Service learning at the Tuxtle Language School

Service learning at the Tuxtle Language School Ana María Elisa Díaz de la Garza María Eugenia Serrano Vila Universidad Autónoma de Chiapas Abstract The new academic unit for 8 th semester Trainees at the Tuxtla Language School Servicio Social: Unidad Académica seeks to integrate teaching, investigation and community outreach programs by identifying problems and finding solutions which will help to improve the quality of education in the state of Chiapas. Service Learning provides Licenciatura en la Enseñanza del Inglés (LEI) Trainees with opportunities to address issues related to English Language Teaching through experiential learning under the guidance of Teacher Trainers with the aim of developing student teachers future job skills and professional competencies with a focus on social impact and relevance. This article explores the overall experience of the Tuxtla Language School in integrating this new academic unit into the study program in an attempt to foster reflective practices. By describing this process during the 2010 spring term and sharing our findings, we hope to help other practitioners who are considering integrating service learning programs in Initial Teacher Training (ITT) in their own professional venues. 1 INTRODUCTION Currently social, economical, political, demographic, and cultural realities have forced Mexico to reflect on the mission and organization of education. In accordance with international recommendations from the United Nations Educational, Scientific and Cultural Organization (UNESCO 1998, 2009) and the Organization for Economic Co-operation and Development (OCDE, ANUIES 2004), the Autonomous University of Chiapas (UNACH) is fostering Service 1 This presentation explores the three stages of service learning conducted at the Tuxtla Language School in the Spring Term of 2010 (Jan May) and was part of the investigation El Servicio Social en la Escuela de Lenguas Tuxtla: Nuevo Programa Educativo which is an UNACH 2010 Investigation Project. This is a continuation of the initial stage presented at the ENEL in Tlaxcala in March 2010 & the intermediate stage presented at the Congreso de Investigación Educativa at the UNACH in April 2010. 114

Learning to develop undergraduate s competencies and the development of intellectual and social capital. The American Association of Community Colleges (AACC) defines service learning as combining community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility (Prentice & Robins 2010:1). This paper explores the overall process of how EFL trainees at the Tuxtla Language School (ELT) at the UNACH constructed their service learning project, implemented, reflected upon and evaluated its impact in the Chiapanecan community. The main aim of the eighth semester academic unit: Servicio Social (SL) at the Tuxtla EFL teacher training program, the Licenciatura En la Enseñanza del Inglés (LEI), is to provide trainees with an opportunity to design a Service Learning project which will allow them to develop professional skills, work on their final research project and make a contribution to the institutions where they apply their Knowledge, Awareness and Skills (KAS). 1. SERVICE LEARNING Mexico s 2007-2012 Educational Plan establishes the need to offer an integrated approach to undergraduate education which develops social values through service learning and community development (SEP, 2007:50). According to article five of the Mexican Constitution, all university students in Mexico are required to complete at least 480 hours of social service in social impact outreach programs upon obtaining 70 % of course credits to be eligible to graduate. Prentice & Robins (2010:2) point out that service learning provides students with experiences that can be linked back to course content, so that they gain both of what Hussey and Smith (2002) note as knowledge that (knowledge of facts, rules, procedures) and knowledge how (learned skills and abilities). Furco (in Billig & Waterman 2003:13) states that all service learning activities involve a complex interaction of learners, social service activities, curricular content and 115

learning outcomes. However, it is important to emphasize that the results of service learning are highly idiosyncratic situational experiences for which there is a minimal predictability of how each learning experience will unfold; as a result each experience will be unique (Billig & Waterman 2003:13). 1.1 Service Learning at the Tuxtla Language School Our new academic program El Servicio Social en la Escuela de Lenguas Tuxtla seeks to integrate teaching, investigation and community outreach programs by identifying problems and finding solutions which will help to elevate the quality of education in the state of Chiapas. In the past most trainees at the ELT complied with this requirement four hours per day for a sixth month period during the seventh semester of their academic study program, whilst they struggled to study six subjects in their morning classes. Many problems occurred including a drop in trainees Grade Point Average (GPA) because they were overburdened and overwhelmed with juggling so many activities. As a result, it was challenging to take full advantage of this opportunity to develop their KAS regarding their on the job skills development. The curriculum was redesigned in 2006 in an attempt to take advantage of this service learning opportunity in an effort to link both administrative and academic aims. The new academic unit SL is now the only subject for trainees in eighth semester. In January 2010 the first cohort began the new program which ended in July 2010. The goal of service learning at the ELT in 2010 is for trainees in the redesigned program to learn and develop through thoughtfully organized service that is conducted in and meets the needs of a community. This learning opportunity is intended to foster civic responsibility and includes structured time for students to reflect on their service experience. At its heart, service learning is a form of experiential learning that employs service as its modus operandi. Trainees have the opportunity to select, design, implement, and evaluate their service activity, encouraging relevancy and sustained interest within community settings whilst they 116

develop professional competencies. Fulcro and Billig (2002:24) state that school sponsored service programs seek to provide opportunities for students to engage in authentic community service activities that extend beyond the classroom. As Social Service Coordinator and Teacher Trainer of this new academic unit together with my colleague, Maria Eugenia Serrano Vila who provides her point of view obtained from her experience as a Service Learning advisor with two students in Tonala; and with the help of a research assistant helping us to conduct this study, we decided to explore trainees experiences during the six month period of Service Learning. In the following section of this paper we shall discuss the assessment criteria for Service Learning in undergraduate programs. 2. ASSESSMENT Given that teaching is unpredictable, Trainees require undergoing a reflective process which includes noticing, interpreting and evaluating, then developing their skills of selecting and planning based on the concept of metacognition (Rolfe-Flett in Malderez and Bodoczky 1999:16) which is defined as becoming an observer of your own thinking and action (Fogarty 1997, in Malderez and Bodoczky 1999:16) and stepping back to evaluate what was successful and why, as well as to ponder alternatives for future practice. Trainees achievements were assessed on a continuous basis. Instruments included: 1. Photographs 2. Creation of didactic resources 3. Written reports and reflections. (See Appendix 1 Questionnaires and Appendix 2; Reflections ) The Service Learning course was divided into three modules: a. Module 1: Induction and Project Design Trainees participated in a 25 hour induction session which prepares trainees for their service learning by developing their KAS and explores the history and social impact of community service in Mexico. During this module trainees visited the institutions where they were assigned and together with their advisors developed Community Service Projects 117

in an attempt to address issues related to ELT with the aim of developing student teachers future job skills with a focus on social impact and relevance. b. Module 2: Service Learning Trainees carried out their 480 hour Learning Project and were instructed to keep in touch with their Teacher Trainer, Social Service Coordinator and Advisors. This study explores Trainees experiences and reflections (See Appendices 1 & 2) where students explore their Values/Attitudes/Beliefs (VABs) regarding their service Learning (SL) Experience. c. Module 3: Final Evaluation As a final project trainees presented their findings at a Service Learning Forum for their Teacher Trainer, Social Service Coordinator, Academic Body Leaders, students and faculty at the ELT. This was an opportunity for 8 th semester LEI trainees to share the most significant experiences of their Service Learning with the ELT community (See Appendix 3). In the following section of this paper we shall explore the methodology used in this investigation. 3. METHODOLOGY To investigate the relationship between service learning participation and academic learning, we decided to use both quantitative and qualitative methodologies as evaluation tools for this investigation. Three quantitative instruments (initial/intermediate and final report) were designed for Trainees (See Appendix 1). Three qualitative instruments in the form of reflections were developed to explore the impact of service learning on the development of Trainees competencies (See Appendix 2). A checklist (See Appendix 3) and rubric (See Appendix 4) were employed for the final evaluation of the SL experience. 118

4. OBJECTIVES The main objectives of this study were to: Explore and provide support to 8 th semester LEI trainees in carrying out Service Learning projects focused on solving social problems within vulnerable social groups. To foster a constructivist approach to develop Trainees KAS regarding personal and professional goals which should provide opportunities to link theory and practice acquired throughout their EFL Teacher Training Program as well as to develop learners reflective skills. To provide an opportunity for Trainees to conduct a research project to be able to fulfill their thesis requirement for graduation upon completing the ninth semester. The ABCD method of objectives (Heinich, et al., 1996) was employed in this study. In this system, "A" is for audience; "B" is for behavior, "C" for conditions and "D" for degree of mastery needed. Service Learners were given the opportunity to select, design, implement, and evaluate their service activity (See Figure 1). Audience Behavior KAS the Service Learning project addresses Conditions Degree of Mastery Outcome of this Project 8 th semester LEI Trainees Professional competencies to succeed in the workforce Selecting, designing, implementing, and evaluating their service activity Address social problems within vulnerable social groups in an attempt to foster civic responsibility, experiential learning and reflective practices. Figure 1: ABCD Objectives 5. PARTICIPANTS Participants in this study included: 16 eighth semester LEI Trainees complying with their 480 hour Community Service Requisite and developing research studies for their thesis requirement. 10 Public Institutions where trainees are carrying out their research projects throughout the state of Chiapas 1 Service Learning Coordinator & Teacher Trainer who provided induction sessions/workshops as well as follow-up feedback for this course as an academic 119

space for reflection on theory and practice that favors analyzing the reality of the problem that the social service addresses, thus contributing to Trainees KAS as well as their professional response to the demands of society. 8 Academic Advisers who provided support & guidance for Trainees constructing their research project throughout the process. 1 Research assistant who is planning to use this study as his thesis research project (See Figure 2). Location Elementary School Jr. High School High School Other TGZ. & Outskirts 2 1 2 1 UNACH 1 Municipal Tourism Office 1 Cultural Center providing ELT to the visually handicapped F i Tapachula g 1 Tonala 1 F Figure 2: 2010 Participating Service Learning Institutions 6. RESULTS ANALYSIS In the following section of this article Trainees responses to the initial, intermediate and final questionnaires and reflections are explored. 6.1 Quantitative Instruments After four weeks of conducting Service Learning at the different institutions the initial instrument was applied. Trainees were instructed to answer and to describe the activities they have been involved in during the first four weeks. The different types of Service Learning conducted during the 2010 Spring Term are illustrated in the following figure: 9% 0% Type of SL 9% Investigation 82% Teaching Others Figure 3: Type of SL 120

The following figure illustrates the results of Trainees perceptions regarding the use and development of KAS in the first month of their Service Learning Projects: 10 8 6 4 2 0 KAS Kinds of KAS mentioned the most in the Initial Instrument answers Figure 4: Types of KAS Mentioned by Trainees Trainees also reported that service learning had shown them how to be more involved in their communities; helped them to have a better understanding of their role as community members; and helped them to have a better understanding of the challenges in dealing with class management. 6.2 Qualitative Instrument: Reflective Tasks To explore qualitative aspects Trainees were instructed to reflect upon their KAS during their SL experience in an attempt to foster critical thinking. Reflection allows trainees to learn from themselves since learning happens through a combination of: theory & practice thought & action observation & interaction (After Cress et al 2005) Trainees were instructed to write three reflections about their SL Experience (See Appendix 2). Reflection 1 The Mirror (After 4 weeks in the Institution) How they see themselves through the SL experience Reflection 2 The Microscope (After 8 weeks in the Institution) Analyzes SL and explores changes in VABs Reflection 3 The Binoculars (At the end of their SL) Explores the implications of their SL experience for the future. Figure 5: Reflective Tasks 121

On February 18 th, 2010 trainees sent us their reflections; a representative sample is summarized in the following chart: Reflection 1: The Mirror Subject A: Mentions that she is taking full advantage of SL to develop her investigation project. Subject B: Is confident of his ability and skills as a teacher and provides evidence of developing introspective skills. Subject C: Does not mention any problem or difficulty. Change of opinion concerning relationship with learners and colleagues. Subject D: Uncomfortable in the space provided by the institution to teach English. KAS developed as a result of the situation. Lack of a good relationship between the English teacher from the institution and the social server. Figure 4: Trainees Initial Reflective Perceptions On March 25 th trainees sent us their reflections where they analyzed their VABs. A representative sample of their responses is summarized in the following figure: Reflection 2: The Microscope Trainees mention that they are feeling more comfortable adapting to each school & have more confidence developing their projects. Trainees adapt their projects to the needs & wants of each institution. Trainees test their problem solving skills & face ups & downs during their SL. In some cases the institutions have provided the proper support; however some institutions have seen Trainees as free labor. Figure 5: Trainees Intermediate Reflective Perceptions On May 22 th, 2010 trainees sent us their final written reflections; a representative sample is summarized in the following chart: Reflection 3: The Binoculars Subject A Subject B Subject C Subject D Subject E Target population which frequently skips classes causes a great deal of distress. Has faced no major challenges except for having spent a great deal of her own money on didactic materials. Has noticed that INSETs are valuable as mentors but is worried about developing his action research project. Has had to find alternatives to be a successful educator due to school policies but advancing in research project. Feels very confident as an English Teacher. Is currently not providing EFL Lessons due to school policies and is preparing didactic materials instead. Failing students who attended private tutoring sessions were finally successful in passing their extraordinary exams but admit that they do not feel their learning is significant. Figure 6: Trainees Final Reflective Perceptions 122

Analyzing reflections from a qualitative point of view, 62% of trainees mentioned that they experienced problems while working as teachers in the institution. This provides evidence of facing challenges and having to adapt to each classroom culture. The main issues that trainees are dealing with are: Class management: There is a great deal of evidence that Trainees are struggling to control a large amount of learners in a single classroom and that they are struggling to address discipline issues. Institutional problems: Problems and limitations that might be due to each institution s unique policies such as schedule, lack of a suitable classrooms and Teaching resources among others. In addition, as investigators it is our belief that a great number of the service learners may have felt it necessary to not share all of the challenges they faced to not appear incompetent. It is also our belief that many Trainees wrote what they thought their advisors would want to hear and not what they had actually experienced. However, the main aim of this investigation is to explore how personal development is taking place and how Trainees deal with problem solving. 7. CONCLUSIONS AND IMPLICATIONS FOR THE FUTURE Service Learning as an academic unit seeks to develop Trainees social conscience and give back to society (SEP, 2007: 29). If properly carried out it is an ideal opportunity to scaffold learner s competencies development during the three stages of planning, implementation and evaluation. The final objective of this academic unit at the Tuxtla Language School is to provide Trainees with opportunities to apply knowledge from their pre-service Teaching Program to identify and solve problems in their community. Service learning provides students with opportunities to learn information that is important not only in acquiring specific curricular content, but also in developing skills beyond the curriculum that are necessary for their academic development and preparation for professional success. As had been explored in this paper, Service Learning has provided varied, unique, and sometimes unexpected opportunities for Trainees to practice applying their newly acquired academic knowledge to solve problems in complex real-world situations. In their 123

final reflections during the 3 rd Service Learning Forum Trainees reported that service learning had shown them how to be more involved in their communities; helped them to have a better understanding of their role as community members; and helped them to have a better understanding of methodologies, class management and didactic resources. Repeatedly, Trainees commented that, because of service learning, they believed they currently felt more aware of the reality of teaching in public institutions in the state of Chiapas and feel better prepared to be successful in their careers in the future. Trainees repetitively remarked that service learning had provided them with confidence in applying their new academic knowledge in public schools. We look forward to exploring Service Learners journey with future cohorts as well as learning more about the unique contribution that service learning appears to provide in preparing Trainees for the workforce. 124

References ANUIES. Hacia un programa estratégico para el desarrollo del servicio social de la educación superior. México D.F. Mayo de 2004. Billing, S. & A. Waterman (Editors) Studying Service Learning: Innovations in Education Research Methodology. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc. Publishers. Buck Institute for Education (2010) [on line] Rubric Design Available from http://www.bie.org/tools/. Accessed 1/June/2010. Cress, C., P. Collier, V. Retenauer (2005) Learning through Serving. Sterling, Va.: Stylus Publishing. Furco, A. & S. Billig (Editor) Service-Learning: The Essence of the Pedagogy (Advances in Service-Learning, V. 1). Greenwich: Information Age Publishing. Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill. Hussey, T. and P. Smith (2003) Uses of Learning Outcomes: Teaching in Higher Education. Volume 8, Issue 3 Pages 357 368 Ley reglamentaria del artículo 5º constitucional, relativo al ejercicio de las profesiones en el DF. México: Ediciones DELMA Malderez, A. and C. Bodoczky (1999) Mentor Courses: A Resource Book for Trainer- Trainers. New York: Cambridge University Press. OECD 2006. Education at glance. Available from:. http://www.oecd.org/document/52/0,3343,en_2649_39263238_37328564_1_1_1_1,00.html (Accessed 2/01/.2010). Prentice, M. & G. Robins (2010) [On-line] Improving Student Learning Outcomes With Service Learning. American Association of Community Colleges. Available from: http://www.aacc.nche.edu/resources/aaccprograms/horizons/documents/slorb_jan2010.pdf. Accessed 21/Feb/2010. Secretaría de Educación Pública (2007). Plan Nacional de Educación 2007-2012. México: SEP. UNESCO (1998). Conferencia Mundial sobre educación superior. Available from: http://www.unesco.org/education/educprog/wche/declaration_spa.htm. Accessed on 28/01/2010 125

BIODATA Ana Maria is a full time Teacher Trainer at the Autonomous University of Chiapas and is the coordinator of Social Service Programs at the Tuxtla Language School. She has been awarded the COTE, Perfil PROMEP and an M. Ed. degree in ELT Trainer Development, is an oral examiner for Cambridge Exams, member of the Academic Body Professional Development & Evaluation in TESOL and has developed research projects and written academic articles. Contact: amediaz57@hotmail.com, anadiaz57@yahoo.com.mx Maria Eugenia has been a full-time teacher at the Language School (ELT) Tuxtla of the Autonomous University of Chiapas (UNACH) for 21 years. She has held different academicadministrative positions in the ELT such as the Examinations of Cambridge Coordinator, Academic Adviser of the General Coordination of Languages, Coordinator of the Language Department, Director of the ELT. She currently is Coordinator of the PAT and of Research and Postgraduate. She holds A Regional Diploma, a B. Ed. in ELT and a M. Ed. degree in ELT Trainer Development. Contact: marusvila@hotmail.com 126

APPENDIX 1 QUANTITATIVE QUESTIONNAIRES AUTONOMOUS UNIVERSITY OF CHIAPAS SERVICE LEARNING ACADEMIC UNIT DATA COLLECTION QUESTIONNAIRE SITUATIONAL DIAGNOSIS The situational diagnosis is an instrument which registers information about your Service Learning (SL) Project. It will also be useful to help you to explore the development of your KAS (Knowledge/Awareness & Skills) academically, socially and professionally. Personal Information Name Registration ID e-mail Name of your Service Learning Project Name of your SL Advisor Information about the Institution where project is being conducted Name Address Name of Advisor at the Host School Phone: Please answer the following questions about your SL experience. 1. The Project you are working on deals with: a) Teaching b) Investigation c) Other 2. In your own words please describe your SL Project. 3. What activities do you plan to carry out during your SL? 4. What social impact will your SL have on your host school? 5. Mention five KAS (Knowledge/Awareness/Skills) which you have developed during ITT (Initial Teacher Training that you believe will help you in your SL experience? *Remember that the information you provide will remain confidential and will help us to improve the study program. 127

AUTONOMOUS UNIVERSITY OF CHIAPAS SERVICE LEARNING ACADEMIC UNIT INTERMEDIATE DATA COLLECTION QUESTIONNAIRE The intermediate questionnaire will help you to keep a record of your progress during your SL experience as well as the development of your KAS. Collection Personal Information Name Registration ID e-mail Name of your Service Learning Project Name of your SL Advisor Information about the Institution where you will carry out your project Name Address Name of Advisor at the Host School Phone: Please answer the following questions about your SL experience. 1. Have you been able to follow through on your original action plan? Yes O No O If your answer was No please explain how and why you found it necessary to change your action plan. 2. Do you feel that you have been able to achieve the course objectives? Yes No If your answer was No please explain why. 3. What changes have you made to your original project? 4. What activities have you carried out in your SL? 5. What contributions have you made to your host school? What is the social impact of your actions? 6. Describe the professional competencies you have developed throughout your SL experience. These may include the development of critical thinking skills, use of IT, autonomous learning, and interpersonal skills *Remember that the information you provide will remain confidential and will help us to improve the study program 128

AUTONOMOUS UNIVERSITY OF CHIAPAS SERVICE LEARNING ACADEMIC UNIT DATA COLLECTION QUESTIONNAIRE FINAL ANALISIS The final analysis questionnaire will help you to keep a record of your progress and success during your SL experience as well as the development of your KAS. Personal Information Name Registration ID e-mail Name of your Service Learning Project Name of your SL Advisor Information about the Institution where you carried out your project Name Address Name of Advisor at the Host School Phone: Please answer the following questions about your SL experience. 1. Have you been able to follow through on your action plan? Yes O No O If your answer was No please explain how and why you found it necessary to change your action plan. 2. Do you feel that you have been able to achieve the course objectives? Yes No If your answer was No please explain why. 3. What changes did you make to your original project? 4. In your own words please describe your final SL Project. 5. What activities did you ultimately carry out during your SL? 6. What social impact will your SL have on your host school? 7. Describe the professional competencies and the KAS you developed during your SL experience. 8. Do you feel that your SL was beneficial? Yes O No O Why? *Remember that the information you provide will remain confidential and will help us to improve the study program 129

APPENDIX 2 REFLECTION TASKS Write your Teacher Trainer three 200 word reflections which will be emailed before the set deadlines. Reflection is the key to getting meaning from your service experience. What is reflection? A process by which service-learners think critically about their experiences. Why is reflection important? It allows trainees to learn from themselves. Learning happens through a mix of: theory & practice observation & interaction thought & action The Three Levels of Reflection (After Cress et al 2005) 1. The Mirror: How I See Myself February 25th, 2010 What have I learned about myself through this experience? In what ways, if any, has your sense of self, your values, your sense of "community," your willingness to serve others, and your self-confidence/self-esteem been impacted or altered through this experience? Any realizations, insights, or especially strong lessons learned or half-glimpsed? Will these experiences change the way you act or think in the future? 2. The Microscope: Makes The Small Experience Large March 25 th, 2010 What happened? Describe your experience. What would you change about this situation if you were in charge? What have you learned about this institution, these people, or the community? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? 3. The Binoculars: Makes What Appears Distant, Appear Closer May 22nd, 2010 From your service experience, are you able to identify any underlying or overarching issues which influence the problem? What could be done to change the situation? How will this alter your future behaviors/attitudes/and career? How is the institution where you re serving impacted by what is going on in the larger political/social sphere? What does the future hold? What can be done? 130

APPENDIX 3 SERVICE LEARNING PROJECT CHECKLIST Does the Project... Focus on significant content & authentic issues? Trainees learn important subject matter content and address problems and issues from the world outside the classroom. Organize activities around a driving question or challenge? Trainees find the complex, open-ended question or challenge to be a meaningful focus for their work. Establish a need to know and do? Trainees are brought into the project by an entry event that captures interest and begins the inquiry process. Engage students in inquiry? Trainees think deeply and ask further questions as they generate answers and solutions. Require motivation? Trainees generate new answers and/or create unique products in response to the Driving Question or challenge. Develop 21 ST Century skills? Trainees build critical & creative thinking, collaboration, and presentation skills that are taught and assessed. Encourage student voice and choice? Trainees, with guidance from the Teacher Trainer, make decisions that affect the course of the project. Incorporate feedback and revision? Trainees use feedback to improve their work and create high quality products. Conclude with a public presentation? Trainees exhibit products or present solutions and explain their work to others and respond to content- and process-focused questions.? *COMMENTS: 131

APPENDIX 4 UNIVERSIDAD AUTÓNOMA DE CHIAPAS ESCUELA DE LENGUAS TUXTLA LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS FINAL ASSESSMENT ORAL PRESENTATION SERVICE LEARNING RUBRIC Professor : Ana Maria Elisa Diaz de la Garza Trainee Project Date TIME Limited down time, focused on project, obvious preparation. DELIVERY Voice, tone, body language, eye contact, language, reference to notes. OVERALL PRESENTATION Quality, appearance, attitude. (Attire may reflect topic.) USE OF A-V Quality & quantity RESPONSE TO QUESTIONS CONTENT 10 9 8 7 6 5 SCORE 9-10 minutes. 8-9 minutes. 7-8 minutes. 6-7 minutes. 5-6 minutes. Less than 5 Excellent use of time. Excellent use of Effective use of Good use of time. Poor use of time. minutes. time. time. Waste of time. Crystal clear. Constant eye contact. Excellent word usage. No notes. Excellent use of tone. Commanding presence. Exceptional quality. Professional appearance. Exceptionally neat. Exceptionally positive. Very clear. Exceptional eye contact. Precise word usage. Little use of notes. Varied tone. Very confident. Excellent quality. Business attire. Extremely neat. Extremely positive. Clear. Maintains eye contact. Correct word usage. Occasional use of notes. Varied tone. Relaxed,confident. High quality. Business attire. Well-groomed. Very positive Usually clear. Some eye contact. Some usage problems. Use of notes. Rarely varies tone. Some confidence. Good quality. Business/Casual. Neat. Positive attitude. Not always clear. Little eye contact Multiple word usage problems. Heavy use of notes. Monotone. Nervous & hesitant. Fair quality. Casual attire. Not very neat. Attitude not clear. Inaudible, not clear. No eye contact. Terrible word usage. Reads from notes. Monotone. Lack of poise. Poor quality. Inappropriate attire. Lacks neatness. Negative attitude. Exceptional use. Excellent use. Effective use. Adequate use. Minimal use. Little/no use. Answers questions with utmost authority & confidence. Exceptional organization, focus, knowledge, understanding, & self-reflection. Outstanding Answers questions with poise & ease. Excellent organization, focus, knowledge, understanding, and self-reflection. Relevant & concise answers. Well organized, clear focus. Proficient knowledge and understanding. Good self-reflection Adequate responses. Organized and focused. General knowledge & understanding. Some self-reflection Adequately Brief responses. Questions not fully addressed. Loose organization and focus. Limited knowledge, understanding, and self-reflection. Minimal Inadequate, awkward, or inappropriate responses. Lack of organization and focus. Little knowledge and understanding of topic. 132

Self Assessment Send 200 word reflection to amediaz57@hotmail.com asap preparation. Detailed tie-in with career. Excellent preparation. Career consideration well supported. Well prepared. Career consideration supported. prepared. Career consideration evident. preparation. Career consideration weakly supported. No evidence of preparation. Little, if any, career consideration. 133