Reflection On Service Learning

The course objective for the class Service Learning in English is to increase one’s knowledge about language arts tutoring through readings, discussion, and experience working with teachers and a specific student struggling with academics as well as his/her work ethic. I was assigned to tutor Aaron Ring, a freshman at Christel House Academy South, a nationally acclaimed award winning school. The school has a healthy and safe welcoming environment that contains a diverse assortment of students and a 20:1 student-teacher ratio to allow teachers and students to build a close relationship. The different rooms of the school were neat and well maintained. The classrooms were very clean with different lightings, colorful decorations, couches for the

It is also a “boundary spanning” activity in that it requires active involvement from people both within and outside of the classroom context, often resulting in participant contributors who represent a variety of generations, ethnicities, social groups, and experience levels (Billig and Furco, 2002, p.vii). Service-learning is designed to reduce the boundaries between an institutional campus environment and the community around it. It is designed to connect learning to real experience through service and reflection (Ball and Schilling, 2006; Becker, 2000). As a baseline to facilitate this development, service-learning is distinct from other types of community service and civic engagement experiences in that the service-learning experience must not only have a service and reflective component but also be clearly tied to the curriculum through learning objectives and theoretical underpinnings (Bloomquist, 2015; Pritchard, 2001). As Barbara Holland, former Director of the U.S. National Service-Learning Clearinghouse, shared, “Service-learning is all in the hyphen. It is the enrichment of specific learning goals through structured community service opportunities that respond to community-identified needs and opportunities.” (Kenworthy-U’Ren, Taylor, and Petri, 2006: 121).

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

Before deciding where I wanted to do my service learning, I knew I wanted to do something that had some relevance to my degree that I will be receiving in healthcare management. I was eager to gain more experience and become more knowledgeable of how an organization operates as it relates to healthcare management. I was able to secure an opportunity to volunteer at the Dallas Veterans Affairs (VA) Hospital. After completing the required VA forms, I got partnered with Mr. Alonzo Price Jr. who is a Management Analyst in Ambulatory Care, which is the department that oversees the Primary Care Providers.

Before commencing service learning, I had a number of misconceptions towards people with disabilities. Before volunteering, I had a lack of understanding, viewing people with disabilities as dependent and in need of constant help. Another misconception towards people with disabilities was focusing on the person’s lack of ability rather than the individual which consequently resulted in a one-dimensional outlook towards people with disabilities. Reflecting upon these views, I am appalled with these naive and prejudice

My service learning experience with the non-profit organization, Off the Front has contributed to my professional development and prepared me more for the business would by enhancing my leadership and communication skills. At every bike repair location, I enhanced my leadership skills by leading other volunteers on what they should work on depending on their level of skills on bike repairs and if they wanted to learn something new, and I knew how to do a repair on the bike, I would gladly teach them. It also enhanced my communication skills by knowing how to communicate to other volunteers and that each individual may require a different communication style and leadership style. It also helped me improve my writing and analysis skills. My writing skills has enhanced by being able to write my service learning marketing plan with my group and making smooth transitions since we got different part. Using my analysis skills to evaluate four years of Off the Front financials through Forms 990 and created balance sheets for years 2013-2016 and broke down the salaries amount by each staff.

I was assigned to work for America Learns at an elementary school in Roxbury for my service learning placement. America Learns works with students from kindergarten to third grade, the program is structured to offer both tutoring and an additional activity each session. The activity is intended to teach the children critical thinking skills, diversity and cultural awareness, and experiential learning, as well as help to improve basic reading skills. Twice a week each tutor works with a student through the entire program, both homework help, and the activity. The goal is that throughout the weeks of the program the tutor and student will build a relationship that benefits both parties involved.

After reading the notes that people left for me after receiving kind notes from the children of 3rd grade and the staff, I feel that my action was successful because, according to the cards, I made a difference on how they students treated each other. My actual action is very close to my action plan. I completed every that I planned and even did more, like visiting autistic children that attend my old elementary school. I researched, interviewed, made a presentation, and presented to the school. After completing the project, my knowledge and understanding of service learning improved by seeing the difference between autistic and non autistic children in between the ages of 5-10, and how tease the special needs kids. If I could make any sort

Throughout my service learning, I have mainly experienced working with children, at all different levels of skill set. There are several children in my classroom, who have Individualized Education Programs (IEP). I have worked with most of these particular students in small groups. One student I have spent a quality amount of time with is recovering from a serious brain injury. Although, my assistance has also been provided to all the students through teaching lessons and reading to the classroom. Thus, my service learning experience, has consists mainly of differentiating approaches, in order to provide support to students with a vast range of ability.

I found that the materials presented in this course definitely helped to connect with my service learning project. When I first read about this course, I thought it was going to be a difficult task to relate the coursework and the 20 hours of service time to a final paper. However, once I started doing my hours of work, it was almost eerie how the course material was spot on. In addition, if I did view something that was different from the course material, it would motivate me to research the topic further. I really enjoyed the hands on approach to this course. I am a visual learner, so having readings, power point presentations, videos and then conducting the service hours was very beneficial for me.

In my pre service learning reflection I talked about that when I go to my service learning classroom I want to be invited with open arms and be included into the classroom. This was very important for me because I know that it is hard to include someone new into your classroom. When I actually went to my service learning class I was welcomed by the teachers and by the students. I became a very helping hand because I was included in teaching lesson and helping get the students to use their words when they wanted something. I also became very close with not only my mentor teacher but also with her aids. I felt so loved and happy to be in my service learning classroom. I remember om my last day that they asked me are you going to miss us and would

The service learning opportunity I participated in was going on a class trip to the National Museum of Dentistry on Wednesday July 15, 2015 in Baltimore, MD. This museum portrayed the history and evolution of dentistry. It also included exhibitions from different fields of dentistry such as dental hygiene and forensic dentistry. This museum allowed me to see the history of dentistry, and appreciate the study of dentistry and the oral cavity.

According to Kathleen Flecky and Lynn Gitlow, service-learning is defined as, “learning that occurs in experiences, reflection, and civic engagement” (Flecky & Gitlow, 2011). In recent years more universities are implementing service learning into their curriculum. A key concept of service learning is civic responsibility. Civic responsibility can simply be defined as your responsibilities as a citizen. As will be shown later in this paper, service learning can have many benefits not only to a student, but also to the community members

Service learning is a way of combining learning objectives with community service to enhance their skills throughout an organization or community. However, I admired myself as I took on the position in the registration office as a student worker. Many would say filing papers, running errands, and assisting others is a basic job for a young man, but honestly, it was the one of the best experiences I have ever had. As the days traveled along, I never knew what to expect next or what I might learn. Perhaps having an adventurous mind and harmonious heart, growing out of the comfort zone was manifest. Working in the registration office was a way to accomplish great opportunities, seek learning experiences, and improve academic skills.

Initially I thought my service learning time in the campus gardens would be working on one task, such as weeding, the whole time. While my first few minutes of service learning were occupied with weeding, I was pleasantly surprised to be working on different tasks. The time spent in the campus gardens has been time of learning and building community. With each new task I learn why I am doing it and how it helps the garden continue to flourish or give back to the surrounding community. When I harvested butternut squash, I learned first how to know when it was ready to be picked. That squash I harvested is for the Farm-to-Table event on campus. Knowing that the campus garden grew butternut squash, I chose to try it later when it was an option