1. Description of the school establishment and its environment:
The School Establishment chosen for class observation is located in an urban area, belonging to the San José district, department of Guaymallén, in the Province of Mendoza. It consists of a student population of around 700 students, with socioeconomic characteristics mainly of the lower middle class, although there are also some who belong to neighborhoods of the so-called «conflictive».
It is an institution that has EGB 3 and Polimodal, which works in three shifts (morning, afternoon and evening), in the Goods and Services modality, developing the Electricity, Mechanics and Construction specialties, such as Professional Technical Routes.
The building structure has been designed for the operation of the school, with the characteristics of the old Technical schools, that is to say, with a classroom part and specific workshops for the development of specialties.
Regarding the characteristics of the students who attend the school is mostly male, especially in the Polimodal, a low female attendance, noting a preference of this sex towards the Construction Specialty. It is also in this specialty in which a higher rate of students of Bolivian descent is observed.
The observation of class has been carried out in a 2nd Year of the Polimodal, of the Specialty of Constructions, afternoon shift, made up of 13 students, of which 4 are female.
The classroom where the class takes place, has characteristics that indicate that it was not designed for this purpose, since it presents tile on three of its walls, from the floor to approximately 2 meters high, evidencing that its design was made for another purpose, possibly Chemistry Laboratory; the fourth wall is a wooden partition that separates it from an administrative unit of the institution. The wooden blackboard has provisional characteristics, differentiating itself from normal classrooms, whose blackboards are directly built on the wall. It has a large window that covers practically the entire length of the classroom, which overlooks the interior of the establishment, which in this sector is a large covered and closed space, giving the characteristics of a winter activities room.On the opposite wall towards the back of the classroom, it has a window of smaller dimensions, which allows observing part of the sector destined for workshops. Both glazed sectors, despite communicating with the interior of the school, are lattice. The entrance door to the classroom is made of wood, observing that it does not have a lock or latch, and it has a gate on its outer part, which shows that said room was occupied for another activity, the elements of which required custody.noting that it does not have a lock or latch, the same having on its outer part a gate with bars, which shows that said compound was occupied for another activity, the elements of which required custody.noting that it does not have a lock or latch, the same having on its outer part a gate with bars, which shows that said compound was occupied for another activity, the elements of which required custody.
Opposite to this is another door that communicates with the workshop sector, it is blocked. The lighting of the room is based on fluorescent tubes, observing the lack or non-operation of some of them. The room heating is provided through a single radiant screen located on one of the walls above the tiled part. It also has two ceiling fans, of which only one works. The furniture is made up of benches of different designs and styles -integrated in pairs with a stool and seat in one piece, integral benches in one with a stool and seat in one piece and tables in two with individual chairs- where all denote the action of deterioration of time and of the students, through a large number of inscriptions, scratches and drawings.The space for the teacher is made up of a small table and a chair, located in front of the classroom.
2. Ethnographic study
- Date: October 19, 2005 School: EGB 3 level and State Polymodal District: San José Department: Guaymallén Teacher: Hugo C. (Engineer) Course: 2nd Polymodal Subject: Static and Resistance of Materials Observation time: 20.45 hours. - 10 pm Observers: the 5 authors of this practical work
Class description
The students are standing next to their benches. One of the observers - who is a Professor at that Institution - introduces us. We are located at the end of the classroom and the Teacher -P- begins the class requesting the previous activities that are reflected in the notebooks. It seems that a notebook has been requested to take notes on the subject, because nobody has loose sheets at their desks.
When observing the boys, it is noted that some have rings, some more marked than others, that have trimmed beards and only one tail of "horse-type" hair; a single student wears the overalls and the others are dressed in the most varied but simple clothes.
Students -A- speak quietly to each other.
He calls for one and the A's come to the P's desk to display their notebooks. At one point P says "Figueroa, who is he?", Denoting not being able to relate the surname to its corresponding face. In general P looks at all the notebooks and controls past tasks. On several occasions, different A asks if they have "pasted" the exam. While doing this activity, he utters in a threatening tone the following expression: "no notebook, bad grade."
There are 2 students seated in front talking continuously. They are a boy and a girl. In this, the man takes the girl's hand and writes something with a blue pen.
Precisely to this A who has this attitude, he asks for the notebook and when he returns it, he says "… Gaspar: don't be late! Especially you, who will need it…! ”
In general, A's who are sitting in pairs talk in low voices and one of them throws a candy at another who has requested it. Since he cannot take it, he stands up and picks it up off the ground.
To Gaspar he asks permission to go to the bathroom to which the Professor replies "come and go quickly". When getting up it is noticed that he is in a cast, so the expression of speed causes some comments and laughter.
Q asks the A who has presented his notebook what does specific mean ?. Without waiting for an answer, she proceeds to make different A read what was written in the notebook. Neither does it out loud and immediately the P adds "3 A who cannot read"
Gaspar returns from the bathroom.
P explains about specific, noting the difference between specific and specific. They listen in silence.
The board is written with math exercises (perhaps from the previous module). The P in a minimum blank space on the board writes formulas that were given in previous classes. It is the subject of class and it is already 9:04 pm.
P goes to his desk and takes chalk and an eraser from a plastic bag. Erase half of the board and pose a problem by making a graphical representation. It dictates: “What will be the maximum length that a beam can have…..? Clarify one of the technical words used in the problem and ask a question
A respond. It is remarkable that the A that speaks continuously with the other A -Gaspar- can answer - apparently correctly - the question asked by P
P continues with the dictation of the problem "… being the form of support…." The P corrects himself, thinking aloud: “….2 times form…..no !, write ……”. When the problem is over, it indicates: "I guide you, you solve it." After a few seconds he begins to ask questions (apparently indicative)
A they answer. It is highlighted that the conversing A also answers the questions of the P
The P indicates: "ready !, do it!". A are put to work individually
A (Guerrero) asks a question. The P draws the attention of all the A to attend to the answer that begins to explain on the board. As expressed by the P are doing a review of what was seen in the first part of the year. Questions and answers begin between both protagonists (P and A).
It is observed that the A's who are sitting in the first rows are more hooked or concentrated and respond more quickly and accurately to the questions of P.
A (Gaspar) turns and copy some of the notebook from the back A (with whom he continually talks)
Q: “solve it!”
A stands up and takes the rule from someone else sitting back without saying a word. The A from whom the rule has been removed asks another A from another, who lends it to him.
Q asks in relation to the problem and clarifies that a certain concept of the statement "must" be done because it is an exercise but that in "practice" it would not be necessary to do it.
P (9:20 p.m.) begins to observe bank by bank (starting from the front). He stops at A's bank (Gaspar) and promptly asks how is it going? At A (Gaspar) 's answer, another 2 A at the end laugh and ironically reproduce the answer "… hey, hey, hey…" P continues to walk around the desks and heads towards these 2 A's who have laughed.
It is observed that A do not have all the necessary tools to work because they ask for elements (rubber, pencil, ruler) between them. There is a sneeze from an A to what another expresses "health!"
Q asks if there was anything left about the evaluation. To answer "no". P announces that it will be done next Wednesday, since there is a holiday on Monday. It also establishes that it will consist of theory and practice. It is emphasized that this statement does not attract much attention, even A Gaspar talks about the problem with the back A while the P was announcing the exam.
An A sitting in the last row (in the middle and alone) has been hitting his left foot on the ground the entire time.
Two A sitting at the end talk and pass a notebook.
P stops next to Gaspar and begins to help him. He goes to the board and continues explaining for everyone. As he explains he also asks questions. The A's respond and it continues to call our attention that the A who talks to Gaspar all the time always responds to the P.
The A's go to the P without talking to him and calling him “Professor”
P: “…… well, continue!”
There are 2 A's sitting in the front row, one of them ripping a leaf. Q "what happened? Had they been wrong? Other A's in the background laugh ironically.
A from ahead asks a question. Q: “yes because we have…..”
P asks and asks to be notified when someone finds the answer.
From the front every time he wants to ask something, he stands up and goes to the P. This behavior is reiterated throughout the class. On one occasion, while said A is standing and the P is explaining to him, another A asks a question simultaneously. It is observed that P leaves A standing alone at the front of the course and heads towards A who asked him the question (he stops at his desk)
A stands up to look for some tools and P “what happened? Do not stand up!"
The clock strikes 9:35 p.m. and it is observed that the A begin to consult each other answers and questions about the proposal. One of the A-sitting in the last row alone-, changes banks and sits with the one in front.
P circulates among the banks and answers questions.
A begin to look at the time. Particularly the A who has changed banks watches his cell phone (apparently the time) and makes a comment to his partner (laughs).
A questions are asked for answers and there are slight smiles and some celebrations for apparently having reached the answer.
It stands out that those in front finish first.
P at the end says to an A "this is wrong!" He goes to the board and explains to everyone.
Finally 2 A laugh, P "What happened Frati?"
P goes back and writes in the notebook of the A with whom he was before.
An A sitting in the middle (center) of the classroom frequently raises his hand to ask questions. The P does not normally respond to this A, which calls it. Finally, this A out loud asks “… if it is well written…..” Ironically, the 2 A's in the background laugh and suggest that “look at the notebook if it is well written”.
P on the board explains and expresses “….the theme of the units is one of the achilles heels that drag….” and make a suggestion. It is that P has just detected that several A have problems reducing length measurements, something very basic in mathematics.
P rebukes A Frati. P on the board explains and promptly exhorts Farías -one of the funny ones in the background, who has repeatedly made jokes that P cannot hear, although other A's in the background, who celebrate him- "this is for you " It is that Farías apparently was not paying attention and responds "What's up, Professor?"
P “seek….” The A turn the sheets of their notebooks. A reads what he has found in his notebook. P explains…. "therefore…. Farías…. ”
P takes a notebook from an A, then returns it and gives an example "… look at the bridges on the way to Potrerillos that…". It is the first time in the class that he has made a relationship with reality.
A Gaspar has made a ball with paper that has been hooked on the tip of a ballpoint pen, leaving a figure similar to a large lollipop. This one gently hits the person sitting behind. Q "How far has Gaspar gone?" A (Gaspar) responds. P insists. "Let's see! You don't have to speak and see, you have to know! ”
Ring the bell. In the background you hear an expression "uf". They quickly stand up and start to leave the classroom. As last words, P refers to the exam and the global.
The P collects his eraser and chalks and stores them in the bag in which he brought them. While some A leave they greet "see you later Professor"
3. Class analysis
Regarding the use of time, there was practically no dispersion in matters unrelated to the subject. At the beginning of the class the teacher checked the fulfillment of the tasks reviewing the notebooks and immediately the class began. From there on, the only interruption, untimely if you like since the students were working, was from the teacher to set the date for the next evaluation. Some humorous statement by a student caused some laughter that stopped immediately without the need for teacher intervention. Only one student, at the beginning of class, asked permission to leave the classroom.
It was possible to observe in the students the reciprocal networks of which Elena Achilli speaks, for the exchange of knowledge and tools. It was notorious how the students exchanged opinions on the problem proposed by the teacher, in some cases aloud but without this causing disorder, and in fact, accepted by the teacher.
The teaching strategy developed in the class was that of questions and answers. Very little was the exposition strategy, used two or three times and not for more than three minutes each time. It could influence in this that the problem posed related to topics given in previous classes.
The class consisted of developing a problem. Once this was stated, the teacher guided the students in their resolution and put them to work. Walking the banks and observing some difficulties presented by the boys, the teacher returned to the front, demanded attention and began an explanation. He made a very brief statement that could not be described as exposition and began, in general, not to ask a specific student, advancing in the development of the topic as the students answered. The questions sometimes led to the answer, and in these cases they answered all at once. If there was no help from the teacher, sometimes there was silence or at most two or three students responded. So the teacher's speech acts were basically exercise,generally questions (interrogative exchange) or orders (resolve, to work, etc.).
In the verbal interaction, the teacher-student relationship clearly predominates, with a use of the word also clearly majority in favor of the teacher, basically dedicated to the cognitive dimension and very scarcely, and without importance, to the disciplinary dimension (Brandi et al.). Participation in terms of contributions regarding content is asymmetric in favor of the teacher.
It is therefore a class with a dialogical discourse with a ternary structure. First, an initiative by the teacher through a question; the second reactive by the students who respond, and the third continuous-evaluative, also by the teacher. If the answers were evaluated as correct, it consisted of another question that advanced in the development of the topic. Otherwise, he would repeat the same question or rework it adding some data that would facilitate the answer. In general, it would be difficult to fit the questions into some of the four categories enunciated by Fontaney because they refer to content subsequent to that developed up to that moment, although they were already taught in previous classes, in this case we could say that they are phatic questions.With these questions, the teacher can assess what the students know about the subject. In addition, they would have the following characteristics pointed out by Brandi: they point out the steps to solve the problem, orient towards a conclusion, and look for the basis for answers.
Regarding the content, since it is a topic already developed in other classes and due to the nature of the subject, the theoretical bases of it are not given. They could be seen, in the interruptions that the teacher made to clarify something, the conceptual networks, so notorious in technical and mathematical subjects, where the most advanced concepts depend on what was previously learned. In this sense, the problem posed, quite complex, forced students to use numerous concepts learned during the year. The development of the class was basically on a theoretical-conceptual plane, only at the end, once the problem was solved, the class was taken to the factual-experiential plane, signaling the application of what was learned in the construction of bridges or beams.
4. Interview with the teacher (post-class)
Although the teacher acknowledged being conditioned by the presence of the observers, he affirms that his classes are generally like the one observed and even the behavior of the students did not differ from normal.
Another fundamental affirmation is the group's qualification as exceptional, as they have not had another in their teaching career, they all work with good predisposition in the classroom. The theoretical age of the students is 16 years old, as it corresponds to one second of polymodal, but there are older ones, up to 18 years old. Regarding the discipline, he also highlights that he never had a group like this, which he describes as very good, although he acknowledges that other teachers have some problems, but without specifying them. He states that he has short (sic) input and then gives them some confidence. When he must reprimand a student, he calls him separately and not in front of the course.
From the conversation some characteristics of the construction area arise, to which the observed class corresponds, among which the presence of a greater number of women and students of Bolivian origin stands out than in other specialties such as electricity.
It is interesting to highlight the teacher's opinion regarding students of Bolivian origin, who may also be from northern Argentina. He describes them as more submissive, shy and educated, in some cases reaching self-discrimination. It has occurred in other courses, not in the one observed, that they all feel on one side separated from the rest, although at recess they fraternize with the other boys.
When asked about the content that privileges the development of the subject, he answers that all, since it is a subject where the subjects are linked and are also necessary for other subjects that are taken later. That is why it highlights the importance of complying with the entire program, even if it is not well developed. He does not agree with the position of the program in the middle but well known, due to the lack of content that will later be necessary. In this sense, it must be emphasized that with the class observed, he has already dictated the complete program, dedicating the remaining classes to evaluations and reviews.
Required on the values that he transmits to the students in his classes, he stresses first the discipline and the order, something that he considers fundamental for the development of the teaching process. Respect is also something that requires students. The relationship he maintains with the students is clarified with the textual statement of the teacher: “The first thing I say is that I do not come to make friends or social life, I am not interested in being loved or loved by anyone, I am interested in that you understand what I give my best, and that we waste as little time as possible in order to comply with the program. ” This could be perceived in the observation, since no cases of lack of respect towards the teacher or among the students, nor other acts of indiscipline were detected. We can define the perceived climate in the classroom as harmonious and pleasant.
Similarly, it manifests itself on the type of relationship sought with students, since it maintains that he only comes to teach, and that friendship or camaraderie, if it occurs, is only a consequence but not something sought. This does not mean that it is dedicated in a special way to a student who needs it, although not all are receptive when it comes to receiving help.
Something to note is that despite the good predisposition to student work in the classroom, and the apparent understanding of the content given, this is not reflected in the evaluations and there are students who do not reach the required average at the end of the year and must perform at the tables in December or March. This is attributed by our interviewee to the fact that the students are content with what they have learned in class and do not study at home, therefore they do not affirm the knowledge. In this there is a notorious contradiction with the positive attitude of the boys in the classroom, something that arises from the observation made. He considers that this attitude is due to the environment, since in general they are students who come from the lower strata or lower middle class. Very few study at home, and those who do stand out from the rest.As a consequence of this, he gives very few chores for the house, because most do not do them.
Generally speaking, he thinks that there is a devaluation of the culture of effort and work, not only in education but in all areas of society. The studious boy is teased and the failures in the evaluations are more celebrated than the successes.
When asked to rate the group's predisposition in the class, he rated it almost excellent, as always very predisposed, he considers it an atypical group. Even when they must leave the classroom, which they rarely do, they continue to work normally.
At the beginning of classes, set the rules and emphasize the use of the notebook, since the relationship with the parents is established on the last sheet of the notebook through communications that must be signed by them. Also the written evaluations must be pasted in the notebook. This is required for all classes and if it is not complete it may be the reason for a bad grade, and must be presented to perform in December or March.
The evaluations are always written, although sometimes, to motivate them and give them the opportunity to raise the note, it gives a problem in class and the one who solves it first and well gets a 10, the second and the third a 9 and 8 respectively.
The Regent of the night shift joins the interview, and agrees with the teacher that the last litters of students are improving in their behavior and application compared to the previous ones. The probable explanation for this, at least in this institution, is that the eighth and ninth of EGB III that previously worked on the night shift, with a large number of repeating students, now work exclusively in the morning. They also highlight that enrollment, which had become very low in recent years, is increasing, and it is striking the origin of students from Lavalle, Luján, Rodeo del Medio and other places far from the institution, and who have an important educational offer.
Bibliography
1. Bibliography prepared by the Didactic and Curriculum Chair, Faculty of Philosophy and Letters, UNCuyo, Mendoza.
