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 For example, what second grader is going to use an outdated encyclopedia on their science homework?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.