Event Participation:
Before the event: Before the event, I went to meetings to discuss and hear about event ideas. I was later informed that it would be best if I signed up for the event instead of hosting it. I helped with ticket sales and Twin Day. Ticket sales were going really well, and I personally signed up lots of people. On the other hand, Twin Day was a failure—practically no one entered the draw or even knew about it. In the future, I think it would be better to focus on one main event rather than putting half-effort into a side event that doesn’t work out.
During: I was a grade 10 student and went to the actual event and participated in the games together with the others. I did not have any official role to perform at the event.
After: I helped with cleanup by collecting tables, loose garbage, and poker chips.
Curricular Competency: Develop listening skills that are necessary to be an effective leader and active listener.
How It Relates to My Course Goals:
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Improved communication by speaking to students during the sale of tickets.
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Improved teamwork by listening to feedback and adjusting my role as needed.
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Thought about the success of the event and provided feedback for future improvement.
Actions Taken:
Before the event: I discussed, listened to advice, and adjusted my role based on feedback.
During the event: I spoke to students to encourage participation, answered questions, and addressed concerns.
After the event: I evaluated the event’s success, identified issues with Twin Day’s low turnout, and suggested areas of improvement.
Evidence:
Ticket Sales Success: I directly convinced many students to sign up, demonstrating good communication and persuasive skills.
Identifying Twin Day’s Issues: From observing the reaction of the students, I saw that many students were not aware of the event. I suggested having one central event in the future for greater effectiveness.
Post-Event Cleanup: I helped clean trash and tables, demonstrating responsibility and teamwork.