Tennis- Personal Goal- GCD Reflection

I started playing tennis when I was 9 years old and started with no experience of playing tennis whatsoever. I have been attending tennis lessons and practices for once or twice a week to continue on improving my skills and to challenge myself in sports.

In past practices I have given myself a goal in tennis that will help me extend further with what I’m doing and to set a particular goal that will maximize my strengths. I set goals such as hittting 30 shots in a row from the backline, have more than 20 serves go in the court and win against the coach 5 times. I think that goals with specific numbers can be good to approch towards because once you accomplish it, then you can still increase the number and improve better.

Tennis is a very competetive and hard-working sport and it requires full energy and concentration to stay in the game. I run many laps on the court before actual practice to get my feetowrk ready and play some strokes with my classmates on court, which is a routine. When I was younger, I used to have no routines and goals which made it harder for me to be aware of what to imrove and train during practices because you have nothing reach up on.

I think that having a personal goal is important because it helps you achieve something in order to become more independant and skillful in any subject or aspect in life. I would work hard and practice more so that things won’t be boring. Personal goals may reflect on who you are as a person and what may interest you. For me I like playing tennis because there is always something to motivate you and achieve high rankings in tournaments or win against a strong tournament. A personal goal personally may be hard and challenging but it is important to extend on what you’re doing.

Kindergarten Visit Refelction

Today we visited a kindergarten classroom and each of us were assigned with a kid. My partner was a girl was named Rain and I read books as well as played some fun games.

I was first confused and unsure of how I could start off communicating with her, but she introduced herself to me and was enthusiastic for the acivities. I read a book about baking recipes and I was pretty commucative as I taught her what some words meant and asked for her opinions on the pictures and characters. This is when I thought that by communicating with each other, you can have a closer relationship and you get less nervous as you talk about things.

I was also caring as I followed what she wanted to do and I didn’t disagree on her actions and thoughts. When she brought a japanese game called “Ohajiki”, a game using marbles, I didn’t know how to play it really well. She taught me how to play it and although it was still hard to understand, I wanted her to have fun with the marbles, so I decided to make rainbow marbles together and she liked it a lot.

I was also reflective on the days when I was a kindergartener. It was useful to know how kindergarten was like and what experiences I had. This enabled me to relate more things together and lead the activities. The girl was very kind and talkative.  She sat next to me and I remembered how teachers used to read books to me with expression, so I put some expression in my reading to make it more interesting for her and afterall it looked like she had fun.

Being with kindergarteners today helped me learn how to get closer with people you first meet and make it fun for people by talking about things.

Phuket Expedition 2016

Our Phuket expedition was the best and unforgettable trip. We gained lots of experience, helped the people there and actually learned some important things.

The first two days were helping to paint walls and murals, also planting at the Burmese school. We worked hard in groups to make the rooms a place where children can study and have a fun time. It was a challenge to not mess up the red, blue, green, yellow and white paint, but at the end it looked like a masterpiece of artwork because we managed to work as a team. We also gave out our donations to the Burmese children and they seemed so happy with the toys, stationary and clothes they got. I thought that these donations were a trade in culture as we gave them things from Japan and we got to know a little about their lives. I liked remodeling the rooms and making their school experience much exciting.

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On the third day of our expedition, we went hiking into a rainforest. We had to take the secondary route becuase the expected route was blocked by a tree and we couldn’t walk through it. The day we went hiking, it was raining and the ground was very muddy. So we had to work as team and challenge ourselves to finish the hike. We had to call out “wait” and “stop” to let the people in front know that something was wrong or they were going to fast. I thought that communication helped us a lot. It was a unforgettabe experience because I remember how the environment in the rainforest was different from where I live right now. The humid conditions and tough trails showed me the importance of thinking carefully of the environment we live in. The next day we also went snorkling. The boat ride to the diving point was a disaster as it took us all down, sea sickness was our biggest enemy. But under the bright blue sea was so beautiful with fish and coral reefs. We went to two spots where the coral reefs were. We discovered that there were healthy coral reefs. But others were damaged becuase of human impacts such as coral mining and pollution. This made us think of the environmental issues that could be improved.

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The last days of the expedition were meeting with the SOS children. They amount of children was much more than the Burmese children and there was a variety of ages. We had to teach them Origami, Japanese traditional games like “Darumasangakoronda” which is like “Red light green light” and make wrist bands together. I was responisble in taking care of the children in my game of Duck duck goose and Japanese games. I had to show them how to play it with actions instead of talking so it was hard to actually teach them but with the help of others we were able to play. I learned that even though the things we say and our language isn’t the same with them, we still have something in connection that works afterall. Teaching new things to children was difficult but I got to learn new things myself and maybe the children will surely remember what they have learned once.

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The entire week was the best trip that I would never forget and regret. I had a great time doing many activities, having the delightful food from the British International School and a vulnerable experience. This Phuket expedition rose my motivation and awarness of this world and I know this trip has made me grow with the memories of myself. I had a once in a lifetime experience and found similarities and differences in culture that that made me more interested in.

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How does memory work?

Definitions of 5 vocabulary terms

Memory: The process of our brain maintaining the information over time.

Neurons: Cells that transmit nerve impulses in the brain

Neurotransmitters: Chemicals that send signals from one nerve cell to another.

Long-term potentiation (LTP): The ability of brain cells to increase the strength between brain cell connections.

Synapses: A small gap of the neuron that carries the signal to the next neron.

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The functions of a memory isn’t just about experiencing a event in life, make it into a memory and store inside the brain. Neurons communicate with other neurons when they recieve stimulation from same neurotransmitters and the strength of the connections is what tells us about how a memory works. It is said by William Griffith, Ph.D., a cellular neuroscientist and chair of the Department of Neuroscience and Experimental Therapeutics at the Texas A&M Health Science Center College of Medicine, that LTP, long-term potentiation explains memory a lot since it changes the strength of brain cell connections. If your brain has made a ‘strengthened synaptic contact’ and nerve cells transmitted signal to one another, then a momeory is made. To remember memories is by maintaing the LTP. When your losing strength in your LTP synaptic connections, this could cause cognitive loss and impairment. The decrease in neurons communicating to each other makes the connections weak, which makes it harder to recall memories. Memories can be thought back when you look or smell something as it relates to an event in a past. Behaviours such as addiction can be associated with memory as well because the pathways for addiction are strengthened. But there is more to be researched on how the brain generates, consolidates and retrieves memories.

 

 

Nature VS Nurture

The nature vs nurture is a debate on if the behaviours of a person is inherited or learned through the environment and life. I think that nature is what comes from your older generations and what is passed on to you.

As an example from BBC’s research, if you are born from both parents that was an olympic gold medalist runner many times, you might as well be fast having the genes passed on. But nurture comes in and also changes how fast you are. Good athletes train and train to extend their possibilities to get better and environments effect this a lot. there are countries like Kenya and Ethiopia, where there is plenty of high land and you become adapted to that enviornment. This passes on to the next generation and they get better too. Using Eugenics in sports is a big idea of making stronger and powerful people in certain sports.

Another example is a study of twins done by the ‘Lousville Twin Study’. Twins are born at the same time and can look simlilar meaning they are identical. These identical twins can though be different because one gets more nutritions during the reproduction process. But the intelligence and behaviours are within you already, although if you don’t study and the other studies for the whole time, then that’s different. People like Mozart had the smart genes since when he was born and he developed it as he grown.

Research by Cambridge study was to see how people act to adults and gender and if they are stereotypic. When an adult sees a baby girl with a boy’s clothes, they intend to give them a boy’s type of toy. And this is pretty stereotypic as people already think as boy’s should have a truck toy to play and girls with dolls. That image passes on to their children and parents tell them to play with boys with boy toys and girls with girl toys.

Overall our world has lots of both Nature and Nurture aspects which impact the way we think and behave.

Reflection: Final Project

In the past few weeks for art class, we have been working on printmaking. The whole project was about creating a design as well as a pattern of our own to show something interesting.

The first step was to research on different types of patterns and draw them in our sketchbooks. When we had an idea for our final project, we had to start planning. The second step, we had to draw our design we chose and draw them on a piece of lined paper. The design had to be 10 cm (width)× 15 (length). The third step, we had to trace the design on the back of the paper with a 6b or 8b pencil on a window. It was good that the day I traced my design was a sunny day because that helped me see my design more clear and better. The fourth step, we sticked the design on a rubber plate with tape and make the design go on. The fifth step, we started to carve. For my design, I made sure that I carved each spot carefully. When we were done carving, we got paint. The tools and materials we used for this was a brayer, baren, paint palette and of course paint. The brayer was used to spread the paint all over the palette and get the paint on the rubber plate by rolling the brayer on it. The baren was used to softly press the carving palette with paint on a piece of paper (any color). We also mixed colors after we did some of our prints using one color.

From below I’ll be answering these questions in paragraphs.

1. Describe the part of your design that was influenced by another culture. Why did you choose that culture’s motif?

My design I made was influenced by a Hawaiian culture motif. I wanted to include a type of flower that represented the tropicalness of nature in Hawaii. The figures that were a smeicircle shape on the both right and left were tried to be shown as fruits with seeds in it. I chose this culture’s motif because I thought the aspects of it’s culture had a really simple design and I also thought it was easy to show some creativity in a way that makes the print look interesting. Also, I thought that the Hawaiian style of art was unlike other ones from other places and I thought it was a unique traditonal thing to do on my print design.

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2. Describe the most difficult aspect of this project. Why was it so challenging?

I think the most difficult part of this entire project was sticking your design and drawing over on the rubber plate. In this step, what you had to do was to stick your design onto the rubber plate using tape. Then after sticking it, you had to trace your design agian with a 6b or 8b pencil to make the design get transfered on the rubber plate really clear. But for me, this process didn’t work out that well. Sticking my design onto the rubber plate was hard. It was mostly because the tape I chose was a made out of paper and it was not affective on the rubber plate making it kind of hard getting it sticked on. Also, the step where you use a 6b or 8b pencil to trace on the rubber plate was quite hard because I accidently put some of the tape where I had to trace after. Furthermore, the tape was sticky and strong. I had to try to not rip the paper, gently taking off a bit of the tape then tracing it over. I think that was something that I worked out well by myself.

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3. Explain how you solved problems during this printmaking unit.

During this printmaking unit, I think I have sovled lots of problems other than sticking and tracing. First of all when I was carving my design onto my rubber plate, I was having some problems with carving the negative parts. I wasn’t really confident within my carving skills so I asked people around me to give me advice and help me on how I can carve better, not making my design being messed up. Those people I asked helped me and they told me that I didn’t have to carve that deep on the rubber plate. This was helpful because this would’ve taken me much more time and I wouldn’t have finished carving on schedule. Another problem I had was that I put too much paint on the palette in my first try I did. I knew that I put too much paint so I thought I could’ve shared it with other people if they wanted to have some of it. Afterall, I didn’t have to waste the paint and I ended up having to give the paint to my friends. The last problem I had was that I couldn’t really choose what my design should be at the beginning of this unit. I was thinking of many different kinds of designs from many different kinds of cultures. It was difficult for me to create my own design becasue I had lots of ideas up in my head. But I looked and searched up for types of designs on the internet that I had confidence in doing with and if that was what I really wanted to do.

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4. Describe what you have learned this year in art class that will help you in Grades 7 and 8.

Throughout this year, I have increased my level of knowledge towards art. I have learned many things that will definitely help me in 7th and 8th grade. Starting with, I think I have learned how to use paint in a variety of ways. For my painting I did in the second unit, I had to get different colors of paint and put them on my painting. On the yellow backround, I decided to use two paint brushes and just spread them out everywhere. This seemed to work pretty well after and I thought it was a creative idea to do because I thought I was missing something. This made it really affective and it caught the other people’s attention much more. Also, another thing that will help me in 7th and 8th grade will be me having to ask for feedback from other people. I noticed that this whole year, the artworks that I did were helped by my peers. When I ask for them to give me advice, they always give me advice and work out problems with me. The first unit for example, I had a lot of people do that to me. The unit was about creating our portrait drawings and I was struggling if the details on my face really looked similar with how I look for real. So I asked people around me and I aksed them if it was turning out good. The result was even and some people agreed although some people disagreed. The people who disagreed told me how to improve on it and with their help, I could make it much more realistic than before. Now at the moment, I know that it can be a big help for other people to give us feedback and advice so that your artwork can be improved and made to a better one.

Next year for art class (although I will be going away), I will be aiming for new goals and I will be going to make my art skills improved by trying to do my best all the time. I will continue on having to encourage myself to think more creative in making different kinds of artworks. But to be able to these things, I need to first follow the steps and to the instructions told by the teachers.

Math Reflection (the most boring blog post in the world!)

Hello everyone! My name is Tan and I’m a student in 6B. I’m almost going to be in 7th grade. My math teacher is Mr. Fedley and he is from Austrailia. He loves teaching us and is a very nice teacher (I guess…)

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In this semester, I have learned lots of fun and interesting things. But I don’t mean it for all the work. We learned are measurements, probability, integers, patterns and algebra and the exam.

This semester, we did a lot of textbook works and taught people math. We did some mathletics and paper worksheets.

I enjoyed doing the textbook works. LOL!! Actually I enjoyed the works he gave us because that made my tests results become better. I also enjoyed asking questions because Mr. Fedley always explains it in a understandable way.

This semester the integers unit was kind of hard because it had a lot of patterns and that is one of my weakness. Also I could’ve done better on the exam because I didn’t expect my marks.

Next year I want to be able to get a full mark for my report card. So I will ask a lot of questions even if Mr. Fedley won’t be there. Which is kind of sad 🙁 I will try to focus harder on algebra because it’s my strength. I hope to see you Mr. Fedley again angain and thank you for teaching us these past years. Have a safe trip!

Un Petit Service Skit

Today in French class, we created our own skits on a topic related to school supplies and not having those shool supplies brought to school. I was in a group with Tsuyoshi and Alex. I was a student who didn’t lend Tsuyoshi (the boy who forgets his stuff) because I don’t have what he needs. Well hope you like and learn something (if your’re not learning French…I’m sorry.)

Tout pour la rentrée- French

In French class we have started a new unit on school supplies. On this blog post, I’m going to write the answers for each question on the video we watched in class. Here is where you cand find the website to the questions. Login, select chapitre 3 and also select mise en train. Then once you have selected, you just click on “Go!” and find Activités 1-5 on that page.

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Activités 1

1. What is the relationship between Julie and Mme Pelletier? How do you know? Julie is the daughter of Mme Pelletier and Mme Pelletier is the mother of Julie. It seems that they live in the same house and they discuss a lot together.

2. Where are they? They are in a stationary or either a school supply store. 

3. What are they doing there? They are trying to find the eqiupments and supplies for Julie’s school.

4. Why does Julie need a calculator? She needs a calculator to use it for her English class. 

5. What is Mme Pelletier’s main concern? She does not agree with what Julie suggests to buy. Julie wants to buy a green bag, but Mme Pelletier disagrees because it’s too expensive and thinks it’s better to buy a different one.

6. What do you think of Julie’s decision at the end of Pas question!? It was really smart for her to buy a cheaper bag than the other bag she wanted to buy and got her mother a blue t-shirt, not spending the rest of the money on her own.

Activités 2

1. Elle aime la calculatrice à 80 € is said by Julie so it becomes “Julie aime la calculatrice à 80 €.”

2. Elle voudrait une calculatrice-traductrice is said by Julie so it becomes “Julie voudrait une calculatrice-traductrice.”

3. Elle aime mieux le sac à 12 € is said by Mme Pelletier so it becomes  ”Mme Pelletier aime mieux le sac à 12 €.”

4. Elle aime mieux le sac vert is said by Julie so it becomes “Julie aime mieux le sac vert.

5. Elle va aller à l’école sans sac is said by Julie so it becomes “Julie va aller à l’école sans sac.”

6. Elle n’achète pas un sac à 33 € is said by Mme Pelletier so it becomes “Mme Pelletier n’achète pas un sac à 33 €.”

Activités 3

1. ask what someone needs? Qu’est-ce qu’il te faut?

2. tell what you need? Il me faut…

3. get a salesperson’s attention? Pardon, mademoiselle.

4. ask the price of something? C’est combien?

5. say you like or prefer something? J’aime mieux…

6. say you don’t like something?  Je n’aime pas que!

Activités 4

1. Mme Pelletier asks Julie what she needs for school.

2. Mme Pelletier asks a salesperson if she has any pencil cases.

3. Mme Pelletier asks the price of a box of coloured pencils.

4. Mme Pelletier asks the price of a calculator.

5. Julie points out a bag she likes.

6. Julie says she will go to school without a bag.

Acitivités 5

What do you think will happen next in the story? I think in the next story, Julie is probably going to see all of her students in class having more expensive bags than hers and she will ask Mme Pelletier to buy another one instead of the bag she has right now. Then she will greed Mme Pelletier to buy it and she will bring it to school the next day.  

My Artist Statement

In art class, we have been working on a very long project for our second unit and we are a few steps away to finishing. The project relates to a portrait painting that expresses a person, yourself or either someone else. For this unit we were told to draw an portrait painting that will show the person’s identity, culture and as well as their emotion. We also learnt about the color wheel and how the system works. With that useful knowledge from the color wheel, we were able to to express the person with all sorts of different colors. Most students in our class decided to draw our friends or our people from our family. I eventually decided to draw Ryu and introduce the main things about him.

Here is the sketch of the portrait painting I did at the very first.

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Throughout this unit, I think I have improved on drawing a person’s face more realistic and commonsense. At the end, I realized that the portrait really looked like Ryu. It demonstrated his emotions on his face and the important ideas on the backround. He liked to do baseball and he was a fan of the Yokohama Baystars, so I chose to draw  him wearing the uniform and cap on his head. I also drew two flags that represent his own country; the Philipines and Japan because he is half filipino and half Japanese. The cross on his neck represented Ryu beingas a Christian as well.

Here is the portrait painting that I finshed at the end.

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When I started the outline of the project I was thinking about things that described Ryu. But I remembered about the checklist we’ve done at the beginning of this unit and I looked back at how I could use colors to express Ryu’s feeling and emotions. When I started the painting I could see a couple of problems. It was hard for me to get the exact color I wanted and it didn’t blend well that together. So I dipped my brush in the water and I just spilt a tip of it to blend even better.   Also, when I finished the painting I thought about getting advice from people around me so that they can help me with my my painting and improve it more. I kept on doing this process at the end and I got of great feedbacks that actually helped my painting.

One of the strength is all the colors. The colors represent Ryu by showing him having a pssionate side (orange) and a cool side (blue) on his face. Also the backround are close to the complementary colors blue which are mainly yellow. I decided to do a complementary color of blue so that it wouldn’t be too simple and boring. The gradations on some parts were good too. For example, the cap on Ryu’s head has gradation on the lower part. This is a strength that I showed, but I could’ve still blended colors more. Another strength is the composition. My composition was very good because the painting was split in two. One side was a drawing of the baseball ground and the other was a drawing of Ryu. This made it look more interesting and made it differ from what most people do. My weakness, although, was the lack of blending colors. This unit was all about blending colors and to express the person with colors, but I didn’t blend that much. If I had I had blended more colors, it would’ve been more creative and it coould’ve caught more attention from people.

I think the painting shows Ryu’s emotions and feelings by the colors a lot. Another way I expressed Ryu was with the items on the background. I tried to include a certain type of aspect that tell part of Ryu’s life. This can maybe connect to Ryu’s dreams. Ryu said to me that he wanted to become a baseball player someday and become famous. So I decided to try to include how he felt at that time. Lastly, another way I expressed Ryu is by his facial expression. There are mixed emotions that clearly show who he is, where he’s from and what he wants to be. I enjoyed creating this painting and I had lots of fun doing it. It was challenging and I hope to do better next time I do something like it. I know there are many things that I could improve on, but I liked the colors I used and I think I did a great job. I’m proud of what have done and I think I was able to learn many kinds of teqniques and skills during this unit. This will definitely lead to my future artworks!