Storytelling 

 Challenge & Selection 

 Storytelling is an excellent tool I ’ve used from time to time in order to get my thoughts across people   easily . I ’m a college student and have been a teacher ’s assistant for a few years now . My job consists   primarily in solving any questions or inquiries any student that comes to me has . The subject I assist on   is Microeconomics and after a few years the tool that has helped the most to connect to students and   help them grasp complex or abstract topics is storytelling . Moreover , I ’ve seen that students can   understand ideas better once they can imagine them in a real - life situation or context . The main issue   with teaching Microeconomics is that many topics are abstract and do n’t have an apparent real - life   materialization or are n’t tangible ; as such , students fail to grasp the concept or idea simply because they   ca n’t connect to it . I ’ve tried several other tools , most notably visualization , but graphing or drawing   complex mathematical formulas did n’t generate the impact I hoped for . Then I began telling them   stories of examples of how those concepts or ideas could be seen in their daily lives and then I saw how   students responded and I ’ve been using storytelling ever since to get students to incorporate abstract   concepts . When people relate to something , they understand it 

 Application 

 The storytelling process I ’ve done is mostly the same every time . Most recently , with the start of the   new semester , I had a new group of students begin a virtual semester and they were having a rough   time trying to understand the lecture professor with the fundamental economic principles ( supply ,   demand , optimization , income restriction , deriving optimized demand functions , etc . ) . This was the   biggest issue I ’ve had an assistant since virtual college is practically a new concept . So , face to face   interactions were impossible , working with them in workshops was out of the question and all I can use   is Microsoft Teams and Excel to teach . 

 Well , two weeks in and my traditional methods were not getting to the students . Then I decided to go   full throttle with storytelling and life examples . The response was immediate . The objective was to get   them to understand the marginal rate of substitution , a basis for the optimization process later and a   topic they need to understand . Just with the name , students lost their focus and interest , and with class   being virtual , they had plenty distractions . The story was n’t a highly complex or long one , but it related   to something they could at least see in an everyday situation . I began the story with them as the main   characters . I then told them that they and their friend wanted to buy a sandwich and a coke . However ,   when they went to buy , the friend got his sandwich and coke first but then the sandwiches ran out and   they offered their friend 2 wraps for the sandwich and he denied , but when they offered 3 , he accepted .   That was the concept . How much of one item you are willing to give up in exchange for 1 unit of another   item . In this story , the marginal rate of substitution would be 3:1 , 3 wraps for 1 sandwich . Seems easy ,   but when they were in class all they saw were X goods , or n number of X in exchange for n number of Y.   People do n’t relate with letter variables . 

 Insight & Approach 

 Well , storytelling works ! Students often complain that the professor does n’t make any sense and I know   for a fact that ’s no it . I had that class and it ’s just that mathematical and abstract thinking is not easy to   grasp unless you can relate . This was just the most recent and helpful case , yet I ’ve using this tool for 

 years and even told the teacher about it . We ’ve been working together , and he began to use it more   often and that has led students would come to me with less inquiries . Even so , after using it so often I   have come to realize that storytelling is just another expression of empathy . The better you can place   yourself in the other person ’s shoes , the more relatable the stories I ’ve come up with and the better   real - life examples I can imagine . The more relatable , the better the understanding , the better their   performance , and the greater my satisfaction . 

 I had never realized I was storytelling all along . Even though my example was not very elaborate it did   the job . I have done countless trying to get students to understand different topics , and sometimes they   work and sometimes they do n’t , but when they do n’t , I can work out why they did n’t work . This course   pointed out very key and important characteristics of successful storytelling that I will incorporate to   improve . It ’s a matter of practice and working with the person in front of you , placing yourself in their   shoes and taking them along in a story that can make them part of the idea . 


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: Storytelling 

 Challenge & Selection 

 Storytelling is an excellent tool I ’ve used from time to time in order to get my thoughts across people   easily . I ’m a college student and have been a teacher ’s assistant for a few years now . My job consists   primarily in solving any questions or inquiries any student that comes to me has . The subject I assist on   is Microeconomics and after a few years the tool that has helped the most to connect to students and   help them grasp complex or abstract topics is storytelling . Moreover , I ’ve seen that students can   understand ideas better once they can imagine them in a real - life situation or context . The main issue   with teaching Microeconomics is that many topics are abstract and do n’t have an apparent real - life   materialization or are n’t tangible ; as such , students fail to grasp the concept or idea simply because they   ca n’t connect to it . I ’ve tried several other tools , most notably visualization , but graphing or drawing   complex mathematical formulas did n’t generate the impact I hoped for . Then I began telling them   stories of examples of how those concepts or ideas could be seen in their daily lives and then I saw how   students responded and I ’ve been using storytelling ever since to get students to incorporate abstract   concepts . When people relate to something , they understand it 

 Application 

 The storytelling process I ’ve done is mostly the same every time . Most recently , with the start of the   new semester , I had a new group of students begin a virtual semester and they were having a rough   time trying to understand the lecture professor with the fundamental economic principles ( supply ,   demand , optimization , income restriction , deriving optimized demand functions , etc . ) . This was the   biggest issue I ’ve had an assistant since virtual college is practically a new concept . So , face to face   interactions were impossible , working with them in workshops was out of the question and all I can use   is Microsoft Teams and Excel to teach . 

 Well , two weeks in and my traditional methods were not getting to the students . Then I decided to go   full throttle with storytelling and life examples . The response was immediate . The objective was to get   them to understand the marginal rate of substitution , a basis for the optimization process later and a   topic they need to understand . Just with the name , students lost their focus and interest , and with class   being virtual , they had plenty distractions . The story was n’t a highly complex or long one , but it related   to something they could at least see in an everyday situation . I began the story with them as the main   characters . I then told them that they and their friend wanted to buy a sandwich and a coke . However ,   when they went to buy , the friend got his sandwich and coke first but then the sandwiches ran out and   they offered their friend 2 wraps for the sandwich and he denied , but when they offered 3 , he accepted .   That was the concept . How much of one item you are willing to give up in exchange for 1 unit of another   item . In this story , the marginal rate of substitution would be 3:1 , 3 wraps for 1 sandwich . Seems easy ,   but when they were in class all they saw were X goods , or n number of X in exchange for n number of Y.   People do n’t relate with letter variables . 

 Insight & Approach 

 Well , storytelling works ! Students often complain that the professor does n’t make any sense and I know   for a fact that ’s no it . I had that class and it ’s just that mathematical and abstract thinking is not easy to   grasp unless you can relate . This was just the most recent and helpful case , yet I ’ve using this tool for 

 years and even told the teacher about it . We ’ve been working together , and he began to use it more   often and that has led students would come to me with less inquiries . Even so , after using it so often I   have come to realize that storytelling is just another expression of empathy . The better you can place   yourself in the other person ’s shoes , the more relatable the stories I ’ve come up with and the better   real - life examples I can imagine . The more relatable , the better the understanding , the better their   performance , and the greater my satisfaction . 

 I had never realized I was storytelling all along . Even though my example was not very elaborate it did   the job . I have done countless trying to get students to understand different topics , and sometimes they   work and sometimes they do n’t , but when they do n’t , I can work out why they did n’t work . This course   pointed out very key and important characteristics of successful storytelling that I will incorporate to   improve . It ’s a matter of practice and working with the person in front of you , placing yourself in their   shoes and taking them along in a story that can make them part of the idea .
### Output: 