Page 310 - Beyond Methods

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Monitoring teaching acts
52. S13:
53. S14:
54. T:
55. S13:
56. S14:
57. T:
58. S14:
59. T:
60. S14:
61. S15:
62. T:
63. S16:
64. T:
The quality of the school system. Why school system?
Yah, why did you choose that? My children at home . . .
I don’t understand school system.
OK, he has children that live with him at home. So . . . that’s the most important to him. OK . . . ?
I am confused.
All right, all right. You’re confused. Let’s get unconfused. His children go to school, so he wants to live near a school ... OK? ... Now, you tell me ... what’s the most important to you?
(Still looking puzzled) . . . Um . . . close to work. (Turning to S14) You got no work. (Ss laugh) That’s funny . . . what about you, S16?
Close to school.
Close to school. So, everybody’s situation is different. What I’m looking for and what you’re looking for, and what they are looking is completely different. But, it is important that you identify what is important. Because you don’t want to, say, live in San Jose and work in San Francisco if you don’t have any transportation. That just might be an impossible situation . . . OK . . . Now . . . (lesson continues).
(Data source: Kumaravadivelu, 1999a)
Reflective task 13.3
Study the nature of input and interaction in the above classroom episode. If you were teaching this class, what teaching strategies would you retain and what would you change, and why? In what way, do you think, can the M & M scheme help you analyze, interpret, and understand the data?
Analysis and Interpretation of the Data
“A good class”—that was the initial impression of the teacher as well as the observer about this class. They felt that, overall, the par-