Activity 10

Topic 10: Communication Skills

Rules for Effective Communication:
1. Recognize the difference between formal and informal settings and the communication needed for each.
2. Be clear and precise. Pay attention to your grammar and pronunciation.
3. Avoid slang -- it doesn't always translate well. The intended meaning isn't always what's received.
4. Know what you are saying without saying a word. Studies show that over 90 percent of communication is non-verbal. Be aware of what you are saying without speaking.
5. Be culturally aware. Gestures, proximity when speaking, and inflection can all be perceived differently by different cultures.
6. Proofread and revise. Formal, written communication needs to be grammatically correct. Always present your best.
7. Listen. Communication is two-way. Someone is transmitting and someone else is receiving. Make sure you are a good receiver.

Task 1 - List three examples for each type of communication
Written Communication: through words in print, on paper or electronically
1. Leaving a note to let my boyfriend know where I am, with a smiley face, so I don't have to wake him, and so he is at ease and knows I'm not mad at him
2. E-mail to someone
3. Graffiti, claiming marked territory

Verbal Communication: through speech and spoken word
1. saying "hey" to a friend passing in the hall
2. yelling at my little sister
3. discussing Harry Potter with my boyfriend.

Nonverbal Communication: trough gestures, body language, eye contact, etc
1. me and my boyfriend can appear to "read each others' minds", but actually we just know how to read each others' body language really well. When we are hanging out with people, we can tell when the other wants to leave, or how each other are feeling.
2. looking people in the eye makes them know you're listening and paying attention to them, that they're not just talking to a wall or being ignored
3. giving someone the middle finger. we all know what that means.


Task 2 - my personal communication skills

They're not the best but I get by. My main goal is to try and filter myself so i don't inadvertently piss people off (I tend to do that, I can be rather blunt). With general communication I am fine, but with more complex communication I need some work. Me and Phil talk about everything, and are usually really good at talking out our differences. However, we both have mental health issues and it can be rough... Sometimes I'm not sure how I feel, or how to say what's on my mind, and this usually results in a bad day. But for the most part me and Phil communicate really well.

BHL week 8

April 30, 2010 marked my 8th visit to BHL. Possibly the most uneventful day so far, all we did was watch videos. I got there at 8a.m., paid my $2 to wear jeans (since it was Friday, teachers are allowed to dress casual for a small donation to the sponsoring organization/charity, this week it was the March of Dimes), and headed to Mr Corley's room.

During ELT, we watched an episode of Fringe about some computer virus that could infect people. Science fiction stuff, loosely related to school. Over half the class had gone to a Fellowship of Christian Athletes meeting, so it was very quiet (a rare occurrence at BHL).

Once that was over, Mr Corley decided to clear the air of circulating rumors about three students who had been caught smoking pot on school property the day before. Apparently, these kids got weed but didn't know what to do with it or how to smoke it, so, as one girl explained and kind of demonstrated, they tried to roll a join/blunt out of notebook paper. They decided the best time to smoke would be during the recess after the CRCT, in front of teachers and other students. One kid said he was watching them try to light it, his dramatization was very funny. Another said that the whole area smelled like it, and that they were burning it more than smoking it.

Well, obviously they got caught and are going to be expelled, plus have criminal charges pressed against them. That's really going to suck for their future, since it's one thing to be caught with marijuana, but a totally other thing to have it in a school zone. Officer Davidson, the school cop, and two teachers walked the three students to the office, in front of the entire 8th grade. Apparently two of them looked embarrassed and scared, like anyone about to be arrested, but that one was almost proud to be sauntering in handcuffs to the office. This is the same girl I quoted in Task 2 Part 2 of Activity 9.

Second period, we watched the second half of some Kung-Fu movie, the title of which escapes me right now. It was a foreign film with subtitles. The fight scenes were like the fight scenes in comic books, except with live actors. It was alright I guess. Once the movie was over, the students got to vote on an episode of Fringe to watch, since Mr Corley had brought the first season on DVD.

Third and fourth period were exactly the same, nothing eventful. Lunch and planning I got to go home for, since I drove myself (I finally got my license!). I came back for 6th period, but there wasn't much point in doing so, since all we did was watch Fringe. Kids behave well when they aren't asked for much. Plus, they all seemed to get a kick out of the video selections, since usually they have to watch boring educational stuff.

Another successful day at BHL...

Activity 9

Topic 9: Attitudes

Task 1: Reading the poem "Attitudes" by Charles Swindoll

"The longer I live, the more I realize the impact of attitude on life.

Attitude, to me, is more important than facts. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company... a church... a home.

The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude... I am convinced that life is 10% what happens to me and 90% how I react to it.

And so it is with you... we are in charge of our attitudes."


Yes, this poem is correct... your attitude can have a tremendous impact on how your day goes, how people perceive you, and how you perceive yourself, others, and the world.

Task 2, Part 1: Though I am not as bad as some people, I admit my attitude is not the best. I tend to be very cynical, and I try to critique things to the highest degree. I am very quick to call BS on things, or to form a strong opinion and stick to it (sometimes I just do this out of stubbornness, even when I know someone else may have a good point). I tend to focus on small aspects instead of looking at the bigger picture. I can also be conceited and condescending; I judge people and usually don't like them. I am overly critical of things, even my own work.

However, in the given circumstances of my life in this world in 2010, I can honestly say that my less than perfect attitude has gotten me much further than a typical suck-up positive attitude would have. I know that I am smart, and I know how to use my intellect to get what I want and get where I need to be in life (there's the conceitedness I was speaking of). Drama and acting has taught me how to quickly turn on the super happy perky up-beat positive attitude when I need to (dealing with customers at work, job interviews, etc). If I was like that 24/7 though, I would be suppressing so much that my passive aggression would at some point pop and I would be likely to lash out at an entirely inappropriate time. By being slightly atypical, I stand out from the average and though I don't have tons of friends, the few I do have appreciate me for who I am, and I genuinely respect them as individuals. You can call me fake or weird or a bitch, but when it comes down to it, as long as I see my actions as justified (and trust me, I thoroughly analyze situations and spend lots of time pondering and reflecting upon life), I really don't care.

Task 2, part 2: At my service learning site, I am usually in a good mood and have a better attitude than normal. I like the teachers I work with and though it can be frustrating trying to deal with the students, it's enjoyable. I usually spend my time reading or drawing, or talking to the students, who usually like me helping them because I'm not as defensive as Mr Corley, and i'm not trying to get them in trouble (this is how alot of students feel about teachers). I try to give the students the benefit of the doubt when it comes to them misbehaving, and when it blows up in my face, I don't take it personally and just laugh it off. They say some pretty funny things, one girl told Mr Slovert, "go suck a dick, mother fu**er" (real quote, I wouldn't casually use language like that on a school blog). Though I am bored alot, I try and stay genuinely upbeat and willing to do whatever.

Task 2, part 3: My dad has been my main influence for my attitude. He has always stressed the importance of being willing to learn and work hard. It is not about how smart someone is or how many facts they know, but about how they use their minds. For instance, Phil is not as acadmeically inclined as I am, but he is curious about the world and the universe, and is ready and willing to try new things, experience life. I loose alot of respect for people when they hinder others (if you want to drop out, fine, but talking in class and being an idiot wasting the teacher's time and distracting other students who do care will really piss me off).


Also, just smiling can make your attitude and day a million times better. Even if you just make yourself smile at your reflection in the mirror in the morning, you're far more likely to be friendlier to others and have a better day.

BHL week 7

Friday, April 23 was my 7th time going to BHL. I went on a Friday because of CRCT testing. This was possibly the most interactive day I've had yet - I actually got to (attempt) to teach. It was rather messy though...

Since the science CRCT was the day prior, Mr Corley used his classes to prepare for the math CRCT, which students must pass in order to graduate to high school (and the numbers weren't looking so good; barely half of the students are expected to pass, which means that the requirements will probably be changed to pass more students... I'll get back to that in a minute).

On this day, students seemed particularly wired. Before first period even began there was already a fight. ELT was given free time to read or play chess or whatever, and that was fairly uneventful. Second period was a bit of a different story.

First of all, the students were pissed off because they were expected to actually do work that day (they all seemed to expect a free day since the science CRCT was over). When Corley passed out the Math CRCT coach books, everyone was groaning and complaining, which sent Mr Corley into one of his little outbursts. Mr Corley was trying to go over the basic mathematical concepts that would be tested, but kids wouldn't shut up. Admittedly, it was kind of hard to follow the lesson. Mr Corley would call out something, and then the students would try and figure it out, but then Mr Corley would have a different answer, or would have not said what he meant, and then the students try and tell him but it just comes off as them yelling, and then Mr Corley yells back, and everyone is pissed off again. This is pretty much how third and fourth period went as well.

About half way through the classes, Mr Corley would get exasperated and give up, so I got to attempt to teach. I showed them some different ways to do things, like when trying to find the slope of a line, draw a right angle and just count the steps. They agreed that this method was far simpler than (y1-y2)/(x1-x2), which they didn't understand what that actually meant. It amazes me how little these students actually understand, and though they could shut up and listen, its not all their fault. There is too much material to cover in too little time, so students barely understand a concept before another one is thrown at them. I helped one girl individually, who finally realized how exponents work. She explained that her math teacher only briefly explained it, and that she got a 70 on her test but since that was passing, she never reviewed the material again.

Lunch was interesting, there was a brief meeting with the 8th grade teachers. They discussed the fact that the student are claiming that they don't have to do anything in their "other classes", which upon discussion turned out to not be true at all. Mr Davis pointed out that you have to take everything they say with a grain of salt. After the meeting, a few teachers stayed talking about teaching. They have pretty much all convinced me to further explore my options, that was a common factor from all I spoke to. They wished they had gone further and did something else, because as Mr Joiner is proving, it's very hard to start over at 30 years old when all formal training is in education. Plus, students get worse and worse each year.

The last period of the day was by far the craziest. During "connections" classes (electives), there was a March of Dimes fund raiser where kids could pay to play outside, have free time, buy concessions like candy and soda. Mr Slovert went down there briefly during planning and said it was chaos, there were no teachers controlling the kids and they were going crazy. So when they had to go back to sitting in a desk for over an hour, things didn't go well. This on top of the fact that Mr Corley had already been worn down all day did not mix at all.

Immediately as students were coming into the classroom, one said something so Mr Corley marched him to a different classroom. With him briefly gone, I warned the class that he was on edge and to try and be good... it obviously didn't take. They could barely stay in their seats, much less close their mouths for more than 5 seconds. Still, Mr Corley and i attempted to review math material. I stood at the board and dictated what Mr Corley called out. The problem was, Mr Corley would say one thing and mean another. He called out an equation, and then students were trying to answer and he got all mad, and freaked out saying they hadn't payed attention to math all year, and went to go get their math teacher. While he was getting the math teacher, I finally was able to understand the students yelling, and they were in fact right. Mr Street came in, looked at what I had on the board and what the kids were saying, and it was correct... Corley, slightly embarassed and very frustrated, retreated to his desk and let me teach. Kids know how to raise their hands, but they think that once their hand is raised they can talk. They were yelling at me all trying to get me to explain something different. Eventually 3:30 rolled around and I was free! I grabbed my bag and escaped while I could.

And yeah, I'm pretty much over the idea of being a teacher.

Activity 8

Topic 8: Workplace Safety

Task 1 - potential hazards at your service learning placement

Well, there are plenty of hazards at Domino's that I could go on and on about, but since my service learning placement is BHL... hmm...

The biggest hazard at BHL for teachers is getting caught in the middle of a fight. Mr Corley was in a sling for a few weeks last year, after he and a few othe rteachers had to break up a fight. Those kids are psycho (ok, only some of them, and only sometimes). Once there is a crowd, the fight becomes more about the show and gaining/preserving respect (here is where I go on a tirade about the fundamental problems of society when respect is gained through violence, it's primitive and.... ok, back to blog post). The best way to avoid a fight is two take the two students involved outside, away from other students view, and let them calm down. Without a crowd to rally them, they usually realize how stupid they look and will knock it off. Obviously I haven't gained this knowledge first hand, this is what I heard Mr Slovert and Corley discussing.

Or you could run down a feshly mopped hallway, slip, fracture a few bones with the fall, continue sliding to the end of the hall way, getting rug burns along the way, finally crashing skull first into the booth at the end of the hallway, causing a concussion as your head and body break through the glass of the door, scrathes and cuts all over. Your momentum sends you tumbling outside onto the pavement of the bus loading area, and when you think it's finally over, a bus comes up out of nowhere and runs over you. A last fleeting thought befor the darkness takes over, "I've got to file for worker's comp...."

Task 2 - OSHA's Safety and Health Topics

I chose an article on the Drug Free Workplace/Workplace Substance Abuse. OSHA supports and rcommends a five-component comprehensive drug-free workplace program. The five components include a policy, supervisior training, employee education, employee assistance, and drug testing. though a prgram like this is not required by OSHA, it is recomended to ensure a safe and healthy workplace. An interesting fact is that industries with the highest rates of drug use "are the same as those at a high risk of occupational injury" (consruction, mining, wholesale). Maybe their jobs suck, so they are more inclined to drug use, which keeps them from being eligible for a better job. It seems like a vicious cycle. Most businesses require a drug test to be passed for any worker's compensation. This is why I didn't file for worker's comp to pay for my $45 doctor's fee when I pulled a muscle, it's not worth losing my job over. I do not in any way support drug testing for employment. However, I do think that if something is interfering with one's performance at work, especially in a high risk industry, they should be tested. OSHA sets standards for guiding employees to rehabilitation. I do not think the business should have any responsibility for an employee using drugs, the employee should be let go if it is interferring. That employee was dumb enough to use drugs on the job, they don't deserve their job. I know that addiction is brutal, but it's something you get yourself into and have to get yourself out of (if it's not YOU, then it's not really going to help in the long run).

BHL week 6

I arrived to BHL at 8a.m. on Wednesday, April 14, ready for another monotonous day. Since the CRCT is fast approaching, all the classes are in test-prep mode. To give the students some break, ELT was just a free day; students played chess or read or worked on stuff from another class. I got to learn how to grade scantrons (it's not really that exciting, but since it was soomething to do besides sit there starring into space, it was relatively entertaining). The scantrons were from practice CRCT tests students had taken the day before; Corley was going to analyze them to pinpoint what he needs to cover over the next week.

Mr Corley had a computer lab reserved for students to go to for free time once they finised the practice CRCT. In second period, I stayed in the classroom and helped those who were still finishing. I ended up focusing my attention with two girls, helping them get through the thing and explaining concepts they didn't understand. And there were alot of them. It was as if they had notbeen present the entire year, they didn't understand the basic concepts, and this lack of understanding just got more and more vast as the year went on. One of the girls confessed that it's hard to pay attention becuase she doesn't get it regardless; the other girl said the class went way too fast. I agree with both of them, I also think class sizes are too big. These girls were not stupid or anything, they weren't disruptive like alot of students, they just didn't get the time and attention they needed and deserved. We didn't finish before the bell rang and they were scared of Mr Corley "exploding" because their test was incomplete after two days, but MR Slovert said he would explain to Corley the circumstances.

Third and fourth periods were pretty much the same, I stayed in the classroom while students finished their tests and sent them to the computer lab upon completion. During lunch and planning, the other teachers were almost trying to scare me away from teaching. Their stories are hilarious, but also frustrating when it's the same crap everyday. Ms Jordan did point out, however, that if I could survive at BHL I could survive anywhere.

Sixth period was the easiest and most boring, everyone was done with the practice CRCT so they just went straight to the computer lab for the period. Mr Corley did let me look at an interesting book, The Nutshell Studies of Unexplained Death. It was pretty cool, about Francess Glessner-Lee, a pioneer in criminal investigation. She made dollhouse replicas of crime scenes, called Nutshell Studies, that help train investigators to search for visual clues. At the time, mid 20th century, many murders were unsolved due to forensic blunders; Glessner-Lee created the nutshell studies to help investigators properly handle evidence and better asses crim scenes. She made them with exquisite and persice detail, the photographs were creepy. She made 18 nutshell studies in all, using the most peculiar cases as a basis for her diaramas. It was very bizarre and intriguing.

Because of the CRCT, the next two weeks I will be going to BHL on Friday (4/23 and 4/30)

Activity 7

Topic 7: Creating Your Resume

Ok, I will be doing this one a little differently as well. For Mr Sigmund, I will print off a copy of my resume I have already created and have Phil give it to you. I already have a great job at Domino's, but when I finished all my course work at PLC and had a bunch of free time, I applied at a few other places to fill those hours. My brother (also my manager, awesome right?!) ended up redoing the schedule to get me the hours I want when I wanted them so I ended up not taking any new jobs. I did however make a new resume and turned it in at several places, landing three interviews (I got hired at Loco's and Rue 21, but turned both of them down to keep my main job).

As far as the "inventory of positive work traits" goes, I am supremely skilled at BSing without lying (that's pretty much what you're doing if you're making a resume for a minimum wage job, the resume is just to show that you put effort into obtaining the job; at Domino's our policy is pretty much that you have to know someone to get a job, but one time this one kid turned in a resume with his application, so he had to be hired obviously being the best candidate for the job, and he turned out to be the worst employee in recent Domino's history, also the first and only person Wil (my brother/manager) has fired).

So after listing my positive traits and academic achievements, I can expand my one job at Domino's into three separate positions: CSR (customer service representative, I work inside answering phones and cleaning and making pizza), Promo (wobble boarding, door hanging, other promotional stuff) and Game Day tent manager (me and Phil set up a tent outside Domino's on gamedays and sell pizza, I gave myself the title of manager of the tent and my bro ok'd it).

And then, making it look pretty. I don't have Micorsoft Word at home so I had to start from scratch, but it's not hard. First off, a header with my name and contact info. Then, carefully format it so it is straight forward and professional looking (using bullets instead of "-", a simple border around the edges).

One thing that I think helped me was making an objective, where I stated what kind of job I was looking for, why I wanted it, and why I was the best for it. I made different resumes for different places, highlighting my experience in the food industry and desire to gain table waiting experience for restaurants, accenting my desire to go beyond the food industry for retail stores (the Rue 21 manager said she thought I might be too smart to work there).


And now for this activity I am supposed to do a blog response to:
"What skills do you possess that are unique to you? What experiences in work or the community equip you to follow a career path you would like to pursue? What will you continue to do in your daily life to add valuable skills to your resume?"

I am very intellegent and have good reasoning skills; I like to find the most efficient way to do something (because usually things are not being done very efficiently). When being compared to others or competing against others I strive to excell and prove myself to be above everyone else. I am motivated to succeed in whatever I am doing (it's really not even that hard! I'm already in line to be promoted to assistant manager status on my 18th birthday). i prioritize my life, getting done what needs to be done before going off and having fun. I don't let ceratin habits interefere with my work, I like to know that I am on top of thinngs before I relax and chill.

BHL week 5

I only stayed for a few hours this week, from 8 until 12. I pulled a muscle at work the day before and it was hurting quite badly and interfering with my breathing. Plus, Mr. Corley usually forgets that I am coming and doesn't have anything for me to do. These next few weeks are preparation for the upcoming CRCTs, so the classes have been primarily review lectures. I pretty much just migrated around the room, reminding students to be quiet. I took up a few notes but eventually just let it slide; they would talk out loud and disturb others without passing notes, and they were not paying attention even when the notes were gone.

This week was excruciatingly boring, the worst yet. The lectures were rather dry, just covering the basic ideas that will be on the CRCT. In first period, ELT, we went through a practice CRCT with the class. I have realized, alot more could get done if there were far fewer students in the classes. With 30 kids in a class with one teacher, it is difficult to get all 30 minds focused on the same thing at once. We're lucky to get barely 15 kids paying attention at any given moment.

The next classes were the same lecture over and over, the basic ideas and concepts that will be tested on the CRCT. It was not only boring for me but for the other students as well. The lectures would be great for auditory learners, but that's not the majority of the class. I was tempted to ask if I could take a small group of three girls (the ones who were passing notes) out into the hall to do our own review, but Mr. Corley is very fussy about that kind of thing. I'll bring it up next time in the morning before students arrive to see what he says...

Arround 11:30 the boredom combined with the petulant throbbing of my right ribs and lung area became too much. I called my dad who insited on taking me to the doctor, and though I was admantly opposed the day prior, any form of relif was welcomed. I asked Mr. Corley if it would be ok to leave and before I even finished explaining he just told me to go, that it was a dreadfully dull day he agreed.

I will be back on Wednesday, April 14 for a regular day, but the two weeks after have CRCTs on Wednesdays so I will be going on Friday April 23 and Friday April 30. I am supposed to go May 5 and May 12, but there is lots going on so I may be going on different days. Even though I only got in 4 hours this week, if I stay 4 more full days I will finish with 71.5 hours (I have 34 right now).

Activity 6

Topic 6: Attendance and Timeliness

I didn't go to BHL this week because of graduation testing, but it's not like I'm missing anything.

Task 1: Helpful Hints

"1. Rise and Shine! Set your alarm clock for 20 minutes earlier than necessary. That way, you can either hit "snooze" in the morning, or have extra time to get ready."
This would be useful if I was crunched for time in the mornings, but since I already get up early and don't have issues with being late, I'll pass on this hint... But not that it's a bad suggestion, when I had to be at Jefferson at 7:45 every morning, waking up a little earlier so I wasn't rushed was nice.

"2. Be Prepared! Have your clothes washed, ironed and laid out the night before so you can get dressed faster."
Fo' Sho'. My teacher clothes have their own special drawer in my dresser.

"3. Multitask! Prepare your lunch for the next day ahead of time while making your dinner."
I eat lunch at school and it's honestly one of the best meals I eat all week. I get awfully tired of Domino's and Lean Cuisine.

"4. Know where you are going! Get directions to your service site before your first visit. Plan your route and know how long it takes to get there."
BHL is like 5 minutes from my house.

"5. Expect the unexpected! Understand that not everything will go smoothly in the mornings. Give yourself enough time to deal with any potential problems that may arise, such as traffic jams, spilling something on your clothes or running out of gas."
I usually give myself a comfortable time frame to avoid stuff like that...

"6. Call ahead! If you are going to be late, make sure you have the phone number of the place where you are going. Call as soon as you know you will be late and give an honest estimate of how long it will take you to get there. Apologize for the delay and work harder the next time to get there on time."
Or better yet, don't be late.

"7. Save your absences! Always reserve your absences for when you really need to take them. If you miss work, school or your service learning because you take a vacation day, your boss, teacher or mentor will be less sympathetic to you needing to also take a sick day. Be sure you need to be absent before you miss a scheduled responsibility."
Well, I think the graduation tests are a good enough reason. Plus I've got and will have plenty of hours.

Task 2: Understanding where your time goes
I usually spend about half an hour (if not more) sitting at the kitchen table, drinking coffee, thinking, talking to my dad, listening to music, going online... This is an important part of my routine, it's how I "start" my day. And since I don't have problems with tardiness, I have no reason to alter it.

Task 3:

I. Discuss a variety of ways you can implement time management into your daily life.
I plan out the next day the night before, making sure I have plenty of time to do what I need to do and have transportation to where I need to be.

II. What would you do if you became overwhelmed with obligations?
Prioritize and cut some of them down or out. I spend too much time being bored to not fulfill my obligations.

III. Give your blog an appropriate title.
Is "activity 6" ok? Not very creative, but I like to keep things organized.

Activity 5

Topic 5: Career Exploration

For some reason this didn't post when I did it a couple days ago... oops...

Task 1 - Self assessment
according to the Career Key, my top interest areas are artistic and enterprising.

Artistic:
-enjoys creative activities such as art, drama, music, writing
-generally avoids highly ordered, repetitive activities
-has good artistic abilities in creative writing, drama, music or art
-values creative arts such as drama, music, art, or the works of creative writers
-sees self as expressive, original, and independent

Enterprising:
-enjoys leading and persuading people, and selling products or ideas
-is good at leading people or selling things and ideas
-values success in politics, leadership, or business
-sees self as energetic, ambitious, and sociable

Task 2 - Career Matching

Ok, so I'm doing this at home and won't be saving the document or any of that fun stuff... But it'll all be right here. It's gonna be a little different though, since I believe that the GAcollege411 website has changed since the post on the service learning blog. I can't find the "industry focus" (it also took a bit of hunting to find the career key survey, the hyperlink on the service learning blog doesn't work), but I have been presented with a list of careers that could possibly suit me, so I'll take intiative and be my own "student career matching assistant."

The website has a feature called Career Clusters, which seem to correlate with "Industry Focus," so I'll be using those guidelines.

Arts and Humanities:
-actor
-producer
-fashion designer
Business and Computer Science:
-public relationships manager
-public relationship specialist
-multimedia artist/animator
Family and Consumer Sciences:
-interior designer
Healthcare Science:
-cosmetologist/hairdresser
Marketing Sales and Services:
-Advertising manager

Task 3 - Career Exploration
Now I choose my top three career choices from the list above and elaborate. The problem is, though I am moderately interested in a few of those, none of them are what I want to spend the rest of my life doing.

I am not going to do the post as directed, but I hope you'll (who are you? mr sigmund? phil? no one? whatever) understand. I do not want to put myself on the "fast track" to a career. I want to explore the world, find what I enjoy and what interests me, and learn and build from there. Right now I have a job at Domino's which, though definitely not a career, I enjoy and want to see where it takes me. If I didn't have to do the stupid Domino's cheer at every meeting, upper management would be fun. I look at it as a means of financial support while I discover where my true passion is.

I am going to Gainesville State College in the fall to take my core classes for college and to see how I feel about different types of college classes, and which areas of study really suit me. I then plan on going to UGA (or possibly another school, if at that point I have defined my interests and a different school would better cater to my needs).

During my early 20's I would also lie to travel and see the world, experience different cultures and new ways of living. America is a peculiar place, I want to see what's outside. Realistically, I doubt I will have the financial capabilities to support traveling in luxury, which is actually a plus. Backpacking sounds exciting. Or programs that let you work abroad, such as teaching English in Costa Rica or Japan. I want to meet new people, taste new foods, see cool things, experience more than just the same old stuff I've been doing in Athens (not that Athens isn't great).

The next few years of my life will be spent feeding my intellectual hunger and finding my "true" self. I have several fundamental problems with society, and what this blog post wanted highlights one of my biggest problems. What someone does with their life career wise should not be about how much money they will make (now remember, I'm speaking from the ideal standpoint, I understand that in reality things cannot work this way). Everyday, people show up at a job they despise, work for 8 hours, and then go home. For what? To watch tv? That is not what I want my life to be. I am not sure what my life will be like or where it will go, and that's how I want it. I have goals, of course, and I seek to meet them. However, pinning down each step of my life while I'm only 17 is ridiculous.

Activity 4

I'm not going to BHL this week because of early release/parent-teacher conferences, but I can still knock out one of these activity things...

Topic 4 - Identifying Your Learning Style

Task One:
According to the Learning Styles Inventory, I am a Kinesthetic/Tactile learner. My total in this area was 20, closely followed by a 17 in the Visual category, but only a 13 in the Auditory category.


Task Two: The Tactile and Kinesthetic Learner
"Tactile and kinesthetic learners benefit most from 'hands on' activities. They usually clarify ideas by writing them down and understand formulas by manipulating them (that's how I understand math..). Tactile and kinesthetic learners learn best in a laboratory setting and by doing fieldwork and classroom demonstrations (helps me "get it"). Making models to illustrate concepts works well. So does typing information on the computer, reorganizing material in different ways (if I re-do it my own way I remember it better), and taping class lectures and listening to them during exercise."

Task Three: Strategies
-take frequent study breaks
-use bright colors to highlight reading material
-listen to music while studying
-skim reading material to get a general picture before sitting down to read comprehensively


Task Four: Plan of Action
Honestly this doesn't apply, I finished all of my high school classes already. Plus, this entire blog post is just busy work, I've been identifying my learning type and doing similar activities since elementary school. Seriously, I'm graduating a year early and got close to perfect scores on the SAT, I know how to study and what works for me.

I'm working on this from home and don't have microsoft word, so this will not be in Mr. Sigmund's drop box. But it's right here if you don't believe I did it.

Activity 3

Topic 3: Study Skills

Task 1 - Skills Inventory
1. Get to class on time
2. Be prepared
3. Take good notes
4. Get started
5. Finish

The skills I could improve on are taking good notes and getting started. When taking notes, I tend to write too much and get behind the pace, or I zone out and miss material. Abbreviating my notes would help. Also, making sure that I am focused on the material will keep me from zoning out.

Task 2 - How to Take Notes and Combating Procrastination

a. taking better notes:
1. review notes from the previous class session
2. keep attention focused
3. listen for "signal statements"
4. put a "?" when unsure of something and review later
5. rewrite notes, making them more thorough and clarifying anything I was unsure of

b. controlling procrastination
1. PRIORITIZE!!!
2. commit to completing a task once started
3. make a schedule of tasks to complete and when, and STICK TO IT
4. find a good place to work on things with minimal distractions
5. reward yourslef whenever you complete a task

BHL week 4

March 17 was my fourth day at BHL. The day before, Corley had facbooked me warning me I might want to bring a book. I'm glad I did, we watched the same movie in every class.

It was an interesting movie; it was a Nova episode about Earth's electro-magnetic fields. Watching it for the first time was enjoyable - the film talked about how scientists study Earth's electro-magnetic field over time, and how the poles "flipped" every few thousand years, and how the overall field protecting the Earth from the sun's radiation was decreasing in a similar pattern to what some scientists believe happened to Mars.

After first period I spent most of the time reading Diary by Chuck Palahniuk. Fourth period was a little more interesting, I got to sit next to Frank to keep him in line. This kid has a response to everything. He is incredibly smart, but won't shut up and causes problems. He'd start to talk or misbehave and I'd say "Frank?" and he'd reply, "Intern?" and be quiet for a few minutes.

Lunch and planning was uneventful, I talked to my 8th grade social studies teacher Mr. Joiner about teaching. He's moving and taking a break from teaching; students have seriously worn him down since I was in his class a few years ago.

Sixth period was the same video as before. I'm glad Diary was the only book I had. It starts slow and I've tried to read it before without really getting into it, but once I got past the beginning it turned out to be a really interesting novel. Palahniuk is a great author, his stories are written in abstract, unique styles. Diary is written as the diary kept of all the events of the people in the life of Peter after his failed suicide attempt leaves him in a vegetative state coma. Alot of dark humor, Diary was a nice accompaniment to this day at BHL.

BHL week 3

The third Wednesday I went to BHL was March 3, 2010. I arrived at 8a.m. and was informed by Mr.Corley that the majority of the day would be spent on a field trip to visit Clarke Central. Oh boy. First period was normal, the ELT class was continuing Lord of the Flies. Second period through fourth was to be spent at Clarke Central. We were to load the buses at 9, be there at 9:30 for a brief presentation and then a tour of Central (to acquaint the rising 9th graders with their new school). There was a very tight schedule to adhere to... so of course everything was running late. Classes began boarding buses starting from the end of the 8th grade hallway going down, but by halfway down the hallway there was no more room on the buses. Enough buses were there to accomodate students sitting three to a seat, as is technically possible, but these are not elementary kids, they're 8th graders who take up as much room as adults. So we get to wait out (in the cold wind) for more buses. Finally, half an hour later, more buses were there, but not quite enough. I was with a group of teachers and a few students who didn't fit on the bus, so we got to wait for one more bus. It was actually kind of nice not being on a totally full bus.

In all the chaos of loading students onto buses and keeping up with everyone, Mr. Corley had gotten on a bus to control restless students while I was waiting with my former middle school literature teacher Jesse Thompson, and Mr. Slovert, an 8th grade teacher who helped during the collaborative classes. We finally got to Clarke Central, where students were brought to the Mell Auditorium where counselors introduced themselves and talked about Clarke Central. It felt really weird being back, after not having been there since 9th grade. I did get to see the super awesome drama teacher, Harriet.

After the brief assembly, students were broken off by classes for tours led by current Clarke Central students. There were over 60 kids in each group, so it was more of walking around following the people ahead than a tour. Jesse and I joined the group of Mr. Joiner and Ms. Jordan's classes to round up the back and make sure everyone stayed together. Along the hectic "tour" Ms. Jordan teasingly asked, "still want to be a teacher?" Um... no comment.

At the end of it all we loaded back on the bus and were ready to go, when a teacher cam up short on a head count. We thought there were only two kids missing, when two whole classes walk up from the back of Central.

Finally back at BHL, two hours late, is lunch and planning period. Sixth period Mr. Corley let the students go to the computer lab to work on a social studies project for another class, to avoid them getting ahead of the other classes.

This day's excursion to Clarke Central and all the mishaps along the way highlighted many problems and aggravations teachers face everyday. Public schools are a bureaucracy, as one teacher pointed out. It's difficult to simply do things in the most practical way possible. I didn't get to do much in the classroom this week, but it was atleast another interesting experience.

BHL week 2

The second day of my internship at BHL was on February 24, 2010. I arrived at 8a.m. and went to Mr. Corley's room, same as the week before. As students arrived, he went over the study guide his classes would be doing that day. It was material I had not covered since 6th grade, but luckily I got an answer key to help. The ELT class was continuing in Lord of the Flies; they were at the part when the first pig is killed. Then, periods two, three, four, and six were all similar. I circulated around the room helping them fill out the study guides and explain certain ideas. The upcoming test was to cover force, work, and simple machines.

I find that I actually learn the most about teaching during lunch, when teachers discuss how they really feel about things. I've been in classrooms my whole life, but now it's like behind the scenes. Alot of frustration comes from decisions made by people in higher positions, who are not in the classroom and impose impractical policies. Another big problem is the attitudes of the students. They don't care about learning, don't take anything seriously, and blame the teachers for failing grades. Parents are also far more likely to blame the teacher, before chastising their child's behaviors and/or work and study habits.

Despite how annoying it can be to constantly tell students to be quiet and pay attention, I am not deterred from being a teacher. Though I am not certain that teaching is my career of choice, going to BHL as a teachers aid every Wednesday is still a fun and interesting experience.

Activity 2

Task 2, part III

What I want my life to look like 10 years from now... hmm...

Maybe something like this:

Activity 2

Topic Two: Planning For Immediate and Long Term Success

In 10 years...


I. Where do I want to be in ten years?
1. living in a house
2. married or atleast with someone
3. working at a steady job that I enjoy
4. driving an environmentally friendly car/vehicle
5. building my music collection
6. experiencing many awesome concerts
7. traveling across the world
8. enjoying the company of those I love
9. living a pleasant lifestyle
10. peace of mind

II. What can I do now to get there?
1. stay focused in school
2. complete all assignments on time
3. work hard at my job
4. pass the graduation tests
5. get into Gainesville State College
6. stay productive
7. don't spend too much time "just hanging out"
8. put a portion of each paycheck into savings
9. spend wisely when shopping
10. work with Phil to keep our relationship happy and healthy for both of us

First Day at BHL

On February 17, I arrived at BHL at 8a.m. It felt weird being back at my middle school. I went to my supervising teacher’s room, Mr. Corley’s 8th grade science class. Students began to file in and go to their lockers. Upon arriving at school, students are to go to their “home base” until 8:30. Until then I mostly just told kids to sit down and lower the volume level. At 8:30 students transition to their ELT class - “extended learning time” when classes do supplemental projects, read books, or study and prepare for upcoming standardized tests. Mr. Corley’s class had just began reading Lord of the Flies. Students took turns reading aloud, using the “popcorn” game to determine the next reader. When they finished chapter 2, students could then talk quietly or work on stuff for another class. I circulated around and helped with some math homework.

When ELT is over, students transition to 2nd period; for Mr. Corley’s class this is physical science. These classes are considered “collaborative” classes, meaning that some students may be advanced while others need more help. During this period, I helped tables go through a worksheet about simple machines they started the day before. If the students would stop talking and work on the assignment diligently, they can complete it in no time. However, as I was warned, these students like to talk, a lot. If I went to one table and we went straight through the worksheet, they found it wasn’t as hard as it looked.

Third period went pretty much the same as second. Students were working on the same simple machines worksheet and preparing for a lab later that week. In the upcoming lab, students would make 3rd class lever catapults and then test them to see who’s could launch a marshmallow the farthest in the gym. Third period ended slightly early because of an assembly hosted by the Clarke Central drama, choir and orchestra. They were there to promote their clubs and encourage 8th graders to join next year.

Finally was lunch, and then was Mr. Corley’s planning period. On Wednesdays the science teachers in 8th grade meet to study data from past benchmark tests, discuss current issues, and how to get students ready for the standardized tests coming up soon. The teachers find a lot of frustration with the students, as well with the ridiculousness of what’s expected versus what is realistic under the current circumstances. Classes are way too big, and there isn’t enough time to cover the material in depth enough. Many students barely grasp one concept before another is thrown at them.

After planning is 6th period, the last class of the day. This class has more accelerated students, but they are even harder to handle since “they like to hear the sound of their own voices.” Plus, it’s the end of the day and they’re ready to get out of school. If I worked with one group at a time, and kept them on track talking about the assignment, it was finished quickly. One thing to watch out for, though, was students using other students’ answers. In most cases, the students did know the answers themselves but were just too lazy and/or impatient to read the question and find their own answer.

I left at 3:30 (10 minutes early to avoid getting stuck behind buses). Overall, the first day was fun and entertaining. I look forward to working with the classes for the rest of the year.

Activity 1

Topic One: 7 Habits of a Successful PLC students

Successful PLC Students . . .

#1 -- Attend Class Faithfully -- You cannot learn if you are not present!

#2 -- Develop Good Study Habits -- Listen, take notes, read, and review what you have learned.

#3 -- Motivate Themselves -- Good students want to do well no matter what anyone else is doing or not doing.

#4 -- Set High Expectations -- Set goals and work toward achieving them. Know where you want to go, aim high, and you will get there.

#5 -- Learn from Their Mistakes -- "The definition of insanity is doing the same thing over and over and expecting a different result." -Albert Einstein

#6 -- Built Healthy Relationships -- Surround yourself with others who are like-minded.

#7 -- Realize the Importance of Communication -- Learn to write well, speak well, and be aware of the message you send when you are not speaking.


Task One: Areas Needing Improvement

Personally, I feel that I could improve my self-motivation. I typically do enough to get by, but rarely put in the extra effort to perform at my maximum potential. Instead of being lazy, I can apply myself to perform outstandingly. I can prioritize what I need to do, with rewards for completing these tasks. One idea is to force myself to pay attention better and study. I could reward myself by getting extra time to just chill.

Task Two: Come up with a habit positive students have

A good addition to the 7 habits would be to set priorities. Doing this will help students such as myself to figure out what is important and how to achieve their goals. I would benefit because I would get what needs to be done, like schoolwork, completed and out of the way before doing less important things like shopping. Setting priorities will help daily tasks get completed efficiently and will help long term goals be met on time.