This study is an exploration of how the children and the teacher through their everyday activities together create and recreate meaning in the classroom situation. The study specifically looks at interaction and communication. How the children and teachers talk about classroom rules and behaviour, whether, and how the children challenge the teacher's orchestration strategies, as well as the teacher's response to such challenges. The aim is to illuminate this from the perspective of the children.
The main body of collected data consists of field notes collected during two separate two-week observation periods. Some notes are very detailed as the verbal interactions were often short enough to be recorded verbatim. There is taped material used from class meetings (klassrAd), a formal session held in school classes to provide de'Ilocracy in school.
In the study we see the organisation and orchestration of school activities by the teacher constantly being challenged by activities initiated by the children. In this the children go in and out of activities and the intensity of their involvement seems to change rapidly from moment to moment. Looking at behaviour and the negotiation of rules in the classroom we see that the teacher and the children use rules in different ways.
The two main challenges seem to be the challenge to order and the challenge to an activity. In regard to instructions, noise and body placement it is possible to see the children's challenges as a threat to the order of the classroom. Other challenges, i.e., the avoidance of set tasks, the misunderstandings and the creation of games seem'mainly-to challenge the planned activity.
In the concluding comments the discussion moves from the one classroom, with the specific teacher and children involved, to a general level where we see the ideas lfehlrtd school interacting with classroom organisation and children's negotiation of meaning.
Linköping: Linköping University Electronic Press, 1998. , 53 p.