To identify the patterns in the purpose of teacher contacts with pupils

Aim

To identify patterns in the purpose of teacher contacts with pupils.

Evidence and reflection

We suggest the development of a schedule which lists different kinds of contact. This should be in terms of descriptive and visible actions (so that the amount of inference is low) and which do not overlap (so that the categories are exclusive). For example, you could try classifying teacher contacts with pupils using categories such as: ‘instructional', ‘managerial', ‘social' and ‘other'. Data might then be collected by time sampling or a tally. The results could then be analysed to try to identify any different patterns of contact based on gender, ethnicity, class, attainments, achievement or personalities.

Extension

You might want to consider looking at pupil‑initiated contacts, or at pupil–pupil interaction in a similar way.

More in this chapter

• To identify the overt and tacit content of classroom rules, routines and understandings
• To consider school rules as an expression of school ethos
• To check that we are acting in ways which are regarded as being 'fair'
• To reflect on the range of coping strategies which children use in the classroom
• To reflect on the coping strategies we use when teaching
• To gather information on how pupils feel about curricular activities which they undertake at schools
• To consider the idea of consistency from the pupil's perspective
• To monitor and place in perspective our own feelings on classroom relationships
• To assess the degree and type of positive reinforcement given to children
• To develop the use of praise and encouragement
• To 'measure' overall classroom environment at a particular point of time
• To consider the idea of 'emotional temperature' as applied to classroom climate
• To evaluate progress towards an inclusive classroom