El tercer modelo y las obligaciones diferenciadas de respeto y garantía

This short story chain begins when the teachers are discussing various teachers they have for methods courses and are voicing some of their frustrations about learning to teach.

Table 15: Story Chain Two STORY

TITLE

Comments made before the participant began telling the

story

STORY BEGINNING

Answer my question/ Donna

Sally: But see you're complaining and Donna has the other teacher and she's complaining too so either way you're still messed up

Donna: No but she likes her lesson plans, she wants us to break up into groups the first day of assessment. And so I raised my hand and I said, are we going to be split up into groups in the classroom for assessment or for the whole time that we’re there and she said, well, everyday should be an assessment. You should constantly be

assessing kids. Kind of like well, that doesn’t answer my question. I asked are we all going to be broken up into groups. Answer my question. Don’t tell me we’re going to be assessing every day. So another girl says well are we going to be broken every day or just for the first day. So then she clarified it. Everything is always up in the air about everything.

Stupid things/ Alice

No comments Alice: See, we’re getting those kind of answers too

but we’re getting just a, points taken off for stupid things. Like one person had staple marks in their paper like where she had actually stapled it but she doesn’t want anything stapled so she circled the staple marks and took 2 points off. She just taking points off mine because my heading was double- spaced instead of single spaced; not just a few points but lots of points. She rips apart all of your stuff but never tells you how to do it better.

Again, Alice and Donna are in similar courses so have more to say about this topic than the other teachers. Unlike the first story chain, Alice is confirming what Donna is saying. There is no back and forth. These stories are also supported by other conversation in the group interview and reiterated in other story chains. Throughout the group personal interview, it became clear that Alice, Betty, Cheryl, Donna and Sally were frustrated with their university courses.

Group Interview, lines 198-211

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Donna: Because, for me I enjoy it more that way and it stays in my head better. If you‟re experiencing it and you‟re finding out for yourself you remember it longer. And I think for kids it‟s the same way. If they‟re experiencing it and they‟re finding it out on their own, then they‟re more apt to remember it.

Cheryl: There needs to some experience and some explanation as well. Because, like for instance, with Dr. Smith, he doesn‟t explain it a lot like he wants you to figure it all out on your own. But if it‟s not right when you figure it out, he doesn‟t check it. He doesn‟t go over it with you. And that‟s a concept I think we‟re having a hard time with. Because it‟s like we want to know, I just need a little more direction. Like I‟m fine with doing the experiments. I love doing the experiments, it‟s great. And I think that kids need to do more experiments in elementary schools because when I grew up, we never did experiments in elementary school, at all. It was all vocabulary out of the science book. But I think there needs to be some kind of understanding of what they‟re doing before they can do it.

Group Interview, lines 391-416

Sally: …he had a student teacher from here and she‟s secondary and she said, “ Get out.” I said what are you talking about and she had binders and binders of paperwork from the university to fill out. She thought she had to hand it in but then she didn‟t. She said she had to spend all of her time doing this paperwork and they didn‟t even look at it. Interviewer: That‟s interesting.

Sally: That‟s secondary. I don‟t know if it‟s any different from elementary.

Alice: It‟s not any different. We learned that from my cousin who works in schools. When we, when Betty and I went to observe, and she told us the same thing, that she sort of got into an argument with the teacher from the university who came to observe her student teacher. Why were they doing so much paperwork, useless paperwork? You know the lesson plans format, it‟s not how you, it‟s not realistic. You don‟t write a lesson plan that way. And all this time was being taken on all this paperwork stuff and they

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weren‟t having enough time to plan good lessons because the university has you doing all this paperwork.

Donna: I think all the lesson plan idea is pushed on us, like in classroom management, you weren‟t allowed to, no it wasn‟t classroom management (Alice: principles),

principles, it was, you could not get any kind of idea off the internet. You just had to come up with a lesson out of your head. I mean in teaching, you never have to come up with a lesson out of your head. You‟re given a subject, you‟re given you know, what you have to accomplish and then you make it up. And rarely have to make it up, there‟s so many ideas everywhere for lesson plans and lessons. I think it‟s ridiculous that you have to come up with something off the top of your head when you‟re teaching. And honestly, I never follow a lesson plan. I mean, I know the activities to where I‟ll stand up, and then there‟s teachers that want you to write out word for word what you‟re going to say, what you‟re going to ask. And you never know what you‟re going to say, what you‟re going to ask. In all pertains to the kids that day, to you that day, to what‟s going on in the classroom.

There is more non-narrative discourse on this topic. Given the emotional feel of these stories and the non-narrative discourse on the topic, it is surprising that more stories are not dedicated to it. Similar aspects of this are revisited in story chain five.

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