Working on focus 1 & 2

My thesis relates to the idea that human relationships must be established between student and teacher before a student becomes comfortable enough to engage in a writing classroom. Looking at the data from my oral history and data from a previous freshman writing class, there may be a connection with teachers who invite students to engage in the classroom versus the current traditional teacher. Furthermore, my research will examine how students tell stories about bad teachers. From the data that I have gathered, I am looking for any patterns that demonstrate mundane trauma that students may connect to "bad teachers".
One story from my transcript discusses the interactions that I had with what I would call a "bad teacher." The teacher didn't communicate what she wanted effectively  This caused me trauma and i disconnected in the classroom. There was another story in my oral history where I spoke of a teacher who attempted to embarrass me to the class. I met the teachers challenge on to lose to him because he had the authority to give me a bad grade. I termed these teachers "bad" due to their lack of talk and effective communication. Furthermore, both teacher had authority issues and pushed their agenda on me as a student. This caused me to regress and disassociate with the teacher and the class.
On the other hand, in my oral history, I also spoke about "good teachers". I explained that the teachers "invited" me to speak with them or in some cases, made themselves available to "talk." either before or after class time. Through my data, I found that these teachers communicate effectively and that they also "invite" students to talk.
The theorists that I plan to use are Shotter and Duffy  These theorist talk about mundane traumas and their affect on students ability to language the trauma. Also, they discuss how spontaneous occurrences are what we live in and respond to. I plan to use these theories as the foundation of my research project.