1. Positive Statement
I am most proud of using up all of my time for my 2-Hour presentation. I thought I would have trouble making the minimum requirements, but it turns out that I had extraordinary amounts of information.
2. Questions to Consider
A. I would give myself an AE on my 2-Hour Presentation for going above time, having plenty of information and credible sources backing it up, and having a logical sense of organization.
B. I would give myself a P for my overall senior project, mainly because I did have trouble with my first independent component.
3. What worked for you in your senior project?
What worked for me was all the information and the first-hand experiences that I obtained. It was fairly simple to acquire research articles, mentorship showed me personally how to deal with students, and my interviews were easy to schedule and I received more than what I was expecting from each.
4. What didn't work?
I would go back in time and do more hours in Mrs. Murillo's classroom for Saturday School. I had been going to them, but I would miss one every other time. Going to all of the saturday schools would have allowed me to finish earlier, instead of asking Mrs. Murillo to stay longer for the future saturday schools.
5. Finding Value
The senior project has been helpful because I now have a stronger understanding of mathematics, more than I had ever had before. This will allow me to finish my major (mathematics, minor in statistics) in college much easier than if I had not done my senior project. I am also a much better tutor than I was in sophomore and junior year. I have all the techniques to help students, and I intend to use them all in order for them to succeed. As for the future, I believe having this sort of background on future resumes will help me acquire jobs, or qualify me as an expert tutor.
Thursday, June 6, 2013
Monday, June 3, 2013
Individual Blog Post #10
Again, I am helping Brian Arteaga. He received a test back, and if he could explain all the questions he got wrong he would get half credit for each one. I tutored him in basic Geometry principles involving circles and applying algebra to circles.
Individual Blog Post #9
In this picture, I am helping one of the students I tutor for community service hours, Brian Arteaga. He is a sophomore, and because of this he was taking the CST's that week. He needed some review on the mathematics section, so I helped him with a practice CST.
Sunday, May 19, 2013
Blog 25: Mentorship
Literal:
- Total mentorship hours and description of what I did: Mentorship
- My mentor is Laura Murillo. Her work number is (562) 801-5088. Her email is murillo@erusd.org
Interpretive:
I believe the most important thing I gained from this experience is knowing how to communicate with the students. I saw first-hand how Mrs. Murillo taught her students and how she kept them interested with the work they needed to do. She was very informative with the concepts, especially if the students did not understand a thing. She grabbed their attention by included them into the class discussions. She was even witty with her students if they were getting off task. After seeing all this, I was able to communicate with the students when I helped them in saturday school. I also used these techniques to tutor the students at I-Poly.
Applied:
This experience has helped me back up my second answer for my essential question, which is connecting with the students. I realized that the students who were more open to Mrs. Murillo and asked for help were the ones that did better in her class. When Mrs. Murillo included shy students into their discussions, they were able to understand how to do a problem. If the students were getting off task, Mrs. Murillo would use them as examples in problems to grab their attention and keep them focused. It was basically a confirmation that connecting with students is, indeed, an important answer to my EQ.
Sunday, May 12, 2013
Blog 24: Exit Interview Questions
1. What is your essential question? What is the best answer to your question and why?
My essential question is "What is the best way to teach mathematics so that it is retained?" My best answer is connecting mathematics to real life. This is my best answer because through my research I found that students become more interested when mathematics relates to them. Some students have trouble thinking abstractly. Also, the Common Core State Initiative will focus on applying mathematics to real life, so it is obviously important. It is better than my other two answers because it requires the use of both. Conceptual Understanding, Problem Solving, and Procedural Fluency can be easily obtained if real world applications are taught. Applying mathematics to students' lives make it seem more relevant, so therefore connecting with the students is also involved.
2. What process did you take to arrive to your answer?
I started off my EQ with "What are the most important steps to teaching the California Algebra Standards?" I realized that next year it would not matter because the Common Core State Initiative will replace the California standards. What I came to realize was that one of the major problems with mathematics is that students always forget what they learned. In the end, I changed my EQ to "What is the best way to teach mathematics so that it is retained?", because students need to remember what they are taught.
My potential answers were knowing the right teaching steps, connecting with students, and connecting mathematics with real life. I came up with my first answer after my 3rd interview. Cesar Covarubias, my former middle school math teacher, told me about his 3 teaching steps: Conceptual Understanding, Problem Solving, and Procedural Fluency. I came up with my second answer when researching articles on connecting with students. There were many helpful sources that included being respected and being less intimidating. However, the most helpful one was "7 Strategies for Teachers to Connect with Students", written by Tara Brown. I came up with my third answer after requests from my teachers at I-Poly. Mr. Ogden and Mr. Purther agreed that it was important to connect mathematics to real life, so that caused me to research that topic more.
After reviewing an article titled "Common Core State Standards for Mathematics", receiving new activities from Mr. Estrada, and getting confirmation from my final interviewee, Tor Ormseth, I came to the conclusion that my best answer was connecting mathematics to real life.
3. What problems did you face and how did you resolve them?
My first problem was with mentorship. My mentor works at Rivera Middle School in Pico Rivera, and her school days are from 8:00AM to 3:00PM. I am not able to go from I-Poly to Pico Rivera without it taking longer than 3 hours on the bust, which is my only means of transportation. To resolve this I have been going to Saturday school that lasts for 2 hours, and once in a while I go when I have a vacation day and that school does not.
My second problem was with my essential question. As I have stated before, I needed to change my essential question in the second semester. It was a problem because most of the information I received from the first semester was focused on California Algebra standards, so it was not that useful. I did not have much to back up my second and final EQ. To solve this, I asked many math teachers to help give me answers to the EQ so that I can research the suggested ones. I asked Mr. Estrada, Mr. Ogden, my mentor Mrs. Murillo, my old teacher Mr. Covarubias, and Mr. Ormseth. From what they told me, I was able to arrive at my 3 most important answers.
4. What are the two most significant sources you used to answer your essential question and why?
My essential question is "What is the best way to teach mathematics so that it is retained?" My best answer is connecting mathematics to real life. This is my best answer because through my research I found that students become more interested when mathematics relates to them. Some students have trouble thinking abstractly. Also, the Common Core State Initiative will focus on applying mathematics to real life, so it is obviously important. It is better than my other two answers because it requires the use of both. Conceptual Understanding, Problem Solving, and Procedural Fluency can be easily obtained if real world applications are taught. Applying mathematics to students' lives make it seem more relevant, so therefore connecting with the students is also involved.
2. What process did you take to arrive to your answer?
I started off my EQ with "What are the most important steps to teaching the California Algebra Standards?" I realized that next year it would not matter because the Common Core State Initiative will replace the California standards. What I came to realize was that one of the major problems with mathematics is that students always forget what they learned. In the end, I changed my EQ to "What is the best way to teach mathematics so that it is retained?", because students need to remember what they are taught.
My potential answers were knowing the right teaching steps, connecting with students, and connecting mathematics with real life. I came up with my first answer after my 3rd interview. Cesar Covarubias, my former middle school math teacher, told me about his 3 teaching steps: Conceptual Understanding, Problem Solving, and Procedural Fluency. I came up with my second answer when researching articles on connecting with students. There were many helpful sources that included being respected and being less intimidating. However, the most helpful one was "7 Strategies for Teachers to Connect with Students", written by Tara Brown. I came up with my third answer after requests from my teachers at I-Poly. Mr. Ogden and Mr. Purther agreed that it was important to connect mathematics to real life, so that caused me to research that topic more.
After reviewing an article titled "Common Core State Standards for Mathematics", receiving new activities from Mr. Estrada, and getting confirmation from my final interviewee, Tor Ormseth, I came to the conclusion that my best answer was connecting mathematics to real life.
3. What problems did you face and how did you resolve them?
My first problem was with mentorship. My mentor works at Rivera Middle School in Pico Rivera, and her school days are from 8:00AM to 3:00PM. I am not able to go from I-Poly to Pico Rivera without it taking longer than 3 hours on the bust, which is my only means of transportation. To resolve this I have been going to Saturday school that lasts for 2 hours, and once in a while I go when I have a vacation day and that school does not.
My second problem was with my essential question. As I have stated before, I needed to change my essential question in the second semester. It was a problem because most of the information I received from the first semester was focused on California Algebra standards, so it was not that useful. I did not have much to back up my second and final EQ. To solve this, I asked many math teachers to help give me answers to the EQ so that I can research the suggested ones. I asked Mr. Estrada, Mr. Ogden, my mentor Mrs. Murillo, my old teacher Mr. Covarubias, and Mr. Ormseth. From what they told me, I was able to arrive at my 3 most important answers.
4. What are the two most significant sources you used to answer your essential question and why?
My first most significant source was "Common Core State Standards for Mathematics" on the Common Core State Initiative website. It is a 148 page document about what students need to know by the end of the year based on the grade. What I thought was interested was that it did not have familiar classes, such as Algebra and Geometry. Instead it had ideas from each original class incorporated into a year.
My second most significant source was Tor Ormseth. Mr. Ormseth is an Algebra teacher at Burke Middle School as well as a professor at Fullerton State University. He helped me get another feel for Common Core, and he also helped confirm that my best answer should be connecting mathematics to real life.
5. What is your product and why?
My product is that I have become much more knowledgable about how to help students understand concepts. I have also developed better relationships with the students I tutor, which is really helpful. I believe that my best product is that I have become much more experienced with mathematics and I myself have grasped a better understanding of some concepts than I had before. After all, teaching and simplifying mathematics to students forced me to review what I believed I knew.
Wednesday, May 8, 2013
Blog 23: 2014 Interview
I interviewed 2 Juniors: Noah Nikielski and Juan Rizo, both from North House.
Noah:
M: What ideas do you have for your senior project and why?
N: I want to do electrical engineering or mechanical engineering. They are what I know the most about.
M: What do you plan to do for your ten hour mentorship experience?
N: I was planning on volunteering with my mom's friend. He is getting a PhD in mechanical engineering.
M: What do you hope to see or expect to see in watching the 2013 2-hour presentations?
N: I hope to see someone doing engineering or at least architecture.
M: There is a presenter who is sort of doing both. The presenter is Andy Guan, and I believe his senior project is architecture, but he also covers much of the engineering involved in it.
M: What questions do you have that I can answer about senior year or senior project?
N: Is it hard? Hahaha.
M: It's actually not that hard if you meet all your deadlines and work on it throughout the year. There is a lot of preparation for the 2-hour presentation, including the 10 minute presentation, the 30 minute presentation, presenting on activities, templates, research checks, etc. Finding mentorship for engineering is tough, but since you're mother's friend is going to help you with that I'd say you are good to go.
Juan:
M: What ideas do you have for your senior project and why?
J: To play sports and baseball. I really like sports.
M: What do you plan to do for your ten hour mentorship experience?
J: To go around asking all the coaches, like minor league coaches, so they can help me out with my project.
M: What do you hope to see or expect in the 2013 senior presentations?
J: To see intellectual presentations and to teach us Juniors how to run our projects when we're seniors.
M: What questions do you have that I can answer about senior year or senior project?
J: Who do you make a presentation that is 2 hours?
M: It's easy because they break it down. They don't just say, "Here, present it." They give you a template. It's really just an outline and you have to fill it out. You're supposed to put basic ideas of what you will talk about, so it helps you be organized. It's sort of like preparation for your powerpoint. You have about 2 hours for the actual presentation, but that counts for getting set up, activities, and speaking time. It's really easy, especially when you work on it throughout the year. The first one you do is a 10 minute presentation, then a 30 minute presentation, followed by a couple of activity presentations. So by the time you actually do it, you'll be ready.
Noah:
M: What ideas do you have for your senior project and why?
N: I want to do electrical engineering or mechanical engineering. They are what I know the most about.
M: What do you plan to do for your ten hour mentorship experience?
N: I was planning on volunteering with my mom's friend. He is getting a PhD in mechanical engineering.
M: What do you hope to see or expect to see in watching the 2013 2-hour presentations?
N: I hope to see someone doing engineering or at least architecture.
M: There is a presenter who is sort of doing both. The presenter is Andy Guan, and I believe his senior project is architecture, but he also covers much of the engineering involved in it.
M: What questions do you have that I can answer about senior year or senior project?
N: Is it hard? Hahaha.
M: It's actually not that hard if you meet all your deadlines and work on it throughout the year. There is a lot of preparation for the 2-hour presentation, including the 10 minute presentation, the 30 minute presentation, presenting on activities, templates, research checks, etc. Finding mentorship for engineering is tough, but since you're mother's friend is going to help you with that I'd say you are good to go.
Juan:
M: What ideas do you have for your senior project and why?
J: To play sports and baseball. I really like sports.
M: What do you plan to do for your ten hour mentorship experience?
J: To go around asking all the coaches, like minor league coaches, so they can help me out with my project.
M: What do you hope to see or expect in the 2013 senior presentations?
J: To see intellectual presentations and to teach us Juniors how to run our projects when we're seniors.
M: What questions do you have that I can answer about senior year or senior project?
J: Who do you make a presentation that is 2 hours?
M: It's easy because they break it down. They don't just say, "Here, present it." They give you a template. It's really just an outline and you have to fill it out. You're supposed to put basic ideas of what you will talk about, so it helps you be organized. It's sort of like preparation for your powerpoint. You have about 2 hours for the actual presentation, but that counts for getting set up, activities, and speaking time. It's really easy, especially when you work on it throughout the year. The first one you do is a 10 minute presentation, then a 30 minute presentation, followed by a couple of activity presentations. So by the time you actually do it, you'll be ready.
Thursday, May 2, 2013
Thursday, April 25, 2013
Blog 21: Independent Component 2
Literal:
- I, Alex Ayala, affirm that I completed my independent component which represents 30 hours of work.
- There are many sources that can verify my 30 hours. The first is Mr. Ogden, who signed off my hours for whenever I tutored students in the Senior class. The second is Mr. Estrada, who allowed me to watch him teach his class on fourth block, usually on Mondays and Wednesdays. The final, whom I have received the most hours from, is Eddy Silva. She monitored the hours that I tutored underclassman.
- Independent Component 2 Log
- Like I said for then second question for the Literal, I did a variety of things in my Independent Component 2. I went to Mr. Estrada's class usually every Monday and Wednesday to watch him teach his class. Since I was not here when he became the Freshman math teacher, it was a new experience. Aside from seeing a different teaching style, I also received new activities that are based off of Common Core. I only tutored once for the Senior class, and it was helping a student with their Aleks. I received the most hours from tutoring 2 students, one being a sophomore and the other being a freshman. The sophomore, Brian Arteaga, asks for help with Geometry and Science, while the Freshman, Jayson McIsaac, asks for help with Algebra and Spanish. Jayson was a newer student, so he has not improved as much as Brian did. In the beginning, Brian did not seem like he wanted assistance, but now he constantly asks for help if he is unsure of his answers.
Interpretive:
Mr. Estrada, Common Core Activity, Tutoring Senior Students
Applied:
Watching Mr. Estrada teach helped me realize how important it is to connect mathematics to real life, which is my third answer. The Common Core Performance Task is a great example of this. It asks for the students to find the most profitable way to produce a combination of breads and batches of cookies. Not only that, but is ask for the students to provide evidence of their answer, as well as evidence to disprove other answers. Tutoring students that are Seniors and underclassman helped with my first answer, which is knowing the right teaching steps (Conceptual Understanding, Problem Solving, and Procedural Fluency). If the students were having trouble, I would run through these steps until they got the hang of the subject. At the beginning I did not really use this strategy, I would only answer questions about problems and show them techniques that I previously learned. Now I use it because it ensures that similar problems will be understood.
Applied:
Watching Mr. Estrada teach helped me realize how important it is to connect mathematics to real life, which is my third answer. The Common Core Performance Task is a great example of this. It asks for the students to find the most profitable way to produce a combination of breads and batches of cookies. Not only that, but is ask for the students to provide evidence of their answer, as well as evidence to disprove other answers. Tutoring students that are Seniors and underclassman helped with my first answer, which is knowing the right teaching steps (Conceptual Understanding, Problem Solving, and Procedural Fluency). If the students were having trouble, I would run through these steps until they got the hang of the subject. At the beginning I did not really use this strategy, I would only answer questions about problems and show them techniques that I previously learned. Now I use it because it ensures that similar problems will be understood.
Individual Blog Post #8
This is a picture of one of the students from the Senior class who I helped with her Aleks. I helped her with some algebra processes.
Individual Blog Post #7
This is the assignment that Mr. Estrada handed out to the students. It involves finding out how many batches of cookies and how many loafs of bread will be the most profitable for the baker. What is interesting is that even though it has an exact answer, the "performance task" asks students to provide evidence, such as charts, tables, graphs, and illustrations.
Individual Blog Post #6
In this picture, Mr. Estrada explains to the students an assignment that comes from Common Core. Although it was designed by Mr. Estrada, the assignment is known as a Performance Task.
Monday, March 25, 2013
Tuesday, March 12, 2013
Individual Blog Post #5
This picture was taken on March 3, 2013. In this picture, Mrs. Murillo (my mentor) gives a lecture on finding parallel and perpendicular lines based off an equation. This day was not a regular school day; it was Saturday school. Most of the students were assigned to be there due to a recently failed test, but some just come to study with Mrs. Murillo.
Wednesday, March 6, 2013
Blog 19: Senior Project and ESLR's
1. I believe I have excelled most at being an Effective I-Poly Citizen.
2. I am an effective I-Poly citizen because I help my fellow students with their classwork and tests. I tutor them in our Statistics class and our Physics class, usually right before an important test. I also tutor one sophomore for his Geometry class. This is important to my senior topic, which is Teaching Algebra. Aside from my topic, I also sell muffins and blog on the senior webpage.
3. http://trippymf.blogspot.com/2013/01/blog-14-independent-component-1_31.html
There are pictures of me tutoring on this link.
2. I am an effective I-Poly citizen because I help my fellow students with their classwork and tests. I tutor them in our Statistics class and our Physics class, usually right before an important test. I also tutor one sophomore for his Geometry class. This is important to my senior topic, which is Teaching Algebra. Aside from my topic, I also sell muffins and blog on the senior webpage.
3. http://trippymf.blogspot.com/2013/01/blog-14-independent-component-1_31.html
There are pictures of me tutoring on this link.
Wednesday, February 27, 2013
Blog 18: 2-Hour House Meeting Answer #3
1. My essential question is: What is the best way to teach mathematics so that it is retained?
2. My third answer is connecting mathematics with the real world.
3. It is important to understand because students want to learn what is relevant to them, because then they can see how to use it in real life. Some examples would be solving mixture problems (chemical solutions) with systems of equations, or using parabolas to find the highest or lowest point of a graph that represents gains or loses in finances.
4. "Key Points In Mathematics." Common Core State Standards Initiative. Common Core State Standards Initiative, 2012. Web. 04 Oct. 2012. <http://www.corestandards.org/about-the-standards/key-points-in-mathematics>.
This source shows suggestions on how to teach connections between mathematics and the real world based on Common Core. It also shows the importance of teaching these connections.
2. My third answer is connecting mathematics with the real world.
3. It is important to understand because students want to learn what is relevant to them, because then they can see how to use it in real life. Some examples would be solving mixture problems (chemical solutions) with systems of equations, or using parabolas to find the highest or lowest point of a graph that represents gains or loses in finances.
4. "Key Points In Mathematics." Common Core State Standards Initiative. Common Core State Standards Initiative, 2012. Web. 04 Oct. 2012. <http://www.corestandards.org/about-the-standards/key-points-in-mathematics>.
This source shows suggestions on how to teach connections between mathematics and the real world based on Common Core. It also shows the importance of teaching these connections.
5. I plan to study more on the Common Core Initiative. I have talked to some teachers and they have said that knowing what is coming up in the years 2013-2014 is more important than current state standards.
Thursday, February 21, 2013
Blog 17: Fourth Interview Questions
- What is the best way to teach mathematics so that it is retained?
- How do you connect the mathematics with real life?
- Do you try to tie emotion into the concepts?
- What are your steps for teaching the standards?
- Can you tell me any specific points of the new algebra standards stated in Common Core?
- What is most important to teaching the Common Core algebra standards?
- What is your most important goal for the students by the end of the year?
- How do you ensure that these goals are met?
- How do you place the standards into your lectures/teachings?
- Do you have any trouble teaching the these standards?
- If so, which ones in particular?
- What are your thoughts on our current algebra standards?
- Can you explain to me the new strategies that Common Core suggests?
- Do you believe that Common Core is an improvement to previous teaching methods?
- What is the biggest challenge of transitioning from the California algebra standards to the Common Core algebra standards?
- How do you connect with your students?
- How do you earn their respect?
- Do you consider algebra more important than any other math class?
- Why or why not?
- What do you believe is most important to maintaining a healthy learning environment?
Wednesday, February 6, 2013
Blog 16: 2-Hour Meeting Answer #2
- My essential question is "What is most important to teaching the California algebra standards?"
- My second answer is "You must know how to connect to your students."
- One detail is that making connections with students will make them more comfortable. Another detail is that understanding how to connect their lives with the classroom will allow for a better foundation to build on. The final detail is that successfully connecting with students will earn their respect.
- 3 sources helped me justify this as my second answer, but I believe the most important source is "Teachers Connecting With Students Key to Success". Lane, Jim. "Teachers Connecting with Students Key to Success." Ventura County Star. Scripps Interactive Newspaper Group, 13 July 2008. Web. 18 Jan. 2013.
- I plan to continue my study of answer 2 by researching more on ways to connect with the students. I also plan to put these skills to use when tutoring.
Sunday, February 3, 2013
Blog 15 Independent Component 2 Approval
1. For my Independent Component 2, I was planning on tutoring students at I-Poly once again. It will be exactly like what I did for my first Independent Component.
2. I believe my plan will meet the 30 hours because this time I will count every hour I work, instead of every hour for each student. Since I will usually tutor from 12:30 to 3:00 PM twice every week, I would assume that I would meet my 30 hours in 6 weeks.
3. My independent study component relates to my essential question because I will personally experience teaching students algebra related problems, even though we will be tutoring on Statistics and Physics.
2. I believe my plan will meet the 30 hours because this time I will count every hour I work, instead of every hour for each student. Since I will usually tutor from 12:30 to 3:00 PM twice every week, I would assume that I would meet my 30 hours in 6 weeks.
3. My independent study component relates to my essential question because I will personally experience teaching students algebra related problems, even though we will be tutoring on Statistics and Physics.
Thursday, January 31, 2013
Blog 14: Independent Component 1
Literal:
- I, Alexis Ayala, affirm that I completed my independent component which represents 30 hours of work.
- Mr. Ogden, since I did the majority of my tutoring in his class.
- 30.5 Hours
- I tutored students from I-Poly for Statistics and for Physics. Sometimes we would study the days before a test or quiz, but we also just worked on the homework.
Interpretive:
- My independent component demonstrates 30 hours of work because I counted my tutoring hours for each student I helped. The significant part of these 30 hours was when I would help students understand concepts in their math and science classes right before a test.
Applied:
- This independent component not only helped me understand the foundation of my topic, but it also helped me with my first answer to my EQ. When I tutored the students I noticed that both Statistics and Physics contained problems that can only be understood with a solid Algebra background. Also, I was able to make a first answer (knowing the right steps to teach a concept) and actually use those steps on my friends. These steps were making a foundation and understanding the purpose, constant practice, and being available to the students.
Monday, January 28, 2013
Individual Blog Post #4
This is Kayla studying for the Physics test on Relativity on 1/24/2013. As you can see, she really focused on studying.
Sunday, January 27, 2013
Individual Blog Post #3
These are the hours I tutored for Deanna, Jeanette, and Genavieve. We studied for 1 hour and 30 minutes each, which leads to 4 hours and 30 minutes for the day.
Thursday, January 24, 2013
Individual Post #2
In this picture, Deanna and Jeanette were studying for the Relativity test that was on 1/24/13 for North, East, and West House. I helped them understand the difference between T and To.
Thursday, January 17, 2013
Sunday, January 13, 2013
Third Interview Questions
1. What is most important when teaching the California algebra standards?
2. What is your most important goal for your students by the end of the year?
3. How do you ensure that these goals are met?
4. How do you imply the California algebra standards in your lectures?
5. Do you have trouble teaching any of the standards?
6. Which ones?
7. I understand you have some classes with high students and some classes with low students. Please explain your teaching strategies for each one.
8. Tell me your thoughts on the CST.
9. Do you try to improve the CST scores of your students every year?
10. How do you determine if the California algebra standards were taught well?
2. What is your most important goal for your students by the end of the year?
3. How do you ensure that these goals are met?
4. How do you imply the California algebra standards in your lectures?
5. Do you have trouble teaching any of the standards?
6. Which ones?
7. I understand you have some classes with high students and some classes with low students. Please explain your teaching strategies for each one.
8. Tell me your thoughts on the CST.
9. Do you try to improve the CST scores of your students every year?
10. How do you determine if the California algebra standards were taught well?
Thursday, January 10, 2013
Blog 11: Mentorship 10 Hours Check
1. As of my last mentorship day, I have been doing my mentoring at Rivera Middle School in Pico Rivera.
2. My contact is Mrs. Murillo.
3. My total hours has been 21 Hours and 15 Minutes of mentoring. The first 10 hours count for my summer mentorship. However, I did and extra 5 hours and 15 minutes in the summer that I counted for the 10 hour check.
4. The 5 hours and 15 minutes I did in the summer were pretty simple. I basically helped the teacher out with grades or papers, and I would sit down and listen when she speaks in front of her students. I did help one student out during lunch detention, but that was it. The rest of the 10 hours I spent were on Saturday School, where I helped students understand the concepts for the majority of the time.
2. My contact is Mrs. Murillo.
3. My total hours has been 21 Hours and 15 Minutes of mentoring. The first 10 hours count for my summer mentorship. However, I did and extra 5 hours and 15 minutes in the summer that I counted for the 10 hour check.
4. The 5 hours and 15 minutes I did in the summer were pretty simple. I basically helped the teacher out with grades or papers, and I would sit down and listen when she speaks in front of her students. I did help one student out during lunch detention, but that was it. The rest of the 10 hours I spent were on Saturday School, where I helped students understand the concepts for the majority of the time.
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