Methodology Brain Storm

Hypothesis:

1. Teachers use in power in the discourse when dealing with conflict
2. Teachers frequently use cloaked imperatives - teachers use more cloaked imperatives with older students
3. Teachers leading older classes use less 'building the consumer'
4. How a teacher (or teaching assistant) adapts her language for different age groups 

Data Collection:

1. Record a year four teacher on a few occasions talking with students normally and dealing with conflict to allow comparison (similarly with a year four TA dealing with the same student) 
2. Record a range of teachers leading lessons; a reception lesson, a year 2, a year 4 lesson and a year 6 lesson. Analysis the frequency of cloaked imperatives (more higher up the school)
3. Record a range of teachers leading similar lessons (e.g all English); reception, year 2, year 4 and year 6. Compare the sapir-wharf and 'building the consumer' style language
4. Record two different TAs speaking with a range of ages and girls and boys, analyse the transcripts comparing the methods of persuasion used

Problems:

1. May have to consider the root of the behaviour and how that affects the response of the adult, differing leadership styles
2. The style of the teachers, the lesson they are leading (in nature) and the students they are dealing with (e.g SEN or heavily male class ...ect)
3. Difficult to define 'use of building the consumer' what classes and what doesn't, the nature of the lesson affects the language (e.g creative or grammar) 
4. Purpose of their conversations affect the outcome, the child affects the outcome (how well the TA knows them, if they are SEN) 

Media Text Ideas:

• CLA Theories - five groupings 
• Literacy SEN students e.g dyslexia 
• 'Toe by Toe' multi sensory reading manual 
• Theorists - e.g  Bruner vs Vygotsky