I have always felt the need to help and guide my fellows when I feel they could do better. This teacher in me, and the urge to help all those around me was something I was able to satisfy when one of my peers launched the Peer Learning Program.
At first, the thought of teaching a junior was surrounded by apprehension. I had to be very precise with the material I gave and even go back to the concepts that I had learned when I was in MYP. This was a little tricky because the transition from MYP to IBDP was drastic and also involved changes in learning patterns and the way content was tested.
My peer for the session was Sanyam Poddar, a 9th grader. As I went through his past papers and practices in our first meeting for math and language, I felt a sense of nostalgia. I could relate to the criteria and the paper patterns, as though it had not been a year since I had migrated to IBDP.
In the first few sessions, I observed how he was doing so far by reading his mock answers and learning the troubles he has with both subjects. This gave me an idea of what he was dealing with currently and all the aspects I had to work upon in the future. I then noted strengths and weaknesses and how strengths could be stepping stones to turn weaknesses into strengths too. This was a tough process and a few sessions wasn’t going to cut it.
When he came to me, he was scoring an average of 4 in language and a 5 in Math Extended. Our goal for his term exams was to reach a 6 in Language and a 7 in math. To achieve this I helped clear his doubts, went through my own past papers and notes and suggested resources he could use to make his MYP journey better. I remember how we both went through my language papers and figured out how drawing a basic skeleton really shaped a 7 worthy essay.
I made sure to give him advice and pieces of information I hoped I would have received earlier from my seniors with the intention that he can score better. I gave him the notes I had made over the years along with exemplary answers written by my colleagues. I introduced him to some of my other classmates and we also had a discussion about subjects and the importance they hold in the college application process.
Ultimately, this attempt to help him was successful as he scored a 6 and 6 in language and math. While we reached the goal for language, the math score was not up to the goal, however still a level up than the previous level. This required a lot of commitment and patience, especially when he had trouble understanding the point I had to convey and when I had trouble conveying my point. We did pull through though, and it was an enlightening experience. The bond we shared in those few days lit a fire within me and suggested that I would fair well as a teacher. It was a fresh experience and something I would reconsider doing. There were obstacles but that just added to the satisfaction I got when I saw the improvement in his scores. His cooperation and determination was a plus point that made the program and our pair a success. LO’s 3,4,5, and 7 catered.
LO 3- L3. Initiate and plan a CAS experience
I had to organize all the information I had learned in the last two years of MYP including the notes I had made, and the learnings I had in all the subjects and core components. I am usually organized and plan things out in advance. This is why I asked him for his past papers and we set a goal to work on I used the Learner profiles knowledgeable and Thinker since I planned and thought about how we would get the desired results from where we currently were. I didn’t know I could teach and be compatible with both subjects, but I did well. I think I did well, and planning and initiating a study plan for more than one person is both plausible without comprising on quality.
LO 4- L4. Show perseverance and commitment in CAS experience
A lot of commitment and perseverance were required to get the entire month of planning scheduling and meetings. There were times when our schedules did not match and we had to use his PS slots to meet or free slots. Within this short time period, there was soo much to cover up, and since I had demonstrated the learner profile risk-taker teaching someone that I had not done before required a lot of patience and confidence. It was because of the dedication that we got results.
LO 5-
Working with someone on an academic subject they are facing trouble in is relatively a difficult collaboration because it requires a lot of commitment and patience. There was repetition, there were times when I had difficulties checking what he had written in his language practice to give him authentic results. I think the fact that we both had hope and knew the goal of getting better marks in both subjects was common, we were on the same page. Additionally, smooth communication really shaped how the entire journey took place.
LO 7- L7. Recognize and consider the ethics of choices and actions
I think there was this important ethical issue of him having trouble with his English teacher and that she is biased. After reading his answers I had to help and guide him that there was in fact scope of improvement and that if he was having trouble with his mentors, giving feedback was needed. I feel that the school gives much importance to feedback and improvement so sharing this with people who will help gain guidance is a must.
Certificate Evidence and communication evidence-
CAS Experience type – Service