This document presents the methodology and observation grid used by Régine Sirota to study pedagogical practice as a 'social object' in primary school classrooms. The observation grid is based on indicators adapted to two communication networks: the main communication network and the parallel communication network. The study aims to understand how students interact with the teacher and their peers, and how the teacher integrates student interventions into the main communication network. The observation was conducted in seven CM1 classes, and the researchers coded each indicator to form an observation grid. The study provides valuable insights into the social dynamics of classrooms and the ways in which teachers facilitate or hinder student participation.
Extract
[...] Which indicators were chosen to observe the interventions in the two communication networks? ? In order to study pedagogical practice as a 'social object' of sociological observation, the author sets up an observation grid based on indicators adapted to the two communication networks. - The main communication network The researchers decide to take into account three groups of indicators. The first indicator is based on the nature of the intervention understanding: - requests for simple intervention (often at the initiative of the teacher so that students respond to a question asked) - requests for spontaneous intervention (the student intervenes on their own initiative, this type of intervention demonstrating a strong integration into the main communication network) - the interventions 'out of context', for example the result of a 'free association' of the student or due to the non-understanding of the teacher's instructions. [...]
[...] This integration is done by two means: first, the teacher's reprises that then integrate (positively or negatively) the student's intervention in the main communication network of the class. Then, reading or writing on the board is also an element of the integration of the demand for intervention. - the parallel communication network This network is composed of the entire set of verbal or non-verbal behaviors that are illegitimate or clandestine in the course of the class. The retained indicators are four in number: - le déplacement either to get closer to the teacher, or to go see a classmate or any other type of movement that can be analyzed both as an indication of appropriation of the school space or on the contrary as a refusal of the school framework - les décrochages. [...]
[...] In addition, social distribution is not homogeneous between classes, so researchers tried to limit the cut-offs. Since the observation was on French classes, it was interesting for the researchers to see the relationship with the language in trying to determine the percentage of migrant children. However, the sample is too small and too imprecise to take into account this variable and the researchers decided not to exploit it as such. The researchers will also classify the students by age to avoid biases due to this variable. [...]
[...] Thus, the researchers retained more than 50,000 raw data. What are the two communication networks? Régine Sirota distinguishes two distinct communication networks in the class: - a main communication network: students are part of the class communication. Their participation comes from an interest in the subject being addressed and a teacher's valuation. - a parallel communication network. Here, students are located outside the main communication network, which leads them, due to a lack of interest or valuation, to adopt practices that oppose the school framework. [...]
[...] The observation was conducted in seven CM1 classes: this sample consists of classes called 'socially mixed', i.e. composed of children from all social backgrounds students. These classes are located in different districts of Paris, particularly the 10th, 11th, 14th, 17th and 18th arrondissements characterized by a certain social mix. It was a matter of observing for seven days French classes, including at least one vocabulary session and one grammar session. The seven teachers involved women and 1 man) are between 30 and 50 years old and have between 10 and 22 years of experience. [...]
