In Depth Post – 03/09/14

It’s been a while since my last blog post, and its definitely been hard to keep up with my skateboarding lessons. With the poor weather, and both Brad and I being busy, its been a challenge to find times to go to the Town centre skate park. Anyways, I’ve still been watching videos, and practising either at the skate park, or on the street. My skateboard has been a bit faulty, but Brad said I just have to replacing the pivot cup(s), and loosening the trucks.

One thing I’ve learned to do while practising on the street was picking up speed. Making sure my body is low, and that my front foot is facing forwards. At this point, it has become easy to manual, stop, glide, and all the basic stuff. I think I may need a more dedicated skateboarder to teach me how to do tricks, but for now, my goal is to completely get all the basics down with speed, and try to get off the ground.

The most difficult part between Brad and I has defenitely been scheduling and weather. It’s been hard to plan out days, and actually have him teach me. It’s usually been him teaching me for a few hours, and for the week, I’d practice those skills. This is partly my fault, and I never realised how crazy busy it gets around this time, and I have to work it around his schedule.

One thing that has been going well, is that I have been learning, and progressing at a moderate difficulty. This may be because I haven’t gotten into the tricks yet, but it is still a positive.

Again, the scheduling could work better, and I can plan out a set date. I will make backup plans in case we can’t meet up, like he can give me tips so I can practice on my own, and I can also get instructions for other mentors.

 

Ill? Take Your Pills, Keep on Walking. (InDepth Post #4)

PILLSSSSSSS

Well, the past few weeks have been very painful for me as I was off school for the first week with what I like to refer to as chain migraines. Returning to school at 60% I went on, continuing my research every day and trying to keep my mind from imploding. By the end of the week I believed I had returned to my full 99% (because theres always room for improvement) but I was proved wrong this weekend when I got hit by a metaphorical truck. Not only did my migraines return but I had hit a wall with some of my research.

So far the whole process had been going along with little to no hitches until this point. My mentor and I have been able to communicate smoothly and he has been a real help when I have run into problems or decided to nitpick certain aspects of the setup with programs or the overall visual aspects of the project. I’d have to say that the thing that works best about our whole mentor-student relationship is our ability to communicate and understand. Even when we aren’t meeting face to face and have no real way of showing the other person what we mean, we always seem to just get it. We don’t tend to sense tones that aren’t there and the communication process is often very pleasant (when I’m not already frustrated with the programs).

As I’ve mentioned we’ve hit a few bumps, more so for me than my mentor, I’d have to say the biggest one would be how little we actually see of each other, the other one that is on par with it is how hard it is to find enough people who know my family who aren’t in other countries, lost, or deceased. I know my mentor can’t really do too much to help with this but I still label it as probably the largest problem we have faced together. Many of my grandparents, great aunts, and great uncles are gone (two grandmothers, a great aunt and a great uncle remain) and the ones who are still around are very difficult to get ahold of save one who just had complications with her wrist surgery and has some sort of formation in her lung that has spread to her lymph nodes. Again, my mentor can’t help with this so I’ve been trying to scavenge something myself.

Now with the seeing face to face with my mentor, I will actually be spending 4-5 days of my spring break with him while we get a whole bunch of information gathered, processed, and “artistically” integrated into the final project. This will also give me some time in a place that is hopefully warmer than Port Alberni or Coquitlam, unless, of course, it snows. With this meeting we will also be able to review the decisions and lessons we have already gone over in the past and quickly double checking that we understand everything that has occurred so far, so that we will hopefully move along a smoother road in the very near future.

And hopefully, for me, I can get my brain to stop strangling itself.

Yes

In-Depth Post #4: Reality with a bang, boom and tumble

Hey guys! So, a lot of news this time, I apologize of this gets a bit lengthy.

First order or business: I went to my first circus class last week! It was a juggling and unicycle class, and I focused more on juggling. I also met a teacher called Nigel, and he helped me more in our twenty-minute talk then the rest of my previous research combined. Nigel heard about me from Travis Johnson, and he basically slapped me in the face with reality- in a good way. He was really down-to-earth but funny and cool and he was really nice to talk to be, and treated my like an adult. He basically told me that “Circus is an umbrella term for a bunch of weird physical acts”.  He said that unicycling is hard, the hardest circus trick to master. If I wanted something to show for my in-depth, then it would be much more logical to do something that gives quicker results, such as silks or trampoline or trapeze. They are a lot more physical, a lot harder work, but with quicker results. Juggling is, I was surprised to learn, the second hardest skill. He said I could learn it, seeing as it requires little space or equipment, but a LOT of practice. We decided that Aerial Silks would be the best choice for me right now. He deserves the biggest thank-you ever for being such a help to me.

I will be uploading a couple videos of my- well, interesting attempts at unicycling later. I actually improved a surprising amount over the one-hour workshop.

Next up was my flexibility project of the week: backbends and the bridge.

The bridge was easy for me, simple because I had done it before in dance classes. It’s pretty basic but requires a lot of stretching.

P1130109

 

P1130110

A backbend is going into a bridge from a standing position. Normally, you lie on the floor and push up to create a bridge, but for a backbend you, well, bend backwards. It requires a lot of flexibility and balance and you have to be really careful not to hurt your wrists when you land.

P1130115

(you have to open it in a new tab sorry)

Now, for the questions. I’ll be writing these about both Travis and Nigel,

1. What has been my most difficult mentoring challenge so far?  Why?

Meeting. Travis runs the school in West Van while also teaching classes and Nigel teaches classes there daily.

2. What is working well? Why?

Well, both of them have been really supportive and encouraging of me, and they both showed a lot of interest in the project. Nigel really helped me think about what kind of presentation I want to do and what would work for me.

3. What could be working better?  How can you make sure this happens?

What could be working better would be more contact with my mentors. I know that when I start my camp over spring break, I’m going to talk to the people running it and see if they could help at all. Same with the teachers of my silks class.

As I’m really getting into this project, I’m realising it’s less about the skills and tricks but more about how the’re done, the skills i’m learning about training and people and careers and it’s actually really fascinating. I may not be able to ride a unicycle more then a foot without holding onto a railing, but I met some amazing people and learned some amazing lessons. And it’s not over yet!

 

In-Depth Post Number 4

I have finally begun! After a sifting through a list of ten poems that Bayleigh recommended, I have finally jumped into the world of poetry.

I read all ten poems a couple of times, to properly appreciate the format and meanings behind the verses. I discussed what I got out of the poems, and took into account where I could apply these things in writing my own poetry.

Next, Bayleigh asked me to just take a shot, and write something. I’m not 100% happy with it yet, and I intend to put in some more work before sending it off to Bay. Additionally, I doubt the poem is good enough to post here quite yet, though as my confidence in my poetic ability increases, so will my frequency of sharing my works. For now, I’ll leave the details out, but it is about eight or nine lines long and it’s pretty cheesy.

The most difficult mentoring challenge so far has been logistics, getting a hold of my mentor and maintaining regular contact has been the most difficult, however this is mostly my fault. Because of time differences, and my own procrastination replying, this has been somewhat of an issue.

Something that is working quite well is our colloquialism and comfort around eachother. Lately we have been able to skip formalities and get down to poetry, which is fine by me. I think this is equal parts caused by both of us, which is great!

Something that could be working better would be my prioritization of in-depth, as it is somewhat on the backburner for me. In future I will prioritize in-depth over recreation, so that my project can be done more effectively and with greater ease.

Overall, I would say this last fortnight has been one of my more productive ones. Bye!

Assessment for Critical Literacy

This semester’s Socials 9 curriculum was conceived with an intention to cultivate critical literacy, which I have come to define more and more as an ability to develop a praxis of reflection and action to continually discover and define meaning in an increasingly complex system. In learning from curricula, relationships or experience, individuals and societies alike are tasked with reinventing and transforming their reality as necessity and changing circumstances may dictate.

As I have attempted to re-imagine social studies as a venue for citizenship education, each of the TALONS classes have begun the semester with experiments in collaborative assignment and unit planning from the start. In considering our study of the English Civil War, there has been discussion of several questions:

What do we need to know? 

The class began by considering course outcomes and evaluating text and online materials to help guide the discovery of the unit’s main ideas, events and historical personages. Then set about generating criteria, a schedule and daily means by which the agreed-upon content could be learned.

In collecting, distributing and summarizing a range of primary and secondary sources on early 1600s England, What do we need to know was joined by What is there to be known about the topic? And as the readings’ various themes and ideas were identified and organized, the discussion shifted to consider What is important to know about these topics? As well as What do I think about all of this? 

But this was only one aspect of identification and collaboration to engage an agreed-upon problem. This is merely the deconstruction - the breaking into a million little pieces that could then be assembled into coherence anew through each learner/investigator’s reflection and action.

And it introduced a new question (and it’s a mouthful):

How do we know that we know what we’re now supposed to know (now)? 

In terms of reconstructing that knowledge, effective learning should also address the question How do we assess the learning that has taken place? But in considering critical literacy and consciousness, it becomes important that this question in particular is asked in such a way that it continues to be driven by the collaborative acumen and expertise of the group itself, just as the unit has been planned and carried out thus far.

This aspect of assessment is traditionally a means of learning owned and operated by the teacher. But the crux of this type of collaboratively-designed learning, and of the development of a continual praxis of behaviour, teacher and student are each challenged to engage their critical literacy, which may also be described as a kind of empathetic design research.

In their paper, Rethinking Design Thinking: Empathy Supporting InnovationMcDonagh and Thomas describe a process during which,

“as designers use empathy to support their research, ‘design moments’ emerge which provide them with more design-relevant data and supports product innovation.”

Here we see the designer’s role shift to that of a co-investigator, where

“the designer and user engage as collaborators, and together develop knowledge and understanding in order to generate appropriate solutions for real needs.

“Empathetic design research relies on the user being an active and participating partner within the information creation and designing process.”

Design’s quest for innovation begins to find itself within an emerging confluence of educational philosophy. Isn’t this innovation what Gregory Bateson might have described as transformative learning, or what Paulo Freire deemed a ‘limit situation‘?  This “simplicity of cause” comes as an affirmation of the ongoing praxis of co-investigation and co-creation that we might conceive of as critical literacy.

In looking toward assessing the English Civil War unit learning, the critical element arising out of the classes’ progress is the need for learners to acquire habits of mind and relation that make this continual praxis possible. For the TALONS (including myself), we may have found ourselves stalled and struggling to define and enact the required action for the moment. But while it may appear so on the surface, this moment of negative momentum is hardly an insurmountable obstacle. Indeed, it is the moment of tension in which true critical intelligences are asserted.

Critical Literacy in Assessment Methods

So we are confronted with the question, How do we know that we know what we’re supposed to know? It is a question of assessment, and one which is traditionally held at the end of units and courses of study as the sole dominion of the teacher. But such are the assumptions which bind both teachers and students to outdated pedagogies that may have fallen out of step with our stated intentions for learning: the apparent impossibility of imagining another way stops us from even considering it.

For my own part, even in projects and courses during which I have taken pains to co-investigate and instruct alongside my students as much as possible, the means of the learning still arrive at a point where my own voice is heard alone.

I arrive at a mark, and distribute feedback based on rubrics, course standards and report card criteria. And this isn’t to say that there isn’t still a place for this within institutionalized learning; indeed our competency and necessity as learning professionals is in many ways bound to our ability to evaluate and assess student learning.

But without obliterating the role of the teacher altogether, it is still possible to re-imagine the role of teachers in helping students direct not only the initial aspects of a project or course of study, but the means of assessment as well. To adopt the praxis of Freire’s critical consciousness is to confront the inherent difficulty of creating learning institutions where

“knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”

While the teacher’s profession still involves the adjudication of academic or institutional success, the creation of a critical consciousness in schools still faces us with what Freire called “the teacher-student contradiction.” However, with the introduction of Russian philosopher Mikhail Bathkin‘s idea of polyphony, Alexander M. Sidorkin cultivates a third path between the ‘either or':

“Bakhtin’s principle of polyphony offers a radically new way of conciliation of power imbalance within mutuality of relation. According to Bakhtin, an author of the polyphonic novel creates heroes that are fully independent of their creator. The problem of authority imbalance may be misstated; it is the specific kind of monological authority that eliminates mutuality, not authority itself. The polyphonic authority creates mutuality, and only this kind of authority should be used in education.”

Blog Post #4: An Interesting Connection

Good day. It’s been almost a week since I have seen my mentor last, and I’m planning to meet him again tomorrow afternoon. At our last meeting, we had the opportunity to give an oil change to a car. You must change your oil and its filter every 4 months or about every 5000 km, and an oil change, which can be simply understood and done, would be quite costly if done by a professional mechanic. As my learning progresses, my mentor constantly repeats a phrase; 90% of a mechanic’s job is to diagnose the problem of a car. I totally agree with his comment. I can learn how to change everything inside a car, from the wheels to the engine, but if I do not know what’s wrong, I can’t change anything. I think the hardest obstacle I am going to face is being able to understand what solutions work with which problems. Skills like these take years of experiences; years I do not simply have. However, I am enjoying the new skills I am learning.

An oil change can be done quite easily. You must first empty out all the previous oil into a container. Then drain the oil filter, which collects all the gunk and materials that get stuck in the oil, before adding the new oil in. There are different types of oils, and cars need specific thicknesses of oil. This knowledge will help me perform oil changes to my future car and save a couple of bucks.

I have seen my mentor a couple of times by now, and there are a lot of things I like about him. He is wise, knowledgeable, and quite funny. However, the most challenging difficulty so far is being able to find a connection with him. Although we both enjoy movies and enjoy similar films, we do not have a lot of common ground, as he enjoys things that I do not. This makes it a bit more difficult to be comfortable around him as I constantly feel that he has better things to do and that I am just a student wasting his time. Although this is most likely not the case, I feel as it would be better for both of us if we had more similarities.

That being said, I think the fact that I am understanding the concepts and being able to work on these skills easily is working very well. When I can do the tasks he has asked me to do, I feel better about myself and not feel as if I’m just wasting his time. He has very useful skills and is teaching me the most useful engine works to more complex ones. As the weeks progresses, I feel as I can learn much more challenging skills.

As stated before, the bond between my mentor and myself can be established much better. We are still fairly new to each other, and finding common ground between us is important. When we take breaks and have free time, I want to try harder to find a topic we can both chat about such as last night’s hockey game or the new movie coming out.

In my next meeting, I will learn how to change a spare tire. So just in case my car breaks down in the middle of nowhere, I can get right back!

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In-Depth Post #4

So finally after a few weeks I have got my parts! Here is my haul:

DSC_1916
Making it rain LED’s
DSC_1917
My button and switches
DSC_1918
The breadboard and wires (yet to be cut)
DSC_1919
The power supply
DSC_1920
The best for last, my Arduino UNO R3!

In total, I got two toggle switches, eight red LED’s, an AAx4 battery pack, a 50 ft coil of jumper wire, a standard breadboard, a push button, and of course the Arduino UNO R3. Obviously I still have some ordering to do for my robot, but this is just your standard package as far as basic programming.

Flash back to last semester, all the stuff I’m doing with the breadboard is actually fairly similar to what we did with circuits. Luckily I don’t need any resistors because the LED’s have such a low resistance and the wires aren’t that bad either, but everything else is relatively close, I got the volts with the battery pack and the parallel and series circuits. I think this will be easier now that I understand the basic principles of circuitry.

Obviously since we have the cultural event on Sunday, my mentor and I are planning on having a meeting over skype to discuss how to incorporate all these components together so I can start programing.

My first assignment is to figure out how to program the LED’s through the micro-controller to power the LED’s in a specific sequence. So, using binary I can have the eight LED’s and assign each LED to a different number. In binary numbers are in segments of 4, and each number is either a one or zero. A one indicates if the number is there, and a zero means there is no value of this specific segment. Normally, we count using base ten, meaning we uses the ones position, tens position and so on. In binary we use base two, so the numbers will be double the following number, starting at one. So if we have 0110, it is a six because there is a 1 inside the two position and four position, and if you add four and two that’s six.  Anyways, a series of eight numbers is what we call a byte, it is also how we measure the size of files, so, 0000 0000 is considered one byte. The reason I got 8 LED’s is so I can assign one to each byte. Using C I can assign each LED a number on the byte, and then later refer to the position to tell if the LED is on or off. In short, if I have a byte that looks like this: 0101 0010, it means that the LED in the positions 2, 16 and 64 will light up. Incorporating this into programming is a whole other story.

THE MORE YOU KNOW

 

Reflection Questions:

1. So obviously my mentor and I have troubles communicating due to the language barrier, however I feel like I already touched on the topic a lot, so I will talk about something relevant, but different. Whenever we meet, even though we do manage to communicate mildly easily and we still both know what we need to do, I think sometimes we go off on different subjects and just get off topic. At one point we might be talking about binary then were talking about java and phones. While it’s not necessarily a bad thing, and while I still might gain more insight, I kinda find it irrelevant and frankly it wastes time.

2. I think my mentor and I can negotiate well and deal with problems quickly. Earlier you might have seen that we are meeting over Skype because I will be at the cultural event, it’s things like this, where we can quickly problem solve and figure out what needs to be done. I think this also has a lot to do with communication, letting the other person know well before about whatever and confirming that we are doing what we’re doing. Let’s hope I can do this while I am programming.

3. So far there hasn’t been a lot of problems, everything runs fairly smoothly, but I think that we could work on attempting to not getting off topic. I think if we set goals for every meeting we could manage to stay on track a lot easier. The fact that we have an objective in mind would help. Another way is to just stop when we start. If one of us catches the other we should be able to call each other out. This way we will be able to get more work done in our sessions.

 

 

 

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In-Depth Post #4

Another two weeks into our In-Depth project, and time is flying by. The links from the last little while on soundcloud are in a playlist here: https://soundcloud.com/125-giannopouness/sets. I’ve been learning the E minor scale, and also that you can get blisters if you play violin for an extended period of time. E minor has the same key signature as G major, which you may remember from the Circle of Fifths  image in an earlier post. My favourite kind of minor is the harmonic minor which has a kind of “Egyptian” style sound, as my mentor puts it. I’ve also been memorizing “Tale as Old as Time”, because I may be performing it (with my mentor on the piano part) at a informal recital in sometime near April. If it goes through it’ll be my first time performing on the Violin for an audience, which is a bit scary. The last time I performed on an instrument I was still beginning to learn was in sixth grade!Speaking of mentors, the questions for this week are:

1. What has been my most difficult mentoring challenge so far?  Why?

The most difficult challenge actually sprung up yesterday. So far, I’ve been playing mostly on my own because unlike in an orchestra or band, there is no conductor. However, now that I am playing with my mentor for one song, I am having a lot of difficulty keeping a constant rhythm that matches up with my mentor. I’m used to letting either the conductor or my own preference determining the length of a note, but when you’re playing without a conductor, the counting is essentially the only thing keeping two performers together. My mentor and I both came up with the same solution to this: Play with a metronome (a device that ticks for the measure of one quarter note) to get a feel for the counting. Once I am confident, I’ll switch the metronome to double speed or even half speed and see how well I stay in time with less support. Although playing in a band teaches you how to manage your balance and blend in accordance to other instruments, there is something to be said for the independence you gain from learning to play all alone.

2. What is working well? Why?

Something that’s working out really well is the timing of our lessons. I go once a week, but I quickly realized that having one static time to be there wasn’t going to work after being late twice and early once. Instead of one specific time, I asked my mentor if my lesson could start within a fifteen minute range, giving me a lot less stress and lessons that always started on time, though not necessarily all at the same times. This has also made it easier for my family, because they have more flexibility in their schedules.

3. What could be working better?  How can you make sure this happens?

What I need to improve on doesn’t have a lot to do with my mentor. As I said in earlier blog posts, I used to have trouble finding time to practice on my violin and flute. Well, in the past two weeks, I’ve realized it isn’t just having to practice my flute that was affecting me. My family always complains that they don’t see me enough, and I’ve felt that often, I don’t see myself enough. What I mean by that is, since I spend much of my time around other people pursuing common objectives, I don’t get much time to be alone and do my own thing. Being able to sit by myself in a quiet area of the house, or listen to the washing machine talk to the dishwasher in our house – it makes me feel calmed, energized and generally leaves me feeling better.

Me, doing my own thing - if I was a cat, that is. A cropped version of user "dryfhout" greeting card at zazzle.ca
Me, doing my own thing – if I was a cat, that is.
A cropped version of user “dryfhout” greeting card at zazzle.ca

I’ve been doing so much talking, planning, discussing, clearing up, and checking for problems with groups of people lately in Social Studies, Trip Planning, Me to We and my social life lately that when it comes time to go home, I’m exhausted just from having to be “on” when around other people.

It’s been said to me before that I take on too much when I get involved in projects, and I brushed it off as silly the first time someone told me that. But now that I don’t have as much time to myself anymore, it’s been affecting my in-depth project.

I usually play my violin when I’m alone, or screen write random snippets, or doodle or sketch whenever I have spare time. I’m cutting into my spare time, my ideas and creativity time, by bringing home more work than I can handle, especially when it’s to help other people out. One of my IEP goals was to get better sleep this year, but when I’m organizing three different projects in the same week it doesn’t work well. Long story short, because of all this I haven’t been able to film, screenwrite or compose anywhere near as much as I wanted to in the last month. Maybe it’s just a busy time for me; but I think it’s time to draw the line. I can’t say yes to everything my friends want me to do and it is a good idea to let other people have a chance to take leadership of a project. By taking some time away from everyone else and their work I am better respecting and taking care myself – and in accordance, better facilitating my own learning by making sure I am healthy, rested and ready to do quality work.

So I’ve planned to dedicate 15 minutes of time before I go to bed each day to unwind a bit by thinking about my in-depth project and where it could take me. My screenwriting process is a lot like dreaming: I visualize what is happening, and from what viewpoints, and imagine all of the endless possibilities that shot could lead to. Some days I might spend that time playing random notes on the violin, or transcribing my favourite songs, or humming out a few bars of melody that I haven’t heard in a song before. Escaping to the basement or my room also often lowers the amount of times I get disturbed from an explorational dive into the editing programs.

 

On a different note, I’ve decided to make a montage of a typical school day instead of my earlier idea. It’s something that I have never done before, while I’ve helped edit a baking montage once already. I think it’ll open up more opportunities to experiment with shot levels, too so that’ll be really fun! When I get free time to do it, that is. Which should occur on a weekend in spring break if my plan is approved by the ultimate authority of my mother.

For more information about minor keys: http://idiotsguides.com/static/quickguides/musicperformingarts/music-theory-101-natural-harmonic-and-melodic-scales.html Note: The melodic scale I use in the above playlist brings the 6th and 7th notes up one semitone ascending the scale, but brings them back to the natural position descending. I’ve also tried keeping them the same going up and down as mentioned in the link, but I prefer the flow that comes with moving melodic minor.

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In-Depth Post #4

Another two weeks has past, and now we’re in our third month of in-depth studies! We have less than three months before we enter the week of In-Depth Night, and that’s not a long time at all!

I have to confess… I didn’t work much on my project these two weeks. AprilMayJuuuuuune is approaching at rocket speed, which means there will be more and more events added to my schedule. This is still a major difficulty in all my mentoring challenges. I fully understand that there is nothing much I can do about this situation, however, it has still brought my mentor and I lots of inconvenience. Both Edline (my mentor) and I are students. We have one thing in common: we’re both very busy. I really appreciate the fact the Edline sacrificed quite a big portion of her free time to assist me in my project. I try my best to organize a meeting with Edline as often as possible, but of course it only works when both of us have no objections to it. As we are from different schools, our weekly schedule don’t really match. I am trying my best to cope when Edline isn’t available. It is possible that our meetings will have to be more reliant on social media than in person.

Despite the fact that our schedules are filling up, our communication is still very strong. We are now good friends, which makes our interaction very natural. Our sessions are productive, as we both engage in our roles and work hard to reach the goal. Edline is understanding and is very patient with me. I ask lots of clarifying question regarding stitches, knots, and rewinding. I think the reason our communication is working so well is because we are both giving it our best and staying on task. I enjoy working with Edline, and I hope we keep up our good communication.

And last of all… well… You’ve probably forgot about this, since it’s been a long time since I’ve mentioned it. Yes, I still have no mentor for my other part of the project: silk-flower crafting. I definitely should be working harder on this… But the problem is… how? Before I go any further, I should tell you some news: I’m visiting China during spring break! Now you might be thinking, what does this have to do with your in depth project? Guess what, it has everything to do with my project. I think I have a solution for my “absence of mentor”, an idea that just popped into my head when I started writing this blog post. Since I’m going to China… isn’t this the perfect opportunity to seek a mentor? I know spring break’s only two short weeks, but isn’t there a saying, “something is better than nothing”? To make this happen, I will have to do research the moment after I get a good night’s sleep upon my arrival in a different time zone. The chances of finding a mentor in China is ten times greater than in Canada. I hope I succeed!

Until next time!

In-Depth Post #4

WOW! Here we are again! It feels like just yesterday that I was addressing my progress to you. Looks like that’s what happens when you’re working hard and having fun. Nonetheless, I am here to talk about my progress and questions that were assigned for us to answer.

Eight weeks in and my progress is still consistent and smooth. I learn something new every session and I have definitely improved quite a bit during the last couple of weeks. I’m not going to lie though, the last couple of weeks have also definitely been a bit more challenging however, It feels great to know that even though training may be getting harder I always want to go back learn more and more skills. Already being an athlete, some movements come naturally to me however, there are some movements that can get a bit difficult at times such as dodging and ducking punches or kicks. Lateral and up and down movement come quite easy for me as I already use them when I play soccer. Moreover, my kicks and punches have improved technique wise and Joel says that they will continue to improve over time. I’m still going in only once a week either on Tuesday or Thursday for about 2 hours which is more than enough time to learn and improve on my skills and techniques. I should be meeting with him again sometime next week to talk about my progress and area of improvement.

Questions:

1) The most difficult mentoring challenge so far has definitely been finding time to meet and talk face to face about my progress and area of improvement. This is because, we both have very tight schedules that it makes it hard to find a day where both of us are free to meet for a couple of hours or so. However, we both put in equal effort to meet at least once a week even though it may not always work out. However, when we do meet, Joel and I talk about a lot and we get to know each other better and better each time which has definitely helped with our communication and our comfort around one another.

2) Despite not always being able to meet with Joel, the relationship that we are building and forming is definitely going well. Even though he his supposed to teach me boxing, when I meet with him I also like to talk to him about me and my life because it helps me become more comfortable and relaxed around him. For example, If I need some advice for school I’ll ask him and he will give it to me which makes me feel like I can trust him not just as a boxing mentor but as a life mentor too.

3) I think that time management could be working a bit better because I would like to be meeting with him every week and ensure that we do so because I think that it is important to see him at least once a week outside of the gym to talk about my progress and improvement. To make sure this happens, the next time I see Joel I’ll make sure to talk about our schedules again and see if we could meet once a week outside of the gym to talk about my progress in boxing. Skyping or talking on the phone could also be an option if meeting somewhere cannot work at all.

Well, that is it for me. Until next time, TALONS!