In-depth week 7

1. What has been my most difficult mentoring challenge so far?  Why?

The only trouble that I have had with my mentor so far, has been finding times which we can meet. Since we both have busy schedules, it can be a bit of a struggle to dedicate more than an hour at a time to our meetings. To make things easier for Señora Galliford (considering she has a small child) we have been meeting every week if possible, but for shorter periods of time. This also allows me to ask a variety of questions, with responses always within a week away. It has worked pretty well so far.

2. What is working well? Why?

My mentor and I are both super passionate about this topic, and my project. I have been able to fulfill my ambitious time goal (six hours) almost every week. We are learning together, which is also working really well. Although I certainly didn’t request it, if I have a question that Señora Galliford can’t answer, she sometimes writes it down and comes back the next week with her findings (as do I) then we compare our answers and learn. Its really cool to have a mentor equally invested in your project as you are, and just as willing to learn from it.

3. What could be working better?  How can you make sure this happens?

I do find that our meetings occasionally go a bit off topic. Since we have such similar personalities, our Spanish conversations quickly veer off to something else. Ive been trying to notice when this happens, and steer the conversation in the right direction, but it is becoming challenging. Once we get farther into the project, and our meetings are in Spanish, them it won’t matter what our conversations are about, because I will still be learning correct conjugation etc. Until then, I just have to pay more attention to the direction which my words take me, and how I can reroute back to Spanish.

Here is my Status report for how my actual project is going. These take me about an hour to write, and roughly 45 minutes for my mentor and I to edit, which is why I don’t do the entire post in Spanish. However, this week I’ve included a link to a video, of me reading the status report out, (in Spanish).

Status Report:

This week, I completed my second unit of Rosetta Stone. I am working on reflecting on unit two, to see what I have learnt, and what I missed. I’ve been using a workbook, filling it out, then looking for the answers online to check my understanding. I have been watching a TV show which is half in Spanish, half in English. Whenever a Spanish section comes on, I watch it without subtitles, and try to decipher the meaning. When it finishes, I rewatch the segment with subtitles, to ensure my understanding. I also came across a beginners Spanish textbook the other day, which I have been navigating, and using occasionally. It includes some helpful exercises, which I have been using. Since it is a fairly new textbook, it focuses on topics which most others wouldn’t touch. I have learnt how to refer to different communities which are common today, as well as I read the section on “Things you won’t learn in school”. This spiked my interest, so I was lead to Miss. Holly’s youtube video on the same topic. These are interesting, because I will be using my Spanish, mostly in native areas, so pedantic knowledge isn’t always super helpful.

Statuse Reporte en Español:

Está semana, yo completo mi unido segundo de Rosetta Stone. Yo pensando sobre el unido dos y mi trabaja. Yo uso un libro, miro las repuestas online to check my understanding. Veo la television en inglés y español. No veo con subtitles cuando ellos hablan español, y, después veo con subtitles uno tiempo mas. Yo tengo un libro de español y estoy usando mucho. Tiene bien ejercicios, yo uso. Es un libro nuevo. Yo aprendo que hablar sobre comunidades que son regulares hoy. “Itemes su no habla en escuela” es mi favorito. Veo la chanelle de Señora. Holly en la mismo topic. Son interesante por que yo uso mi español en areas de nativo. Mi libro knowledge no está bien aquí.

Socials Studies Post #2 Sourcing a Significant Personal Object

fullsizerender-1An object that is significant to me, is my family’s totem pole. It was created for my great grandfather, when he stepped down from the position of chief of the Tsim Tsian tribe. The carvers who created it for him, spent years perfecting each animals expression. The animals on the totem pole, highlight spiritual parts of the tribe, and his leading style. The totem pole has a small note attached to it which is from various tribe members. They wrote in order to thank my great grandfather for his service, and for the respect he treated them with. I would consider this a primary source, as the letter is written directly from the people.

My great great grandfather was a caucasian man, who worked for the government. His mission, was basically to keep the indigenous people “in line” and watch over them. He treated the people with a great amount of respect however, and was well appreciated. When his son was born, the son was ceremonially elected as the Tsim
Tsian chief. He didn’t really take on the same responsibilities that a chief would, but that was his title. When he turned nineteen, my great grandfather went to the first world war, and had to step down from his position. When he arrived back from the war, unharmed, he was gifted the totem pole and the letter. The people appreciated my great granddad so much, because it wasn’t very common to be treated respectfully, by a caucasian person back then. The racism of the time, made him look like a saint, for merely treating the people with dignity.

What’s interesting about the totem pole and letter, is that the letter describes each animal, but never clearly says exactly who carved it, or what each animal means. Historians could guess, but never know ffullsizerenderor sure. My great uncle tried to recall to me what each animal meant, but even he couldn’t clearly remember, since his father told him when he was very young. This proves how much can be lost over time, in regards to history.

The creators of the totem pole were all part of the Tsim Tsian tribe, however I don’t know who they were individually, as their names aren’t ever acknowledged in the letter. They created the totem pole out of graciousness, and utter thanks.

I don’t personally know very much about Totem poles, so it alone doesn’t truly share the story of my great grandfather with me. The letter however, clarifies the kind of person my great grandfather was, as I never met him. I wish that I knew what each individual animal means. I also wish I knew what my great granddad’s relationship with these people was. All I know really, is his technical position. Unfortunately he died when he was very young, so his kids didn’t grow up hearing his stories. They therefore, can’t really be considered even secondary sources. So unfortunately, this totem pole represents a piece of history which has been lost in the fold of time, and my family’s memory loss.

Social Studies post #1: Historical Perspectives

How can we better understand the people of the past?

IIIIIIIIIIIIIIIIIIOne of the most important aspects of understanding the actions of the past, is to try and comprehend the reasoning behind those actions. In order to properly view the choices which historical figures have made, we must put ourselves in a situation where we might be inclined to make the same choices. Miranda Flicker believed that, “The proper standards by which to judge people are the best standards that were available to them at the time” in order to remove our personal bias. It would be interesting as a class to fully delve into the idea that every person of the past, had a different thought process, and therefore made different decisions. A person’s choices, are also directly influenced from their past experiences, and the environment they grew up in. We must understand that some of our current actions, may be considered immoral in the future, while they are completely acceptable right now. People of the past didn’t have the ability to condescend their actions, so we shouldn’t blame them for it. Instead, we should pay attention to the resources, and ideas circulating through the past, and try to at least sympathize with their judgements. In order to fully discern a decision made in the past, we must take into account the people behind the choices.

In-depth week #5

1. What went particularly well during your mentoring sessions?

My mentor, Señora Galliford is really good at understanding the questions which I ask, and knowing exactly where I want to go with them, which is unique from last year. With my last in-depth, a lot more clarifying questions had to be asked, as Slam poetry is more subjective than Spanish. This year our meetings are super efficient, while still informative and enjoyable.

What learning challenges emerged?

a. What did you do to hold yourselves accountable for the learning?

As it goes with new relationships, there is always a period of time designated for adjusting to each other, and getting used to seeing the other person on a regular basis. I wouldn’t say that my mentor and I have experienced any “learning challenges” but more just understanding how the other person works, and trying to alter our own perceptions of the world to fit that. I am very planned and organized, but my mentor likes spontaneity and spur of the moment ideas. As a teacher, Señora Galliford wants to teach me the lessons based on every question I ask, but I’m assuming that as this project progresses more, I will take the reign, and probably just ask for resources and occasional questions. Already I am holding myself accountable in this manner, by going through everything I learn at the meetings, by myself. I come to the next meeting with extension questions to the previous meeting, as well as lists of resources which I have found useful in my continued learning.

4. What logical challenges affected your communication?

  1. What factors affected your ability to interact effectively?

Since Señora Galliford hasn’t spoken Spanish at a higher level, for a number of years, she is worried that she won’t be able to answer a lot of my questions. Because I haven’t gotten to an advanced level yet, she has understood all of my questions, or just needed a quick refresher. However, I will probably be learning higher level concepts which she isn’t super confident with, by the end of the year. Señora Galliford, however is looking forward to the challenge, as she wants to be fluent again, she just hasn’t taught grade eleven and twelve Spanish courses in a long time. I think that learning alongside my mentor is important, so that it is less of a teacher-student relationship. Combined, we both have a lot of external resources who we can look to if need be.

Status Report:

I have been meeting with my mentor every week now, as it is convenient to meet, and I feel that I am gaining a lot from the meetings. By the end of this weekend, I will have finished unit two on Rosetta Stone, on top of some work on Duolingo, and I also completed my first Spanish research session this week. I wanted to learn more about the effect that certain Latinos have had on modern culture and media. I did some research on actress, Gina Rodriguez, and learnt a TON. During this weeks meeting, my main question was clarifying the difference between the Spanish words tú, tus, su and sus which as you may have guessed have very similar meanings. The spark notes, is that they all translate to “your” in English, but are used in different contexts, depending on how many items a person has.

Statuse Reporte en Español:

Yo miro mi mentor todo la semana ahora, es facíl y yo feel que yo mucho entonces. La fin de semana, mi “Rosetta Stone” units son finito. Yo estoy estudiando “Duolingo” y “estudiar español . com”. Yo finito mi primera español research projet está semana tambien. Yo quiero entonce mas about Latinos effect que tele y computadora de hoy society. Yo did research que la actriz Gina Rodriguez y entones mas. Está semana, mi primera question es “que es la difference entre words de español, tú, tus, su, y sus?” La mismo en ingles. They mean “your” pero are usar en diferente contexts depending on cuantos itemes un persona tiene.