To begin I want to start with constructivism relating to learning engagement. Constructivism says when students are more interactive with an activity or assignment they are more likely to be engaged. In correlation chapter eight talks about learning engagement and supports this idea stating to learn you must be engaged. Cognivism also supports chapter eight’s section on learning engagement by stating it is more helpful when students are given information they can relate to. To tie this section all together we can use active learning to see the correlation between chapter eights section on learning engagement. When chapter eight talks about self-regulation it is important to know how vital self-regulation is to our abilities to learn. Without taking the initiative to be responsible enough to show up to class the learning theories would be pointless. A good first step towards learning is just showing up to class. Self-Regulation can then lead to the next steps on understanding the type of learning theories and how one can use the knowledge of these theories to their own benefits. Next I want to jump into learning demands and knowing yourself. It is important to know yourself and understand what is your learning style and which learning style can benefit you most. Once you understand self-regulation and know yourself to a level where you can utilize your best learning styles it will be much easier to improve your learning. Other factors such as stress and time management can be very effective to your type of learning style. The less stress the better your ability to perform will be. I believe when you reach your peak of confidence and ability you can adjust to a number of learning styles and be more open to new ways of learning. When we talk about the exploration stage I really believe it can help you understand how a person can work on all these areas of self-regulation, knowing yourself, time, and stress management. I believe it is a huge step on knowing how you can improve your learning and progress as a person. Of course once you understand you can start stepping out of your comfort zone and start assessing these new ideas to your life. Also the understanding stage will really help you see how far you progressed as a person and how you can further improve day-to-day.
I personally loved all the ideas in chapter eight as I see them all tie together. The one I see myself utilizing the most is the exploration and understanding stages. As a EOP mentor and future RA I will be communicating a lot and listening as well. Of course this is active listening, by active listening you can build a better understanding on where each individual stands and how I can help them progress both academically and as a person as well. I feel being a compassionate person would make the exploration stage much more effective for me. I believe compassion is more than just showing sympathy and emotions, it shows that you truly care within your heart and signifies something that goes beyond words. Being compassionate will help me transition to the understanding stage. Understanding what someone is going through as a person can help me understand where they need to go and help them find the place they truly want to be. I can also easily reflect on their thoughts and show them ways I could relate to make them feel more encouraged to raise the bar and exceed to greater heights as a person. I think its important for individuals to start recognizing their strengths and weaknesses and embracing them. The first step to progressing is realizing your areas where you have flaws, you can then use these to build as a person. Now it is important to note your flaws are what make you who you are and help you find the direction of where you truly want to be. Having someone to help you explore the most important things in your life can be a powerful aspect on your abilities as a person, your confidence, and sense of direction. As an EOP mentor and future RA I look forward to applying my knowledge of learning theories along with my personally skills and skills gained from this course to help others prosper both as an individual and academically.
- College student
- White skin
The identity I would like to describe through the cycle of socialization is my white skin. In the beginning I was the only one out of all my siblings with white skin and they use to make fun of me. I used to get called names like “polar bear”, being as young as I was I would cry. Because they use to make fun of me I would wish I had brown skin like them. However, I was always a mamas boy and my mom had the same complexion as me. My mom made me comfortable with my complexion this was my first socialization. From kindergarten all the way up to college people always ask me “what am I” this question has always followed me because of my complexion. I know what I am and I don’t mind telling people, I’ve grown to be more comfortable. Recently in this institution stage I’ve been reading about white privilege in school and it talks about those with white skin been privilege. It has broadened my perception although I felt like I’ve never had that privilege. As a result I’ve learned to be more opened minded and recognize these things.
Previously participating in the “Listening” activity in class, I believe that there is room for improvement in my listening. What I found from this activity, when giving my undivided attention to any individual I need to be fully engaged. I learned that I need to give individuals more time to speak aside from quickly giving my input. It was interesting to realize how much information I gained just by listening to the speaker for a single minute. I believe in everyday conversations I may speak to much and not listen enough. One aspect of listening I did find rather naturally was my ability to make eye contact. I believe making eye contact if very important because you might be able to comprehend what a speaker is saying by their body language. I feel over the years I’ve grown fond to making eye contact and observing gesture more. One thing I found different was not being able to make any verbal responses, instead I nodded my head. When engaging in a conversation I feel the need to assure that I am listening by throwing in a “mmhmm” or “yeah I get you” so it was different. I’m not sure which would be considered a more correct way.
Out of the ten characteristics associated with a helping relationship, I believe I identify with the following:
- The helping relationship is meaningful
- The helping relationship involves feelings
- The helping relationship demonstrates respect for individual self-worth
- The helping relationship is a collaborative effort
I feel these are characteristics that come naturally because I enjoy learning from new perceptions and at the same time I get to share my perceptions. I also believe I am a sentimental person who can consistently relate or have empathy for someone else’s perceptions. I realize when hearing new perspectives I might have some bias’s. Despite my own bias’s I know I have to show respect to others and be open minded about their perceptions. While being opened minded I feel it is important to let others think creatively while taking a collaborative approach.
Out of the ten characters associated with a helping relationship, I feel I need to improve on the following Characteristics:
- The Peer educator is approachable as a secure person
- The helping relationship shows clear structure
These are the characteristics I feel I can improve on. To begin, I feel like I’m not sure if peers see me as a approachable person. I say this because some people may feel more uncertain based off image, for example I have tattoos. Personally I feel I am very approachable and secure as a person but you never know. Next, I believe when I am participating in every day helping relationships I don’t think about the main purpose. In any peer relationship when I am speaking I can get lost in my own words and forget what we initially were talking about.
I feel a start to improving first, overall I could be confident in my ability to help anyone who may be uncertain to seek my help. Little things such as having that extra confidence can make a huge difference your good deeds may not go unnoticed. Next, I feel like I could be a better listener in general by listening more and thinking less about what I will say. I feel by doing this I may not get so lost in my words and will gain more out of listening. I do recognize these characteristics will not come easily and will be something I have to work on daily.
During this brain storming activity I found the ideas of ethics we discussed were similar to many of the principles we read about in chapter 10. Here is a list of ideas
- Knowing your limits of expertise
- Demonstrating leadership being a Role model
- Acting appropriately to people you may find attractive
- Relate or include yourself as a part of the mentees environment
- If you don’t know how to carry out an extreme situation consult with supervisor
- Act responsibly when hearing something that may endanger you or others
- Respect others privacy such as personal information they may share
- You are talking with a student who describes having taken part in an activity that, if caught, would probably be a felony. The persons says this rather casually and even asserts rather boldly that nothing of consequence “happened.”
The principles applicable to this situation include principle ten, principle three, and principle one. Principle ten because as a peer educator I need to take responsible action when hearing about illegal behavior, in this situation there is illegal behavior. Principle three because if I am doubting myself on my ability to handle the situation I need to consult with my supervisor immediately in order to properly carry out the situation. Last Principle one because I have to be careful in crossing my limits and training on how to respond to such a situation.
- Describe some different ways for dealing with each situation
One different way of dealing with this situation I feel not just confronting the students and laying down the foundation of norms and consequences but, reaching out to the student as a role model. Explain to the student that such activity is not worth jeopardizing the opportunities they have, relate to them with struggles you’ve dealt with similar. Explain that they are “here” for a reason and that is not the direction they need to take for they’ve worked hard to get where they are at. Give the student a change of perception they can feed off of, illuminate a brighter path for them.
2.What are the consequences of possible follow-up actions?
If the student continues such behavior as a peer educator I feel it is my duty to report this activity to the highest level of expertise in order to carry out the right consequences. The student will be reported.
- You are very attracted to a person you have tutored in the past couple of weeks, you would really like to ask that person out. You are looking for a “go between” friend to check out the situation for a “yes” or “no” interest without having to directly ask the other party.
The principles applicable to this situation include Principle five, Principle eight and Principle nine. Principle five because even thought you were to find someone very attractive it is still your obligation to show respect and dignity to not just the person you find attractive but other individuals around them as well. Principle eight I feel the most important in this situation I also feel it has correlation with principle five. Principle eight elaborates acting appropriately when working with someone you find attractive, this can compromise your job or position as a peer leader. Principle nine because knowing the emotions of the person your attracted to can compromise your well being. She/he may tell you things that you feel deeply and affect your ability to perform.
- Describe some different ways for dealing with each situation
I feel the best way to deal with this situation is to put your job or leadership position before your desires or attractions. I feel shouldn’t ruin the relationship of being their tutor by jumping into a relationship, you should always show respect for that person and serve as a role model. Plus it would give you time to get to know that person, your first priority is to serve as a peer educator.
2.What are the consequences of possible follow-up actions?
Some consequences of pursuing that person your attracted to may result in release from your leadership position. You may lose your credibility to serve as a peer educator. Also you may end up messing up your relationship with this person.
This week I had the opportunity to take the Values in Action Inventory of Strengths (VIA-IS). I found that the test rated my top twenty four strengths. My number one strength was perspective, two Hope, curiosity, Bravery, and leadership. These are the top five but so on and so on, the bottom four include prudence, forgiveness, creativity, and honesty. I learned more about the description of what these qualities are. I knew about all twenty four qualities but just got another insight from another perspective. Based off my own qualities and what I learned out of humbleness I agree. I say this because perspective being number one, aside from the other twenty three is by far my greatest strength. Though the test may have been bias or not I feel anyone can hold those 24 qualities depending on who they are. This test helped me build on my perspective.
Having an online identity is a digital version of yourself. Your presence online is similar to your real life presence in a sense that you still have actions online. What you post, like, and everything you do builds a image of how everyone and anyone online will perceive you. I think what surprised me the most was how much time a day people spend on social networks, some people practically live their lives online. The fact that I am going to be an EOP mentor makes me more aware of my online presence, I have a good understanding of maintaining a positive online identity. I think I’ve done pretty well the past years of maintaining a positive identity, for example my Instagram is very positive and just by that some people even know what my major is without me stating it. As long as I continue to be aware and gain new leadership skills I think I’ll be just fine.
A role model is someone who is representative as a icon or reflection of leadership, someone who is ambitious and persistent about what they want to accomplish. Successful behaviors among my peer educator revolve around character, including respect, resilience, perseverance, honesty, integrity, and devotion. I feel like I fulfill all of those behaviors maybe I can be a little more devoted . Some actions I can take is being successful in this UNIV 399 course by participating in all assignments and collaborating with my peers , I feel this class is a stepping stone towards that direction. Lastly I can seek out more leadership roles amongst campus and reflect my skills among my fellow peers.