Qualitative Study about teachers who are from different country

I have three interviews with the teachers who are not native. I uploaded the interviews. We need to do a qualitative study. I uploaded the interviews. What we are suppose to include for study is below. We also need to prepare a chart of our interview. I need the generalizations on questions and I also uploaded a sample of chart but this is not a good example. The answer in the charts are too long. They should be summarize of answers and not more than 10 words.we need to include:TitleIntroLiterature ReviewInstrumentMethodsResults/FindingsDiscussion/Limits. Implications[Conclusion]The Chart
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Interview 1
1. Tell me about your first-year experience
-Maybe back at home it’s more like you’ve got the respect for teachers and older
students. You see a lot of behavioral problems [here]. Because of that it was harder
2. What was the best thing about first-year experience?
– I am most grateful for the support that experienced teachers gave me in my first years of
teaching. Whenever I needed to feel inspired, I dropped in on an experienced teacher’s classroom
to watch him or her in action. Whenever I had an issue, I asked them for their ideas.
3. What was your number one challenge?
– It was quite difficult for me because the students, they were not well behaved. So I usually
spent much time with the behavior management, and especially for my language difficulties, I
couldn’t actually give very clear instruction. Or when the students tried to negotiate, I felt really
hard to negotiate with them
4. What did you do when you experienced this challenge?
– I learned from my mistakes. I’m trying to be a reflective teacher…just trying to be the best
teacher I can. I observed the experienced teachers’ class and Whenever I had an issue, I asked
them for their ideas. Also, I discussed my problems with the administrator.
5. Tell me about your school administrator.
-Her job was just to organize the new teachers and just see how they do. She was really
supportive. She was always asking how you were going, was everything fine for you. She was
perfect.
6. What would you recommend to the school to improve your first-year experience?
-Observe the new teacher. At first, I had this idea in my head that my observers expected me to
be perfect. The observers never expect that of you, they simply want to help you become better.
Although the observations scared me at first, you leave your post-observation meetings with
tangible solutions to improve your teaching.
7. What would you recommend to new teachers to improve their first-year experience?
-Make building relationships with other teachers. Experienced teachers can be found in your
school. You will quickly find a handful that can provide the support, and you will find that they
will be both an inspiration as well as a guide.
Interview 2
1. Tell me about your first-year experience
-My first year…was completely different. I was just doing the police thing. Here it’s
just teaching content and teaching strategies
2. What was the best thing about first-year experience?
-My school could have run sessions for teachers, like have different
topics each week. The teachers who wanted to participate could join. The first week was
behavior management and the second was how to deal with adolescents and so on. The sessions
were very helpful for my first year of teaching.
3. What was your number one challenge?
– I didn’t know enough with American culture. So sometimes I found the difficulty during the
conversation, when we talked about cultural things. In terms of culture, in you also want to joke
around, this is really hard for international person because we have a different culture.
Sometimes I think my supervisor jokes are… very funny, but it’s really hard for me to tell a joke
in English
I feel like the worst part for me was just coming in there and not knowing anybody
and being stuck with the teacher. You had to make it work. You might not always get along with
them or you might not always see their views…I ended up talking it out with my teacher and
figuring it out myself because I wanted to see if I could handle it first, and I ended up doing
that
4. What did you do when you experienced this challenge?
5. Tell me about your school administrator.
-I really like my administrator. He’s very warm and kind and He’s helped me out just being
in USA too. He makes me feel comfortable in class and He shows what I’ve done in first year
teaching and kind of goes over what she did.
6. What would you recommend to schools to improve your first-year experience?
-I really needed was curriculum in a box, a set of high quality assessments, unit plans, lesson
plans, and in-class materials that were created and curated by a teacher who taught the same
grade level and subject using the same state standards. This curriculum could be stored. School
leaders should make it a top priority to hand this curriculum in a box to their first-year teachers
as soon as they are hired and first-year teachers who do not have this should ask for it.
7. What would you recommend to new teachers to improve their first-year experience?
-Time management. Teachers don’t only work during school hours but also lesson plan, prepare
their physical classrooms, give feedback on student work, call students and parents, go to
professional development, and collaborate with other teachers. Building systems for managing
everything is so important.
Inteview 3
1.Tell me about your first-year experience
During my first year teaching, everything was so hard, classroom management, giving grades,
pronouncing students’ name. The students here are completely different than my own country.
In my country every classroom has the same rules and All students knows those. But When I
was a new teacher here, I didn’t know how important it was to go over good rules and procedures
at the beginning of the school year and all year I tried to establish the rules. Right now I can
handle these problems thanks to my first year experiences. I learned so many things from my
first year and it lead
2. What was the best thing about first-year experience?
working internationally as a school teacher provides you with so many opportunities to grow and
develop as a person. It teaches you many things about yourself, what you are capable of, and
gives you a unique perspective on teaching that those who have never done it simply cannot
appreciate.
3. What was your number one challenge?
– It was really hard for me and you know, the way they talk to each other and also because
It was not just the language problem. Instead of planning lessons, giving lessons,
teaching strategies, you need to also know things outside around school
4. What did you do when you experienced this challenge?
– I was really confused and I was feeling very anxious about it. I was able to go to the
deputy principal and talk to her. She was always giving information about outside around school
and she was putting me at ease. So in that instance, I did feel I had somewhere to go.
5. Tell me about your school administrator.
We’ve definitely forged a personal as well as a professional relationship. I do feel
comfortable in talking to her just about anything, because I trust her and I know that
she has the experience.
6. What would you recommend to schools to improve your first-year experience?
7. What would you recommend to new teachers to improve their first-year experience?
I want to suggest that for international teachers, maybe could we have a lesson about
how to give instruction to American students? To get to know the characteristics and
the personality of students. So it would be good if there is one lesson about how you
talk to them as a teacher, to show your respect
Appendix A
CLASSROOM MANAGEMENT INTERVIEW QUESTIONS AND RESPONSES
Questions
Interviewer 1
Interviewer 2
Interviewer 3
Interviewer 4
Interviewer 5
Generalization
How long have
you been
teaching?
18 years
3 years
13 years
6 years
5 years
40% more than
10 years
What
Schools/grades
have you
taught?
Student taught
a middle
school, rest of
tenure has
been 10-12
7-12
1-5
Middle School
Grades 6-8
7-12
What made you
want to become
a teacher?
Because in 9th
grade, her
math teacher
told her girls
were too
stupid to do
math and he
wasn’t going
to slow down
the class for
the girls
because
everyone
knows girls
can’t do math.
And Ms
Toomey made
her really
enjoy math;
she taught
geometry.
She always
loved school
and helping
people. She
likes having
fun with the
kids and finds
teaching this
level more
interesting.
She had a High
school
experience
volunteering
with a summer
program for
students labeled
mentally
retarded. After
that Mrs. Saka
decided to be a
teacher.
She always
wanted to be a
coach and
other than that
it kind of just
happened once
someone saw
how she was
with kids
His father was
a teacher,
recommended
and
encouraged to
become a
teacher
What steps do
you take to
prevent conflicts
in classrooms?
Student to
student
conflicts: if
aware of prior
personality
conflict, keeps
students away
from each
other. If it
happens in the
classroom,
than verbally
steps in
between and
shuts it down.
Doesn’t allow
inappropriate
behavior and
conversation.
Kids are not
Seating
charts.
Homework
chart on the
board with
assignments
clearly
labelled. If the
need arises to
seriously
reprimand,
take students
out into the
hallways and
not in front of
the class. If
the whole
class is acting
up she will sit
at her desk
Attention to the
physical set-up,
student
groupings. Plan
lessons well,
appropriate
supports and
challenges.
Plan for
movement,
brain breaks,
variety of
activities.
Articulate
expectations
clearly and
follow-through
with rewards
and
consequences.
Make sure to
address the
situation right
away and then
know your
kids to know
what situations
may arise if
certain kids are
together
1-one to one
intervention,
2-knowing
why, 3changing st
seat or place
Common
responses
included
changing
seating,
modelling
appropriate
behaviour
What types of
rules are most
effective?
Which are not?
allowed to be
mean to each
other. She
keeps them
after school,
brings them in
for
conversation
after school.
Tries not to
embarrass
them. Will talk
to other
teachers or
social works if
there’s a real
problem, new
or unusual
behavior.
Between
student and
teacher: has
them come in
and talk to her
and they will
sit down and
discuss
conflicts. Says
they don’t
have to like
each, they just
have to work
together and
learn. DOesn’t
want anything
to prevent
students from
learning.
and assume
doing other
work– this
usually gets
the kids’
attention.
Teach and
model prosocial
behaviors,
negotiating and
conflict
resolution.
Clear rules.
Not rules that
are vague or
ambiguous
and make kids
guess. Rules
can’t change
all the time.
Most of her
rules are based
on common
descent
behavior.
Everyone has
something to
say and should
be heard. Her
room is a safe
place to learn
and express
yourself.
Students are
She lays
everything out
in a syllabus
at the
beginning of
the year and
keeps a copy
for students to
review. She
also cites the
student
handbook so
that kids can’t
say she is
making thing
up.
See above.
Rules that are
very clear but
many times the
most or least
effective rules
will depend on
the situation
that they are
used in
Among the
rules a teacher
can add
students own
idea/rule but
they have to
align with the
teacher’s
expectations
and do/sign
agreement on
paper btw
teacher and
sts. Sarcastic
behavior
against student
responses and
classroom
rules, not
being
consistent in
applying
Clarity is a
common point
not allowed to
insult each
other or
themselves.
“You do not
insult my
students”
classroom
rules might be
ineffective.
What
preventative
measures do
you find most
effective?
Which one do
you find as the
least effective?
Preparation.
You must be
prepared or
the students
will fill the
time and
things get out
of hand. When
the technology
doesn’t work
or there’s a
fire drill, there
always has to
be something
for backup.
Doesn’t have
to be perfect.
Least effective
is when she
goes off on
tangents. Tells
stories to
students about
family as
educational
examples. Can
be both
effective and
ineffective.
Reasoning
with students
is more
effective than
losing your
temper with
them.
Showing
respect gets
you further
than showing
anger.
Most effective:
See above,
letter 1A.
Having good
administration
that always has
your back is
the most
effective
because then
any time you
send a kid out
of the
classroom to
them, if they
have your back
always it
makes it much
easier to
prevent
negative
behaviors
Most
rewarding st
positively, and
least
punishment
What activities
do you use to
help reinforce
preventative
techniques?
Group work
strategies.
Tries to group
to student
strengths and
be aware of
personality
conflicts
She gives
them the
opportunity to
use their class
time how they
see fit, but
makes sure
that students
understand
that the time
they should be
using asking
questions or
completing
projects is the
only time
they’ll get and
then they have
to move on.
Morning
meeting.
Character
Building and
group work.
Putting st
name in jar
who acted well
during a week,
at the end of
the week
drawing
lottery and
giving prize
Group work
mentioned on 2
occasions
How do you
display yourself
as an
My voice,
body
language,
Try to be
organized so
that she can
I articulate and
teach behaviors
for procedures
By making
sure to start off
strict and
Getting all of
my sts know
my
Routines &
structure
authoritative
figure?
direct eye
contact. Using
brief but firm
statements.
Proximity to
students or
faculty
members. If
there is
something I
need to say, I
say and then I
try to move on
from there
hold kids
accountable.
Being firm if
the situation
warrants
being firm.
Being clear
with your
words.
and routines for
the first few
weeks. We
practice and I
correct/modify
their behaviors.
I am consistent.
I am always
aware of
students and let
them know
that.
What types of
rules are most
effective?
Which are not?
almost
intimidating so
the students
know I’m in
charge
expectations in
the class,
learning
quickly and
knowing all of
my students
names,
establishing
classroom
routines, and
most
importantly
setting my
classroom
rules at the
first day of the
school
Treat others
how you
would want to
be treated =
most effective.
Vague rules =
least effective
Establish and
follow through
on
expectations
and the
students will
know what to
expect from
you
Establishing
rules is only
good if you
follow
through with
them, so make
sure that the
rules can
actually be
followed and
administered.
It is important
to articulate
and practice
expectations
from day 1. See
#2A. When
students follow
routines and
procedures the
teacher doesn’t
need to make
them happen
and it is very
clear when
someone is not
following
procedures.
You NEED it.
Without it you
have nothing
to show or tell
students what
they rules are
When rules
and
expectations
are established
at the first day,
the only thing
is being
consistent in
applying them
(for teacher),
otherwise sts
start no to
obey them.
How do you
communicate
the classroom
rules early in
the year? How
do you
reinforce/revisit
them as the year
progresses?
The 3 most
important
rules she tells
them the first
day and
everything
else you can
take from
there. Respect
and honesty
are 2 most
important
rules
Having rules
early in the
year makes
you more
confident. As
the year goes
on the kids
will wear you
down so it
helps to have
things written
down.
See 2A above.
Procedures and
routines come
first. They are
revisited
whenever
necessary,
especially after
school breaks.
Always keep
them listed up
somewhere in
the classroom.
Make sure to
go back over
them or have a
student go read
them if they
need to be
reminded
I put class
rules and
routines on the
wall, and
practice
throughout the
first month.
How aware are
you of your role
as a behavior
Very aware. I
teach lower
level kids and
I’m very
conscious of
it. Especially
All day every
day
Very aware
Yes I am, I
always try to
know the
How does
establishing
rules early in
the year effect
classroom
management?
Important but
need to keep
following
through
Unanimous
agreement that
they are
model in the
classroom?
I try to
exemplify
very carefully
the behavior I
want them to
show as
adults.
being a coach
helps with me
seeing how
much my
attitude
affects the
kids.
Do you think
that teachers
should behave
like “role
models” in the
classroom only,
or out of school
do they need to
be aware of
being a role
model for
students too?
In and out of
the classroom.
You are stuck
with it. If you
get in trouble
outside of
school, (get a
speeding
ticket, or cut
your neighbors
trees down)
the first thing
in the paper
will be your
district and
that you are a
teacher, not
your name.
Yes. I try not
to do anything
in public that I
would not
want my kids
or their
parents seeing
me do.
Always
The two most
important for
me are
empathy and a
good work
ethic.
There are many
important
personal
qualities and
skills to model.
How do you
manage
common
disruptions in
the classroom?
Teachers must
be consistent
and address
disruptions in
the same way
for all students.
Verbally. I just
regroup them
and call them
back. I glare at
them. Tell
them “this is
not
appropriate”.
reason behind
when a st acts
out and then
refer them
consequences
if they keep
doing it.
behavior
models
I feel that how
I am in the
classroom is
the same as I
am outside of
it because that
is just me.
Should always
try to be a
good person
To build
teacher-student
relationship, a
teacher need to
talk at student
level but not
break their role
model. Outside
of the school, a
teacher does
not do too
much than
own model
80% agree
importance of
role model
outside of
school
There are many
important
personal
qualities and
skills to model.
Try to not be a
pushover or
just let the
students be in
charge
Having great
expectations
on student
learning and
achievement
and
enthusiasm
You have to
feel kids out
and
understand
what
situations
warrant
stopping the
class, and
which ones
will resolve
on their own.
Speaking
sternly usually
clears the air.
Redirecting.
Immediate
response to
student +
application of
consequence.
Address any
disruption
straight away
and make sure
to end it before
it can grow or
escalate
Immediately
respond, keep
verbal
interactions
briefly (not
lecturing),
positive mode
and body
language, and
be gone (let
them think)
Biases can
play a huge
role. But
being biased
helps no one.
Kids who feel
slighted will
not respect
you and kids
who feel
Teachers must
be consistent
and address
disruptions in
the same way
for all students.
Can play a
very big role.
If teachers
have favorites
they will often
take their side
and believe
them more
than another
student
Biases might
help a teacher
know the
reason why a
st disrupts
others, but not
to reflect to the
students, and
treat with the
All answers
include
variations of
immediate
verbal response
favored feel
entitled. So its
a no win
situation.
same way for
all
Do you use
punishment in
your classroom?
If so, what does
it look like?
Yes. Depends
on situation. I
will give lunch
detentions if
student can’t
stay after, give
after school
detentions. If
plagiarism,
gives a 0 and
makes a phone
call home.
Being fair
does not mean
treating
everyone the
same
Yes. I will
move seats
around so that
they aren’t
with their
friends. I
usually make
them do
something
that corrects
their behavior.
No
Yes but it
varies. Can be
taking away
electronics
when they’re
not allowed to
have them, or
lunch
detentions.
My
punishment
looks like talk
one by one and
contact with
parents
Do you
differentiate
your response to
disruption
based on the
student’s IEP or
special needs? If
so, how?
Yes and no.
No when it is
an overall
inappropriate
behavior that I
would hold
anyone
accountable
for. If it is
something
specific to
their learning
disability then
I respond
differently
depending on
what they
need
Most students
that I have
with IEPs
have them for
educational
disabilities,
not
behavioral, so
I don’t
encounter that
much in my
class.
Sometimes,
these students
just don’t
know, so I use
this as an
opportunity to
explain to
them and say,
this is why we
are upset, or
whatever the
situation is.
If an IEP
indicates a
particular
behavioral
need, then it
must be
followed.
Only when it
is something
specific
regarding the
student’s IEP
other than that,
they are
treated just
like any other
student in
regard to
following
rules.
For special ed
st …
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