry much about the role of the administration adds much value to his setup. The last interview takes into account the role of the parent as a resource person. It seems that the parent is not too sure of her role but hides it well. This arrangement is informal and not as well organized as it would be expected. In fact it appears that the parent feels an obligation to his children in terms of involvement in the academic process and somehow tries to undermine the role of the teacher. Constant referral to the emotional links, responsibilities of the teachers and the fact that is voluntary does not create an altogether healthy relationship, but the interview clearly shows that the parent feels her role is much more important than it actually may be. The interviews conducted put the new faculty member in a difficult position. It is clear that a certain bureaucracy and hierarchy is part of the school setup and there is no way that he can escape it even if he wants to. There is a conscious effort to overstate one’s responsibilities and create good examples. While this cannot be called a healthy working relationship, it turns out fine if it is for the betterment of the students. Perhaps then, taking interview and collecting relevant information to base reasoning, is one of the finest and most informative methods of research. Be it oral history or simply trying to apply oneself to a new position, a good interviewer who asks the right questions, observes keenly, lets the interviewee do the talking and interprets reactions correctly will probably go a long way in the road to success. The most effective technique will see the interviewer keeping himself or herself open to asking more that just predetermined questions, reading between the lines and refining focus. In the course of the interview, the central questions may well have to be reassessed based on the reactions of the interviewees.3 Such qualitative interviews essentially define the world through the subjects’ points of view and unfold their experiences before any scientific explanation comes in. It is the responsibility of the interviewer to define his role differently in different kinds of interviews as they may be for professional, historical, research, personal or technical purposes. At the most basic level though, interviews are conversations, and it is up to the interviewer to ensure completely that this is what they remain. 4 Bibliography Kador, John (2002). 201 Best Questions to Ask on Your Interview. McGraw-Hill Professional Kvale, S. (1996). Inter Views: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage. Yow, Valerie Raleigh (2005) Recording Oral History. New York: Rowman Altamira Seidel, J. V. (1998). Qualitative Data Analysis. Retrieved April 2, 2008 from: http://www.utexas.edu/academic/diia/assessment/iar/programs/report/interview-Analysis.php Appendix 1 Interview 1 Administration: Assistant Principal 1. Could you please summarize the responsibilities of an assistant principal? An assistant principal essentially is second in command to the principal and in the hierarchy of academic roles, is a required step for one to gain experience before being promoted to the position of a principal. Responsibilities include the overall smooth running of the institution, be it timely deliverance of papers, discipline, school policies, hiring and evaluating teachers etc. 2. What can I do as a classroom teacher to help the school function smoothly? Maintain records of students’ attendance and academic performance, keep the administration in the loop whenever needed and give a monthly evaluation of classroom activities. 3. What common mistakes can I avoid? Ensure that all requests for missing school days, exams and any notification regarding misbehavior are reported to the administration. Take regular tests or quizzes so that student performance are always updated. 4. What is your advise on implementing effective classroom control? We do not permit teachers to physically harm students. Punishments such as detention, community service and sending notices to parents in case of improper behavior are the norms. 5. What is the referral process for disciplinary problems? Learning problems? Emotional problems? Inform the administration so that we can see if this is a regular occurrence as we maintain all student records. Keep parents updated in case of emotional and learning problems and personally arrange meetings with the school counselor. You can also conduct one-on-one teaching sessions with particularly problematic students. 6. How can I become a better teacher for the school? Make sure that your methods are up to date and they involve the students actively. Discuss classroom activities with other teachers. 7. How can I help get involved in the school? There are many student run organizations and societies looking for patrons. Additionally, we find that the most loved and respected teachers are those who have school spirit and try to stay in touch with events being organized; for instance bake sales and sports competitions. 8. Any suggestions on how I can avoid common mistakes made by new teachers? Just stay confident. Let me know if you are facing any problems and try to have a good time. Teaching is perhaps the most fulfilling profession there is. Interview 2 Support Staff: School Nurse 1. What are your responsibilities? I am available during school hours and am responsible for administering medicines, check ups and bandages whenever required. I also approve sick leaves. 2. What are procedures for referring students to your office? Just send me a not signed by you and the principal. I will then decided whether to treat them here, send them home or call the doctor. 3. What problems incurred by students should I bring to your attention? Any physical complaints; aches and pains, dizziness etc. However the majority of the students coming to me during school hours need some attention on bruises and broken limbs that are the result of accidents on the playing fields. 4. Where are student health records kept? May I have access to them? Do you have a list of the medical needs of my students so I can be aware of them and respond appropriately to these needs? I maintain the health records myself. It is only those students with some chronic ailments, allergies or physical and mental ailments whose records are updated regularly to show as such. You will in fact be made aware of these specific few cases. 5. What health screenings do you do yearly and at what grade levels? We require annual medical certificates from all grade levels. The lower grade students are also required to hand in their certificates of courses completed regarding certain diseases for instance hepatitis. 6. What can I do to support your role? Just make sure you refer students complaining of any aches, pains or other symptoms. 7. What kind of things do teachers typically do that make your job easier/harder? Sometimes students are given sick leaves and allowed to miss classes for no apparent reason at the discretion of the teacher. Students are always inventing new ways to get out of studying and I am sure that half the time they are faking illness. So always send such students to me so that I can make my report and then give you my recommendation. 8. Who makes the calls to send a child home from school ill? I let the administration know and then the assistant principal or his secretary makes the desired call. In the meanwhile the student stays under my care. Interview 3 Student services: Resource Personnel 1. What responsibilities do you have? I act as a guidance counselor and trainer for students and help them in their applications for further studies as well as in fulfilling their respective requirements such as standardized tests and language courses. 2. How do students qualify for your program? Those in the two highest grades are supposed to visit me regularly so that I can make individual arrangements. 3. Who tests the English Language Learners for language proficiency? While the training is provided by the school and myself, and I am involved in helping the students’ application process, only external centers such as TOEFL and IELTS can provide certification for language proficiency. 4. Where do I get Spanish language materials for my students? What characteristics do the students in your program have? Let me know what material you need and I will arrange for it to be provided. Just send a request letter to the administration who will then approve and forward it to me. Most students that come to me are in the higher academic bracket; however the program is based solely on interest and academic ability has nothing to do with it. 5. Are there any specific suggestions you would like to give that will help me during my teaching preparation program? Try using teaching methods that involve the students and give them something different to work with. You can let me know if you require any such tool and I will make sure I get it for you. 6. Do you take part in the IEPs? While I am not trained in the IEP myself, I am in touch with centers and relevant personnel that are. In fact I do refer special students to these trainers to help them in their academic, social and physical progress. 7. Do you help in translating the report card notes that are sent home? If there are certain requests from parents or teachers, I can do so. But its only based on my personal interest and not a part of my responsibilities. 8. How can I make sure my student is getting the appropriate work from the class when they leave to come to this program? You will be getting regular updates from me. Interview 4 Resource personnel: Parent 1. What responsibilities do you have? As a parent, I am responsible for arranging activities, keeping other parents notified, acting as a liaison between the school and the external program and ensuring that deadlines are maintained 2. What type of clearance do you have to have? Normally the school approves our application and that is enough. 3. What are the scheduled rotations for parents? There is no hard and fast schedule; we mostly work with volunteers. However we find it is most beneficial when a week per month is given by the volunteering parent. 4. Is it hard for you to work with your child and not do the work for them? Initially, it takes getting used to. But sooner rather than later you get the hang of it and realize that in some circumstances your instincts as a teacher are going to benefit the child much more that your instincts as a parent. 5. What do you find most challenging about your position? Balancing home, work and these academic activities. Plus its always a challenge getting to know individual student problems and making sure you make them your problem. This is a huge responsibility because they put so much trust in you. 6. What kind of things do teachers typically do that make your job easier or harder? Some teachers do not realize the limitations that individual students face. Plus teachers’ comments can be very demoralizing or can create over-confidence. Teachers need to be very careful as they easily influence students. 7. What are the benefits of what you do to the students and the school? They get individual attention and have a link between their school and personal life that often benefits both aspects of their lives. The school too sees these students in a new light and is able to address more active and participant students. 8. Are there any suggestions you would like to give me before I become a teacher? Treat your job with the determination and carefulness that it deserves. You have a huge responsibility; make sure you give it you full consideration. Read More