Service Learning Reflection 3

When I read “Lives on the Boundary” I was amazed to learn about the conditions that children go to school in. Not having enough books for the class, or the right number of materials to teach the class, it sounded obsurd!
Now, I know that the lives of the children who come to the Easley Center are not as bad as some of the worst places in America, where the roof is falling in. But some of the ideas discussed in “Lives on the Boundary” are very real and relatable for the children here.
Though I do not know for a fact, but I would be willing to bet that most of the children at the Easley Center do not have the utmost, highest aspirations for their future. I overheard one little girl being asked, “What do you want to be when you grow up?” The little girl shrugged and replied, “A cosmetologist”. Now, don’t get me wrong, there is not a thing in the world with going to cosmetology school! But at this age, I was telling people I wanted to be an astronaut, or a famous painter. Most little kids do! The little girl could not have been over the age of eight! And, when one of the adults enthusiastically said, “Why don’t you go to business school so you can own your own hair salon or nail place!” this little girl just looked at them like that sounded boring, and that they were crazy. Yes, I think that a lot of the children here fall into the “I just want to be average” category discussed in “Lives on the Boundary”. Hopefully, these children will receive some inspiration on the way.

Service Learning Reflection 2

Whenever I was helping in the homework room, the only materials the children seemed to routinely use were the pencils, the electric pencil sharpener, and loose leaf paper. Every other thing they were using either came from school, such as their text books, or it was their own, like a folder or notebook. Sometimes, I would see some of the middle school students, or the high school students, using calculators. I am not sure where they came from, or if the school gives them out, but they seemed to be pretty old. The kids really did not seem to use a lot, other than their text books. Oddly enough, there are some book shelves filled with books in that homework room, but I never saw anyone using any of them. For example, what second grader is going to use an outdated encyclopedia on their science homework? Encyclopedias have virtually become a thing of the past with the advent of the Internet and especially smart phones.
I feel that the layout of the Easley Center is a little strange. In the room where the children are supposed to be focusing on their homework, there are large windows and you can see the television area from there. I found it very distracting that there was a lot of commotion happening right outside of the room, and inside the kids are trying to do their homework. Also, it was very annoying to have other kids come into the homework room running and screaming. They would come in and start distracting another kid, and then one of the adult chaperones would walk in and start yelling at the distracting kid. With all of the distractions, it is amazing that the kids can concentrate at all!

Service Learning Reflection 1

My personal literacy experience is very different than that of the children at the Easley Community Center. I went to after school programs because even if my mom was not available to pick me up from school, my grandmother, or a friend's mother would be available to pick my sister and me up from school. So I had never really had an experience like this when I was younger. I think that it makes a difference whether or not you spend your time in an after school program or not. Maybe feeling kind of “on your own” at such a young age helps to make children feel more independent?
Also, they way the speak is very different to mine. My grandfather is a college professor, and growing up, he drilled me on my grammar. If I said “yeah” in response to something he was saying, he would ask me again until I said “yes”. These little kids were using really poor grammar, but I did not correct them in fear of embarrassing them.
However, there were some similarities that I did notice. Most of the kids were relatively happy and always active. If they already had their homework done by the time I was able to get to the Easley Center, they would not just mope around. I had little girls jumping around, and boys running around in the gym. They were all very active children, as I was.
Lastly, all though they didn’t really want to do their homework, they did want to do it right, which is something I think everybody can relate to. Though you dread doing it, you don’t want to make a bad grade! I think that is a universal sentiment!

Easley 5

Today I had a very interesting homework session with a freshman girl in high school. She had a math worksheet that Holly and I helped her out with. But it wasn't the math worksheet that was interesting. It was when we were talking to her about her Biology homework. She had a composition notebook that was wonderfully detailed and completely perfect. When we commended her for such a good job on it, she said that she was really proud of it. Then, she added that it upsets her that people do less work than she does and they receive the same grade. Apparently, this little girl is doing fantastic work, and her peers do just average and she doesn't get much attention for it. I feel that if kids go above and beyond in their work, they should get some type of extra credit at least. I mean, kids need some kind of incentive.
Then, another little girl I walked around with and played basketball, four square, and go fish with said she was about to leave. When I asked her if someone was coming to pick her up she told me no. I then asked how she was getting home and she told me she was going to walk. Alone. At night. I felt so terrible for this little girl. There was absolutely nothing I could do for her. I knew how much trouble I could get in to if I drove her home. I worried about her the rest of the night, and I still have it on my conscious. It was very upsetting.

Easley 4

Today when I went to volunteer, I helped only one little boy with his homework. It was a math worksheet. But, something I've noticed is that sometimes the kids are truly trying to complete their homework, they just don't know how to. What I mean is that the kids really try to comprehend what the homework is about, but they haven't been thoroughly taught the material. Apparently, their teachers aren't very helpful in teaching. However, once I walk them through the steps of what to do, they immediately pick up on it and can do it perfectly. Now whether they can't remember what to do and are blaming their teacher is anyone's guess. I just found it interesting.

Easley 3

Today was my smoothest time at Easley so far. The little boy I was helping was very cooperative, and not manipulative like the little girl I had last time. He wanted to get his work done, and didn't partake in all of the teasing and craziness that the surrounding kids were doing. Something new that I noticed was they sort of ration their supply of looseleaf paper. It's sitting on a table, but you take only as much as you need, and the extras go back in the plastic. Also, the kids try not to waste things. There does not seem to be much to waste anyways.
This was also the first time where I was working with one kid, and other kids were coming up to me to ask for help at the same time. Normally, "my kid" would be the only one working. It was nice to feel like I was helping them, and accomplishing something.

Easley 2

Today was my second time at the Easley center. I got to help a few of the kids with their homework, which made me feel more useful than last time. I mostly helped a little girl with her English Grammar homework. I felt kind of awkward because I was a little shaky about the answers! It was difficult for the little girl to focus because the other kids would come up and distract her. And I also realized that even though the kids are friends, they make fun of each other non-stop and are constantly picking on one another. At one point "my" little girl threw a pair of scissors at the boy who was teasing her. If the boy had not ducked, the scissors would have hit him square in the face!
An other thing I noticed was the maturity that some of the kids had. They were only about 7 years old, but they behaved and talked like they were 14 years old. Gossiping and being sassy, I was a little bit uncomfortable because they tried to ask me personal questions and I would try to direct them back to their school work. There's never a dull moment!

Easley

Today was my first day volunteering at the Easley center. I went for an hour, and when I got there, the kids were all done with their homework already. I felt relatively useless because the kids were all playing with each other and I didn't want to jump into the middle of their play time. I went outside and observed some of the kids playing around outside on the playground equiptment. They were playing some kind of tag game.
Hopefully the next time I volunteer, I will be able to do something more productive and helpful.

Running List of Harry Potter Terminology

Muggle
Horcrux
Hogwarts
Apparate
Diagon Alley
Floo Powder
Unforgivable Curses
Deathly Hallows
House Elves
Voldemort
Triwizard Tournament
Nimbus 2000
Quidditch
Ministry of Magic
Bertie Botts
Room of Requirement
House Cup
Prefects
Hogwarts Express
Platform 9 3/4
Hogsmeade
Pensieve
Sorcerer's Stone
Azkaban
Animagus
Parseltongue
Basilisk
Portkey
Death Eaters
Dementor
Dark Mark

How am I connected to my project?

We were introduced when I was 11 years old. I grew up learning all about him, excited to hear what his life held in store. I was with him through the good times, and the bad. His victories were my victories. I felt his losses. When his goodness triumphed over the darkness of evil, I, along with so many others, felt like my childhood was ending.
Harry Potter defined so many people's childhoods, mine included. It is a genius work of literature, and it is enjoyed by people all over the world, and in every age group.

First Interview

For this interview, I asked the same questions I asked my classmate, so here is how the answers varied.

1. "Well, this is actually my 3rd time to Nashville, but I always love coming here!"

2. "I generally like Entertainment, Food, and History when I am traveling and looking for something to do."

3. "We visit our relatives every once in a while, so we take maybe two to three vacations a year with the family. This is our second trip this year."

4. "I really like to see live bands, and especially in cities like Nashville that have a lot of music stuff. But, I also like to see different kinds of historical places or museums that have to do with the city."

5. "Usually we don't do resorts. I like to go to the touristy places, you know? Like the tourist attractions. So I guess I wouldn't visit a place just to go to some fancy hotel."

6. "I would recommend the Hard Rock Cafe I think? It's a really great venue, and there's good music, and of course I love the food! I even bought the Hard Rock Nashville tshirt the last time I came here!"

7. "We plan on hitting up the downtown area, like Broadway tomorrow night, and things like the Wild Horse Saloon, and maybe get to the Country Music Hall of Fame or something like that before we leave."

8. "There's that big park with the goods stands I've heard people recommend for 'something different', and there's a big like Greek building? I'm not really sure what it's called, but I've heard it's very nice!"

Class Interview Transcript

1. Had you ever been to Nashville on vacation before you started looking here for college?
Classmate: "Not for tourism no. Except there was one time when I was really little and my family went to the Grand Ole Opry."

2. When you travel, what generally draws you to the location?
Classmate: "We generally don't go on vacation. We travel when we go visit family. Or we go places where family members live."

3. How often do/did you travel?
Classmate: "Not very often. About once or twice a year, and less when I was in high school. I go visit my sister in Dallas. And my parents travel a lot more, but it's to come see my sister and me."

4. What do you like to do on vacation?
Classmate: "Relax. I don't like to do touristy things. Like if I was in NYC I would want to do all the landmarks and "big apple" things. Tourist places are too crowded."

5. Do you typically go to resorts, or tourist attractions?
Classmate: "No tourist attractions. I wouldn't do either because normally when I travel it's to visit family so I would be with them. And I will stay with my family, not in a hotel."

6. If you were to recommend something to do, or a place to go in nashville, what would it be?
Classmate: "I would say see what kind of concerts are playing at like 12th and Porter or Exit/In? Or I would tell them to come to Belmont's campus and see what student things are performing. Like if it's spring with all the spring recitals, they could come see them."

Artifacts Y'all

There could be many different artifacts when considering Nashville tourists. Their souvenir knickknacks, their cameras, and their "foreign" accents could easily set them apart from real Nashvillians. But always, people who come to Nashville assume that they should dress just like the celebrities they see on CMT. They mistakenly sport cowboy hats, cowboy boots, and large, gaudy belt buckles thinking that they'll fit in with the country music scene. I'm a hostess at Demos' downtown and I can't believe the number of people who walk in looking like they came off the Dukes of Hazard set. Oddly enough, our managers encourage us to say y'all, reinforcing this odd stereotype.

Symposium Event

Though I went to see Dr. Dixon speak, I got a lot more out of going to the "Speaker Panel" convocation. But it wasn't because of Maya Angelou's presence, it was because of speaker Rafia Zakaria. She was extremely well spoken, and brought to my attention some very worrisome topics facing today's generations of Americans of Middle Eastern descent. I had worried about the treatment of Middle Eastern-Americans in the past, but I hadn't thought of the children growing up in a time where people don't trust and respect their race. Zakaria spoke of her daughter, saying that she will get pulled aside for extra screening at the airport, and it made me really think about how assuming white Americans are of other races.

Focusing in More

What I generally came to realize is that a lot of the times, people do things to avoid having contact with other people. People had their eyes focused on the ground, so that they didn't have to talk to other people. People also use their phones as a way to tell other people "Hey I'm busy on my phone doing 'important' things, please don't disturb me." This holds true not just on Belmont's campus, but everywhere!
Also, people don't seem generally happy when you just look at them walking around. They look halfway miserable sometimes, and I don't think that they are truly miserable, they just aren't aware of how their body language comes off to other people.

Observation

While I was observing people in the Beaman studying area, here are some things I noticed.
Most people who were walking around, didn't seem to be walking with purpose, even if they were cutting through the building on their way to somewhere else. Most people looked relatively bored. Many people were on their cell phones, avoiding the world around them.
However, there were people walking together that seemed to be more social, and not as standoffish.
Also, there were many "types" of people. There were guys in basketball warm-ups, girls in exercise clothes, men in business suits, and people in jeans and normal clothes.
Within the people that were sitting down at tables and chairs, many were actually doing their homework. A great deal of people were on their computers, but if you looked closely, you could tell that they were on Facebook or Twitter.

Possible Research Topic

After reading in Fieldworking, I began to brainstorm what I would find interesting to research and write about.
My freshman and sophomore year at Belmont, I would sometimes go to a Spanish speaking church so that I would pay better attention to the service (I'm partially bilingual). Perhaps I could conduct research there?? I'm not sure what I would research without involving stereotypes about Hispanic people.
Another idea I had was to conduct research about tourists in Nashville. Some things I could research could be:
1. Why Nashville?
2. What, in particular, brought them here? Ex: Country music, state capital, other unknown Nashville tourist things
3. Where they are from?

So so far, I haven't decided, but hopefully soon I can pin down what exactly I want to do.

Discourse Video

This is a clip from the opening of the Broadway musical "West Side Story"
The show centers around two rival gangs, the Sharks and the Jets. The Sharks are a gang of Puerto Ricans, and the Jets are a gang of your typical white, Yankee guys. The two main characters (a Puerto Rican girl and a white, Jet boy) fall in love, even though they are risking their lives doing so because they are from two different "gangs". The plot comes from Shakespeare's "Romeo and Juliet".
In this clip, the theme is demonstrating the discourse of two separate cultures through music and dance.

Taboos of Writing

Apart from the logical rules of writing, such as using correct grammar and proper comma placement, there are many different rules and views that I have come across in my "writing career." Here are a few that come to mind:

• In research papers, do not address yourself, or address the "audience" using the word "you" unless it is a personal story. 
• Always put your thesis/thesis statement in your first paragraph.
• Try avoiding contractions so that the paper sounds more formal. 
• If you do not have a lot of information to write about, do not write "fluff" sentences or paragraphs to take up more space on the paper.