Day Six

Today was exhilarating. At first.

We were out the door by 8:30am to head out to the workforce center in school vans. Yup, we went on a field trip. Why don't schools in Malaysia approve of field trips? Sometimes, I would've really wanted my younger siblings to have had the opportunity to study in the United States of America! The education systems here are wholesome and covers every aspect; preparing you for the mean world. On that note, let's review a bit on the cultivation theory I studied in my pre-thesis Theories and Criticism class last semester:

George Gerbner coined the Mean World Syndrome. It is is a phenomenon where the violence-related content of mass media convinces viewers that the world is more dangerous than it actually is, and prompts a desire for more protection than is warranted by any actual threat.(Wikipedia.Org)

 And sure, one can argue that a lot of it is exaggerated, however, for someone with disabilities -- like Phanuel and the like, would definitely need assistance in discerning if they're being manipulated or otherwise. So this trip was just wonderful for my class. They learned about what is expected of them, they learned that there are agencies that will teach them their rights as employees with disabilities, and that there are services available to train them in to be able to lead normal, functional lives. Without the huge need of being assisted. So this was definitely huge for them.

It was exciting to observe Tom, already picturing angles and shots at the workforce center, for the videos they would make as a class. He will definitely be heading a lot of our projects throughout this program. Luke, though less dominant than Tom, has a lot of valuable critique and comments as well. It is exciting to watch them brainstorm.

Rob was here today. Today was the first time I heard him talk SO MUCH! It started in the school van and it conitnued. He is slowly getting used to me and all the new faces in class. I'm so glad.

Day Five

Myra (PARA teacher) introduced Andi (Andrea) from PACER to the class. Myra also had them introduce each other to her. Andi began by introducing what PACER truly is and past internships in BHS were discussed. Two of the students, Tom and Cheyenne had participated in a web-design internship and then Tom started to repeat word for word what he's had to say in the phone when gathering clients for their website. It was amazing to hear him just recite stuff off the top of his head from last year! Sure it wasn't flawless - but seriously, I could never do that as well as he.

Tangent: Over the weekend, on the way home from my little break away in Brainerd, the car I was in (I carpooled) played Veggie Tales silly songs, all of which I know (or rather, used to know) by heart. I almost grew up with Veggie Tales, by the way. And singing along to the lyrics, was difficult for awhile as I tried hard to conjure up memory after memory for each song!

Returning to reality now.

Another reason why I'm so excited to hear Tom recite that, is that Phanuel (my darling little brother) has a photographic memory too. Anyway, Brenda Story, my supervisor has stepped into class to join us today. Andi began handing out the Video Toolkits to everyone.

Today,

we found out that we won't be editing our own videos, or our final product. This is quite disappointing for the students and myself as a supposed BSU video intern. I had been hearing about us not editing in our class a little earlier last week, but was hoping against hope that they would change things.

They did not.

They did, however, opened up the opportunity for me to teach some editing and to practice that on producing a blooper reel. And I guess that is better than nothing. Tom and Luke looks so disappointed - I could see it. Oh, well. This is the "reel" world, I guess. Haha.

Andi began to introduce what we will be working on. The videos made will be published on the PACER, YouTube and Vocational Rehab websites. It had to be funny yet professional.

"So appropriate funny?" a student asked, and was responded by laughter.

This class is amazing. I'm going to love my students and hate it when I have to leave. Andi wants us to brainstorm ideas for a topic for the 3rd video. (We are to produce 3). The first two topics have already been decided for us as a class. I think these themes will be interesting and helpful to these students as they step out of high school and begin a life of independence and learning to fend for their own. I just wish we could work with the videos in terms of editing too. I absolutely think my class would be able to do it!

Mary (assistant PARA teacher) is wonderful. She has noticed my quiet disappointment somewhat and has been awfully accomodating and always playing host. Reminds me of my best friend, Erik in the Hope Lodge right now. He always is very accomodating and is ALWAYS playing host. He's even told me before that he would never change when we told him to quit being so nice.

Some things you can't change.

Mary has also offered to share confidential behavioral information on each of or students, to help with my research process. What a great resource for my thesis!

Andi talked about a media consent form which is really imperative for a semi-professional video project. "I just can't believe how well this class is working with my next hour," James said, beaming. He goes for Intro to Video after this class hour. A boy after my own heart, I say.

Andi and Myra (and even Brenda) have made it a point to specifically mention that I'm the resident expert at the moment. I will have to disagree: I think Tom and Luke are already in-class experts as it is. But I truly hope the faculty here understands that is wasn't important for me to be super-recognized for what I can do. I just want to feel like I've made an impact in these kids' life to a certain degree - whether or not significant. And though I was disappointed, it was something I can live with.

I am absolutely okay with it.

Tom raised his hand and began to explain about how hard it would be to communicate their ideas  to a non-present video editor. And how the students themselves wanted in on how their videos should flow. But this is where Andi brings up the clapboard. "That way we'll be able to tell your takes apart." Poor Tom. He was not satisfied with that answer, I could tell. But he remained quiet.

Andi goes on to speak.

Again, she mentioned me being a lead-go-to-figure and an in-class expert as an attempt to alleviate my own disappointment at not being able to help the kids edit their own video footage. I hope they know that giving me flattering labels and titles are not going to help anything. I also hope they know I'm not five years old.

Smiles all round.