Degrees and Certifications:
Bachelor of Science in Education and Secondary English Education
Welcome students and parents!
I am super excited for this year and hope that it is a memorable one for all. This year I will be teaching English 11 American Literature and AP Language and Composition.
A little bit about myself, I'm a first generation college graduate and proud Alumni of NAU. My father was fresh off the boat and taught me about hard work and dedication. With those traits inherited I went to NAU with a full ride scholarship where I obtained my Bachelors degree in English and Education.
For up to the minute assignment information please check your assigned google classroom (this can be done by signing into your CHS google account and accepting the invite that I have already sent you).
If you need to get a hold of me for whatever reason, email works best. I can be reached at AKlovenas@fusd1.org
For those who had to leave class today...
Opening: My research topic is ______________ and I am investigating __________ aspect (research question) of it.
1. Describe your professional (and/or personal) experience relating to this topic and research question.
2. What do you think is poorly understood or unresolved within this area? Why is this so?
3. What do you see as the main conflicts (of analysis, priority, or value) among those who work on this issue? Follow-up: Are you aware of key figures/scholars who represent those different positions?
4. What do you think is a possible answer to my research question? In your judgment, what might be some useful research studies that should be undertaken with regard to this topic/question?
5. What resources, either other people or published materials, do you regard as essential to the study of my topic/question? Is there anything else you’d like to add that hasn’t been covered by the questions I’ve already posed? (This should be your last question.)
1. Ask only one question at a time. Don't jumble the response by trying to combine multiple questions at once.
2. Attempt to remain as neutral as possible. Often researchers suggest that the interviewer should not show any strong emotional reactions to their responses to avoid altering the responses. One researcher, Patton, suggests acting as if "you've heard it all before."
3. Encourage and elicit responses with non-committal body language, such as nodding, or murmuring "uh huh," and so on. Don't suddenly jump up to take notes, or it may seem that you are unusually surprised about an answer, which may influence the subject's response to the next few questions.
4. Don't let the respondent stray to another topic, but steer them back to the topic at hand with your questions.
5. Phrase your questions in such a way as to ensure an open-ended response. Don't put words in the interviewees' mouths, but let them choose their own vocabulary and phrasing when responding.
6. Keep questions neutral in tone. Avoid judgmental wording or evocative language. Asking someone, "what do you think the effects will be of higher levels of acidity in the Mackenzie" is less likely to direct a response than, "What do you think the effects will be of callously leaking industrial waste into a freshwater river?"
7. Word the questions clearly. Make them concise.
8. Pick pertinent inquiries. Part of this is also becoming familiar with the vocabulary of that field or topic, so you can ask intelligent questions.
9. Use caution when asking "why" questions. This type of question suggests a cause-effect relationship that may not actually exist. These questions may also invoke a defensive response, e.g., the interviewees may feel they have to justify their response, which may inhibit their responses to future questions.