Reflection – Storytelling – Andreas Jensen 

 Challenge : A challenge that I experienced not too long ago involved the process of teaching a   group of fifth grade students about the roles that each person plays in the United States economy   and how to connect their skills and passions to their future careers . The students had recently   completed a small project regarding the free market system and how a capitalistic society   rewards people in exchange for labor , which was followed by the presentation of a chart   highlighting the highest paying positions at the time . Each profession ’s salary level was captured   by a number of accompanying dollar signs , with one dollar sign being low paying roles and five   dollar sign indicating high paying positions . 

 As a follow up experiment , I asked the group of students to individually share their 

 aspirational career paths . Students who previously stated their dream jobs as “ construction   workers ” and “ softball coaches ” had changed their answers to match the high paying roles of   anesthesiologists or lawyers . Of course , those careers are not realistic for most students . My   challenge was to find a way to explain the importance of every career path and help students   understand that their future lifestyles could be financially supported by a position that better suits   their passions and interests . 

 Selection : In order to tackle the issue , I resorted to the storytelling tool . The visual tools that   were included in my lesson had taken away the important focus of students learning about the   economy : Find a career that suits your interests instead of interests that fit your career . This is   synonymous with the popular phrase of “ find a job that you love and you will never work a day   in your life . ” I believed that storytelling would allow for my students to better understand where   their interests and passions intersected with real - life career paths ; it would be a more   personalized approach in comparison to the simple literature utilized earlier in the lesson and   would be a chance for students to be introspective in the scope of understanding themselves and   the economy that lies ahead of them . 

 Application : I started the storytelling exercise by informing all the students that they were no   longer fifth graders , but rather prolific authors attempting to write the next bestselling novel .   Their novel would be similar to the George and Geoff stories in the week two module ; they   would create a character of themselves by mentioning their skills , passions , and interests , as well   as invent some background details including other family members and lifestyles . After they   created their character of themselves , I supplied some details to help build their stories from that   point onward . For example , a student had described himself as creative , but also loved   mathematics , so I shared a few careers within the engineering career path . Although it was   unknown to him prior to the lesson , the career had piqued his interest and he desired more   information . I described the path that his character would take to achieve that career designation ,   including attending college , majoring in a certain field of engineering , and pursuing internships   before graduating . The student took all the information and molded it into a story that he could   foresee himself following in the future . 

 The group of students produced a wide variety of personal interests and skills , leading to 

 many different stories being written . The process of self - analysis was integral to finding career   paths that many students had never expected to be interested in . I believe this approach is much   more efficient in comparison to the reverse , where the student identifies a career path ( usually   based solely on high expected salaries and elevated social statuses ) and then attempts to fit the 

 mold for that selection . This is an example of a poor fit ; somewhat akin to a toddler trying to   push a square - shaped block through a circle - shaped hole . After having the entire class finish   their stories , I requested that they share their stories with a few of their classmates . The other   students were amazed to see the variety of career paths open to them . As an interesting follow- up , I asked their primary teacher to save the letters and share them with the students prior to   graduation . 

 Insight : This process of storytelling was highly effective in helping the students conduct a self- analysis in conjunction with exploring future career paths . For many students , they were very   lost and were allowing external forces to guide their interests . They were previously presented   with a well - defined career path based on what was popular in our current market , which placed   constraints on what the students believed they could achieve . After this exercise , the students had   a better understanding of their passions and skills , as well as a strong grasp on the paths they   would take to achieve their newfound career aspirations . 

 Approach : If I were to attempt this exercise again , I would have the students go even deeper   with the subject . I focused mainly on how their passions and interests would fit into their   personal career , but it would have been more effective to also show the students how their   careers would play a role into the national economy . To modify the approach , I would begin with   their personal story creations and then transition them into real world situations to show how   they interact across career field boundaries . For example , businessmen and engineers have   completely different paths leading up to their professional positions , but often interact in the   business realm . This would help enforce the concepts that careers are not separated by hard   boundaries , but rather are all a part of a large community . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: Andreas Jensen
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 – Andreas Jensen 

 Challenge : A challenge that I experienced not too long ago involved the process of teaching a   group of fifth grade students about the roles that each person plays in the United States economy   and how to connect their skills and passions to their future careers . The students had recently   completed a small project regarding the free market system and how a capitalistic society   rewards people in exchange for labor , which was followed by the presentation of a chart   highlighting the highest paying positions at the time . Each profession ’s salary level was captured   by a number of accompanying dollar signs , with one dollar sign being low paying roles and five   dollar sign indicating high paying positions . 

 As a follow up experiment , I asked the group of students to individually share their 

 aspirational career paths . Students who previously stated their dream jobs as “ construction   workers ” and “ softball coaches ” had changed their answers to match the high paying roles of   anesthesiologists or lawyers . Of course , those careers are not realistic for most students . My   challenge was to find a way to explain the importance of every career path and help students   understand that their future lifestyles could be financially supported by a position that better suits   their passions and interests . 

 Selection : In order to tackle the issue , I resorted to the storytelling tool . The visual tools that   were included in my lesson had taken away the important focus of students learning about the   economy : Find a career that suits your interests instead of interests that fit your career . This is   synonymous with the popular phrase of “ find a job that you love and you will never work a day   in your life . ” I believed that storytelling would allow for my students to better understand where   their interests and passions intersected with real - life career paths ; it would be a more   personalized approach in comparison to the simple literature utilized earlier in the lesson and   would be a chance for students to be introspective in the scope of understanding themselves and   the economy that lies ahead of them . 

 Application : I started the storytelling exercise by informing all the students that they were no   longer fifth graders , but rather prolific authors attempting to write the next bestselling novel .   Their novel would be similar to the George and Geoff stories in the week two module ; they   would create a character of themselves by mentioning their skills , passions , and interests , as well   as invent some background details including other family members and lifestyles . After they   created their character of themselves , I supplied some details to help build their stories from that   point onward . For example , a student had described himself as creative , but also loved   mathematics , so I shared a few careers within the engineering career path . Although it was   unknown to him prior to the lesson , the career had piqued his interest and he desired more   information . I described the path that his character would take to achieve that career designation ,   including attending college , majoring in a certain field of engineering , and pursuing internships   before graduating . The student took all the information and molded it into a story that he could   foresee himself following in the future . 

 The group of students produced a wide variety of personal interests and skills , leading to 

 many different stories being written . The process of self - analysis was integral to finding career   paths that many students had never expected to be interested in . I believe this approach is much   more efficient in comparison to the reverse , where the student identifies a career path ( usually   based solely on high expected salaries and elevated social statuses ) and then attempts to fit the 

 mold for that selection . This is an example of a poor fit ; somewhat akin to a toddler trying to   push a square - shaped block through a circle - shaped hole . After having the entire class finish   their stories , I requested that they share their stories with a few of their classmates . The other   students were amazed to see the variety of career paths open to them . As an interesting follow- up , I asked their primary teacher to save the letters and share them with the students prior to   graduation . 

 Insight : This process of storytelling was highly effective in helping the students conduct a self- analysis in conjunction with exploring future career paths . For many students , they were very   lost and were allowing external forces to guide their interests . They were previously presented   with a well - defined career path based on what was popular in our current market , which placed   constraints on what the students believed they could achieve . After this exercise , the students had   a better understanding of their passions and skills , as well as a strong grasp on the paths they   would take to achieve their newfound career aspirations . 

 Approach : If I were to attempt this exercise again , I would have the students go even deeper   with the subject . I focused mainly on how their passions and interests would fit into their   personal career , but it would have been more effective to also show the students how their   careers would play a role into the national economy . To modify the approach , I would begin with   their personal story creations and then transition them into real world situations to show how   they interact across career field boundaries . For example , businessmen and engineers have   completely different paths leading up to their professional positions , but often interact in the   business realm . This would help enforce the concepts that careers are not separated by hard   boundaries , but rather are all a part of a large community .
### Output: 