"...to look beyond...narrow definitions of...identity to sophisticated notions of role & the ways our own day-to-day activities participate interactively with the large sweep of social affairs..."

"awoke into an unfamiliar world and had to adjust"

"the struggles that occur in defining one's identity"

"journey to clarity"

"times of confusion"

"At times, [reading this book] made me feel uncomfortable."

"trying to figure out who we are...and where we want to go"

"We can be more understanding of each other's views if we can be more open-minded about others."

"relate the content of the book to the content of our class"

"related...more towards the process we've gone through...having to make frames in order to be able to function."

"may or may not seem strange to the reader"

"As we carry through...structure slowly begins to form and an evolving set of frames begin to emerge in order to make sense of and negotiate tasks."

"I myself may have been guilty of steering the conversation away..."

"did help us realize....with more work everything will come together"

"compare parts"

"ponder what direction we are heading in"

"put a lot of effort into figuring out what the missing pieces are and what role these pieces play in their [our!] lives."

"ideas that could be shared"

"Because Thump was so highly praised and dubbed a leader, I feel as if now there is more of an understanding of what you want/expect from us. Students in the fishbowl were more apt to speak their minds and were also very supportive when others were talking. It is now understood that we all have different frames, which effect our decision-making processes and group dynamic."

"What they found interesting..."

"The development of conversation led the group into making meaning of this class...some people went above and beyond"

"some instability"

"different ideas"

"so many ideas"

"We are going to have to all talk amongst each other to make our 'final' decision clear, and even then there will be additions to our decision."

"factual"

"No one said anything specific."

"I found myself learning things from the fishbowl conversation."

"Through the comments people are getting more detailed and at the same time asking questions."

"It is easy to accept something to get by but you have to think a lot about things to ask questions to engage a certain topic."

"we actively thought"

"similarities between..."

"Clarity becomes greater over time with w/ effort."

"Having [the] story progress explained differently"

"No one offered an alternative idea."

"I can't say they didn't think about it, but they did not really apply it."

"a manner we are not used to, imposed, suggesting we have no say or have to do whatever she suggests"

"suggests that you know what you are doing & have objectives - that you like to keep us on our toes"

"I like the class."

"These awkward scenarios are going to continue throughout the class, and will possibly push us to come to conclusions in order to avoid some, if not all, the tension."

"showing their liking for the course and its challenge"

"these AWKWARD SITUATIONS Steph LIKES TO IMPOSE ON US"

"I think we are doing pretty well even though these fishbowls are tough because there isn't clear direction."

"Steph enjoys seeing what happens in the group dynamics, she enjoys challenging us and sees it as fun."

"the most important part of these awkward scenarios is the fact that you impose them on us."

"after the negative comment...a positive one follows"

"I don't find anything we do in this class awkward but I think I know what s/he is talking about."

"Steph has the authority in class as she's the teacher. She decides what kind of scenarios to put us on in order to move the class to the goals."

"I'm not sure I agree with the feedback. I'm not sure the "scenarios" in class are awkward, or if they are even scenarios! I also think that saying you impose them on us is way off. Sounds negative & I don't fully understand."

"Steph still encourages the class to participate and become involved even though we feel anxious, and sometimes self-conscious..."

"Steph likes us to participate no matter what. Not necessarily being awkward, but confusing situations she imposes on us, help us do more independent and decision-making processes."

"This is how Steph wants us to function. She realizes these situations are awkward, but there are many circumstances in life that are . . . we have to still learn to function in these situations."

"Steph is the teacher so who else would impose awkward scenarios on us."

"the text written in italics illustrates how I fell about the awkard scenarios Steph imposes on us. I am all for the upcoming awkward scenarios because I feel like this class functions better off awkward scenarios."

"I can cut out the "Steph likes..." and the sentence still makes sense to me."

"In most University classes, teachers do not 'intentionally' throw their students into scenarios that could potentially become awkward. In most classes, teachers are there to be the mediator between the material being taught and the student. However, in this class, we are thrust into situations where we have to try to figure the significance of things out for ourselves as students."