Participant Observation

In the article, “Researching Dealers and Smugglers,” Patricia Adler discusses her and her husband’s experience using participant observation to collect data from drug dealers and the problems this qualitative method brought. A qualitative method focuses on collecting rich, non-statistical data. This method involves face-to-face interviews and actual participation with the group being researched. The Adlers use this method because it is almost impossible to gather accurate information on people who smuggle drugs. This is true because they are such private and deceitful people. The only way to get the real facts is if the smugglers trust the person. Unfortunately, participant observation brought problems such as the dealers and smugglers

Participant observation is defined as first hand experience. Participant observation is a method developed by Anthropologists in the early 20th century. When Anthropologists noticed that in order to fully understand the question, “Why” in culture. Why do a certain people do this, why is that important, or why do they all do it, are just some of the questions anthropologists use participant observation. The key to participant observation is fieldwork, where the anthropologist actively lives with the people of the culture they are studying for about a year or more. Where the anthropologist goes through culture shock by leaving all their possessions at home and starting a new. This technique of studying gets the anthropologist to become one

The second client that I have decided to observe and write about is Michelle Draeger. Ms. Draeger is a Milpitas High School Facing History And Ourselves and an English teacher. She is easygoing, amiable, humorous and open minded. In addition, Ms. Draeger has short spiky hair, light colored eyes and wears eyeglasses. She gives the impression somewhere in her forties, has siblings such as an older brother, and looks to have an interest in art. For instance, Ms. Draeger has an interest in art due to a bunch of artworks she has around the classroom. In order to, became a teacher; Ms. Draeger graduated from the University of Colorado at Boulder and San Jose State University. In inferring, why she became a teacher for the reason that she share her

For my non-participant observation, I went to a Cheesecake Factory in a strip mall located nearby an urban city. “Doing Gender”, a journal article by West and Zimmerman, describes the nature of gender and sex in society. When I was observing people, I was really trying to locate patterns among genders, or assumed genders. Gender can be defined as “an achieved status: that which is constructed through psychological, cultural, and social means” (West and Zimmerman pp. 125). The article describes gender as something that is achieved, grown up with, and taught to by others who perform gender. Performing gender is conforming to stereotypes and ideals put in place by members of society in order to be seen and accepted as a specific gender.

For my social observation project I’ve chosen to study life at Don Carter lanes located here in the city of Rockford. The main focus of my study is to observer the social norms as defined in Sociology: a brief introduction, by Richard T. Schaefer, a norm is “an established standard of behavior maintained by a society.” I’ll also be observing the informal norms as well. Informal norm is “a norm that is generally understood but not precisely recorded.” I’ll be studying the interactions people have with one another while having fun and enjoyment at Don Carter lanes.

Interviewees included Morah’s mother and father who were the main sources of information. The location that the observation(s) took place at was 7026 Bathurst Street, Zareinu Educational Centre of Metropolitan Toronto.

Evaluation: My observations was on Paul since he was the only adult performing a behavior. It was difficult since he is not very verbal and also task takes him a long time to perform. I observed two behaviors performed by Paul within the twenty minutes. What I believe happen first was Paul observed himself in the compact mirror from 12:45-12:46pm because he wanted to look for an allergic reaction. When Paul took out his compact mirror to observe his face it showed he understood something must have happen when he ate certain food. However, since he is not fully verbal he performs the routine of observing his face for an allergic reaction like reddening of the skin, small bumps and swollen. Even though, he did not verbalize it. I think he like the sexual sensation of his genital rubbing against his

Participant observation has been a favorite tool used to study many types of behavioral patterns. When talking of the participant observation we have to refer to the variety of different methods that researchers use in their data collection. According to this unit the demise of the funded “golden age of criminal justice research” (Hagan, 2010), researchers mat return the qualitative methods and people oriented in the example used in this unit Chicago School style research. An example of the qualitative strategy approach would be police investigators, who gather information from offenders by interviewing them and then using the best way to solve the problem at hand. One disadvantage to this method of collecting data would be that this way is

The first class I taught on April 13th, 2018 was Mr.Nantz 4th grade class. Ellie and I taught this class together, however, Ellie was the lead and I was the assistant. We taught this class about brushing and flossing. I felt that Ellie and I were both prepared for this class. We had all the materials we needed. We also had enough planned and had enough time to do all the activities. We first educated the class about brushing and flossing and then did a demonstration. After the demonstration, we divided the class into groups and let them practice brushing on Spot and flossing on the models we made. The final activity we had planned was “tick tac tooth” which the students really enjoyed. I felt that “tic tac tooth” was especially effective and

I sit on the carpeted floor of the church Sanctuary, excitedly waiting for the day to begin. One by one the kids enter the room; some happily skip and run, while others bashfully cling to their mother or father. Their innocent, joy-filled faces immediately light up the previously dull and empty space. When the music begins to play, I gather the children in my group and introduce myself as Ms. Sarah. I can instantly tell which kids will be the troublemakers of the group, and which ones may need some extra help to break out of their shells. This year I have only six in my group, a refreshing change from the previous ten children from years before. A smaller group means more individual attention, which I strive to give to each child as much and as often as I can.

Adapted from Reaching rockets (n.d.) to fit the literacy outcomes will be done as a

Today I entered into the classroom to see the students placing their homework on their desk and working on “Word Ladder”. A “Word Latter” is an exercise that asks students to brainstorm a word and reshape that word multiple times to be other words. When they were finished with that, Mrs. K. handed out new homework to be put in their homework folders. Then she went over the answers to last night’s math and social studies homework. Mrs. K. was expecting the bus to arrive at 8:30 for the field trip but instead it arrived around 9. As the class finished discussing homework, Mrs. K. handed out bag lunches and asked students to put their backpacks and coats on the back of their chairs. Then the class waited for the bus. When the bus arrived, students

I found that the participant observation method was the most helpful and easiest method to use. I was able to talk with the firemen about their experiences and see how they interacted. I also worked out with them and sat around talking with them. This method allowed me to get information about their interactions because I could easily observe them talking amongst themselves and to me. One of the downsides of this method was that I could not record information as I was observing. Writing down what they were saying and what was going on would seem rude and would be hard to do. I had to wait until leaving the firehouse before recording what happened. This led to more vague information because of forgetting things.

During my first hour of observation, I noticed that the teacher was basically observing the student doing their own separate lessons. First, she would ask them to get the lesson they have been working on for the last two weeks or so, then she would walk around to see what they were doing but did not ask the students any questions. Most of the times the students were sitting on the floor doing their lessons, she would sit next to them and observed one on one how they were doing the lesson, without asking any questions. After a few minutes of just observing the student, the teacher asked the student a few questions about the lesson. When I asked her the types of formative assessment techniques she uses with the students, she told me “This

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.