Building Respectful
Communities:
Kensington Students Examine
Adult-Student Relationships in their New Small Schools
William Crosby, Antonia George, Ashley Hatch, Rahdia
Robinson, & Terrese Thomas
sevans@researchforaction.org
Contents
School Background
The Research Question and Data Collection
Research Findings
A. Ashley Hatch
B. Rahdia Robinson
C. Antonia George
D. William Crosby
E. Terrese Thomas
Recommendations
Bibliography
Note
Appendices
A. Graphic Road Map
B. Research Instruments
C. Reflections by Youth on the Project
About the Authors Acknowledgments
School Background
Kensington High School is located in the Kensington area
of Philadelphia on the corner of Cumberland and Ambler Streets. Kensington
was built in 1912 and it is a red brick four floor structure. Originally
Kensington was an all girls high school. It went co-ed in the late 1970s. An
annex was built in 2000 because the main building was overcrowded. In
addition a part of the annex has been devoted to a childcare and
kindergarten center which was funded by a five year grant.
Kensington is a neighborhood high school. Formerly the community was made
up of working-class white families who were employed by the factories in the
area. As the factories declined, most white families migrated to the
Northeast section of the city and African American, Latino and more recently
Asian families moved into the neighborhood.
After a successful campaign led by Youth United for Change, Kensington
High School was broken up into three small schools, with a fourth to be
built. The three small schools that make up the current Kensington High
School are Creative and Performing Arts (CAPA) and International Business,
Finance and Entrepreneurship (Business) which are housed in the main
building and Culinary Arts, which is housed in the Annex. CAPA shares the
main building with Business. A wall was erected in 2005 to physically
separate Business from CAPA. The CAPA side of the building includes the gym
and the auditorium. Business is housed in a smaller part of the building. At
the end of 2004-2005, all Kensington students were able to select which
small school to attend. In 2005-2006, incoming 9th grades were housed in any
of the three small schools where they were taught the core-curriculum. At
the end of the year, the 9th graders were able to select the small school in
which they were going to continue their education.
Kensington Business* is the largest small school in
Kensington High School, with 455 students. Beginning in the 10th grade,
students study subjects relating to business such as financial planning,
accounting and entrepreneurship. In 2005-2006, the student body was 31.6%
African American, 16.3% white, 5.1% Asian, 46.4% Latino and .7% other. The
students mostly come from low-income families and 57 of the 455 students are
eligible for ESL services.
Kensington Creative and Performing Arts (CAPA)
enrollment is 394 students. CAPA offers courses in Dance, Visual Arts,
Theatre, Vocal & Instrumental Music in addition to the academic course. In
2005-06, these courses were offered to students in grades 10-12. The student
body of CAPA is: 34.3% African American, 15% white, 2.3% Asian, 47.7% Latino
and .8% other. Also 34 of the 394 students are receiving ESOL services.
Kensington Culinary Arts is the smallest school and is
located at Coral and Emerald Streets in the Annex built in 2000. In 2005- 06
Culinary had 328 students. Students in Culinary Arts take courses to prepare
them for careers in the restaurant and hospitality fields. In addition to
academic courses, 10th-12th grade students take courses in party and event
planning , get certified in sanitation and compete in C-CAP competitions.
The student body is 36% African American, 19.2% white, 1.5% Asian, 42.7%
Latinos, and 6% other. Twenty-seven of the 328 students are in ESL programs.
The Research Question and Data Collection
The question that concerned us as youth researchers was about the
relationships between adults and students in all three of our new small
schools. Some of us experienced a lack of respect from our teachers and
other adults in the school. We felt we were not being treated like young
adults. Some of us also observed that students were not always acting like
young adults either. In our conversations, we discussed the different ways
adults and students were communicating with each other. We knew from the
reading we did about small schools and the visits we had made to small
schools that relationships in new small schools were supposed to be trusting
and respectful. We also knew from the reading we did that strong
student-teacher relationships were supposed to lead to stronger learning.
"We felt
we were not being treated like young adults."
We decided it was important to learn about adult-student relationships in
our new small schools. To learn about student-adult relationships we would
conduct interviews, informal conversations, and observations. We conducted
this research for three months in Spring of 2006. In preparation, students
learned research methods in a research camp sponsored by Research for
Action. Some researchers spent one Saturday a month exploring small schools
literature and developing protocols-- questions we wanted to ask and what to
look for when we did observations-- for their research. The students also
had one-on-one mentors from Research for Action to support their research.
Before beginning to do the research, we met with the principals from each of
our schools, and in some cases with the teachers too. We also spent a week
in the summer in an intensive institute analyzing the data we had collected,
writing the reports, and preparing presentations for outside audiences. We
conducted our research in all three small schools where we looked at
classrooms (academic, electives and advisory) hallways, lunchroom, school
entry and the main office.(This report looks at adult-student
relationships across the three new small Kensington schools. We did not do
separate reports for each school because we found that the issues in all
three schools were very similar.) We conducted this research 1) to
improve teaching and learning in our small schools, 2) to see how small
schools were doing at Kensington, 3) to banish the negative reputation of
our school, 4) to improve student-teacher relationships 5) to address equity
in education in all schools, and 6) to allow students' wishes to be heard.
Research Findings
Ashley Hatch
Teachers serve as guides to their students to point them towards
opportunities for success. How can this happen if teachers don't know their
students well? Good teachers use strategies to build strong, positive, and
respectful relationships with their students both to teach the lesson, and
enable them to learn about their students. I observed Ms. Shaffer, (The
names of all teachers, other adults, and students have been changed in this
report) a first year teacher, who is known as a great teacher, focusing
on the strategies she used in her classroom.
Ms. Shaffer's open discussions keep the attention of students, and let
students give their opinions. This gives Ms.Shaffer a way to learn more
about the students' points of view. When students enter Ms.Shaffer's room
she always greets them, and often gives them a hug. This shows she
recognizes them, and makes them feel welcome. She often gives the students
the option on how to learn their lesson for the day. This is important
because the teacher and student relationships impact the structure in the
classroom. An open structure gives the teacher a chance to learn more about
her students through the lessons.
"Good teachers use strategies to build
strong, positive, and respectful relationships with their students both
to teach the lesson, and enable them to learn about their students."
Good teachers use strategies to build a good community. Teachers must
build a small community in a classroom because it will be a better learning
environment. In Ms. Shaffer's class, I observed a student ask her, "Why do
you ask us how we want to do things? Just do it your way." Ms. Shaffer
replied, "No, there is not just one way, and that's the polite [thing to
do]." In the open discussions, students were comfortable with talking about
their opinions with the teacher, and other students. They spoke their minds!
She created a safe space for them to share. This is important because a
safer, comfortable place makes it easier for students to communicate, and
learn from each other as a small community.
These different strategies that build community also help individual
students. Teachers need to use different strategies to help different
individuals to understand the lesson, or topic. Ms. Shaffer's lesson plan
started off with the students reading out loud. When a student misunderstood
what the teacher was talking about, she rephrased it for the student. Ms.
Shaffer also used a strategy where she was speaking as though she was the
character out of the story so students could see different people's points
of views. She also used her lesson plan to learn about each individual while
they were involved with the open discussion, so she could learn which
strategies to use for different individuals. Students learn in different
ways and at different paces; that's why it's important for teachers to use
different strategies for the lesson to reach all students.
Teachers and students are both responsible for creating the environment
that we want for our small schools. Are students capable of taking on this
responsibility? Through my research I realized that students are capable of
taking the responsibility, but they have to sometimes be reminded. They have
to be willing too. In Ms. Shaffer's class while she was reading out loud and
having open discussions about the lesson, I observed a few students who were
having a side discussion that wasn't about the lesson. The teacher addressed
them, and then they took the responsibility to apologize for interrupting
the lesson. Ms. Shaffer also addressed a student about her responsibility
for leaving early. I observed a student giving Ms. Shaffer an early
dismissal form to sign. Ms. Shaffer had told her there was a test the next
day and reminded her that she needed to study. Ms. Shaffer reminded the
student to study but it was the student's responsibility and choice to do
so. Students must also take on responsibility to get their rest at home
before school starts. In my research, I noticed during the whole class
lesson and class discussions no students had their heads down, or were
sleeping. Every student was focused! Students are capable of taking the
responsibility for their own learning, and for a positive learning
community, if the teacher communicates her expectations clearly, and firmly.
Rahdia Robinson
Why is teacher-student communication important? When teachers do not have
communications strategies, the class environment will be uncomfortable. When
students are uncomfortable, there's no learning. Teachers learn how to teach
as parents learn how to be new parents. Parents learn how to be new parents
by listening, observing and responding to their children's needs. Ms.
Schaffer is a new teacher but she knows communication is the key to getting
her students focused. Despite the fact that she's a new teacher, Ms.
Schaffer has strategies that other teachers can learn from. On the other
hand, Mr. Rob is also a new teacher. He has to learn to respect the fact
that he is a teacher. When Mr. Rob communicates in a joking way, students
don't take him seriously. Furthermore, Mr. Rob needs to watch his reactions
to students because it reflects on him as a teacher.
Ms. Shaffer, a teacher I observed for my research had many strategies for
teaching her class. Except for lecturing at times during class, she got her
students involved in class discussion groups. Ms. Schaffer also gave her
students options for reading out loud or her reading to her students. That
made the students feel relaxed and not pressured. It was also a polite way
of letting her students know she cares. Once teachers have good
communication with their students, teacher-student relationships will
improve. Together they will be able to build a community in the classroom.
Teachers and students would be able to communicate with each other about
things that happen outside the classroom. This would make them more open
with each other and students wouldn't feel uncomfortable or too shy to
participate in the classroom activities.
Sometimes teachers can make students feel too comfortable. Mr. Rob is
also a new teacher but he is struggling to find strategies to communicate
with his students. Just like parents, teachers are learning on the job, and
some are more effective than others. Mr. Rob is a first year teacher who may
need time to develop strategies to communicate well with students. In Mr.
Rob's class, students can be themselves. There is a very relaxed atmosphere.
This can be tricky. Through Mr. Rob's communication style, students feel as
though they are talking to a student, not a teacher. This distracts the
students from learning. Mr. Rob should not talk or joke like students.
Students do not know if he is joking or being serious. Through his language,
students do not know whether to work hard or not.
"Sometimes teachers can make students feel
too comfortable...This can be tricky."
For example, in a conversation I observed in homeroom, Mr. Rob and the
students were talking about rappers and Frank Sinatra. Mr. Rob said, "Frank
Sinatra had class. You'll never have class." He then called the rappers
students listen to "faggots." He said, "You're all going to get shot
listening to rap music." Even though Mr. Rob was joking, it wasn't
appropriate for the students to hear that from the teacher. The students
respect Mr. Rob and look at him as a professional. He should not be acting
like a student or buddy. Teachers talking to students with profanity and
ignorance will not get students motivated for learning in a positive way.
This is an example of negative communication with teachers and its effect on
students.
In conclusion, teachers serve as role models to students even if a
teacher himself doesn't want to be one. Students should be confident enough
to talk to their teachers about school or personal issues. These
communication skills students develop with their teachers can prepare them
for other kinds of communication in their future. Appropriate and respectful
communication is the first step towards building a good learning community.
Experienced teachers could help new teachers like Mr. Rob to joke and
communicate with his students in an appropriate form.
Antonia George
Often in schools, one finds that some teachers treat certain students
well and others poorly. These choices the teachers make are unfair because
students who get help and support from the teacher will be better educated.
In my research I observed three teachers who tried to teach the whole class
while paying attention to individual students. I found that fairness is
related to the attention teachers paid to students and how they communicated
with students. The more effective teachers would explain the lesson to the
whole class and then give help to those who needed it. Teachers who were
less effective had a hard time explaining their lesson and they were not as
responsive to student needs. They chose to help some students and not
others.
"In my schooling experience I have seen a
lot of teachers create unequal learning opportunities."
Mr. Norman is a teacher I observed who had a hard time treating all of
his students equally. For example, when one student asked Mr. Norman for his
help, he told her that it was a group quiz and didn't offer his assistance.
The student wasn't sure what she was doing so she put any answer on the quiz
with no explanation knowing that it was wrong. It was her hope that if she
put any answer down the teacher might help her. Mr. Norman seemed to avoid
communicating with certain students such as this particular girl. Mr. Norman
also treated one of his students like Cinderella and another like the step
sister.
In another class I observed, the teacher spent focused time with one
student in his class, but didn't ignore the rest of his students. Mr. Howard
is a teacher who also seems to be a good teacher from what I observed, even
though he didn't talk much to his students because he already had told them
to finish the project they were working on and they hopped right on it. Mr.
Howard is an example of a communicative teacher who knows when to work hard
with individual students when the time is really needed. The following is
from my observations:
At the beginning of the period Mr. Howard went around to see if
the students were doing their work. Then he went to one of his student's
computers to listen to the soundtrack that he made. Later he sung with
that same student at the piano. The rest of the period Mr. Howard was at
the piano working with that one student.
In this case the teacher was reviewing the song and showing the student
how it was supposed to be sung while the other students were busy with work.
Mr. Howard was able to work with one of his students because all of the
other students seemed to know what they had to work on.
This issue of teachers supporting certain students is important for many
reasons. First, it happens to a lot of students, not just in my school but
in every other school too. Also I really don't think it's fair to whomever
it happens to. In addition, some teachers have even said, "I don't care if
y'all don't want to be taught. If I teach or don't teach, I still get paid."
Last of all, if these teachers really don't want to be fair with every one
of their students they shouldn't be teaching. In my observation of
classrooms, there was one teacher who treated students unequally. In my
schooling experience, I have seen a lot of teachers create unequal learning
opportunities.
If there isn't good communication between students and teachers there
will not be a learning opportunity. Students can not learn from teachers who
do not communicate well. Ms.Taylor is another example of a teacher who does
communicate well. She would stand in front her class for about the first
twenty minutes and then she would let her students work individually. Ms.
Taylor and her students communicated well with each other. It was the way
student-teacher communication should be. By that I mean when she said it was
time to work, they had to listen and students did what they were supposed to
do. It wasn't like she would talk and then they would talk back. When a
student asked a question about the material Ms. Taylor provided, she gave
the student the background information needed to answer the question. Ms.
Taylor is an effective teacher.
In conclusion, my report argues that unequal treatment is a big issue in
schools. The treatment of students is important because in my school we're
trying to make small schools better. With teachers, unequal relationships
between teachers and students seem to get worse when teachers favor certain
students. The treatment of students is also important for the students and
the teachers so that the students can get a better education and teachers
can improve their teaching methods.
If the teacher would give all the students the same amount of time, then
there wouldn't be unequal treatment. I want the district and the public to
be more involved with these small schools. If the public sees what I have
researched for the past 3 years, then I believe they will get more involved.
I think that there could be a lot of positive changes at all the Kensington
High Schools.
William Crosby
Think for a minute and put yourself in a teacher's position. How would
you go about gaining respect from your students? What would be some
strategies you would follow? Many teachers complain that they don't get
respect from their students. After observing two new teachers in Kensington
CAPA we learned that a teacher gains respect from his or her students by
showing it first. Ms. Taylor is a first year teacher at Kensington CAPA but
has been teaching for the last 12 years. She has gained the respect of her
students by first respecting them. In our research, Ms. Taylor showed her
respect by speaking to her students in a calm manner, helping them with
their work, and letting them have input into class discussions. Mr. Norman,
also a first year teacher, is having trouble gaining respect from his
students. His strategies of the reward system, the pop quiz, and his
inconsistent responses to students are some of the reasons why he has not
gained the students' respect.
"She has gained the respect of her
students by first respecting them."
For instance, I observed Ms. Taylor say in a calm, but firm way, "This is
not the time or the place." These words were spoken after a student had used
profanity in the classroom. The student apologized to her thereby showing
respect toward the teacher. The teacher also gains respect by helping the
students with their class work. An example of this was when a student asked
Ms. Taylor for a better understanding of the lesson, she attempted to find a
less complicated way to explain the material to the student. Ms. Taylor also
gained respect from her students by the way she structured her class. She
would give students the privilege to talk and provide feedback about how
they felt about the lesson. One example when this happened was when a boy
asked her, "How are we and the monkey alike?" She gave him this example:
"The same way we can do math they can put shapes in order." The student had
a particular interest in the lesson and the teacher was willing to respond
to his inquiry. The reason why respectful relationships are so important is
that teachers are wondering why students are disrespecting them and
similarly students feel that they are not getting the respect they deserve.
If students and teachers aren't able to maintain healthy, respectful
relationships with one another, this does affect the way a teacher teaches
and the students learn.
"If students and teachers aren't able to
maintain healthy, respectful relationships with one another, this does
affect the way a teacher teaches and the way students learn."
In another class we observed a teacher, Mr. Norman, who had more trouble
trying to maintain a respectful classroom environment. This was Mr. Norman's
first year teaching high school students. During a quiz, one student asked
the teacher, "Is the question I did wrong?" and he told her, "Ask
Priscilla." But later in my research, I saw him helping another student with
his quiz. Unequal treatment could be a reason why some teachers don't get
respect from students. Mr. Norman seems to be the kind of teacher who wants
to have the power and does not let the students say much. In Mr. Norman's
class, he had thrown a pop quiz at the students. This is a strategy where
the teacher has all the say in his classroom and the students have no input
at all. Mr. Norman doesn't have the respect of his students because the
students sense the lack of trust he has in them. The pop quiz was an example
of the lack of trust because if he had enough trust in his students, Mr.
Norman wouldn't have had to pop a quiz on them.
I noticed a significant difference in the strategies that Mr. Norman and
Ms. Taylor used. Ms. Taylor gave off this motherly feeling and treated
students like her own children. She trusted her students by letting them
interact in the classroom. Mr. Norman used prizes as a reward system for the
students. The method Mr. Norman used seemed to be a form of bribery to seek
the respect he wanted from his students. But by doing all this students
didn't give him the respect he longed for. In contrast, in Ms. Taylor's
class she allowed the students to have their discussions on a subject and
this informed the lesson. It also told Ms. Taylor where she could take the
lesson from there. This is really important for teachers to do because
teachers who are not so experienced in their field can go back and see what
will work for them next time.
Another issue that emerged from my research was the gender of the
teachers. Are women teachers more effective at gaining respect from students
than males? This is an area for future research.
The observations I did showed a lot of variation in the teachers at our
school. The new teachers can learn strategies from the experienced teachers
on how to teach their class and how to maintain respect in the classroom. If
this was to happen my school would have a stronger staff where the more
experienced teachers would support the new teachers in creating respectful
classrooms. Teachers and students would be able to work together to improve
student learning.
Terrese Thomas
How would you feel coming into your school or work place and getting
patted down by a security guard? Would you be ready to learn or work? Would
you be comfortable or feel safe? As a student I feel disrespected and
violated. Why should I go through that process? Is it necessary to go
through all of that just to get to your classroom? It makes me feel we as
students are not trusted. Why don't teachers have to go through the same?
When I heard about small schools, I thought the classes would be smaller,
everybody would get along together, and the relationships would improve so
that students would not have to be under surveillance. As student
researchers we wanted to document the relationship between students and
staff. We gathered information about interactions by observing, and
conducting focus groups and interviews. As part of our YUC research on small
schools, we took a trip to The MET, a small school in Providence Rhode
Island. The MET School does not have metal detectors and it has no uniform
policy. The climate of the school made me see the possibility for change.
Being in Kensington I feel like a criminal wearing the same clothing as
everybody else. I’m my own person with my own identity. What does a uniform
have to do with getting our education? Why do we have to get patted down
like a criminal? We are just coming to school to learn.
At the school entrance all students have to go through a metal detector.
If the metal detector beeps, the security officers say, "walk back." The
security officers have this wand which they use to scan the student's body.
The girls that are pregnant don't have to go through the machine. They get
checked by the lady Non-Teaching Assistant (NTA). When a student doesn't
have his or her uniform on, the NTA confronts the student. The student gets
mad and says, "Oh my goodness, she is making me go back and I just went
through." All this happens before students even enter their classroom.
"Why do we have to get patted down like a
criminal? We are just coming to school to learn."
Even though we get patted down when we come to school by the NTA it's
their job and that’s what they get paid to do. These are the first people we
encounter. They try their best to make it comfortable because the majority
of our day is spent in school. During my research, I observed NTAs in the
morning. We have one NTA the students call "pop-pop." He's like a
grandfather to us. He encourages us to go to class. He gives us respect in
the way he talks to us, recognizing we are teenagers, not babies. Mariel,
another NTA, is a mother figure in my eyes. When girls are on that time of
the month she supplies them with a sanitary napkin. We have another NTA
named Mr. Smith who is like father to son. The reason I say that is because
a father is hard on his son, trying to push him to try his best. For
example, I observed Mr. Smith tell a boy, "Go to the class. You better be
there when I go to the class and if you are not there you will be in
trouble." NTAs, ironically, have a better relationship with students than
teachers do, even though they also play the role of checking them over when
the students enter the school. The students give most of the NTAs respect
because they communicate well together and because most of our NTAs live in
the same community and come from the same background as the students. That
means they know the students better than most teachers who live far away
from the school.
Another way school feels like a prison is because the student can't go
anywhere they like, similar to the way it is in prison. For example, when a
student communicates with an NTA asking, "Can I go to the main office?" the
NTA responds back, "You need a pass to go." The NTA will then talk on the
walkie talkie to another NTA and ask if they can walk with the student. This
means that students can't be trusted. Even though the NTAs try to connect to
the students and make the students feel safe, most students take it as a
sign of disrespect. When the students are patted down or a staff member has
to go through their book bag, it makes the students flare with anger. By the
time they reach the classroom, they don't have any thought about learning.
My main point is teacher-student relationships and teaching and learning are
made difficult by what happens outside the classroom. This means the teacher
has to overcome the bad feelings that the students bring into the classroom
and cannot guide the student to a better education.
In order to change this, the conditions in the schools have to be better
structured - like they are supposed to be in small schools. Classes should
be smaller, when we enter the building only the wand should be necessary
(not the metal detector), and the fact that we are small means there should
be a better environment in the school where everyone knows everybody and
there is more trust between the students and the staff.
Recommendations
General Recommendations to district and school leaders, students, and
community groups.
Principals and teachers
- Create opportunities for teachers to observe other teachers - peer
coaching
School, district, and principal
- Hire an educational partner to support all teachers
Community and students
- Fight for incentives for veteran teachers who come to teach at the
Kensington small schools
Principal, school, and planning team
- When site selection happens, aim for a balance in experienced and
new teachers
Students, principal, and teachers
- Provide students with opportunities to fill out evaluation forms
about their classes. Students fill them out when you are given the
opportunity.
Students
- Fight for a student academic advisory committee to identify teaching
strategies that work.
Principal
- Include NTAs and district police in conversations about building
trust and creating a postive school climate.
School planning team
- Structure a transition period where practices around security change
and begin to communicate a climate of trust
Principal, lead NTA
- Provide additional training for NTAs on how to build trust and
security in the building
Principal, community, and Mr.Vallas
- Provide community building and social activities for each of the
small schools to include NTAs, students, teachers, parents and custodial
staff.
Bibliography
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*Information Information about the schools comes
from: the School District of Philadelphia School Profiles, 2005-2006.
This report looks at adult-student relationships across the three new
small Kensington schools. We did not do separate reports for each school
because we found that the issues in all three schools were very similar.
The names of all teachers, other adults, and students have been changed
in this report.
Appendices
Appendix
A: Graphic Road Map
This roadmap represents our small schools campaign journey in
2004-05. It illustrates the road blocks as well as our positive vision for
the future.
Appendix B: Research Instruments
Readers are free to copy and use the
following research instruments provided the work is credited to the authors
and Research for Action, and the work is not distributed or used for
commerical purposes.
Classroom Observation
1. Introduce my self to the teacher and explain the research project
2. Ask permission to observe the classroom, and to record a brief
interview with them.
3. Interview: Ask what the plans are for today's class. Ask if the plans
are going to be different from the usual classes, and tell the teacher that
you would like to meet up with him/her later to discuss how their class
plans worked out.
4. Observe the surroundings by watching the students' body language,
speech, interactions with other students, also how long it takes to get the
lesson plan started.
5. Once class is started look at the lesson plan and how the students and
teachers react to each other. Also, observe how many students are in the
class, and if the late students distract the teacher or other students from
the class lesson.
6. The things we want to focus on are:
What are the students doing? How many students are present in
class? What is being taught in class? How do the students and
teachers communicate? What is the teacher's style of teaching?
How long does lesson last? How is the classroom cleaned up or, if
students just walk out of class, also how long does it take to clean up,
and basically how do students behave leaving class? How do the
students work in small groups?
7. Have a brief interview with the teacher after class and ask if the
class went the way expected, or what was different than expected.
Thank the teacher.
Cafeteria Observation
Scan the environment from the staircase, see how crowded the students
are, and how they are reacting to each other and to the adults.
How does the staff, NTAs, and students react to each other?
See if there are student-student conflicts, student-staff conflicts, or
student-NTA conflicts.
How do the lunch aides react to students, and are they doing their job
giving each student a lunch? Also, how does the lunch room look like after
lunch?
Student Interviews
Introduce yourself. Say that they were in a classroom that you
observed and you were wondering if you could ask some questions to help out
your research.
Explain that your research topic is based on student-adult
relationships.
Ask permission to tape the conversation.(Tell the student that you
want to tape the conversation because what they say is very important, that
it's only for you to look over.)
1. How do you feel about your relationship with your teacher? Tell them
to describe their relationships with their teacher by giving examples.
2. This year we have small schools, so how would you compare your
relationships with your teachers now than from what it was last year?
3. Do you feel that since our school became a small school you have been
respected more by students, and faculty (students, teachers, principal, NTAs
other staff)?
4. Do you feel that since this year we have small school procedures that
positively affects the teacher and student relationship and how you learn?
5. Do you think that the relationships we have in our small school affect
how safe it is in our small school?
Appendix C: Reflections by Youth on
the Project
The youth researchers have had opportunities for reflection on their
work with RFA throughout the project: through journal writing, peer
feedback, end of meeting evaluations, and public forums. Below, you will see
some of their comments in which they assess the opportunity the project
offered to contribute to improving their schools, and to improving on their
academic skills. Overall, they conveyed that the experience of working
individually and collectively to research and write was an important
experience - larger and different from anything they had previously
undertaken.
About the experience:
"This is something new. It's like I've never been through anything like
this. I never really did research and stuff like this before. So just doing
research to help my school and people at my school is just a good
experience."
"The journal was important to me because like we would write in our
journal and then our mentors would reflect back on the words that we
say--like they give a personal note."
"Being a youth worker makes me proud of what I accomplished and proud of
myself for what I have done. This also makes me proud of my peers to show we
are leaders of today and will be tomorrow if we continue to do the right
thing."
Influence on school work:
"I've learned a lot from this writing. I became a better writer and my
English teacher told me I got better. That's how I knew."
"[My English teacher] says I was a pretty good writer...but since I been
doing this research and all this writing it seems like my writing has
skyrocketed as part of the skills of learning how to write longer and just
to write better."
I learned that "now's the time when you know you all have to start doing
[multiple drafts] and it's actually better for me to proof read something
and then when I finish proof reading it to then go into my rough draft
instead of just going to the final draft off the bat." My teacher said "when
I was writing my report on The Crucible...oh my gosh...your draft is so
good, and I did like five of them. That's all I kept thinking about was
[people] telling me you’re going to start needing to do drafts."
"I now observe everything around me and form my own opinions and act on
them too. Participating in the research program helped me learn to do that.
I actually improved my English skills in paragraph writing. When the honors
teacher asks me to do an essay I now know how to use evidence or examples to
back up my point."
"I'm used to writing to myself or a close friend or a teacher, but when
you have to write like past that, it's harder because you got to make sense
of it, and you got to make sense so that other people will know besides
yourself. It's a lot of corrections and all that [we] had to do. It was hard
work but it paid off...I learned that I have to push myself and stop staying
in my safe zone."
Speaking out:
"I had to push myself to speak in front of everyone and then it made me
feel like...the topic was really important, not only to us but to other
people out there because they really were interested in knowing what we
wanted to talk about so I had to dig deep and be brave enough to just do it
and just say what I had to say and so I did and I was proud of myself for
doing it."
Working as a team:
"I learned how to work as a team. Because when I first came, I knew that
that would be one of my problems. I never worked as a team, I work by
myself. It’s just like playing a sport. If you think you’re the team then
you're going to go nowhere. Same with the project: If you don't let people
share their ideas and experiences, then it's just not going to work."
"When I looked at [the research report] I didn't think I wrote all that.
And my peers around me did a lot of stuff and so like when it all comes
together and you see the final product, it's crazy…in a good way!"
About the Authors
William
Crosby is a senior at Kensington Creative and Performing Arts
School. He is a member of Youth United for Change and has been a youth
researcher for the past two years with Research for Action. He says about
himself, "I am very passionate about singing. I sing to express myself. I am
also very goofy and lively. My life long goal is to become a professional
singer or to work with animals. I want to thank my mom and dad for all their
support. My time as a youth researcher has been very positive in a lot of
ways, and I want to thank all my mentors for the help they gave me."
Antonia
George is an eleventh grader at Kensington Creative and Performing
Arts School. She is a member of Youth United for Change and has been a youth
researcher for the past two and a half years with Research for Action. She
says, "When I'm not in school, I use my free time to write poetry and hang
out with my family and friends. I am a nice, kind, respectful, self
confident, outgoing, funny, and goofy young lady. I love dance and would
like to go to college to become a choreographer. I am also a great singer."
Ashley
Hatch is an eleventh grader at Kensington High School Business,
Finance and Entrepreneurship. She is a member of Youth United for Change and
for a year and a half has been a youth researcher with Research for Action.
She says her special interests are poetry, employment and nursing. "I hope
to work with a variety of people, including children and the elderly. My
major interest, however, is involvement in my family."
Rahdia
Robinson is an eleventh grader at Kensington Business, Finance and
Entrepreneurship. She is a member of Youth United for Change and for a year
and a half has been a youth researcher with Research for Action. In addition
to working to make her high school a high quality small school, another
passion she has is for dancing. "To me, dancing is poetry for the body. It
expresses my fun-outgoing personality. I too would like to be a nurse
because I love helping others and seeing people happy."
Terrese
Thomas is an eleventh grader at Kensington Culinary. She is a
member of Youth United for Change and has been a youth researcher for two
and a half years. She says, "I am on the school planning team. I am one of
the captains of the Kensington High School Drill Team. I am one of six
children of Idella Thomas. I play football, basketball and baseball in my
spare time. I enjoy culinary arts and would like to become a chef. I work 5
days a week and maintain a 3.0+ GPA. I have been accepted to CCP Dual
Enrollment for 2007. I want to thank my aunt, my mom (rest in peace),
grandmom, my friends and the One that was there when I really needed the
help."
This project was made possible through
the generous support of the Samuel S. Fels Fund, the Edward W. Hazen
Foundation, the Charles Stewart Mott Foundation, the Philadelphia
Foundation, and the Surdna Foundation. The views expressed within are solely
those of the authors.
Copies of these reports may be
downloaded for free from
www.researchforaction.org. Printed bound booklets are available for
shipping and handling costs by calling 215.823.2500. Readers are free to
download, copy, and use this report provided the work is credited to the
authors and Research for Action and is not distributed or used for
commerical purposes.
Copyright © 2006
Related materials from Research for Action:
A Guide to Facilitating Action Research for Youth
This guide, developed for Youth United
for Change in 2004 to facilitate action research for youth, includes a case
study of Oakland youth and provides a framework for supporting youth action
research. The guide describes action research, how to address a problem and
develop a research question, how to analyze findings, and then how to use
the findings to promote positive change. It includes activities for youth,
as well as a number of additional resources and references.
RESEARCH for ACTION
3701 Chestnut Street Philadelphia, PA 19104 Tel:
(215) 823-2500 Fax: (215) 823-2510 E-mail: info@researchforaction.org
Web:
www.researchforaction.org
Through research and action, Research for Action
seeks to improve the education opportunities and outcomes of urban youth
by strengthening public schools and enriching the civic and community
dialogue about public education.
Youth United for
Change
1910 N. Front Street Philadelphia, PA 19122 Tel:
(215) 423-9588 Fax: (215) 423-2468 Web:
http://yuc.home.mindspring.com
Youth United for Change (YUC) is dedicated to
developing young leaders in Philadelphia and providing them with training
and tools to improve the quality of their education and communities.
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