Making sense of it all

As a way to synthesize Patricia Adler and Peter Adler’s article, Observational Techniques, I wanted to discuss a classroom activity that I’ve used to observe different kinds of student (and adult) attitudes and behaviors. It’s a way to get people to partner with one another. As they enter the classroom, I give each student an index card with a name, word, or phrase written on it and then I’ll tell them to go find their partner. I don’t give any indication how they are to do this and they find this very discomforting. The trick is that they have to discover a relationship between their index card and somebody else’s. Sometimes their index cards may be opposites (silver and gold); sometimes they may be pairs (ham and cheese); and other times they might be partners (Prince Phillip and Queen Elizabeth). I always try to include some obscure words, people, or events that force the students out of their comfort zones. Then I just cross my arms and watch them react. I’ve always just called it “observation” but now I’m realizing it could be a little more than that!

I’ve determined that my little activity is neither simple observation nor qualitative observation because it’s not a natural occurrence. I set it up for students and then watch what they do. It’s not unobtrusive – in fact, it’s very obtrusive and forced! But I am looking for patterns and styles of behavior so it’s quantitative in that way. It’s participant observation because I change their environment but I try really hard not to interact with them once they’ve received their index cards.

According to Gold’s four modes of observation, I think my research role would be that of an active-member-researcher because, by design, I am completely involved in the setting’s central activities and, over time I do forge close and meaningful bonds. However, I don’t fully commit to my students’ values and I don’t immerse myself in the lived experience with them. If I did that, I’d be assuming the complete membership role. Having observed this activity more than once, I believe I’m approaching the “focused observation” stage because I do direct my attention to specific facets of behavior – one time I looked for leaders, another time I noted brain processing speeds, another time I watched for students who did nothing to find their partner (anti-leaders?). I have noticed student reactions, feelings and emotions about the activity (like comfort levels) but I haven’t really noted them in any formal way. That’s another facet to explore.

Here’s a question…If I don’t tell my students that I’m observing them, but I’m still present, would that be a covert stance?

I’ve learned that there are simple things I could do to make my observations more valid and reliable. One easy solution that would provide some validity would be to videotape this. Should I do this without student knowledge? I think not! According to the IRB Training Module, that would be a no-no – unless I wasn’t using it to publish. Anyway, once students give me permission to videotape them, I can keep a record of student comments, student behaviors (actively searching for a partner, not reacting at all, cluelessness, etc). Asking people of other ages and genders to watch the tape and add their observations could further increase validity. Using this activity at different times of the year and differing times of day would help make it more reliable.

From my informal, seemingly unscientific observations I’ve made to date, I’ve learned that it’s a great way to find risk takers in the group as they’re the ones who will actively seek their partner. I’ve observed much about the dynamics of my class on any given day or time from this quick activity. Many students who’ve had me for two years still struggle to find a partner even when they know the drill. What does that indicate? Are they tired of the activity or are they unable to discover the relationships between the index cards? I’ve found it to be a good indicator of brain processing speed – some students can understand the relationships quickly and accurately and others can get there, they just need extra time. Who says classroom research can’t be fun?