Katherine Graff
CONFLICT SOURCES REPORT Session
7, Page 04, Activity 02
Course: EDUC 5329
Degree: M.Ed.T,
Secondary, Foreign Languages (Arabic)
Standards: ACTFL, NCPTS (
Content practice test NOT TAKEN
TExES content exam NOT TAKEN
PPR practice test NOT TAKEN
TExES PPR 8-12 NOT TAKEN
Observation/Interview
Information
Date: 10 / 12 / 07
School:
Teachers: E.P., A.G., B. K.
Subject: Immersion Language
Arabic
Class Demographics
Age: 18-35
Sex: 83 Males 0 Females
Job: Active
Duty Marines
Race: 4
Asian 10
Black 14 Hispanic 1 Pacific Islander 53White
Abitity: 73
Able, 1 Dyslexic, 10 ADHD
Activity Description –
Checkpoint Terminology Class
This lesson took place outside of
the classroom. The students had been
exposed to the necessary vocabulary a few days prior to this activity DF. Four Arabic
classes (including mine) combined to create a semi-realistic environment for
students to practice their acquired checkpoint “command and response” style
terminology. This activity was performed
using the mediation format discussed on page 120 in Classroom Management
(Powell, et. al…, 2001) RT
1415-1420
Students leave the classrooms to gather outside in a large, open grassy area.
1420-1430
Students gather around the
instructors for a quick commands demonstration / refresher and receive their
instructions (this portion is done by B.K.).
Students learn that they are to conduct a personnel check point and session
using a “Simon-says” style of command and response. One student is giving commands, one student
receiving commands, and the other students will act as interpreters for both
sides CG.
The students decided who went first,
second, third, and so on. RT Students were encouraged to tactfully and
respectfully correct each other if a student mispronounced a word or phrase. DF They
are reminded that they are not to practice U. S. Marine Corps “Security and
Stability Operations” techniques, but are to focus on giving the Arabic
commands properly and practice receiving the commands and doing the requested
actions (TPR). Students that have been
to
1430-1445
Students from the same class divided themselves and practiced in small groups RT. They were taking this opportunity to practice seriously and all students were paying attention and cooperating. The experienced Marines were correcting detaining techniques and listened for proper pronunciation and answered questions RT. Students were laughing at each other when they spoke improper commands or could not understand each other PR. All of the students seemed to be enjoying themselves but still took the education seriously. All four or five students played both giver and receiver of commands and received additional instruction from experienced Marines. At the end of the 15 minute period, students became restless and started discussing other topics (non-Arabic related), and that was a cue that it was time for a change of pace. The head instructor calls for students’ attention in Arabic to prepare for new instructions.
1445-1500
Students stayed in small groups, but they mixed themselves RT with no more than 2 people from the same class in one group. This was to give the students the opportunity to give and receive commands from someone that was not familiar with the speech patterns of the other Marines. It was also a chance for the other Marines to hear a speaker with whom were not accustomed to speaking Arabic. Teachers still traveled among the students to answer questions and offer guidance but maintained their status as facilitators RT. There was much less playfulness when the Marines were split up from their regular classmates; they still continued to take instruction well from the experience ‘traveling’ Marines. This worked well for about 12-13 minutes, then the Marines grew tired or bored and chatted about non-Arabic subjects amongst themselves. The head instructor called the students in at the 15 minute mark and released them for a 10 minute break.
1500-1510
Students have the opportunity to use the restroom, drink water, make phone calls, or rest before the next activity.
1510-1515
Students transitioned from the grassy area to the parking lot. Volunteers moved 8 vehicles to an isolated end of the parking lot and staged them for the next activity RT.
1520-1530
Using one of the vehicles, a demonstration was given using the commands already learned by an instructor (me) with the students gathered around. Student input was requested about what commands should be used in the natural sequence of vehicle check point and crowd control procedures RT as I modeled the correct actions. Students were again reminded not to practice U. S. Marine Corps “Security and Stability Operations” techniques, but were to focus on giving the Arabic commands properly and practice receiving the commands and doing the requested actions (TPR). Students again were encouraged to tactfully and respectfully correct each other if a student mispronounced a word or phrase. DF Questions and comments were addressed; students were instructed to divide themselves equally with 7 to 9 students per vehicle. One student was be the driver performing the actions, one student the “controller” that guided the driver and gave commands, three to five students were inside the vehicle and were to respond to controller and guard commands to get out of the vehicle and go to the detainment area for searches, and two “guards” assisted the controller in maintaining order of the Arabic speakers and translating. CG The experienced Marines again floated around to advise Marines and kept them on task RT PR DF.
1530-1550
Students assigned themselves to vehicles and began the checkpoint procedures RT. The faster learners seemed to volunteer to go first, a behavior mimicked in their classrooms PR. They enjoyed piling into the cars and heckled the Marines outside of the cars running the checkpoints PR. For about the first 10 minutes, the Marines were serious and performed tasks as directed. After the 13 minute mark, the experienced Marines needed to step in and redirect the Marines and remind them why this exercise is important for their mission in Iraq RT. After around 15-17 minutes, students were either standing around board or goofing off, so the instructors directed the students to begin wrapping up their procedures.
1550-1600
Students were called to gather around the instructors for a lesson wrap up. Positive and negative points were discussed about what was observed by the instructors. The experienced Marines were invited to provide praise on techniques performed well and suggest improvements RT. Questions and final comments are fielded, and the class is sent on break to use the restroom, drink water, and return to their classrooms.
1600-1615
Students were offered a final Q
& A session in the classroom that provides a more comfortable, intimate
setting DF. Students are encouraged to express positive
and negative experiences with the activity and make suggestions to improve the
lesson DF. One student suggested combining the personnel
and vehicle checkpoints into one hour. [ From this
idea, I have come up with a plan to help us better organize the activity, as
well as make it more realistic. ] Vocabulary is reviewed, an opportunity for
questions is given, and then class is dismissed for the day.
ANALYSIS KEY
PR=Peer
Relationships CG=Cooperative Goal
Structures
DF=Decreased
Risk Factors RT=Respect and Trust…Group
Cohesion
Immersion Language Arabic
Checkpoint Terminology Class
This lesson took place outside of
the classroom on October 12, 2007 at
Defining Peer Relationships (p121)
The concept of the group dynamic is definitely a factor
that can “make or break” a large activity like ours. If the students are uncomfortable with each
other or have a resistance to learning in general, this activity is not
effective. In this session, the students
were comfortable with more experienced Marines with prior deployments
instructing their checkpoint activities, even when those Marines outranked
them. The less experienced Marines
seemed to understand that there was much to learn that they may not know, so
they respected those that aimed to help them.
Each of the groups enjoyed their environment since they were laughing
and felt comfortable enough to make fun of and heckle each other when some gave
incorrect commands or responses, but at the same time corrected each
other. The faster learners consistently
volunteered to perform commands and receive orders first; slower learners
seemed to know their place in the food chain and hung back until the faster
learners were finished. On the bright
side, this allowed the slower learners an opportunity to see and hear the
commands used correctly and what the appropriate response was for each command,
so it worked out well because they were more comfortable and spoke better.
Establishment of Cooperative
Goal Structures
For this activity, instructors strategically gave student
roles that supported the groups’ mission success, so all students were actively
engaged. One person was the “Controller”
(gave commands in Arabic), another person was the “Suspect” (received commands
in Arabic and performed the command), and the remaining students were the “Handlers”
that were responsible for “fixing their weapons” on the “Suspect” and aiding in
translations for both sides or maintaining control of additional suspects and
crowd control in a vehicle checkpoint.
In order for the check point to work and be successful (all persons were
searched and no one is blown up), all Marines have to work together and pay
attention to each other while using the language.
How Respect and Trust created
Group Cohesion
This activity was designed as a mediation format, which distributed
the power of instruction to the students.
Remember when I said I couldn’t use this type of management style? Well, we found a way! The instructors acted as facilitators and
only stepped in when absolutely necessary.
The most power was granted to Marines who had one or more deployments to
Decreased risk in the
learning environment
The first step taken to decrease risk was that the
vocabulary necessary for completing the activity was presented a few days prior
to the performance. This allowed
students to practice and become comfortable with the commands and responses
before performing them in front of others [minimizing ‘stage fright’]. During the check point sessions, students
were encouraged to tactfully and respectfully correct each other if another
pronounces a word or phrase incorrectly.
Peer guidance and advice is given by Marines that have previously
deployed to
Conclusion
Overall the activity was a success. The students had good things to say, such as
it was very beneficial, educational, and they saw steady improvement in their
understanding and usage of the language throughout the lesson. From one student’s suggestion of combining
the personnel and vehicle checkpoints into one session, I have generated some
ideas to not only make the activity shorter, but more realistic as far as what
Marines and Sailors will be facing during combat situations.
CSR - Buddy
Response A (Bensik)
|
Message
no. 1713 |
|
Author: Erica Bensik |
|
Date: Thursday, October 25, 2007
2:50pm |
|
Hi Katherine: Once again, what an
interesting report. Am I right to assume this was not an activity done by your students who you
teach everyday? I am unfamiliar with military lexicon so I get confused very
quickly! I thought it was so great
that you notcied that you were able to implement
the mediation style of teaching. I am learning
that someimtes, I think I am not going to be able
to easily implement something
but it may just be that I am not really thinking things through. For example, in another
class I have learned about the different learning styles and assume that it will be
difficult for me to incorporate the tacticle/kinesthetic
learning style into my language arts
classroom. I think the reality is that I have not udnerstood
how many different things can
be considered tactile/kinesthetic. Thanks for sharing such an
interesting activity! |
CSR - *My
Response* to Buddy Response A
|
Message
no. 1724 |
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Author: Katherine Graff |
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Date: Thursday, October 25, 2007
5:46pm |
|
Hi Erica! Thank you so much for your reply : ) No
problem with the typos-who doesnt do it?!?!?! I had the same thoughts as
you with the kinesthetic and tactile learners, but it is easier than you think. Ideas will just pop into your head in the middle of an activity
and you think "Hey, what if I tried
this!" and it just comes to you!
Here is how I deal with that-let the students do the work and
you just supervise. When checking
answers to some sentence translations, I
have the students put their answers on the board before going over them. That way, they get up out of their seats
and get the blood flowing again and the lesson sinks in
better. You will find so many ways as
you go along-no worries! I was very surprised and
quite pleased by the mediation working so well. For this activity and with a large student
body, this worked out nicely. The
class was a combination of the four Arabic
classes. The teachers walk around and
teach everyone, not just their students. In fact, our goal is to NOT help our own
students, so that our own students get used to someone else
speaking Arabic. I assist the teacher
A. G. since she has no military experience, so
we work as a team. It was great to see
everyone trying the new methodology and I
always enjoy watching other teachers because they have ways of doing and explaining
things I never thought of. Thanks again for your
response to my work Erica-I enjoy your thoughtful questions : ) |
CSR - Buddy Response
B (Essary)
|
Message
no. 1732 |
|
Author: Cassie Essary |
|
Date: Thursday, October 25, 2007
7:29pm |
|
Cassie Essary EDUC 5329 Initial Teacher
Certification, M.M. All-Level Music TExES Music EC-12 and TExES PPR EC-12 Your reports always offer
such a unique perspective. I think it
is important to note that these dimensions that
foster cooperation are just as valid among first graders as they are adults in the
Marines. Your report has shown me
that! I also think is is fantastic that you were able to overcome
the challenge of finding a way to implement mediation into this setting. You spoke in detail about the method and
what exactly the students did under this mediation, but you
did not say much about how the students felt about it. Did you get any feedback from
them? Do you know to what extent this
mediation allowed them to build group
cohesion? Thanks! |
CSR - *My
Response* to Buddy Response B
|
Message
no. 1735 |
|
Author: Katherine Graff |
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Date: Thursday, October 25, 2007
8:25pm |
|
Hi Cassie, Thank you for your
inquiries! Ah, so you are saying
"Marines = First Graders"? I
concur! Hahahahahahaha! I sometimes think the First Graders may
behave better ; ) (Just Kidding!) My students really enjoyed
the mediation because they had the freedom to decide what they wanted to learn
according to what they thought their mission would be in the freedom to practice
without fear of disappointing their teacher.
The students really bonded together to complete their
tasks successfully for the most part.
There were many high-fives and much
discussion about what to do during certain procedures among the Marines. I give them 3-5 minutes to just talk
amongst themselves when we get back to class because they are
still caught up in the lesson and I do not want to deny them further investigation into the
lesson whether I am involved or not.
The lesson was a great success, and I will
definitely be using this in more ways in my classroom! Thank you again
Cassie-enjoyed chatting with you! |
CSR,
Response 1 to a Classmate’s Work (Frankie Chung)
|
Message
no. 1657 |
|
Author: Katherine Graff |
|
Date: Tuesday, October 23, 2007
12:04pm |
|
Katherine Graff CONFLICT SOURCES REPORT Session 7, Page 04,
Activity 02 EDUC 5329 M.Ed.T, Secondary, Foreign
Languages (Arabic) ACTFL, NCPTS ( Content practice test NOT
TAKEN TExES content exam NOT TAKEN PPR practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hi Frankie! That was a very interesting
training session-sounds like a class I would have full interest in! It is great to read that all of the
diverse professionals at the training were respectful toward each other and felt
comfortable enough to use humor during the session. The comment you made about each
student having the opportunity to work either as an individual or as a group
because of the amount of equipment was an awesome observation. This is something I think
is important as part of the daily class structure, but is something I am not able
to do a lot in my school because we basically have a white board, some markers, a
sometimes working copier, not enough books and not enough C.D.'s. Oh, and my brain, which functions whenever
it desires ; ) Your comment has refueled my fight to go after more
supplies for my classroom.
Thanks! I really enjoyed |
CSR,
*Classmate’s Follow-Up* Response
1 to a Classmate’s Work
NONE
CSR,
Response 2 to a Classmate’s Work (Stephanie Bohn)
|
Message
no. 1658 |
|
Author: Katherine Graff |
|
Date: Tuesday, October 23, 2007
12:16pm |
|
Katherine Graff CONFLICT SOURCES REPORT Session 7, Page 04,
Activity 02 EDUC 5329 M.Ed.T, Secondary, Foreign
Languages (Arabic) ACTFL, NCPTS ( Content practice test NOT
TAKEN TExES content exam NOT TAKEN PPR practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hi Stephanie, Very nice reporting! It is always a pleasure to read your
writing-you will be a great English / Language Arts
teacher. I agree with you on the
grading curve. I do this in my
class. If all of my students score below a "B", then
I feel that I have not done my job 100% to ensure that my students understand and I bear some of the
responsibility for the resulting grades. About the student
grading: I allow my students a small
amount of grading. I think it is sort of along the lines of
the "mediation" managment style-giving
students some control, power and ownership in their
classroom. Usually it is something
small like a matching quiz or five sentences to grade
and correct for their classmate next to them.
But big tests-that is my responsibility-I
am with you on that. From my readings and after
taking 5310, I have learned that the Hispanic culture is one of a cooperative society,
so Hispanic students learn better with cooperative goal structures. Competition is to be kept to a minimum and
group work to a maximum. Again, I really enjoyed
your paper. You covered all of the
bases thoroughly and I am humbled! : ) |
CSR, *Classmates
Follow-Up* to My Response 2
NONE
CSR,
Response 3 to a Classmate’s Work (Erica Bensik)
|
Message
no. 1659 |
|
Author: Katherine Graff |
|
Date: Tuesday, October 23, 2007
12:27pm |
|
Katherine Graff CONFLICT SOURCES REPORT Session 7, Page 04,
Activity 02 EDUC 5329 M.Ed.T, Secondary, Foreign
Languages (Arabic) ACTFL, NCPTS ( Content practice test NOT
TAKEN TExES content exam NOT TAKEN PPR practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hi Erica, I have to say I am
disappointed and shocked that your speech class was so individualistic, especially if the
majority of the students were Hispanic.
The Hispanic culture stems from a
cooperative society and group work and input are excellent tools for fostering learning. I am so sorry! It sounds like you have an excellent grasp
of what should be going on in the
class and have some good ideas to counter-act the competition and individualism, especially
using authentic assessments. Great
report-I enjoyed your observations. We can learn something from everyone! |
CSR,
*Classmate’s Follow-Up* Response
3 to a Classmate’s Work
|
Message
no. 1716 |
|
Author: Erica Bensik |
|
Date: Thursday, October 25, 2007
3:02pm |
|
Hi Katherine: Thank you so much for your
comments. I agree with you. It was such a disappointing to observe this. I wanted to comment
here, as I did to Stephanie's response, that the shocking thing is, JB was
not a "bad" person, she was very nice and actually seemed to want success for her
students, I just think she failed to see if her strategy was helping her do this in her classroom,
which of course, it was not. |
CSR,
Response 4 to a Classmate’s Work (Cassie Essary)
|
Message
no. 1737 |
|
Author: Katherine Graff |
|
Date: Thursday, October 25, 2007
9:22pm |
|
Katherine Graff CONFLICT SOURCES REPORT Session 7, Page 04,
Activity 02 EDUC 5329 M.Ed.T, Secondary, Foreign
Languages (Arabic) ACTFL, NCPTS ( Content practice test NOT
TAKEN TExES content exam NOT TAKEN PPR practice test NOT TAKEN TExES PPR 8-12 NOT TAKEN Hi Cassie, Excellent report! I was blown away by Mr. S. allowing the
students to lie in the floor to watch the movie-I'm afraid I am
not that brave! It was great that the
students were ready to answer the questions
after the video and they kept their promise.
Do you think this is something you might do
with your students? I incorporated a music
lesson into my curriculum today, and I did something similar to Mr. S. with preparing the
students for the assessment. I gave
them a sheet that they were to fill out or circle
or check the correct answer while listening, and then we discussed our opinions. There were really no right or wrong answers,
but I feel that music is something everyone
likes and has in common, so I am using it as a tool to draw comparisons between Arab culture and
Western culture. What do you think? I do not like "pop
quizzes" either, at least not for a grade. I know I did not like them as a student, and I am sure
many students do not care for them. I
always write the test schedule on the board. Mr. S seems to really know
his students and is very aware of the delicate respect/trust relationship. I am surprised that none of the other
teachers tried this with their students to resolve the problem with
the assistant principle. Again, very enjoyable
work. Thank you for sharing with us! |
CONFLICT SOURCES REPORT RUBRIC
Peer
Relationships and supporting examples
The students in this
activity displayed ideal peer relationships through their behavior during the
activity. Students were laughing and
smiling and seemed to be enjoying themselves.
They welcomed the assistance and instruction by more experienced Marines
and were comfortable correcting each other.
I stated how the students were made to feel more at ease and they were
set up for success because they are given their vocabulary well in advance of
the activity. There was a consistent pattern of the faster learners
volunteering to participate first and the slower learners hung back until the
quicker learners were finished. I think
this had a positive side, because the faster learners were able to model the
correct procedures for the slower learners, and the slower learners spoke and
performed better. 10
Cooperative goal structures and
supporting examples
Each student group was
strategically assigned roles (which they were responsible for delegating among
themselves) that required them to actively participate and work together to
complete all of the tasks using the language . 10
Respect and Trust indicating group
cohesion and supporting examples
I discussed how the
teachers acted as facilitators and gave most of the power and authority to the
more experienced Marines that had already deployed to
Decreased risk factors and supporting
examples.
Risk was decreased in the
learning environment by teachers giving their student vocabulary needed to
complete the task well in advance so that students could practice and feel
comfortable during the activity.
Students were responsible for tactfully and respectfully correcting each
other instead of the usual “You’re stupid-that’s not how you say it!”. Peer guidance was
heavily relied on from Marines with noted experience with search operations
from their previous deployments in Iraq that are in uniform, not just from a
civilian in a dress saying “Do this because I said so”. A post-activity debriefing was conducted in
the more intimate environment of the students’ own classrooms. Students were encouraged to share their
opinions and personal feelings about the activity and offer any improvements or
suggestions. 10
Responded to
three members of your learning team and replied to all responses to your
original post.
I initiated discussions
with Stephanie Bohn, Wenyung Chung,
Cassie Essary and Erica
Bensik and
I received original commentary about my paper from Erica Bensik and Cassie Essary. 10
Total Possible 50
points My score 50 My percentage 100%