6a - Planning Pilot Observation and Interview

The idea of piloting research methods came at a good time for me. I have been able to plan some work experience in a local school that deals with behavioural difficulties,  students returning after suspension, non attendees (students that are regularly truant) those with mild learning disabilities and students with behavioural difficulties that disrupt classes.

Although this is not the direct line of my enquiry, as it is a different age group and ability type. I can look at the different teaching methods used to deal with groups of students that are not easy to teach, or that perhaps have varying needs between them. I plan to conduct my pilot observation, on the creative classes that are held that day, and also an interview the teacher that is in control of the lesson plans and teaching of these students on the most regular basis.

As indicated in the reader observations are able to collect two types of data, qualitative (how and why) and quantitative (how much and when) I wanted to tailor my pilot to be able to experiment with both. I drew up an observation table to record the incidence of specific behaviours that I feel determine whether the lesson is a success in its approach,

	Beginning of class (First 15mins)	Middle of class (15 – 45 mins)	End of class (Last 15 mins)
Number of willing participants
Number of disruptive behaviours that halt class
Number of participants becoming in active
Number of participants encouraged to re-engage

I then wanted to begin to understand the reasons behind the quantitative by looking at the reason why perhaps these things had occurred, the qualitative data. This includes looking at the body language of the students, whether they were enjoying the class, were enthused and concentrating and which particular activities of teaching actions were contributing to this. This I plan to record as notes of particular points of interest or relevant events.

The interview I have agreed to conduct at the end of the teaching day. It will be conducted in the teacher’s office, on home ground, which I feel is important in the participant being relaxed. I have a few questions already planned to guide my interview, but then will leave things open ended so that further discussion and questioning was able to be developed.

The initial questions were.

1. What approach do you feel best suits the students who require extra support with learning and behaviour? Structured, semi structure or free and creative?
2. How do you build a relationship with student who have already shown that they do not like learning or who find learning difficult?
3. What are the reasons other than learning disabilities do you feel are the main cause of lack of participation.
4. How do you deal with disruption in class do you feel it is better to be strict or more relaxed?
5. What do you feel are the real benefit of creative arts classes for those with behavioural or learning difficulties?