Random Conversation Analysis

In the novel Speak by Laurie Halse Anderson, Melinda a young incoming freashman starts off high school depressed and avoided by her classmates and friends. Over the summer Melinda attends a party where she has no choice but to call the police, resulting in all her friends to dismiss and turn against her completely including her best friend Rachel. When Melinda begins high school detached from all of her classmates she tries to befriend Heather, a new student who is unaware of the party conflict. “...we kind of paired up at the beginging of the year when I was new and didnt know anyone and that was really sweet of you but I think its time for the both of us to admit that we...just...are...very...differnt” (105 Anderson) Heather soon realizes

Rachel is a new student at Hamilton high school and tends to talk to her peers during this exercise. She then responds to questions even without waiting for approval from the teacher. Though her answers are always on point, her destructive behavior n is frustrating the teacher as such Mr. Smith reprimands her severally by asking her to go the office. Frustrated, Rachel feels the Miss. Smith is unfairly picking on her.

4) Isabelle could have tried to work with the general teachers to try and help Juanita make a successful transition into regular classes. She could have informed the teachers what areas Juanita needed the most help and support with and how to treat her when she acts out or shows no interest. She could have done follow up on her own with the teachers or just Juanita alone. She could have also taken some spare time to sit in Juanita’s class and observe her behaviors. Isabelle also could have offered some special support and guidance to Juanita and informed her guardian how things have been at school. Isabelle should have also tried to stop the problems that Juanita was facing in general classes.

However, the class environment is much different which causes Charlotte to change the way that she views her extravagant teacher. The new classroom could be described to have an environment that was based upon hostility and disdain. Miss Hancock is the new target of mockery, she is given no respect. Charlotte begins to take part in the antics of her new class. Miss Hancock raises her arms and a boy yells “‘let us pray’”. (5) Laughter exploded within the room and Charlotte joined as she “snickered fiercely” (5) behind her duo tang folder. The pressure of the entire class laughing has an impact on Charlotte that causes her to disrespect Miss Hancock by joining in. The new environment is beginning to cause Charlotte to change the way that she had initially treated Miss Hancock. Furthermore, the new student-created environment causes Charlotte to fear speaking to Miss Hancock publicly. As a result of this, Charlotte arranges to speak to Miss Hancock after class as she “wanted to be sure that [the conversation] would not be witnessed.” (5) The new environment has pressured Charlotte into avoiding contact with Miss Hancock as she likely wants to avoid being also mocked by her classmates. The class has changed Charlotte’s character by indirectly causing her to fear interacting with Miss

Within this scenario, Mark is a pre-service teacher that aspires to make an impact on his students’ lives. On this note, Mark builds a connection with a reclusive student named Laurel. This sparks controversy amongst the school community as Laurel insists that Mark is her ‘friend’ and begins to share inappropriate information with him. With good intentions, Mark does not want to diminish Laurel’s newfound confidence. Conversely, Mark is unsure of his professional responsibilities in this situation.

Escaping from the past, focusing on the present, and fearing the future, one enters the honors English classroom taught by Mrs. Roll, the tenth grade pre-AP English teacher. Because summer flew to its end, students became one step closer to their biggest fear- school. By the time one reached Mrs. Roll’s class, the quote, “I won’t be your friend, but I will be friendly,” was drilled regularly in one’s mind. Everyday in the class, there would be daily reminders of this warning. To be in her honors class was a risk, but also the wisest choice of them all. Not everything will go the way it is planned, but a little critiquing might get the task completed. With Mrs. Roll preaching to students day in and day out, she barely has time to remember all their names; therefore, what time does she have to be their friend? However, she does contain time to be friendly.

I think this book gives us the opportunity to reflect on our roles in our students’ lives, as a general classroom teacher and how we can best help our students develop into active learners and well-adjusted adults. Paley also made us think about how children’s story and classroom community play a significant role in helping children learn about themselves and

After reading her story, it has come to my understanding that it is very crucial to build a classroom community. Rather than just playing “getting-to-know-each-other games,” it is better to make sure the students and educator understand the importance of accepting others’ opinions (Burant, 2010, pg. 74). It is important that students are able to bond with one another, rather than being

Melinda is a freshman at Merryweather high school. Freshman year is already nerveracking enough, but in Melinda's case, nerves mean a whole different thing. Over the summer, Melinda and a few of her friends snuck out to a party. Something makes Melinda to call the police, which busts the party and causes several people to get arrested. Those who got arrested go to/are affiliated with Merryweather high. So now, she is hated throughout the school. On her first day, Melinda walks in with no friends. Eventually she makes a friend named Heather. But Heather and Melinda aren’t going on the same path in high school. Melinda doesn’t seem to be interested in popularity (she would rather be hanging out in the janitor's closet or art class) while heather is, and wants her to join in on trying to climb the social ladder.

In Miss. Hooker’s classroom she never makes a problem, just the student’s problem, but a problem they share and can fix together. Once the student would see that Miss. Hooker wanted to help them, they were very less offensive and were happy to have someone on “their side”. Another big thing I learned was to use every resource out there. She uses so many different websites and reading materials to get ideas, and talks to other teachers or other adults, she does not limit her circle of information. I also learned that sometimes it is true what they say “less is more”. In Miss Hooker’s classroom I almost felt claustrophobic. There were so many posters/resources on the walls, and every shelf was pilled full of books or totes, I was very over stimulated by the clutter. The stuff was not useless junk, it was mainly books, and different learning materials but there was so much stuff out that I do not think half of it got used. One big thing I realized is you cannot fix everything. There was always someone that had a hurt body part or did not feel good. Yes, Miss Hooker would show compassion to this matter, but she did not stop everything to try to best accommodate the student either. If she would have done something to accommodate every student she would have never been able to complete a lesson.

The crucial conversation scenario about a couple after a night out seemed point on to me about how dialect in couples can emerge after a night out drinking. Each partner told clever stories by making excuses for their own behavior brought on by their version of how the night played out. Angered perceptions of how the other partner was acting at the party resulted in the need to justify their own behavior feeling that they were each the victim that night.

Having a crucial conversation can be difficult; however, it is essential for me to be successful in my project. I think of different ways I could approach the CNA to have this crucial conversation without any conflict and to make sure it goes as smoothly as possible, and handle the conversation in a way that will produce a better outcome. I asked the CNA to let me know when she is ready for her break, so we can take one together because I will like to talk to her about something that will improve our work relationship effectively. We went for a break, and I started the conversation by saying I would like to talk to you about some things I am noticing when we work together, I am not accusing you of anything, I just want us to talk about my observations, and I will listen to what you have to say. I explained to her about the issues in my initial post, when I started the conversation her facial expression

“Mrs. Shannon rolls all of us closer so we can watch the snow Accumulate on the grass and trees.” I think Mrs. shannon is nice because she let the kids watch the snow go on the trees and grass and not be doing class work. But Mrs. billups thinks that the should learn the alphabet and listen to Old McDonald songs all day long. “ Now, children, this is an “A”. how many of you can say A? Good!” Mrs. Billups does not know that all of the kids in room H-5 hate going over the Alphabet and listen to Old Mcdonald. Mrs. Shannon knows what the kids like and dislike because she is bringing a tree for them instead of using the old snowman. “ Tomorrow I’m bringing in a real tree and we’re going to make it beautiful.” “Mis. Billups who could have got the award for worst teacher in the world.” She makes us do the snowman each year. Mrs. Shannon is nice in all but now I would like to talk about who my Mrs. Shannon is.

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, “I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else?” Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity.

People spend a significant part of their lives listening and talking, that is the main reason why conversation is regarded to be the most generalised form of talk that concerns both speakers and listeners and it is contemplated to be the essential ingredient in co-operative undertaking (Wardhaugh, 1985). Conversation is informal talk involving two or more people and interviews are a particular type of conversation. Interviews are regarded as meetings at which a journalist asks questions in order to find out the interviewee’s opinion. This is an assignment that analyses a telephone interview, so there is an absence of eye contact, body language or facial expressions that are attributes of a ‘live’