Reflection on two weeks training as a Facilitator.

     I really have enjoyed these two weeks of training and the experience that I have gained here as well as the new friends that I have made in this program. All the techniques we have learned are going to be useful and important to me as I continue working and training to become a better facilitator. Especially, because I had no idea about all the different techniques and task that can be used to better understand people such as active listening to hear what they really have to say. Learning about how to work with students and others with the teachings that have been imparted on me by the mentors and classmates has proved to be invaluable to me. I can't wait to start my facilitation next week and put what i have learned to good use, making myself proud and the mentors.

Reflect on the mock sessions that you have seen and or participated and in what ways can you improve your practice.

     By viewing the previous mock sessions I have noticed that I can improve on the way I relate to the students. I have knack for focusing my attention on the  person speaking to me, which is correct. But when in a group dynamic it is proper to spread my attention to everyone and not focus on one particular person, and ignore the rest. I have learned by watching the mock sessions to be more aware of the other students in a group and to share the time and attention will all of them equally.
     Therefore, I can improve my practice by speaking to each individual student and giving each one the same amount of time. To be more open to what the students are saying and to be able to recite anything they have told to me with my own opinion attached. But to not criticize their work or to judge their opinions. Simply, to be a caring and open individual towards all my students and support them as they go through the group and school curriculum.

One on one mock tutoring session reflection.

     During this session I learned that working one on one with a student it is great to get them to read their work out loud. So that they can catch their own errors and ask what they can do to make their paper better. I learned that I can give subtle suggestions to make the student think about their paragraphs and writins in order to come to a positive conclusion. Also, that I can help the student get better results by going paragraph by paragraph and breaking it down with them so they can clarify their work.

Describe three expectations for students success within a study group.

     One way for a student to be successful in study group is to respect everyone in the study group, including the facilitator, themselves, and all the other students.
     Also, for the student to actively participate in all the activities and take part in the discussions.
     As well, for the student to show up on-time to the study group.
     Thus, ensuring that the student is following the rules stated and participatse as promised in order to make the program a success.

Reflect on the days you wrote concerning the qualities of a facilitator? How has your conception of a facilitators role changed? What help might you need from your mentor?

     I think I was correct about the qualities of a facilitator having to be more personal than impersonal. That a facilitator has to be able to get the students to work with one another and be able to actively listen. To put his or herself after the needs of the group and make sure they have what they need in order to finish their assignments. That to be a facilitator I have to be more aware of the fact that I'm in an environment in which I'm not the teacher or student but someone who helps them help themselves and each other. To be patient, respectful, and to value everything that they have to offer.
     It has shown me that not everything is grammatical or homework oriented. That it is a lot more personal and development is also based on group dynamic.
     I think I will alwasy need their knowledge and their guidance. This is because they have the experience that I do not yet possess. My mentor is the type of person that I look forward to getting know better and draw on when I comes to my group and any problems that occur.
    
    

Use studio language to respond to each scenerio as a facilitator.

     A student shows up saying he has no work for the session.
     Would you like to go over anything you've done that you don't completely understand? Asking the student if he needs help even though he has no assignment. That way he stays up to date in his work and practices anything he or she has doubts about in a safe environment.
     A student says she wants to drop out of the program because she says she is stressed out.
     Can you tell me why you feel this way? Prompting the student to express some of the reasons for her dilemma and at the same time release some of the stress.
     A student is unhappy with a grade, but does not feel confident or comfortable with approaching a professor.
     Ask the student what do you think would happen if you approached the professor? Acknowledging his or her feelings and working through their fear or intimidation. By reinforcing the fact that professors are there to help.
     A student wants to review his entire paper, but you know there is not enough time to work on the entire paper.
     Ask what are the areas that are giving you the most trouble and help the student correct those errors.
     A student is very pleased with her paper, but the facilitator sees glaring areas for improvement.
     Ask the student how can this be done better and go through the paper with them.
     A student feels he does not need any help from the group.
     ask the student if its possible that they missed something on the paper and if they would not mind if the other students went over it and give their opinions.

Why is it important for facilitators to actively listen?

     It is imporant for them to actively listen because it shows that they are taking their students and their concerns seriously. That they truly care about the students problems and look forward to helping them achieve their goals. The student realizes that he or she is not alone and that what they have to say is important and relevant. That no matter what happens when their outside the group it won't affect how they are heard within the group. When coming into the group with ideas the facilitator is willing and ready to actively listen. By actively listening the facilitator is showing the students that he or she cares deeply for their personal and academic lives. There is nothing more important in the group then what they have to say and to empathize with them. This is done by the facilitator listening actively to the students and returning their information with enthusiam and respect. That is why actively listening is so important because it shows the students that the facilitator cares.
     Also, if I am confronted with a situation where one student is unwilling to show his paper because of a bad grade, I will do everything I can to help him or her accept help from myself and peers. Talk to the student and reinforce the idea that not everything will turn out perfect and there will be setbacks. But not allowing others to help will not be of a benefit. That by letting the students give positive feedback, he or she will have a better understanding of the work and new ideas. Giving them the confidence to show their work to their friends and know that failure only begins when people choose to give up.

Think about your own experiences when you started Kean University. What skills can you bring to the writing studio?

     I can bring my knowledge of building and room locations to keep students from getting lost on campus. I can help them understand how to use their Kean ID to transfer money in order to buy food and books. I can also bring my skill of engaging othr people and being more of a public speaker. I had to learn that I was having problems with quotes and citing. That with time I will be able to help the students work on their grammatical problems and become more comfortable with their citing and quotes.

Which kind of learner are you? What strategies could you use to deal with an entity learner (consider low - efficacy and high - efficacy).

     I am an incremental learner. I like to learn things step by step and understand them completely before trying to move on to the next level. Building on what I have learned and applying that information to the next level of the cycle.
     Also, to deal with an entity learner I would use a personal example of low - efficacy from myself. I would explain to the student that I have had doubts about my potential and ability as well and that I have been able to accomplish my goals in spite of that doubt.
     On the other hand, I would use a high - efficacy approach by giving a student positive feedback and helping them build self - regulating learning in order to maintain sight of their goals and achieve them. But show them that they still have much to learn and by putting in the time and effort into learning new material they will become better. That it does not matter how much they know there is still more that can be achieved and that sometimes good is not enough.

What qualities make a good facilitator?

     The abilities to listen to the students and respond in a responsible and caring manner. To help the student overcome the difficulties or the mental blocks that keep them from writing. To continually give the student positibe feedback and to reinforce what they have learned. Also, being a good listener, courteous, patient, kind, and warm toward all students. Understanding that each student is different and there is no one set rule for helping each one to express themselves. A good facilitator has to be able to see the qualities of each student and help them want to show those qualities, and present themselves to others in a comfortable, and safe environment.