Reflection – Storytelling 

 Challenge     As someone who prefers to be neither seen nor heard , taking on a job role that requires lots of face   time with customers proved to be a bit of a personal challenge for me . As a result , I ’ve learned to   become more vocal when necessary , but I try to keep my comments to a minimum and only say what   needs to be said .     Eventually my role evolved into co - teaching monthly technology classes . I was tasked with teaching   troubleshooting techniques and helping customers , mostly campus - based techs , become familiar with   support software that they may not be familiar with . As a former campus tech , I understand that   support staff is often tasked with more duties than one person can easily manage . That ’s why it ’s   important to find ways to “ work smarter , not harder . ”     For me , the challenge was to improve engagement with customers by utilizing methods of focusing   attention and resources .     Selection     I selected Storytelling because I often present my opinion from multiple angles in the hopes that one of   those angles will resonate with the listener . I may not be able to change their view of a particular   subject , but they may walk away with a better understanding of mine . Perhaps I ’m a storyteller by   nature and am only now realizing it .     Application     Each monthly class is divided into multiple sections , or chapters . After a lunch break , I take the stage and   introduce troubleshooting and support techniques while a presentation is projected on a screen behind   me . I use slides with minimal content and try to avoid filling them with large amounts of text or graphics .   Before I signed on as a co - teacher , the other teacher of this class used to email the entire presentation   to attendees prior to each class . I found this approach counterproductive because attendees often   printed out the slides and spent much of the session with their heads aimed downward while looking at   the printed pages instead of focusing on the live instruction . I suggested to my co - teacher that switching   to providing attendees a summary of the topics in a guide book format , prior to each session , might   increase engagement . As a result , at the beginning of each class , attendees were told that they ’d be   receiving the guide , so there was less need for them to take detailed notes or photos of the   presentation . They were free to focus on what we were presenting .     Insight     There ’s a utility for macOS named Apple Remote Desktop . My task was to not only introduce attendees   to this software , but to help them see how helpful and inexpensive it is . I would begin my presentation   by empathizing with attendees by informing them that I was once a campus - based tech , so I understood   many of the problems that they encounter on a daily basis . I would tell them that the campus where I   worked , prior to my current job , was sprawling with multiple buildings and long hallways . I ’d jokingly   refer to my office as a “ cloffice ” ( closet / office ) and , as I rattled off a list of problems that I encountered , I   would hear chuckles and see head nods from those who could relate to the struggles . Next , I would 

 introduce Apple Remote Desktop and begin to read off some of its many features . As I mentioned each   feature I would provide a relatable story about how attendees could find it useful . Whether they ’re   trying to remotely troubleshoot , push out new software , or observe students as they work in other parts   of the campus , attendees seemed excited to learn that all of these things , and more , could be done from   the comfort of their office .     By making the material relatable , I noticed more questions being asked and a higher level of   engagement . Attendees saw the value in the product and felt comfortable with sharing their own   stories . As we applied these methods to other aspects of the class my co - teacher and I saw a steady ,   gradual increase in our post - class survey scores .     Approach     Before I took on the co - teaching role , I would stand in the back of the classroom and observe as my   coworkers discussed various aspects of the technology that attendees are expected to support . I   watched as attendees yawned , checked their email , or even played games on their laptop because they   did n’t find appeal in the subject matter . Was it because the topics were n’t interesting , I wondered ? Or   was it because of the delivery ?     When I was brought on to teach I challenged myself to present some of the same material , but from a   different , more relatable perspective . My goal was to capture the audience ’s attention prior to   presenting the subject to ensure that they have all of the necessary information to determine whether   each utility and feature provides added value to their workflow .     Storytelling is a great tool for sharing information , but it ’s only one tool and does n’t need to be used   exclusively . Recently , on a separate project , I found visualization to be highly effective due to my team ’s   need to work remotely . Based on this new discovery , I would like to improve my use of visualization , but   rely less on storytelling as my main tool for sharing information . If used properly , visualization can also   be the “ attention grabber ” that opens doors for storytelling and collaboration . 


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 

 Challenge     As someone who prefers to be neither seen nor heard , taking on a job role that requires lots of face   time with customers proved to be a bit of a personal challenge for me . As a result , I ’ve learned to   become more vocal when necessary , but I try to keep my comments to a minimum and only say what   needs to be said .     Eventually my role evolved into co - teaching monthly technology classes . I was tasked with teaching   troubleshooting techniques and helping customers , mostly campus - based techs , become familiar with   support software that they may not be familiar with . As a former campus tech , I understand that   support staff is often tasked with more duties than one person can easily manage . That ’s why it ’s   important to find ways to “ work smarter , not harder . ”     For me , the challenge was to improve engagement with customers by utilizing methods of focusing   attention and resources .     Selection     I selected Storytelling because I often present my opinion from multiple angles in the hopes that one of   those angles will resonate with the listener . I may not be able to change their view of a particular   subject , but they may walk away with a better understanding of mine . Perhaps I ’m a storyteller by   nature and am only now realizing it .     Application     Each monthly class is divided into multiple sections , or chapters . After a lunch break , I take the stage and   introduce troubleshooting and support techniques while a presentation is projected on a screen behind   me . I use slides with minimal content and try to avoid filling them with large amounts of text or graphics .   Before I signed on as a co - teacher , the other teacher of this class used to email the entire presentation   to attendees prior to each class . I found this approach counterproductive because attendees often   printed out the slides and spent much of the session with their heads aimed downward while looking at   the printed pages instead of focusing on the live instruction . I suggested to my co - teacher that switching   to providing attendees a summary of the topics in a guide book format , prior to each session , might   increase engagement . As a result , at the beginning of each class , attendees were told that they ’d be   receiving the guide , so there was less need for them to take detailed notes or photos of the   presentation . They were free to focus on what we were presenting .     Insight     There ’s a utility for macOS named Apple Remote Desktop . My task was to not only introduce attendees   to this software , but to help them see how helpful and inexpensive it is . I would begin my presentation   by empathizing with attendees by informing them that I was once a campus - based tech , so I understood   many of the problems that they encounter on a daily basis . I would tell them that the campus where I   worked , prior to my current job , was sprawling with multiple buildings and long hallways . I ’d jokingly   refer to my office as a “ cloffice ” ( closet / office ) and , as I rattled off a list of problems that I encountered , I   would hear chuckles and see head nods from those who could relate to the struggles . Next , I would 

 introduce Apple Remote Desktop and begin to read off some of its many features . As I mentioned each   feature I would provide a relatable story about how attendees could find it useful . Whether they ’re   trying to remotely troubleshoot , push out new software , or observe students as they work in other parts   of the campus , attendees seemed excited to learn that all of these things , and more , could be done from   the comfort of their office .     By making the material relatable , I noticed more questions being asked and a higher level of   engagement . Attendees saw the value in the product and felt comfortable with sharing their own   stories . As we applied these methods to other aspects of the class my co - teacher and I saw a steady ,   gradual increase in our post - class survey scores .     Approach     Before I took on the co - teaching role , I would stand in the back of the classroom and observe as my   coworkers discussed various aspects of the technology that attendees are expected to support . I   watched as attendees yawned , checked their email , or even played games on their laptop because they   did n’t find appeal in the subject matter . Was it because the topics were n’t interesting , I wondered ? Or   was it because of the delivery ?     When I was brought on to teach I challenged myself to present some of the same material , but from a   different , more relatable perspective . My goal was to capture the audience ’s attention prior to   presenting the subject to ensure that they have all of the necessary information to determine whether   each utility and feature provides added value to their workflow .     Storytelling is a great tool for sharing information , but it ’s only one tool and does n’t need to be used   exclusively . Recently , on a separate project , I found visualization to be highly effective due to my team ’s   need to work remotely . Based on this new discovery , I would like to improve my use of visualization , but   rely less on storytelling as my main tool for sharing information . If used properly , visualization can also   be the “ attention grabber ” that opens doors for storytelling and collaboration .
### Output: 