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.
Tuesday, March 30, 2010
Wednesday, March 24, 2010
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.
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.
Monday, March 22, 2010
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
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.
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.
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.
Tuesday, March 16, 2010
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.
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:
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
Monday, March 1, 2010
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.
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.
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