Royce A. Singleton, Jr.
Professor of Sociology




The Small Groups Log
Fall 2004


Students in the small groups class are required to keep a log of the class meetings.  The log is intended to give you a record of the group interaction to which you can refer in analyzing the group and to encourage you to think about the group's development as well as your role as a group member.  The log may take the form of a narrative for an outsider or an intellectual diary.  Form or style is less important than the substance of the record.

Keeping a class log places you in the same position as a field researcher doing participant observation.  Not only will you assume specific membership roles within the group, but you also must observe the group interaction.  The log is comparable to the participant observer's "field notes"; the same guidelines apply.  Basically, there are two critical issues:  (1) how and when to record observations, and (2) what to observe and record.

How and when to record observations.  Like field researchers, you should not rely on either extensive on-the-spot note-taking or entirely on your memory.  It is important while interacting in the group to emphasize participation rather than observation.  Therefore, it is not a good idea to take copious notes during class since this can be a distraction to others and will interfere with your ability to participate fully in class discussions.  Nor is it advisable, given how quickly and massively humans forget, to rely on your unaided and long-term recollection.  To guard against forgetting, field researchers do two things which I recommend for this class.  First, they take "field jottings"; that is, they record brief phrases, quotes, and key words while in the setting.  Second, they write up "field notes" at the end of each day, or as soon after their observations as possible.

What to observe and record.  In field research, the primary sources of data are the words and actions of the people one is observing and interacting with.  Consequently, field notes contain as detailed and complete a description of events as possible.  Similarly, your log should always begin with a description of the content and process of the class meeting.  This need not be all-inclusive, as in a transcript or play-by-play account; rather, it should consist of a summary of the highlights of the group discussion.  Thus, you might take note each day of what the group chooses (or does not choose) to discuss, who initiates discussion, who introduces key ideas and discussion topics, who disagrees with whom, who eases tensions, and so forth.  You also may want to describe significant events outside regular class meetings, such as study sessions or discussions with other group members about the group.

In addition to description, field researchers also attempt to arrive at a theoretical understanding by identifying patterns in the data and formulating themes, concepts, and propositions that account for these patterns.  Likewise, eventually in your log you should attempt to discern and interpret patterns of interaction within the class group.  To facilitate such understanding, I recommend that you ask yourself questions about the development, structure, and dynamics of the group.  For example,

  • What norms and roles have evolved in the group?
  • How is the group addressing issues of authority and intimacy?
  • What leadership roles are being performed by whom?
  • Why did particular group members, including yourself, contribute or not contribute to discussions?
  • Why did the group choose to discuss particular topics and to evade or ignore other topics?
Finally, it is important for you to reveal your own feelings and judgments regarding the group, yourself as a member of the group, and other specific members of the group.  Acknowledging and reflecting on your personal reactions can help you distinguish between factual observation and evaluation, and may suggest changes that will promote the group's progress or ways that you can contribute more effectively as a group member.  So, ask yourself:  How effective is the group discussion?  Are you satisfied or dissatisfied with your role?  How do you feel about others' contributions?  But one word of caution here:  this part of your log should be the last item you record and not the first, as your description and analysis of group sessions should take precedence over your evaluation of the group.

Observation schedule.  Despite the value of this assignment, keeping a log for every class meeting presents several problems.  Some of you, for example, may find it difficult to play the role of participant observer—that is, to take part naturally in the group discussion while also observing the group interaction.  You also may encounter problems in remembering the content and process of the discussion and in finding time soon after the class meeting to record your observations.  Therefore, to make this assignment more manageable, you are asked to keep a log of observations for the second through the fifth class meeting and, thereafter, to keep a log for one class meeting per week.  So that the group as a whole will have an ongoing record of every class meeting, I have divided the class into three groups, which are asked to keep logs according to the following schedule.

          Last name
         begins with         Dates for recording observations: 
             A - C             Sept 13, 20, 27; Oct 4, 13, 18, 25; Nov 1, 8
             D - M            Sept 15, 22; 29, Oct 6, 13, 20, 27; Nov 3, 10
             N - Z             Sept 17, 24; Oct 1, 6, 15, 22, 29; Nov 5, 12
 


return to top