Web Log 3

1. Thinking of her learning in this way allowed Jennifer to see it(Service Learning) as valuable to who she was becoming as a teacher in Ankara, and in the words of Ays,e it was imperative for her “to be careful for her care” in her attempts to do so. (p. 1164)

2. I'd seen them [in the youth club] every week, week to week.just to see things through their eyes I think was, an eye opener. .I think seeing their reality through their eyes, I could get past some of my negative opinions on their parents and what must be going on. (p. 1165)

3. I guess I was just really glad to be able to look at these (pictures) and think about

people. They are not just a bunch of faces on this photo sheet. I can look back and know a little bit about all of them and others to a greater degree. There are good wonderful people everywhere. It doesn't matter where you are from. (p. 1166)

4. Restorying is different from and more than the completion of a self-evaluation or an evaluation check-list. In narrative inquiry, restorying is considered identity work for it is the process of articulating how an experience has been educative. We advocate a narrative inquiry stance for service-learning engagements because, as evidenced by our inquiries, we and participants encountered, not only an aspect of the world, but also the opportunity

to examine who one is in the world. (p.1168)

5. Situating service learning in a narrative inquiry framework suggests those involved learnways of being that reach forward as individuals consider who they are in the present while creating beginnings to who they might be in the future. This kind of self-learning realized in relation with another not only helps reach the goals of service learning, it is also profound teacher education. In an attentive-relational way, thinking narratively repositions the learning in service learning. Connecting with teachers and students in the context of their lives, rather than in the traditional contexts of subject matter and evaluation, asks individuals to consider their identitiesdto inquire into them as a way to understand how their teaching and learning lives were and

continue to be shaped. (p. 1168)

Web Log 2

The program I am working with is called Many Villages in Roxboro. I will be working in a classroom helping a teacher however I can, whether its grading papers or tutoring students. I think that this will be a good learning experience for me. Not only because I will be working in a classroom helping students, but also because I can watch a teacher and maybe pick up some things on what makes a good teacher and how to approach teaching a class. I am looking forward to this opportunity and cannot wait to start.

Time Line

The first event that helped my decision to become a teacher is my eighth grade math teacher. I had difficulty learning algebra and she stayed after school with me almost every day to give me private lessons so I could try and learn the material. This really helped me learn the material and I never had trouble with math in high school because of all the help she gave me.

Another time that made me want to become a teacher was my tenth grade history teacher. He was one of the worst teachers I ever had. I missed about two weeks of class because I was sick and my grade started to drop. I went to him for help and he said there was nothing he could do. When I started thinking about becoming a teacher I said I would never become a teacher like that and I would always be willing to help my students.

Weblog Introduction

1. Jason Berger. Pittsburgh, PA. jberger12@jcu.edu

2. Jason

3. Junior - early childhood education

4. I really like watching and following sports, especially football. I work for the football team here at JCU.

5. If the teacher presents a classroom that is more discussion based and the other students around me are participating as well.

6.I am usually quiet in class. I almost always prepare the assignments on time for class. I can adapt to any learning environment. If I don't understand something I'll either ask in class or meet with the teacher outside of class.

8. My chemistry teacher my first semester here taught me how to study and prepare for exams because I didn't really know how to so I think he is the reason I am still at John Carroll.

9. I just think to maximize a student's potential, the student needs a teacher to help him from an early age to instill education in him/her for when they grow older. This is why I want to be an early childhood major.

10. I think as long as the projects and papers are made clear and explained so we understand what is expected, then every student will get the most out of this class.