My Fifth Week in Jean Vanier was to focus on Inclusion. What is inclusion? Inclusion is a term used by people with disabilities and other disability rights advocates for the idea that all people should freely, openly and without pity accommodate any person with a disability without restrictions or limitations of any kind. Although disability rights have historically existed as a relatively cohesive movement, the movement centered on inclusion has only recently begun to take shape and to position itself in the eye of the general public. This is one of the strengths of Vanier. Technically, Vanier shares a building with another school named St. Augustine. In addition, at least once a week students in St. Augustine go to Jean Vanier to read books to children and tell them what they learned. I think Vanier believes Inclusion their top priority. Vanier is an alternative school for children with disabilities. Although they don’t admit students with no disabilities, Vanier serves to “protect” students from people who lack proper understanding of their current conditions. They believe that everyone has the right to be educated and be accepted in society. This is why schools like Vanier are established to “protect” the disabled from exclusions of today’s modern society. Based on my observations, Vanier teaches students differently compared to regular high school. Why? It is because most of Vanier’s students are not cognitively able to do so. Is it a problem? It is but, why put students in a situation they could not possibly handle? What Vanier really aims is to give the students the hope of surviving. I was sad to hear that people with disabilities do not live very long, and a day before I came to Vanier for internship, someone actually passed away. Vanier installs that sensibility of hope to its students as early as possible to ensure that stay in “mental” shape despite their disabilities. A few weeks ago in ECS 100, we were talking about eugenics or the “pseudo-science” as my Dr. Douad told us. It’s about gene selection and splicing DNA. It sounds like a good idea but, what about the people with disabilities? Do we alter theirs so that we won’t see people running around and parading while they’re wearing AFO’s or in wheel-chairs. I think it’s unfair. Now that I have seen this perspective, I think inclusion should be implanted at all times because who are we to exclude people of the right to live and co-exist?
Schoolwork is important for teenagers. Understanding the subjects that is taught in middle school and high school set the stage for the rest of a teenager’s life. The ability to learn and process new information is a huge key towards teenage success. By the time kids reach their teenage years, their learning styles have already been realized. Children begin developing their learning styles when they first enter the world and complete this part of development usually by the age of twelve. It is important to understand that people have different learning styles, parental influences, peers, and mentors that affect their learning.
First, Different learning styles and curves. Ever wonder why teens seem to put off the easier material until last minute? Or why there must be complete silence for him or her to study effectively? Both of these are largely due to the teen’s learning style. The way that a teen learns has a big impact on his or her study habits. You might notice that teens learn better under pressure so he or she puts off studying until the day before the test. Teens whose learning styles are at their best when there are no distractions will need complete silence when they are trying to study. When teens are not in the situation that best fits their learning style, they will have trouble with their study habits as well. There are four different learning styles that affect a teenager’s study habits, these are visual, auditory, actual learning, and analytic. Visual learners. There are those teens that are visual learners. These teens work best with visual representation of the information. This includes pictures, symbols, charts, diagrams, and colors. Auditory learners. These teens learn best if they hear the information. When auditory-learning teens study, you might find them reading aloud because it helps them to better learn the material when they hear themselves read it aloud. Actual learners . When it comes to practical subjects like Math and English, these teens would rather do some trial and error rather than actually read and learn the rules first. Although, it might sound contrary to what most parents think their kinds should do, it is not good to try to change your child’s learning style. Instead, find ways that you can help develop his study habits through this trial and error kind of learning style. Analytic learners .These kinds of learners deal well with details. You might notice your teen reading and rereading the information, while taking some time to reflect on what was just read in the meantime. An analytic learner deals well with lists, patterns, homework, and practice exercises. Since this kind of teen deals well with goals, set some steps and study goals for your teen to aid in his study habits.
Second, Parental influences. Parents are a huge influence in regards to teenage learning but, Teenagers don’t learn much from parental warnings and lecturing. Most parents have tried that without much success. And unfortunately, one or both parents all too often cave in when their children get in trouble. Each time parents do so, a valuable lesson isn’t learned and a mistake is apt to be repeated. Also, Teens that were implied with tremendous amounts of discipline by theirs show more promise than most teens.
Third, Peer pressure. Peer pressure is one thing that all teens have in common. You can’t escape it. It is everywhere. Whether it is pressure to conform to a group norm or pressure to act, peer pressure is something everybody has to deal with at some time in his or her life.
Children, especially during adolescence, begin to spend a lot more time with their friends, and less time with their family. This makes them more susceptible to the influences of their peers. It is important to remember that teenage friends can have a positive influence; we should therefore find friends that have similar interests and views as those you are trying to develop in your children, including doing well in school, having respect for others and avoiding drug use, smoking and drinking, etc.
Peer pressure isn’t always negative. Peers may pressure others into negative behaviors or away from positive behaviors, but can push in positive directions as well. Not all teens react to peer pressure in the same way. Gender and age are factors. For example, boys are more susceptible than girls to peer pressure, particularly in risk situations. Younger teens are more easily influenced than older teens, with peer pressure peaking in about eighth or ninth grade. Individual characteristics such as confidence level, personality and degree of maturity make a difference. Peer pressure varies according to the situation: being with one close friend, in the small clique of friends, or seeing what the larger peer group is doing in school.
Finally, Teacher’s influence. Teachers play a significant role in teenage learning. Since teachers can affect how students perceive the course materials, it has been found that teachers who showed enthusiasm towards the course materials and students can affect a positive learning experience towards the course materials. On teacher/course evaluations, it was found that teachers who have a positive disposition towards the course content tend to transfer their passion to receptive students. Students are likely to build stronger relations with teachers who are friendly and supportive and will show more interest in courses taught by these teachers. Teachers that spend more time interacting and working directly with students are perceived as supportive and effective teachers. Effective teachers have been shown to invite student participation and decision making, allow humor into their classroom, and demonstrate a willingness to play.
For me my second week at Vanier was more interesting than my first week. This week, I got to work with teachers on room AE-8. Room AE-8 is a room for students ranging from 5-10 years old. The teacher ages where ranging from 23-50(assuming), and all of them are well-trained and well organized in what they do. As a school for special needs, Vanier functions more like a nursing home for students so some of them have medical experience and not considered teachers. However, ¾ of the staff at Vanier have education degrees and also have medical experience ranging from basic to advance semi-nursing aide experience. The teachers functions as “guide by the side” due to most students’ disabilities that prevents them from learning and functioning as “students”. Vanier’s teacher’s adjust and re-evaluates the situation to cope up with the challenges that their students have to improve their service to the students. The Life of a teacher in Vanier is more like a nurse or a caring mother. The hidden curriculum in the Vanier is Altruism. The hidden curriculum of the school was something that I notice when I started getting my hands on the field of their work as teacher/nursing-aides. I personally think that they were not directly instructed to care, and what I sensed in those teachers were warmth, love, and care. It completely threw me out of balance because this was a very life-changing perspective where my “philosophy of education” falls pale in comparison to the resolve that these teachers have. I don’t even see the difference between the teachers and the nursing-aides anymore due to the hidden curriculum. “What are my teachers like in my school?” The role, responsibilities, function, and behaviour of the teacher are completely different because Vanier is not your typical school. Teaching is less implicated in this school because their students’ learning disabilities instead, Teachers focus more on the well being of the students where they are taken care of properly. Furthermore, the teachers use basic teaching such as communication, arts and crafts, cooking, and storytelling which I would say to be very effective due to disabilities of the children.
These days have been very tough on me due the unending homework that I have been having lately. I was like, nope, I’m gonna play Assassin’s Creed and “chilloot” for a while hahaha. What I found out was playing 6 hours straight can actually give strains to your eyes, mind, and body. I’m a gamer and I was always use to be exposed to video games for long period but that was years ago. Why? because Video games have evolve from sparingly awful graphics to high definition 3d game play and the expectations are very very high especially from the hit games such as Call of Duty, God of War, and Final Fantasy. I’m finally putting the hardest challenges that happen to me during the duration of this learning project.
The difficulties that I have experience was my Internet connection. If you’re internet connection sucks, don’t even attempt to play this game online, because lag issues will emerge all over the place and ruin your gameplay. Also, it will disconnect very often due to the technical difficulties that are presents in the game.
Another difficulty, was group isolation. this means that you can’t switch teams once a team of four formed a group. they will own and kill you every time, They will stun you repeated and escape most of your chase sequences, and they will rack up the most point and make you lose.
Lastly, The Final difficulty that I had was the trash talking in the lobbies. I don’t personally talk shit on my the lobbies and games but I shout when I win and what I find humiliating is that a lot of people talk shit at you with your proper consent and reason. I dislike people who do that and proclaim themselves as bona fide “professional” players when they’re not.
Well, I over did it 27 hours and still counting ’cause I still have to finish the campaign mode and rock at it due to the experience I earned from multiplayer mode but, until then, You just have to wait lol. Peace out! for now that is lol
I wrote this letter last year to learn about Restaurant Functionality. It was not really sent but, it was a part of a project in my Work Experience 30 class.
February 25, 2011
Matt Nicholson, Manager
105 North Service Road East
Dear Mr. Nicholson,
I love to learn more on Restaurant functionality and would like to be considered for a part-time position as a Host at Smitty’s Restaurant that was advertised on the Localjobshop.ca
I enjoy working with people and have had the opportunity to interact with many groups and individuals through my work at the local school Drama plays, Improv clubs, Special Events Committee, Meistersingers Choir, and Oratorio Choir. I am a very innovative person and enjoy coming up with new styles and approaches to the people around me. I have experience in the kitchen work because I used to work at Mcdonalds. I would be available to work after school, evenings and weekends.
I look forward to hearing from you to discuss my qualifications further. I can be reached at 773-0142 anytime after 5:30 p.m. or in the evening.
Edgar Allan Dela Cruz
Robert Street East.
Swift Current, SK
The UofR requires its applicants to make a response as a part of the application to be accepted on UofR. I always wanted to share this in the hopes that it would give an idea for those who are applying in the UofR or other universities that requires you to make a response. Note: I’m not entirely sure if this response contributed to my acceptance to UofR.
First. Mr. Rene Guevarra. Mr. Rene Guevarra was a Highschool Math teacher at Proverbsville School Inc. In the Philippines. He is graduate of Accounting and pursued Education a few years later after realizing that Accounting was not his calling. He was my Math teacher for four years. He is not an ordinary teacher but rather an eccentric, flamboyant, smart, religious, and a loving teacher. He taught everything I needed to know in his Math classes. He encouraged and Inspired me despite the bullying that I suffered during those four years of highschool in the Philippines (2004-2008), and taught to manipulate math as if that it was an extension of my inner self. I wanted to teach because his passion for teaching was the whole definition of Altruism – the practice of unselfish concern for or devotion to the welfare of others. He did not know me, yet he refuse to let that social barrier be a hindrance for his teachings to reach my heart. Compassion, Dedication, and Unselfish Love. With these lessons that I had inherited from a my teacher, I will stop at nothing to fulfill my dreams and be successful in anything and everything that I will venture in my life.
Finally, North America. I arrived in Canada on July 10th of 2009. Everything was new to me. Here in Canada, I felt things that I have never felt before I came here like being the new kid, being alone, facing racism, the white desolation (Snow), learning another culture, and trying to fit in. Honestly, I overcame those barriers and difficulties in a few months due to strong Faith, drama, choir, being involve in SLC, doing good on my math classes and just being myself. I am aware that adjusting into something completely different is difficult, but I want to change that. I want to be a teacher because I believe that “everyone is equal and unique in diverse ways”- No barriers, no chains, and no shackles. Also, Now that I have seen The East and The West’s perspectives of the world, I am clearly enlightened to become a teacher and no one can stop me in achieving my goals because I have overcome hardships and problems before, and “If I want something, I make it happen” – Marcia Maclean.