Completers impacting students outside of school and remotely The College of Education celebrated the World Day of Oral Narration (20M). Last Saturday, March 20, 2021, the Teacher Induction Project held the 6th edition of the World Storytelling Day virtually on its Facebook page (@diamundialdelanarracion). This edition carried the theme Narrating from virtuality for coexistence in Diversity. The logistics of this event consisted of publishing content, videos, broadcasts and images from different authors every short period of time. The public is encouraged to share their footage, photos and content with us, as a result of oral narration activities, focused on Puerto Rico and Latin America, both from the public and private sectors. 

Completers (42) who completed the Satisfaction questionnaire reported students' impact activities. Some of those are described qualitatively as follows: 

1. Perform choreographies where they tell a story and win prizes. 

2. Hold student assemblies.

 3. Numerous activities such as: theater week, plays for the community and private events.

 4. In the educational setting we work with various topics of interest to children. One of the themes was birds. On one occasion we used a theme to work on physical skills in babies. For example, we turned a box into an ostrich for the kids to get in and walk fast like how ostriches run. Likewise, we turned a swimming pool into a giant nest so that the children would have the challenge of getting in and out and exploring different textures inside. On the other hand, I also had the opportunity to invite the children's uncles to do sensory activities and share with their nephews.

 5. Group dynamics and assemblies.

 6. Create a book with the myths, essays and poems written by the students. 

7. Carry out business plans, advertising campaigns and apply labor laws to ethics cases. 

8. Student academic trips to Europe. 

9. Visit of the EcoExploratorio to the school.

 10. Send them a request for external study scholarships, which makes it easier for them not to have to work and to dedicate themselves to their studies. 

11. A project is established to form a connection between what is learned in class and the relevance, importance and application in daily life. 

12. Artworks are made to establish the integration of mathematics and the arts.

 13. Special projects to support school readiness goals. 

14. Profession day, in which talks are held on all areas of occupation, visits by writers and creative writing workshops, etc. I currently apply design thinking, a methodology in which I have prepared myself to give workshops and apply in class. 

15. Student organizations to achieve full integration of my EE students into the community to develop employment and self-help skills. 

16. Together with a sign interpreter, we are working on an initiative to teach sign language to the sixth and seventh graders so that there is greater inclusion with deaf and partial-deaf students. 

17. Committee of students volunteered to clean the school.

 18. Use of web pages to place different types of course material (electronic presentations and laboratory activities), to create assessment activities (word searches, crossword puzzles, fill in the blanks, trivia, identify, among others) and use of apps to develop presentations interactive (Prezi or Sway). 

19. Workshops: knowing my culture through movement and integrating weekly recreational skills to the resource room. 

20. Incorporate families in the development of daily journaling to encourage reading and writing. 

21. Museum of insects created by students with recyclable materials for one year. Another year, a museum of marine animals created by students with recyclable materials. 

22. Many of my students have defiant behavior and poor frustration management. Also, they come from marginalized communities, where the family is rarely integrated into the educational process, so they have many lags and little interest in education, because many times they do not have support, or someone who listens to them. So, some initiatives or strategies have been the integration of different activities to manage or channel frustration, such as: an area to paint, use sand, board games, etc. I also made a reading area, a cozy one with a chalk wall to assert the right to expression and express themselves either about the reading we read or about how they feel during the day or about another situation. I have also had the initiative to plant some medicinal or edible plant of your choice. These initiatives that go beyond the traditional have had an impact on my students. 

23. Efficient integration of technology and teaching. 

24. Knowing in an alternative way the History of our country and appropriating it 

Completers impacting students outside of school and remotely