Reflection - Storytelling 

 I decided to tackle a problem related to education : How do we engage our 

 students into reading literary texts or books ? The key word of this question , for 

 me , is “ engage ” . As a literature teacher , I do n’t want my students to just go 

 through the pages mindlessly , I want them to include the habit of reading in their 

 lives and to develop a meaningful connection with the stories . 

 For that , me and other teachers decided to use the Storytelling tool , since this 

 exercise emphasizes the human experience in contact with a challenge or cause . 

 According to Corey Perez , in his lecture , Storytelling transforms a problem , which 

 should be tackled from a rational and linear perspective , into a cause , which 

 unites people ’s interests and abilities . More than that , as he asserts , Storytelling 

 creates an emotional connection between the participants and this challenge . 

 These were exactly the features that we were looking for in our discussions . With 

 this tool , we could spark the interest of our students in the act of reading and 

 position them as active agents in these stories , which are the stories of their lives , 

 in the end . 

 We started the activity by asking one class of each grade ( since we many ) to 

 individually describe their daily lives . We offered a big weekly chart divided by 

 days of the week and hours of the day , in which they could map their days , from 

 when they wake up to their sleep hour . We asked them to include any relevant 

 information , be it extra courses , part - time jobs , commitments , study schedules , 

 favourite hobbies . 

 As a complement for this concrete representation of their routines , we invited 

 them to a group conversation on their impressions , feelings and opinions about 

 their lives . Their likes , dislikes , opinions on school , education , and work . We , 

 teachers , listened for more than one hour and we took notes of words and 

 aspects that called our attention . 

 At last , we compared our notes on the conversation to the weekly routine , in 

 search of patterns , causes and gaps to explore . 

 First of all , the teachers had a chance to actually listen to their students and to 

 understand them on a human level . We had to face their complaints on 

 homework , their tiredness and their hopelessness in the future . For me , it was 

 probably the most meaningful part of the activity . 

 Second , from the analysis we made , we could delineate some personae : “ The 

 full - timer ” : a student with commitments from early morning until night , be it extra 

 courses or part - time jobs . These students usually did not have enough time to 

 dedicate themselves on school . “ The Idle ” : a student easily attracted to forms of 

 leisure , such as videogames , series , movies , and social media . Because they did 

 not plan pockets of time to study and to relax , they usually slipped into any 

 amusing activity instead of study . “ The workaholic ” : a student completely 

 dedicated to school , for various reasons . Those students were easily 

 overwhelmed by the amount of homework and , as a consequence , they were led 

 to guilty and anxiety , to the point of exhaustion . 

 From this broad panorama , we decided to approach the problem in two ways : 1 ) 

 by offering personalized guidance for each persona , focusing on their 

 weaknesses and strengths ; and 2 ) by devising more flexible , adaptable , and 

 personal evaluations in relation to readings and homework . We are still 

 implementing this change , and we planned to re - asses the question after the 

 exams . 

 I would have liked to add a Mind Mapping phase with the students , for us to 

 develop solutions together . However , at that time , the teachers thought that it 

 would be a little to risky to put so much power of deliberation in the hands of 

 teenagers . If these changes go well , I will suggest the use of Mind Mapping , to 

 engage the students into participating in the school problems , to encourage them 

 to think critically of their needs and of viable propositions . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Reflection - Storytelling 

 I decided to tackle a problem related to education : How do we engage our 

 students into reading literary texts or books ? The key word of this question , for 

 me , is “ engage ” . As a literature teacher , I do n’t want my students to just go 

 through the pages mindlessly , I want them to include the habit of reading in their 

 lives and to develop a meaningful connection with the stories . 

 For that , me and other teachers decided to use the Storytelling tool , since this 

 exercise emphasizes the human experience in contact with a challenge or cause . 

 According to Corey Perez , in his lecture , Storytelling transforms a problem , which 

 should be tackled from a rational and linear perspective , into a cause , which 

 unites people ’s interests and abilities . More than that , as he asserts , Storytelling 

 creates an emotional connection between the participants and this challenge . 

 These were exactly the features that we were looking for in our discussions . With 

 this tool , we could spark the interest of our students in the act of reading and 

 position them as active agents in these stories , which are the stories of their lives , 

 in the end . 

 We started the activity by asking one class of each grade ( since we many ) to 

 individually describe their daily lives . We offered a big weekly chart divided by 

 days of the week and hours of the day , in which they could map their days , from 

 when they wake up to their sleep hour . We asked them to include any relevant 

 information , be it extra courses , part - time jobs , commitments , study schedules , 

 favourite hobbies . 

 As a complement for this concrete representation of their routines , we invited 

 them to a group conversation on their impressions , feelings and opinions about 

 their lives . Their likes , dislikes , opinions on school , education , and work . We , 

 teachers , listened for more than one hour and we took notes of words and 

 aspects that called our attention . 

 At last , we compared our notes on the conversation to the weekly routine , in 

 search of patterns , causes and gaps to explore . 

 First of all , the teachers had a chance to actually listen to their students and to 

 understand them on a human level . We had to face their complaints on 

 homework , their tiredness and their hopelessness in the future . For me , it was 

 probably the most meaningful part of the activity . 

 Second , from the analysis we made , we could delineate some personae : “ The 

 full - timer ” : a student with commitments from early morning until night , be it extra 

 courses or part - time jobs . These students usually did not have enough time to 

 dedicate themselves on school . “ The Idle ” : a student easily attracted to forms of 

 leisure , such as videogames , series , movies , and social media . Because they did 

 not plan pockets of time to study and to relax , they usually slipped into any 

 amusing activity instead of study . “ The workaholic ” : a student completely 

 dedicated to school , for various reasons . Those students were easily 

 overwhelmed by the amount of homework and , as a consequence , they were led 

 to guilty and anxiety , to the point of exhaustion . 

 From this broad panorama , we decided to approach the problem in two ways : 1 ) 

 by offering personalized guidance for each persona , focusing on their 

 weaknesses and strengths ; and 2 ) by devising more flexible , adaptable , and 

 personal evaluations in relation to readings and homework . We are still 

 implementing this change , and we planned to re - asses the question after the 

 exams . 

 I would have liked to add a Mind Mapping phase with the students , for us to 

 develop solutions together . However , at that time , the teachers thought that it 

 would be a little to risky to put so much power of deliberation in the hands of 

 teenagers . If these changes go well , I will suggest the use of Mind Mapping , to 

 engage the students into participating in the school problems , to encourage them 

 to think critically of their needs and of viable propositions .
### Output: 