Jessica+J

**Actually, a little bit more about myself. I'm seventeen and a senior at Gleneagle. I spend my time practicing basketball with the team- 3 hours a day, 6 days a week. Luckily, I have a pretty laid-back semester; after all, spanish, peer-tutoring, foods, and pe isn't all that demanding. I'm glad I have such an easy schedule, because now I have time for all the other important things in my life, such as my friends and family. Besides basketball, I like reading, watching movies, and sleeping. Definitely sleeping. I have a brother who goes to Heritage, and two loving parents, which I am very grateful for. I know where I'm going to University next year and what I'll be studying. I guess these last few months of high school are for discovering myself and understanding what motives me and makes me happy, and maybe even figuring out what I want to do with the rest of my life. Looking back, my best memories were events that I didn't even appreciate at the time. For instance, I never looked forward to practice during the summer, but looking back, those were the times that I cherish the most, especially since I'm now too old to be playing club basketball (well, besides in an adult league) Very ironic hey? Anyways, I guess I'm just a teenager trying to figure out life.** 
 * Hi I'm Jess!!!! I love to play bball and ..... that's all :P** [[image:peertutoring12/LebronWitness.jpg width="800" height="600"]]



**(1) **
 * I'm not gonna lie, I didn't even want to take this course. But I needed a class, I had had my off-block last semester, and before I knew it, Ms. Johal had put me in Peer Tutoring. Coming into the class, I was expecting it to be a chill, slack class, which it sorta was, for the first bit. I was assigned to the learning centre, but I then started helping around in one of the art rooms. Its a class filled with a bunch of grade nines, all part of the JumpstArt program. The first couple of days were really awkward, because I was the random older kid helping out. In fact, one kid came up to me and was like "No one really knows your name". I guess they hadn't been listening when the teacher was introducing me...typical. Anyways, I realized that rather than walking around monitoring their work (which I was asked to do), it would be better to at least try and attempt to make a genuine connection with the students. It was sort of hard trying to break the ice because I really did want to earn their trust, but I didn't want it to appear that I was trying too hard; I also didn't want to come across as fake. After 2 weeks, I know a bit more about the kids, and they are slowly opening up to me; well actually, only a couple are, but hopefully that'll change. My job as a peer tutor in the art room is just to help make sure everyone is on task and working on their assignments. Although I may not actually be tutoring the students, I feel as though I am contributing around the class. Hopefully I can find more ways to connect and help the kids. Also, last week I helped tutor this girl at the learning centre, but since she hadn't shown up for class, I just relocated to the art room. Anyways, I'm happy with the way things are turning out. Maybe its because I had low expectations, but hopefully more good things to write about in the next entry. **

**(2) **
 * This second week has been more relaxing and laid-back. I've had a greater opportunity to interact with the students and to get to know them better. At times, I feel like I'm not doing a very good job helping out, but I guess a small difference is better than nothing at all. Like for instance, I was asked to watch over the kids for only three minutes while the teacher had to leave the room. I tried my best to keep the kids relatively quiet, but I wasn't very good at claiming my authority. A kid walked out of the class without even asking, and when I chased him down, he said he had to talk to the counselor. I had to return to the class without the student, because I didn't want to leave the class unsupervised. I guess next time I'll be more alert and intent on keeping control of the room. I'm not specifically peer-tutoring the students, but I come up to them and help them stay focused on their projects. I sometimes wish I had a greater art background, but I try and do the best I can. I still have to figure out how to interact with different students, because some students need a more disciplined approach, while I can be more laid-back with others. My goal for next week is to have the students listen to me more. **

**(3) **
 * Describe connections you are making with students? I think the more appropriate question is describe //the// connection you're making with a student (as in only one), since I'm having trouble connecting on a more personal level with more than three-quarters of the class. For the first week, I genuinely thought that I would be able to befriend and help out all the students- every single one of them- but now its becoming more apparent that some students just have no interest whatsoever in that. Its not like I don't try, but it's pretty difficult to maintain a conversation when the students are listening to their ipods, busy texting away on their phones, and not even maintaining eye-contact with you. Regardless of that, I'm still trying my best to keep an open mind and to try and help everyone, but I find myself drawn to one or two individuals who I spend most of my time with. I don't think I'm making a difference, but the one improvement that I've seen is that the students are busy working when I'm sitting at the table, and //then// they ward off and do their own thing as soon as I leave. So I guess my presence is making them do their work, but I think that I should be able to get through to them that they should want to stay on task for themselves, and not just because I'm there. We'll see how the next week goes. **

**(4) ** **(5)**
 * I haven't been at school at all this week because of the teacher strike and basketball provincials. RIP to my peer tutoring days I guess, for another two weeks. Anyways, I enjoy peer tutoring because I feel as though I'm making a difference. Helping students out gives me a great feeling. Because I'm more of a teacher than a student in this class, I feel the need to always act properly to set a good example for the kids. This helps me realize how much students look up to teachers, and the effect and impact that teachers implement to students, on a daily basis. Of course, there are some exceptions to this; some students just don't care. My second period class is a time where I can relax a little and just have a nice laid-back class. Having this class shows me that there's more to school than just studying all the time (but studying is important!). Because this is a class where I'm not busy frantically coping notes down, I actually have the opportunity to interact with the other students. Its something that I'm glad I'm able to do.**
 * I can't exactly pinpoint a particular experience where I have felt confident; rather, it has been a collection of my interactions with the students that gives me a sense of accomplishment, stemming from my confidence. With every day that passes, the students loosen up more- and now to the point where they are actually initiating interactions, and asking for my advice (normally I just walk around to make sure they're on task) . In my opinion, my confidence comes from knowing that the students will listen to me, and take my advice seriously. Even though this class is grade 9, I find thats its easier to have the students listen once they view you more of a friend who provides guidance, as opposed to a bossy, annoying person whose suggestions they normally brush off. I think my strength is that I try to adjust to any situation, and that I have the patience to deal with off-task and hyper kids. **

**(6)**
 * These last two weeks haven't gone all that well surprisingly. I guess its partly because of the assignments given, and partly because I haven't been feeling that great lately. For all of last week, and most of the week before, I've only been in the computer lab supervising the kids working on their projects. I couldn't really interact with them much because they were busy working away on their projects. Not to say that I'm a distraction when we're in the art room, but it is easier to talk and relate with them when they're busy sketching away or working on more of a creative assignment. So I guess it felt like I was babysitting them, and I hate saying that because peer tutoring is so much more than that....its not even on the same level. Anyways, the students had to prepare a ten minute "Prezi" to show to the class, on a specific group of Aboriginal People and their lifestyle. They have been learning about the different Native groups and the hardships they had to face. They had a guest speaker come in during their first block (which I'm not in), and this speaker talked about what it was like living in a Residential School. In the art room this week, the students have been working on a sketch representing a myth that they have written about. Also, I never realized how much of an impact your personal life can have on your 'job'. Generally, I'm a really happy and laid-back person, but I've had a pretty bad last couple days this week. This has showed me that I need to learn how to adjust my behaviour and not let my personal life affect my mood during my peer tutoring hours.**

**(7)**
 * I don't think any of my conversations have been really meaningful in content, but rather meaningful because the person chose to share personal details about his life. I think it shows trust and respect when you can get someone to open up like that. It makes me feel special that he feels comfortable enough to be so honest. Obviously I can't really expand more on what he was sharing, but just that it was details that were personal and that he didn't have to share. It makes me happy that he can open up to me like that. My favorite part of peer tutoring is the connections you build with the students, alongside helping them improve their work. I really like how most are comfortable around me. It makes peer tutoring a lot easier (and more fun) when you get along well with the students.**

**(8)**
 * I generally try to peer tutor by being friendly to the kids, and not as strict as the teacher. I think that its better that way, although many may disagree. I try and act in a way that I would want to be treated by, if I had a peer tutor. I would want someone caring, honest, and someone I could trust; I would want a genuine connection with a peer tutor, and not just some superficial 'I'm here because I have to" connection. In class, I try my best to make sure that everyone is on task acting to the best of their abilities. I find it disappointing when there are students who have given up on the assignment,...this is mostly because I'm a super competitive person, and giving up is not something that I'm accustomed to. When I see that the kids are off-task, I try to encourage them to keep working at it. So yes, my personal goals and values are reflected in the way I peer tutor :)**

**(9)**
 * Summer. SUMMER. Summmmmmmmmmeerrrrr. Summer - that's the only thing that's been on my mind recently. Its hard to find the motivation to be a good peer tutor, this close towards the end of the year. I've been slacking a lot and not doing the best job that I am capable of. In fact, twice TODAY I was told to put my phone away in class -which was a ridiculous request in my opinion because I'm in the room for one hour and nineteen minutes (yes, I checked the bell schedule), and I should be allowed to check my phone in between helping the students; it should almost be a given, given how commonplace and ubiquitous the cell phone has become- anyways, I was told to put it away because I was supposed to be setting an example. So maybe my wish for the week would be that I be allowed to go on my phone. On a more serious note, two things I did well this week were that I helped a girl get caught up on her project, and that I also kept another guy stay focused on his project. Realistically speaking, my wish should be that I find the inspiration to become the best peer tutor possible, especially during the last weeks to come.**

**(10)**
 * Peer tutoring was as chill as I expected it to be, but way more rewarding than I ever thought it could be. Looking back, the things that I will remember are not the assignments I helped the class with, or the projects I helped complete, but rather the friendships and connections I built. I am glad that I had the chance to meet and get to know the group of kids that I was assigned to. Although at first, peer tutoring a class of hyper and overactive grade nines looked daunting, I am glad I stuck with it and did not drop the course. It would have been way easier, (since I already had all my credits) but peer tutoring was a rewarding experience. Some of my favorite moments were when I dissed this troublemaker kid badly, after he was bad-mouthing me. Also, I felt accomplished by encouraging all the kids to do their work and to stay on task and to get their assignments done. Throughout peer-tutoring, I've also learned that its not so much about what you say, but more about how you say it. A big part of my peer tutoring was being someone relatable and understanding; for example, no-one wants to rehear what the teacher explained, but if you communicate effectively, then you can get people motivated. Some challenging moments in the course included times when no one would listen to what I was trying to explain, or when some kids would shut me out and just nod along, but disregard my advice completely. Its difficult helping someone who thinks that they know it all, and that's what I felt like I was put up to deal with it, at times. Overall, peer tutoring has been a positive experience, one that I've learned some important life lessons from.**