To identify the patterns in the purpose of teacher contacts with students
Aim
To identify patterns in the purpose of teacher contacts with students.
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 students 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 student‑initiated contacts, or at student–student interaction in a similar way.
