Metas y objetivos de su estrategia de mercadeo

DATES ON THE CALENDAR.

Framing: shaping and managing information. The information for this part of the pre-planning meeting was shaped by the principal and me, so we acted as a

performance team to frame the details of the safety plan. In particular, with the “whole year calendar,” we agreed to take off the specific dates that would have indicated when drills were going to take place throughout the school year –so teachers wouldn’t get irritated if a drill didn’t happen. The information was also shaped by colors; the

documents in the folders were printed on different colors so the teachers and staff would remember them and could organize them easily. All of the documents were then put in manila folders for the teachers by the front office secretaries. Thus, they, too, acted as part of the performance team –organizing the props for the actors.

Scripting: planning the performance. I am confident with my lines about the changes to the new drill calendar. This is partially because I know that I am doing what the principal asked me to do. She asked me to remove the specific dates from the

calendar, so I am confident that I am delivering the right message. There are no instances of long pauses, interruptive words or phrases because of this confidence and because I am not bring interrupted. The planning had taken place two days before in her office. I had

simply walked in and asked her about the dates for drills; I told her that I was going to put in specific dates but I was also concerned about teachers, who didn’t like it when drills didn’t go as scheduled the previous year. The principal told me to go ahead and take out the specific dates. I did as she told me to do.

Rhetorical Devices: use of metaphors, analogies, stories, sensory language. The only evidence of sensory language during this performance is when I say “life happens, things happen” in order to create an image of a world happening around us beyond our control. In some ways, this is a hyperbolic statement because “things” and “life” don’t simply “happen.” We—teachers, students, parents, etc.—make “things happen.” I am, in other words, exaggerating the nature of school life in order to justify our decision to remove the specific dates.

Casting: characters in the performance, protagonists, antagonists. I consider the majority of the teachers and staff in the meeting as protagonists. They must attend this meeting, but they also want to be there (to an extent) because the information we are sharing is critical to the start of the year. There is only one teacher who I consider a potential antagonist in the performance, and that is only because I do not trust that person due to an incident the prior year. This character’s antagonism is not outwardly displayed, but the character does show a general disregard for the information I am delivering.

Directions and Staging: physical appearance, props, setting. I am wearing a baseball hat and baseball t-shirt during this interaction to further the “team” theme begun by the principal for pre-planning for the teachers and staff. The principal is also wearing her baseball hat and baseball t-shirt, which communicates to the staff that we are aligned in message. While I could have untucked my baseball shirt, I decided to keep it tucked in

during this interaction; I am delivering important content to the staff about the first day of school and wanted to keep some formality. I am also wearing my school system name badge and cell phone in case of a safety situation. The auditorium is filled with baseball- related props and setting elements. For instance, I created pennants for each grade level and department in the school and taped them on the auditorium walls prior to the pre- planning meeting. This not only kept the baseball theme going, but it also made everyone feel included. I made sure that I included every teacher, staff member,

custodian, and cafeteria worker on the pennants because I didn’t want anyone to feel like they weren’t a part of the team. Some of the pennants also had quotes from famous baseball players which were apropos to education and our mission as a school. Sadly, no one really paid attention to these pennants –even though they stayed up for the rest of the semester. I also placed balloons with baseball graphics on the front stage and baseball erasers, fake tattoos, and bubble gum on the tables.

Impression Management. I use self-promotion during this interaction –even though it is intended for the performance team. I want the characters to know that “we” thought about their teaching lives and how hard it is when drills don’t happen when they are scheduled –and that’s why we took the specific drill dates out of the “whole year calendar.” In one way, I was acknowledging that we had made the mistake of using specific dates the previous year and that we had made a reflective adjustment. Therefore, this is also face work because I am trying to create an image of an administrative “self” that knows and cares about teacher life –not just about planning and scheduling.

Improvisation. In essence, everything that I am saying in this interaction is both planned and improvised. I knew essentially what I had to say, but I had not chosen the

words precisely. This is especially evident when I say “life happens, things happen.” I wished that I had come up with a more concrete example to illustrate this point, but only “things” came to mind.

Act IV, Scene 2: Explaining recess location and schedule During Pre-Planning Table 9

VERBAL TRANSCRIPTION: GOING OVER THE RECESS LOCATIONS AND

SCHEDULE WITH THE STAFF, PARTICULARLY ADDRESSING THE CONCERNS OF ONE TEACHER

(Stage directions: same as scene 1)

Character Words Actions Me if you look at the

rotation

(left hand holds clipboard while gaze is focused on teacher at 3rd grade table, right hand –with index finger extended—goes up and around in a circular pattern)

Admin 1 there’s a rotation in