Example Reflection – Storytelling 

 I have been a private tutor and professor of Mathematics , Algebra and Geometry for several years   in several schools and private institutions and often I ’m in charge of helping in recuperations tests   for children or teenagers who have low grades to approve the course . However many schools tend   to graduate students with really low grades or with a minimum competency in this subjects leaving   as a result students with really low bases in Math areas and blanks in their knowledge in which   “ Acceptable ” is usually the rule . Mediocry results tend to be the rule in the long run with highly   unmotivated students , who can find the usefulness of what they learn and only participate and learn   in a passive way ( only listening to a teacher ) , attitude that does n’t motivate curiosioty . In a one to   ten scale being ten the highest grade , there a lot of sevens ( the minimum passing grade ) each year   with a poor knowledge retention , consequence that usually translates in students forgetting   everything they learned before the next year , low concentration in class and general and mediocry   general results in required tests . 

 In order to develop and establish better learning mechanisms we used Story Telling in order to   design   methodologies more people oriented and empathical towards the student and not centered   in the teacher . In a class of four students of fourth grade taking recuperation tests we put   cardboards in the walls and described the story of this kids in detail . Two teachers of the kids , a   parent of each of the four kids and myself participated in the   activity as well as volunteer of the   student class ( who was not taking recuperation tests ) We painted the students as in a ID Card   and   taught their story , what they did , what they thought about , what they desired and valued . The   picture helped us visualize more clearly the person we were talking about and write their story . 

 After writing each children story we noticed a common thread in each of the stories . Kids valued a   lot their time and the amount of control they had on it and the ability to choose and take their own   decisions without interference of an adult . Most of the kids participated in extracurricular activities   depending in their hobbies and tended to be really organized with their time . In particularly when   given an incentive , adult control was not neccesary and their perfomance really good specially if   they understood why they were doing what they did . In particular two of the kids played guitar and   had learned by themselves . These kids were really talented in instruments in their class as they had   control of their time and learning experience . 

 This analyses gave us the idea   to design not a general working schedule but a time – adaptive   schedule for the recuperation tests . We asked the kids how much time he wanted to spent in   recuperation sessions . Recuperation sessions are always in vacation periods so they hate this time   of the year and want to finish it as quickly as possible . There were a list of topics they had to see   again in order to achieve the subject goals .   In general this recuperation period lasts a month and    half . We asked a children how much he wanted recuperation session to last . In a case one of the   kids told two weeks . “ Okay to finish recuperation sessions and be ready for the final exam you must   do this . Follow this schedule ” ( read this pages work this amount of time , do this exercises ) . If you   have a problem come to me and ask me the questions you need .   If the kid was not compromised   with work   ( was fooling around , not did homework ) he lost time and in that same way in the long   run had to stay for the month and a half . The kids in this way were compromised with their own   work . They followed the schedule in order to finish their tasks quickly and were in control of their   own time ( had a powerful incentive ) . The teacher was only a guide and had a passive job ( orient 

 the kid when they had problems ) . Moreover as each kid worked at his own rythim their learning   curve was steeper and in case of having problems ( the schedule to hard for him or the kid used time   poorly ) the schedule was rearranged for him . In this manner all kids finished the subjects   understanding the topics and with excelent grades . 

 Eventhough this mechanism was effective a more balanced perspective in storytelling would have   been better . The presence of teachers and parents and not so many children generated conflict in   the insights as morality and personal beliefs tended to blur or hide the insights . Giving power to   children to control themselves was not well received by some parents who thought this   methodology as putting teacher ’s job only to the student . A more organized methodology would   have been better as design thinking tools are not well known in some institutions specially in schools   and traditionally learning mechanisms tend to be highly rigid to change . The presence of some more   children of different kinds could have been useful also as insights tended to be biased to the beliefs   and ideas of one of the top students of the class . 


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: Example Reflection – Storytelling 

 I have been a private tutor and professor of Mathematics , Algebra and Geometry for several years   in several schools and private institutions and often I ’m in charge of helping in recuperations tests   for children or teenagers who have low grades to approve the course . However many schools tend   to graduate students with really low grades or with a minimum competency in this subjects leaving   as a result students with really low bases in Math areas and blanks in their knowledge in which   “ Acceptable ” is usually the rule . Mediocry results tend to be the rule in the long run with highly   unmotivated students , who can find the usefulness of what they learn and only participate and learn   in a passive way ( only listening to a teacher ) , attitude that does n’t motivate curiosioty . In a one to   ten scale being ten the highest grade , there a lot of sevens ( the minimum passing grade ) each year   with a poor knowledge retention , consequence that usually translates in students forgetting   everything they learned before the next year , low concentration in class and general and mediocry   general results in required tests . 

 In order to develop and establish better learning mechanisms we used Story Telling in order to   design   methodologies more people oriented and empathical towards the student and not centered   in the teacher . In a class of four students of fourth grade taking recuperation tests we put   cardboards in the walls and described the story of this kids in detail . Two teachers of the kids , a   parent of each of the four kids and myself participated in the   activity as well as volunteer of the   student class ( who was not taking recuperation tests ) We painted the students as in a ID Card   and   taught their story , what they did , what they thought about , what they desired and valued . The   picture helped us visualize more clearly the person we were talking about and write their story . 

 After writing each children story we noticed a common thread in each of the stories . Kids valued a   lot their time and the amount of control they had on it and the ability to choose and take their own   decisions without interference of an adult . Most of the kids participated in extracurricular activities   depending in their hobbies and tended to be really organized with their time . In particularly when   given an incentive , adult control was not neccesary and their perfomance really good specially if   they understood why they were doing what they did . In particular two of the kids played guitar and   had learned by themselves . These kids were really talented in instruments in their class as they had   control of their time and learning experience . 

 This analyses gave us the idea   to design not a general working schedule but a time – adaptive   schedule for the recuperation tests . We asked the kids how much time he wanted to spent in   recuperation sessions . Recuperation sessions are always in vacation periods so they hate this time   of the year and want to finish it as quickly as possible . There were a list of topics they had to see   again in order to achieve the subject goals .   In general this recuperation period lasts a month and    half . We asked a children how much he wanted recuperation session to last . In a case one of the   kids told two weeks . “ Okay to finish recuperation sessions and be ready for the final exam you must   do this . Follow this schedule ” ( read this pages work this amount of time , do this exercises ) . If you   have a problem come to me and ask me the questions you need .   If the kid was not compromised   with work   ( was fooling around , not did homework ) he lost time and in that same way in the long   run had to stay for the month and a half . The kids in this way were compromised with their own   work . They followed the schedule in order to finish their tasks quickly and were in control of their   own time ( had a powerful incentive ) . The teacher was only a guide and had a passive job ( orient 

 the kid when they had problems ) . Moreover as each kid worked at his own rythim their learning   curve was steeper and in case of having problems ( the schedule to hard for him or the kid used time   poorly ) the schedule was rearranged for him . In this manner all kids finished the subjects   understanding the topics and with excelent grades . 

 Eventhough this mechanism was effective a more balanced perspective in storytelling would have   been better . The presence of teachers and parents and not so many children generated conflict in   the insights as morality and personal beliefs tended to blur or hide the insights . Giving power to   children to control themselves was not well received by some parents who thought this   methodology as putting teacher ’s job only to the student . A more organized methodology would   have been better as design thinking tools are not well known in some institutions specially in schools   and traditionally learning mechanisms tend to be highly rigid to change . The presence of some more   children of different kinds could have been useful also as insights tended to be biased to the beliefs   and ideas of one of the top students of the class .
### Output: 