Video Tape Interaction - Personal Statement Example

Video Tape Interaction I am John, and the is Mary. John: Hello Mary, How are you doing? Mary: I am doing great, How are you? John: I am doing well; I am a computer science lecture, lecturing principles of networking. Thank you for attending todays meeting, we are going to discuss the best way forward for your final exams results. It is to be noted that you showed an excellent performance in your theory exams but performed below average in your practical exams. Therefore, the question is what is the cause of your poor performance in the practical? Mary: Am a hard working student especially in reading books. During my free time, I like playing computer games and riding on my motorbike. The main reason for my failure in practical is because I didnt understand the questions and also didn’t have ample time to analyze the results in a proper manner as per as the expectations. John: I have a question for you Mary; how much time do you spend preparing for your practical? Mary: Mostly I dont have time to prepare for my practical because after spending my time reading books I like relaxing and watching movies. Sometimes by the time am done with movies and playing computer games I directly to sleep John: I understand you but does it mean that you cannot create some extra time to prepare for your practical exams? Mary: I admit I havent been serious with my practical exams. But it is because I thought since am good in theory, I would just apply the same knowledge to answer the practical questions. John: lets talk about the part you send that you had a problem with understanding the instructions given. What exactly was the problem? Mary: The major problem was with the use of long sentences that to me were not clear. I did not understand what exactly they wanted me to do. I also found the question totally irrelevant to my theory notes that I had read in preparation for my final exams. John: So let me ask you a question, what makes you think that once you study for your theory exams you are good enough to sit for your practical exam? Mary: According to me, I thought those two papers were of the same relevance. So I thought same answers would apply in either of the paper. John: So let me explain to you something, there is a response to intervention strategy that is going to help us know what made you fail in your practical exams. Do you know the strategy? Mary: No. John: so the response to intervention is a strategy that provides students with high instructions guidelines. Students are assessed in response to their responses to the instructions. Changes to the instruction given can be adjusted in accordance with the data collected from the ongoing assessment. Response intervention prevent small learning problems escalate to a big problem. Also, response intervention has three steps (I took a paper and drew the three steps for her to understand) Category one: The whole classroom is provided with a high-Quality core instructions 80-90% Category two: some other supplemental need based instructions meant for small groups 10-20%. Category three: Extreme individual instructions 5-01%. So did you understand the response to intervention strategy? Mary: so where am I placed right now? John: that is why we are here to discuss. First I think you are a bright student. The fact that you can manage to pass your theory papers with an excellent pass mark makes you a good students. So you are going to take a response intervention test so that we can know which group you are in among the three specified in the response to intervention strategy. Mary: what does it mean to be in either of the categories above? John: if after you take the response to intervention test and find out that you lie in category one, it means all the instructions will be given to you in a classroom with your classmates. If we find out that you belong in category two, it means instructions will be given to you in groups of small people. And finally if you belong to category three it means all the instructions will be given to you individually. Mary: if I fall in category three, will I get to interact with other students? John: Yes, you will interact with other students but during your practical lessons you will have to attend them alone to enhance you understanding. Mary: so who makes the final decision on which category I lie on? John: have you heard about Individual Education Plan? Mary: no: John: Let me explain to you what it is. Individual Education Team is the team that will evaluate you and decide which category you are in. It will organize a general or a special class for you which will be attended as indicated by the team. If you fall under the special class, a special teacher will be provided for you. He will make a follow up of your learning progress. Individual Education meeting will include you, the principal and a special teacher who will discuss what is expected of you, and you will be provided with the necessary materials. Evaluation of your progress will be done in intervals, and the results discussed to determine how long you will be in that class. Mary: so am I allowed to make a final decision even after the individual Learning Team has decided? John: Yes you are allowed to, you can even be provided for with accommodation. Mary: what is accommodation? John: Accommodation is a special attention given to students with learning issues. They might use different materials that are not used by other students just to enhance students ability to understand. For example, if you have a problem with doing a certain practical, the lecture can allow you to demonstrate how to do the same verbally. Mary: do you think I need accommodation? John: no, but If you feel otherwise, please let the Individual Learning team know. Mary: Any other point of discussion? John: No, that was the main purpose of our meeting today. Mary: Thank you so much for your time and efforts to help me improve my grades. John: you are welcome. Peer Evaluation Out of point, irrelevant poor understanding the point of view, (1) Mary says that she likes playing computer games, Lack of focus, careless. (4) Mary says she thought by reading for the theory paper, she was in a position to sit for her practical exams, Indication of attitude beliefs and values. (1) Mary says she does not have time to read for her practical. Understanding, determined to change for the better, willing to do what it takes (2). Mary asks what it means to b in either category mentioned, and does not seem to have any problem being in any of them Self-Evaluation I asked what exactly the problem with her poor performance was. (1) She sends poor understanding of the instructions. I reorganized dont care attitude and poor planning. (1) She sends that she had no time to read for her practical. I used positive language and gave her compliments (1) I told her she was a good student. I explained to her each category properly and made sure she understood the aim and goal of evaluating herself (2) The interaction was educative to me and even more helpful to my student. I was able to convince her on the importance of taking the Individual Education test in order for her to improve in her practical exam. She was very humble during the interaction and showed some great interest in changing her attitude towards learning especially with practical. Strength and Areas to Improve I found out what made her perform poorly in her practical exam, because she explained to me she had no time to read for them. I was also able to convince her to take the individual learning test. However with a great concern from the peer and self-evaluation, I found out that I needed to be more convincing with my explanations. There was also a great need for me to ask her harder questions like why she didnt make time or saw no use to read for her practical. I will do more interaction in order for me to improve and do a better job. Read More