School, for me, is probably where it all began because I was constantly forgetting to do homework as a kid, which of course led to me getting in trouble and getting bad grades, which I really didn’t want.. Getting in trouble over something that I could so easily have done made me feel the need to work twice as hard to remember to finish and turn in all of my homework on time. I’m usually also pretty good at school work, but by losing and/or never turning it in I could’ve run the risk of being held back because it may have seemed like I wasn’t understanding the classes when I actually was. That brings up another reason I need to become more organized, my mom would have been extremely mad if I’d been held back because I wasn’t turning in my homework, and that was probably much scarier to me at the time then actually being held back. The second group that helped influence this trait is very directly related to the influence that my school had on me, my peers. Most of my close friends I had all through school were very good right away at getting their work turned in, after I finally realized that it made me want to sort of be like them in sort of a competitive way where I wanted to be able to keep up with them academically.
That’s why the idea of talking in front of a class (composed of students I don’t know personally) was really overwhelming for me. The day before the first session, I was really scared and worried. I felt that I was still not prepared despite reading the modules repeatedly. I was like, “What if I stutter and forget what I need to say?” “What if they make fun of me?” But during the first session, the odds were in my favor when Benny joined our group. We divided the class into four small groups, and thankfully since there were five of us I got paired with Fret.
An interpersonal relationship strength was that Dr. Hoffman was able to address many of the student’s questions at this time and they seemed satisfied with her answers. She referred to the PowerPoints, the notes, the book, and the lecture to answer questions about test material so that the students would have one solid answer to base their studying on. The environment of the class changed a little bit when the class changed from the lecture to the review. I feel like a weakness of the interaction between the students and the professor was that the students did not engage during the lecture and Dr. Hoffman had to pull answers to the PowerPoint questions from them. There were points during the class when Dr. Hoffman had to specifically ask students to answer
I learned much more about APA format than I thought I would such as in-text citations. I did not know in-text citations were so important until I took this class. It was great to understand the different types of plagiarism and different techniques to avoid plagiarizing. My weakest writing assets would have to be coming up with a great introduction and building my body so it runs smoothly. I had and am having trouble with
The biggest headaches I get are from those students who have no training and no experience—yet they’re certain they have a divine gift or instinct for executive protection. These students are trainable, but they might have to repeat the class after some field experience to really understand what is new and different about this discipline. Repeating my classes is always free, and some lessons are much more real to students the second time around. I have a great track record with the quality of students who have come through my school. Nearly all are motivated to help others.
I find that anxiety causes me to stumble and mispronounce my words which only makes it more difficulty to present all that I have planned. However, this time it was different and I finished my presentation with a sense of pride. Although, I know that with practice I will become more confident and proficient in public speaking, I believe my presentation UTIs was the best I have done so far. I have learned the importance of not reading directly from my cards, and also the necessity of making eye contact with the class to ensure they engaged. I was gratified when Lynn noticed that I endeavored to involve the class and help them understand that my subject and its content was important to us all.
I was determined to be seen as an equal. I dedicated more time towards studying and it showed when I made A’s on exams that my peers struggled with. I was finally seen as equal as others intellectually. However, I then got comments of being an “exceptional Asian.” In response I’d ask “Why do you say that?” Usually responses would be “Look how well you’re doing! Tons have dropped but you’re still here!” Normally, I would try to point out that there were other Asian students that also do well in the class, and that comments like “exceptional Asian” were uncomfortable.
It was very easy for me to get carried away with making sure I hit all the key points of the lesson, and I kept the kids much longer than their cognitive loads can endure. Another thing I noticed is that many of our students were more behind grade level than I originally thought. Many of my students were unable to articulate their ideas very well and especially unable to write down their ideas – only one student was able to complete the writing portion independently; with five others being able to complete the sentence within the allotted time with teacher or peer help. I think what I could have done better is to do some scaffolding steps with my students. I provided them with examples of what I wanted for them to do, but I did not explicitly model or scaffold the steps to get to where I wanted them to be.
Mr. Bedenbaugh is also my first block teacher, which makes it much easier to ask questions and get the help I need for my senior experience. During my senior experience I encountered a few obstacles, one of them being the presentation, I got through it, but I was extremely nervous the inter time. I prepared
I found the My Story assignment to be a fascinating one. I thought it was really interesting to get a closer look at how my fellow classmates defined themselves and what led them to their definition. The assignment allowed me to uncover another side of the people in the class that I didn’t know too well, but also it allowed me to see another perspective on my friends. The assignment is proof that even though people claim to know one another, they only know the information that they’re given, and that the information is usually only a fragment of the entire story. This idea of seeing an entire person’s story is what made the assignment so enjoyable, and even though I had a hard time coming up with my own narrative, it was still interesting to
I formed this group because Alyssa and I were both struggling and I know Porter is great at math so I reached out to him to help us and study together. The group has been helpful because a lot of my questions can be answered by my friends. The dynamic is great because none of us are afraid to sound dumb with questions, so we are all very open and open to helping. We haven’t strictly followed the guidelines in the hand out being that we feel that the way the study group naturally works is great for us and our own learning styles. Overall, I’m happy to have my study group to help me with a class that is harder than any class I have ever
The first event was a consistent thing which was teachers correcting my essays . Every time I would receive an essay or an assignment I would always have an error with using the words " their and there" and using the right conjunction words. The problem that I had was when I was younger I wasn 't taught how to use those words. For an example instead of using the word your correctly I would use it "You 're a pretty cool person." When in reality you 're supposed to use it with the word "you 're."