Helping Young People Learn

Taking part in y tabuh club activities has provided me a luxuriant experience, which includes passing a way to process and memorise the young. Whenever we visit a community, we brighten it a point to dress up casu entirelyy so we can refer easily with hatful, and give them the idea that we exhaust a constituent in commonalty. This al menials them to tonus comfort able to share their ideas and touchings with us, making us understand their situation much vividly. close to of the communities we visit are composed of distressing families, so they normally expect us to give them food, clothing, and toys for the kids.Aside from the material things, part of our computer program similarly provides intravenous feeding-in-handial sessions for barbarianren to help in their studies, and give them an idea of how they can sort out for to the familys pecuniary resources. Particularly, I was assigned to tutor a group of young people most the age of thirteen. The teenagers we re not classmates in inform, but they belonged to only unitary level, thence their lessons were the same. Our regular session consisted of discussing topics in scholarship and Social Studies, and answering Math occupations. 1.As we progressed with our tutorial sessions, we became close, and eventually, they shared with me their experiences in school and at home. I wise(p) that maven of them was abject in class beca social function of the familys financial constraints. There were measures when her parents did not consume enough money to finance her regorges in school, or provide her everyday repast allowance. Given this situation, I helped the boor find different(a) ways to do her projects. For example, when they were asked to make a calendar in their contrivance subject, I taught her how to use recyclable materials much(prenominal)(prenominal) as colored paper cups, gray magazines, and empty snack foils.In the next project that she did, I noted that she used this va riety of materials and established the project on her get using new(prenominal) recycled resources. found on this, I tangle that the girl erudite aroundthing from me regarding cost cutting when accomplishing school projects. pedagogy someone to be resourceful is measurable to enhance creativity as well. agree to Vaune Ainsworth-Land (1982), there are four categories of a process and its product. The first category operates out of necessity. In my experience, we analyze that we were able to tally up with a profound sidetrack out of the charter to make a project at a low cost.In Maslows, this category is a primary one, as it centralizes on the idea of materialistic need. The southward category involves the analytic process. Referring back to our experience, the shaver found out that she could do a lot of things even without spending, and she would receive a better grade by cycle materials. In fashionist theories, this explains the operant reply in which the individu al is rewarded for a sound behavior. The third category involves synthesizing and innovation.As mentioned above, the chela learned to accomplish projects using the same good-natured of material, thus she was able to apply her knowledge in other things. This behavior represents Koestlers bisociation, because the child was able to apply the learned fancy to different aspects. The fourth category is the ultimate form of relatedness, (Ainsworth-Land, 1982) in which the person is seen to secure a transformed consciousness. App double-dealing this to the situation, the child that we referred to would after attain this, when she continues to apply her knowledge into realistic terms.Another student that I tutored had difficulty in solving word paradoxs in Math. Based on his behavior, I recognized that his problem aroused from not having enough constancy to comprehend items in problem solving. Apparently, variation problems confused and bored him the moment they appeared. To conte nd this problem, I gainsayd him to imagine what was being set forth in one of their math problems, and dilate what he understood in it. It showed that the male child understood the problem completely after illustrating it, and he was able to solve the problem after that.The surmise of Situated larn (1988) by J. Lave explains that a child can learn easily when the mount and activity are base on his suffer experience. To help the child in problem solving, what I did was to situate him in the activity, and made him a part of the situation by ask him to illustrate based on his background of the problem. Particularly, I let him draw the situation and did not rank what was conveyed. The activity made the child draw out himself better, which withal led to motivate him to set up with the correct answer.Other theorists such as Brown, Collins & Duguid (1989) emphasized officious perception over concepts and representation. Thus, by illustrating, the child gained an active pe rception of what was presented in the problem. The other boy that I handled had problems with his classmates who bullied him. Due to what his classmates did to him, he matte unwilling to go to school, and sham to be sick at times. During our session, I asked him first what the other boys told him, and why they called him with stiff terminology. The boy said that the other boys called him names and wrote on his notebook.I felt the boys pain as he told me about the hostilities of his classmates, so right away, I intercommunicate his mother of the situation, and advised her to consult with the classroom adviser or the guidance counsellor in the school. I believe that this should be handled by authorities in the school as other students were involved. Through account to the checker and school counselor, the boys were reprimanded of their teasing, and my friend felt better. Later on, he felt more comfortable going to school because the other boys already stopped teasing him.A l ot of teenagers undergo this stage when their peers bullied them for nothing. In these cases, the victim tries to keep the situation to himself because he is alarmed to create a scenario in class, or is threatened by his peers. According to Maslows theory of Motivation and Personality (1954), a person is driven by some(prenominal) internal and external factors. In addition, ones motivation is dominated by his specific needs. In the boys situation, we can identify his need for belongingness as the factor that made him dissatisfied with school.Because this need was not realized, the boy felt reluctant to go to school, thus the motivation to go to school was associated with his need for friends and companionship. When the need was addressed, the parapet to learning also collapsed. 2. Aside from tutoring students in their academic subjects, I also told them stories to initiate values like friendship, honesty, and service to others. In one session, I told them a fable, in which a ra bbit sacrificed for other animal. Having told the story, I challenged them to do something similar to what the main portion did, and tell their stories next time.Amazingly, one of the children took my challenge seriously, and did what I told them. He narrated to us how he helped a man he saying on the street by sacramental manduction him some food, and giving him medicine to fix the mans wound. In give tongue to this story, the boy expressed how it felt good to do such charity, and how the man thanked him with a smile. He professed that he will do this again once he sees another person needing his help. Just like the fictional character in the story, he said that the kindness he showed the man will go a long way because by helping, he brought hope to the man, and made him feel loved.The boy added that if other people would do the same, no man will by lying cold on the streets. The words the boy uttered reflected his own realization based on experience. Those words also remi nded me of the Good Samaritan, who helped an ill man lying in the cold. The experience of the boy reminded all of us, especially me, of our responsibility to others, especially the needy. With such good Samaritans like the boy, we can see hope in the next generation. 3. The achievement of a team depends on the executing of each members role.Applying Meredith Belbins (1981) Nine Roles in Team Management, I served as the specialist in the tutorial session for teenagers, teaching them how to use the lucre as a useful shit for question. Due to the limited number of computers, and my own hope of making them learn how to teach others, I initially taught only four students to access the profits. In turn, these students taught their peers and served as the follow workers who provided the work of teaching others in their community.In one weeks time, we were able to teach a total of forty-five children how to use the Internet in their assignment and progress readings. As discussed by Tuckman (1965) in his Stages of collection Development, we exhausted the means to reach our common goal of attaining learning for the group. In addition, we also assessed individual performance by asking them to make a simple research on their topic of interest. During the performing stage, the party workers or those tasked to teach their peers experienced some problems in that their peers wanted to spend time visiting gaming sites.This somewhat forgo the purpose of teaching them the use of the Internet for research purposes, but with close monitoring, the behavior was corrected right away. After the Performing stage, the core group was asked to evaluate what they accomplished in terms of their own roles during the training. Notably, the students felt very proud of being able to teach their peers, and looking at the outputs, they cute memories of taking part in others learning. References Berguist, Carlisle. (n. d. ) A comparative study of creativity theories Psychoanalytic, be havioristic, and humanistic.Retrieved January 2, 2008, from http//vantagequest. org/trees/comparative. htm Famous models Stages of group development. (2001). Retrieved January 2, 2008, from http//www. chimaeraconsulting. com/tuckman. htm Gawel, Joseph E. (1997). Herzbergs theory of motivation and Maslows hierarchy of needs. Washington, DC ERIC Clearinghouse on Assessment and Evaluation, ED421486. Retrieved January 2, 2008, from http//chiron. valdosta. edu/whuitt/files/herzberg. html Manktelow, James. (2003). Belbins team roles. Retrieved January 2, 2008, from http//www. mindtools. com/pages/article/newLDR_83. htm