The Analysis

The last few weeks I have been transcribing my interviews and highlighting the different subjects mentioned. This process was pretty tedious, but luckily I bought Dragon software which allowed my to transcribe my interviews by talking to the computer rather than simply re-typing everything. 

I sent an e-mail out to my professor and my inquiry research class. I explained my plans of analysis and asked for some advice. He sent me back an e-mail and I realize how much more work you need to do and the analysis I should have been doing but have not yet started. To be specific I should have been analyzing interviews as I did then to know what questions to ask so my data is not left incomplete. Well, that didn’t happen, so I have to quickly analyze the interviews I’ve done and probably returned to the schools to fill in the blanks. This is frustrating to me, but I’m glad I’m getting the help necessary to make my project the best it can be.  I’m realizing that this project will take a lot more work than I ever imagined.

The plan to analyze is to put everything on a pedigree chart that allow me to look at it as a whole picture and then focus in on small details. This is called Domain and Taxonomic analysis.  I can then create comparison charts and look for patterns and relationships- Componential and theme analysis. I have started making my taxonomy charts, and it’s going to be lot of data to analyze, but I am seeing how it’s going to help me make correct conclusions. 

The daunting part of all this is that all this analysis with for my interviews with teachers. I still have o repeat this process two more times with my students interviews and my parent interviews (which I haven't started yet.)  It's a lot of work, but I'm learning a ton, so it's worth it. 

Interesting things about teacher-Student-Parent relations

 Let me give a briefing of some interesting things I’m learning.

Students feel that the communication between teachers and parents is non-existent. That there is no one behind their backs making sure they do their work. Not only do both parents work, but they work longer hours.  If the student studies in the afternoon, the only time he would see his parents is from 9:00pm to their bedtime. Therefore they learn to be very independent and they education is fueled by their self-motivation. No one prevents them from skipping classes or leaving the campus. It seems less than a third make it through the prepa without repeating a year of school. The students have to learn to make good decisions.

I was talking with a Trigonometry teacher today (He is LDS and I really respect him) and he said 70% of his students failed the class. He claims it is because the previous teachers didn’t teach algebra well; even though they passed the class. I was thinking that there was a problem because if they don’t know algebra and they will not be taking the class again, who is going to teach them algebra so that they can pass his trigonometry class. He explained to me that it was the student’s responsibility to pick up a math book and train themselves on the subject. I can see that he is very glued to the idea that he was hired to teach trigonometry and it’s not his job to teach the loose ends that other teachers failed to teach.

When students run into problems, they have to find their own solution. Just after turning off the recorder with a group a Juniors, I explained that in the US, I feel like we have more people behind our back making sure we do our work and get our education and here they are encouraged to be very independent. I asked them if they would prefer someone to be more vigilant over their work.  They surprisingly me and said no, they prefer the independence.  This concept is very interesting to me. I want to dig deeper into the question of whether or not students enjoy the independence and freedom given to them or would they appreciate a stricter system and exterior eye on their work?

I am learning that it’s not the quantity of interviews that matters, but more the quality of the ones I do. I have also realized that interviewing is not a simple as I thought. Luckily I feel that the Latin culture is very open and quick to talk about whatever, and I meant it when I say whatever. They are especially easy to interview in groups, their conversations build off each other and I do little talking and more directing the conversations. The only problem is that I’m learning a lot of surface information. I don’t yet feel like I’m digging deep. I’m answering my question my research question, but I feel it is more with general information.  I guess you could say I notice the novicesness in my own work, and that can be frustrating.

I conducted two interviews today, one with an English teacher who taught for some time in the US, and the other with a group of sophomores. Both interviews went very well and I felt like they gave me some quality information. I enjoy the group interviews with the students the most, I don’t feel like my tactics or intentions are judged. Sometimes with the adults I feel they are a bit more reserved.  I very much enjoy talking with the teachers, and hanging out in the teacher’s lounge, but there is a slightly different feeling present under an interview.

At CBTis I walked around talking to teachers and students about different aspects of my project trying to get an idea on what parts of my project needs enriching. I did interview a group of sophomores that provided me a load of information on the changes they experience between middle school and the prepa.  One thing I learned is from the perspective of the students; the teachers have the authority to fail the students for whatever reason. This means that if a student doesn’t have the closed relationship with the teacher, they sometimes fear to question the teacher about a test grade because they think the teacher will lower their grade for questioning it.

Starting in the schools

After over two weeks of talking with school faculty, emailing and even going to the University of Guanajuato, I was able to get permission to start in the schools. Friday the 18th was my first day in CBTis 65; one of the nicer public schools. I was there fro the afternoon classes from three to eight.

At three I went to a physics class with Miguel Vazquez. He’s a good teacher, but it’s true the teaching dynamic here is a bit different. The students stay in the same classroom the whole day, here the teachers rotate classrooms.  The teachers do take an authoritative position. The front of the classroom where he stands is elevated about a foot.  The students stand when the teacher enters, and sit when he permits them to.  They also can’t leave until the teacher indicates; there is no bell. Students are taught to fill up the front seats first, or in other words, if there is empty seat in front of you, you move up. I realized this more during the second class; some students didn’t follow the norm and were asked to move forward.

The second class was a two hour long Chemistry class.  When I walked in there were only girls in the classroom, all the guys were waiting around outside. I verified with one of the girls it was the chemistry class and they gave me a puzzled look about why I was there. (I am the only blond one out of 2200 students, I don't blend in super well) I started to explain myself and they all turned to listen. After a minute or so I realized it was me surrounded by 15 teenage girls and I got worried the teacher might walk in and get the wrong image so I left to talk with some of the guy outside the classroom. That class went well, this teacher was also had the class very controlled and attentive.  The dynamic is actually very different in the sense that all the students pay attention regardless of how interesting the material it. I was impressed not to see any students in the back half asleep on their desks (As is common in the Provo schools I visited)   

At the end of Class I spotted Sergio Cornejo, the English teacher I was going to be with next. We still had 15 minutes until class started so I sat and talked with him. He speaks pretty good English but he does have a thick accent. He told me that the school had science laboratories and I thought that was cool. He stood up and I thought we were going  to his class, and when we showed up at a laboratory, I thought that maybe his classroom was going to be in that classroom. The class was full of students with lab coats and when I entered they all stopped and looked at me. I was waiting for something so happen, but it seemed like all the attention stayed on me. I say “Buanas Tardes” and the responded in unison “Buenas tardes.” Sergio did speak up and say he was there to show me the lab. I still felt really awkward so I turned to leave and slightly tripped over Sergio and made a fool of myself.  There was a lot of laughing as I left the room. I don’t care too much, if was a funny memory.

Sergio’s class was very different than the others.  He is a much more relaxed teacher and really lets the students behave how they want. They sat where they wanted and talk among themselves most of the class period. The good thing was that because it wasn’t a formal lecture, I got to go around and be with the little groups as they worked on their book work. All of them were really good to me and I felt comfortable and respected by them.

When I got back home it was only Javier and me. I made some taco filling with chopped chorizo, hot dog, onion and Jalapeños.  That with some reheated rice, special cheese and hot tortillas, it was a wonderful dinner. 

Final Worries

This Thursday we have the Marathon meeting scheduled and I think it would be a good idea to write out all my worries now so I know the right questions to ask.

Internet usage: One of my classes has all the reading material online.  I assume most of my free time will be while I am in Aldama and I worry about the web accessibility in that small town. If this is going to be a difficulty, I have the tedious option of trying to convert the course material from the webpage into a book.  That would of course need to be done before I leave to Mexico.

Recording interviews: I have no idea what the best devices are to record interviews. I know that my phone has an audio recording device, but you have to speak into it to pick up the sound. My vision of comfortable interviews entails a audio recorded set aside and ignored.  I don’t want to have to pass around a recording device during the interviews.

Communication with my family: This also has a lot to do with the internet usage. If internet is accessible, I will be able to Skype or email frequently. I will also be in the schools most days and that should provide me with a resource of communication to my family. On this topic I simply wonder what is best way to maintain communication with my family.

Water usage: I hear the water there isn’t good to drink. I can comprehend buying water to drink but what about brushing your teach, washing my hands to put in my contacts and cooking? I feel unsure about all the implications of how I will treat the local water.

Clothing and appearance: I would feel weird if I got there and dressed dramatically different than the locals. I want to live their culture and I feel that my appearance is the first then that will set me apart. What is recommended? I could buy a few cloths there? What is the standard of dress there?

Food and health: I keep hearing about student who go there and drink Pepto-Bismol on a daily basis. I have tasted then stuff only a few times in my life; is that the recommendation to stay healthy? What are some suggestions so that I stay as health as possible? Should I have a first-aid kit with any specific contents?

Service: If Aldama is an agricultural community, would it be acceptable or expected that I participate in a small portion to the faming? What about the chores of the house, cooking and doing the grocery shopping?  I’m very willing to do service, but I’d like to have a clear idea of what is expected of me.

Village activities: If Aldama is accustomed to BYU students, I’m sure they have a lot of experience with their participation in cultural activities.  I would like to be prepared and know about some activities in which I might be invited to participate; for example, Catholic ceremonies, traditional dances, holidays and sporting events.

Theft: My last worry is about how protective I need to be of my stuff. I recently inherited an I-phone. It would be convenient to bring it and use it to Skype my family and record the interviews. I don’t know how rare an I-pod is for the community of Aldama. I’d like to have a good idea of what precautions I should take to protect my stuff and my data collection.

Reciprocity

I really hope that after my experience with my host family that they feel that my presence was a blessing rather than a burden. I could gather the best information in the world, but if I leave behind in Mexico a whole bunch of acquaintances anxious to be rid of me, I will have failed my field study experience. Part of the study is complete immersion and that includes being accepted by the natives and feeling united with them. With all this being said, I want to consider what would be effective and appropriate methods of reciprocity.

Starting with my host family, there will obviously be some physical reciprocation for their hospitality, but I think it should extend past that. They should constantly hear and feel my appreciation for their service. I want to take time to get to know them and hear about their lives. I bet that they will also want to get to know me and hear about my life. Some call this process building rapport, but I think that diminishes idea of what really need to take place. In reality it’s building friendships and caring relationships.  By the end of my field study, I hope it’s really hard to say good bye to my host family and I can leave them with a sincere letter of appreciation for their generosity and friendship.

For the teachers, students and parents I work with, my reciprocity will not be as sentimental and personal as with my host family, but it should still be significant, especially with the teachers. I hope as I do my study I will be able to update them about the discoveries of my research and compliment them on their teaching methods. They shouldn’t feel I am critiquing their teaching, but that I want to learn from them. I also plan on being an assistant in his/her classroom in whatever ways possible.

The parents I interview should at least receive a thank-you note for their participation. I hope they enjoy the interviews I have with them and don’t feel that they were “subjects” with the purpose adding to my data.

In conclusion, I can’t think of all the ways I can show reciprocity without having personal experience in the field, but I do have an idea of the impression I want to leave behind. I want all those with whom I associated with to have enjoyed their participation in my project and feel my appreciation for their participation.  

Culture shock

After reading the article “Coping with culture shock” and the class discussion today I realized that it would be a good idea to generate some ideas how I might deal with it.

I already have some experience with Latino culture from my mission in Chile, but I’m realizing that even still I’m not immune to the irritation and frustration that can occurs while becoming accustom to a new culture.  I have a general idea of food and language, but outside of that I feel pretty clueless. By the many personal testimonies of past field study students, the honeymoon stage will end and I will find that some small things will start to annoy me. What will be more important than identifying these annoyances, is how I plan to cope with them.

I have realized that when I get stressed or frazzled, I have a few habits that tend to identify my emotional imbalance. First, I seek relaxation though nature. I have found that in times of high frustration I have an urge to find a quiet place in nature where I can meditate and be alone. I like to breath in fresh air and mentally slow my life down. Second, if something is on my mind, it’s very for someone else to get me talking about it. I find relief in venting what I’m feeling. This can be to people or in writing.  Last and what causes me the most worry it that I’m very transparent. I have a really hard time hiding my feelings. I can’t put on a poker-face. When I feel antsy or uncomfortable, it is easy for others to notice.  The reason why this worries me is because what could be very normal to the culture in Irapuato Mexico could be very strange and uncomfortable to me. Though my actions and words may be very respectful and polite, I fear my expressions might reveal inner feeling that could offend my host family or others around me. 

I’d like to say this could easily be solved by just practicing poker and hiding my expressions, but I think a better solution is changing my expectations. Frustration and stress occur when one encounters the unexpected. For example, maybe a roommate’s perspective on cleanliness or time doesn’t match my expectations.  This can definitely cause frustration.  There are two ways to deal with it; you try and make the roommate change and match up to your expectations, or you could change your expectations such that it’s expected and no longer bothers you.  Being that I am the foreigner going to Mexico and living in the house of a generous host family, I really don’t think that persuading them to adapt to my expectations in reasonable or appropriate. It is therefore logical that I will have to periodically adapt and change my expectations as I encounter the unexpected.  I believe this type of attitude would classify as what Ferraro called biculturalism. 

Why choose to learn?

                I’ve had some interesting experiences in the last week as I have observed students in various classrooms. In many instances I have seen students sit through a class lecture completely disengaged and appear to have gained nothing throughout the entire class period. On the contrary, I have also observed other activities where students seemed to be excited about their learning and even go beyond expectations to further their understanding of the concept being taught. Knowing that I will be trying to understand the aspirations of high school students in Mexico, it seems important to try and understand what makes students choose to learn.

Today I participated in an activity in my physics exploration class where a teacher gave us, a group of four college students, two remote control cars. We were given the objective to find the velocities at which they travel and then prepare to make predictions. One of which was to calculate the distance that one car would need to travel so then when it approached the other car traveling a perpendicular paths, they would collide. I have to say I was really motivated to complete this objective and I put in a lot of effort in the algorithms I would use to cause the collision. I also knew I would be able to accomplish this objective and that added to my motivation.

I believe there are two variables attached to the reason why students choose to learn. First, that the students need willingly commit to a short term goal and second, that students feel capable of accomplishing that goal; or in other words, a motivating objective and self-efficacy. 

               I find this conclusion interesting because I believe it applies to a much perspective than crashing cars in a physics lab. If learning lacks a clear and motivating objective, there is no purpose to learn and the students won’t try. At the same time, if one feels incapable of understanding a certain principle and gives up, they again cease to try.

In Mexico I will specifically be testing these two variables. What are the aspirations of students to learn? What do they feel is the level of their capability?  What is the teacher doing to encourage learning? These are all questions I have that I hope to be able to answer in the field.