Teacher Considerations - Component 1

Be prepared to help students locate a possible interviewee. It may turn out that there is no one in that student's group of family and acquaintences that are willing to participate. The best way to help is to develop a cadre of willing interviewees yourself. This will give students somewhere to go when there own efforts are not successful.

Component 1 - Arrange an Interview

If you use a family member or neighbor, arranging an interview will be much easier than if you want to interview a person you haven't met or don't know very well. In contacting the person whom you wish to interview, use this list to remind yourself the types of information you should tell the person:

• Make clear how his/her name was obtained (if a stranger to you).
• Explain what your topic is.
• Establish, at the very beginning, why the subject's life and experiences are important.
• You may need to provide a brief overview of your topic and what your goals are.
• Make sure the interviewee understands that their contribution to your project is important.

Because it is often difficult for elderly people to hear well on the telephone, it is best to try to communicate this introductory material first in person or by mail. Then, when phone contact is made, she/he will be clear about who is calling and what is wanted, and an appointment can be made.

Select a time of day for the interview that is best for the person being interviewed and be on time.

return to main Process page