Japanese 320: Advanced Service Learning
This class was probably the most interesting class that I've taken. I learned the true meaning of service in the classroom and I learned the service learning definition of service. I read and analyzed and discussed many articles which correlate with strategies of service and how it differentiates with helping and fixing. From article reading, I've came to realize that good intentions, helping, and fixing are not good for peoples well being. It doesn't make people learn and doesn't change an issue. Helping makes me believe that a person is forcing their expertise on someone and shows that the helper is looking down upon someone to make them feel superior. Fixing portrays that you see something, a relationship or society, as broken. Fixing is also a way to prove your strength, but it will not solve anything but make others feel weak as well. Nothing is broken. However, when people serve, they treat everyone as equals. Everyone is treating each other with respect; nobody is stronger or superior than anyone. There are people with different occupations who have more power and knowledge. But, power and knowledge doesn't mean those should act as though they're above authority.
For example, a teacher is teaching his/her students. The teacher has more knowledge, experience, expertise and power. However, for the teacher to teach the students and truly make them learn the purpose of the subjects. The teacher needs to think only about the students. In other words, the teacher cannot just rely on his/her own knowledge, but ask the students questions and let them express themselves. The students teach the teacher so the teacher can find strategies to teach students. The teacher is serving the local community. Him/her is not going to work for the money, but to teach students and preparing them for their long term success. Good intentions will not teach children and it will not solve issues. Good intentions means people are only watching from a distance but not performing service and doing anything to change it. All this information was crucial when traveling to my service learning site. I had a responsibility to teach 7 lovely fourth graders about Japanese culture.
Honestly, the first two weeks I was teaching my lesson plans and leaving right away. I wasn't thinking about the kids, but trying to only pass the class. Then I realized, these children aren't learning anything and I'm showing them no purpose. How is my selfishness going to serve these kids good, I thought. Subconsciously, I suddenly became super engaged in my lesson plans, providing many strategies and activities that will be entertaining and informational to all students. All my students had different ways of learning; some were visual learners, some learned well with hands on activities, some memorized subjects well with quizzes and writing and reading. Since my students contained different learning mentalities, it was my duty to think of methods for all of them to learn the same purpose equally. I didn't limit these kids. Therefore, I began asking them what they wanted to learn for future lessons. They gave me so many ideas and I didn't realize that I was completely enjoying myself; I couldn't wait till the next lesson plan. The last week was a bit intense. Students became sad and wanted me to return forever. I didn't think teaching small children would be a career path but after service learning, I now want to get my teachers credential.
Evidence: Community Partnership of Youth Recommendation by Benjamin Bruce (Program Director) Link
Windows Photo Viewer: PIC
For example, a teacher is teaching his/her students. The teacher has more knowledge, experience, expertise and power. However, for the teacher to teach the students and truly make them learn the purpose of the subjects. The teacher needs to think only about the students. In other words, the teacher cannot just rely on his/her own knowledge, but ask the students questions and let them express themselves. The students teach the teacher so the teacher can find strategies to teach students. The teacher is serving the local community. Him/her is not going to work for the money, but to teach students and preparing them for their long term success. Good intentions will not teach children and it will not solve issues. Good intentions means people are only watching from a distance but not performing service and doing anything to change it. All this information was crucial when traveling to my service learning site. I had a responsibility to teach 7 lovely fourth graders about Japanese culture.
Honestly, the first two weeks I was teaching my lesson plans and leaving right away. I wasn't thinking about the kids, but trying to only pass the class. Then I realized, these children aren't learning anything and I'm showing them no purpose. How is my selfishness going to serve these kids good, I thought. Subconsciously, I suddenly became super engaged in my lesson plans, providing many strategies and activities that will be entertaining and informational to all students. All my students had different ways of learning; some were visual learners, some learned well with hands on activities, some memorized subjects well with quizzes and writing and reading. Since my students contained different learning mentalities, it was my duty to think of methods for all of them to learn the same purpose equally. I didn't limit these kids. Therefore, I began asking them what they wanted to learn for future lessons. They gave me so many ideas and I didn't realize that I was completely enjoying myself; I couldn't wait till the next lesson plan. The last week was a bit intense. Students became sad and wanted me to return forever. I didn't think teaching small children would be a career path but after service learning, I now want to get my teachers credential.
Evidence: Community Partnership of Youth Recommendation by Benjamin Bruce (Program Director) Link
Windows Photo Viewer: PIC