Service Learning Reflection

1. What was the most memorable moment/event/day of your service-learning experience? Why?

                  The most memorable moment of my service learning experience was the last day of Brain Train. When Alexia came up to me, she told me in a sad voice “this is your last day here…I’m sad.” I told her that technically, although today is my last day, I could always come back next quarter. After hearing my response, Alexia was overjoyed and was excited for the Brain Train program. After working with Alexia and officially ending the Brain Train program, Mr. Lincoln told the volunteers to stay a little while after so he could make an announcement. He generally thanked every volunteer for their hard work and time commitment for Brain Train, because without our help, Brain Train would not be able to be as successful this winter quarter. He told us that this quarter had many positive results; almost all the students in Brain Train increased their test scores 50 points. He especially mentioned the few names who had significant increase in test score results, and one of the names he mentioned was Alexia! All the tutors turned their attention to me and congratulated me for my accomplishment in improving a student’s testing scores. I felt overjoyed and extremely happy; because of my time and commitment of tutoring her, I had made a huge impact on her academic profile and increased her test scores. That was one of my main goals before going into the Brain Train program, to make an impact on my student and consequently improve their academic knowledge and testing skills. 

2. Has your service-learning experience changed your perspective of education/learning/discourse? How so?

Volunteering at Bailey Gatzert changed my prospective of how discourses affect a student’s education and learning, especially working as Alexia’s tutor for Brain Train. Although students learn the same concepts, they have different learning paces. Alexia is the youngest out of her three older brothers in her family. Since her brothers are older, they pick on her and bully her. Whenever I see them pick her up after Brain Train, Alexia seems to always have her guard up; if she doesn’t, her brothers begin to bully her in derogatory ways. Although it seems as if Alexia brushes off the rude comments her brothers attack her with, I observe her upset attitude after her brothers stop teasing her. This is probably the reason why Alexia sometimes misbehaves in class and is disrespectful. Her primary discourse is exposed to negative behavior, which influences her to act the same in her secondary discourse, at school. However, when Alexia is not misbehaving, she is intelligent and completes her work correctly.

3. What was the most challenging aspect of your service-learning experience? How well do you feel like you faced those challenges?

The most challenging aspect of my service-learning experience was when Alexia misbehaved and was disobedient when I asked her nicely to complete her assignments. It was not only one day, but also multiple days that she would act disrespectful. Sometimes Alexia would get out of her chair and run around like a wild child, as an excuse for searching for an eraser. The other tutors and their students would observe Alexia run around the classroom and I would feel embarrassed because I could not get her to sit down until five minutes after. When she acted out, I told her in a stern voice to play the behaving game. It is fortunate that first graders love any game they are taught, even if it means they have to behave or not talk for duration of time. Whenever she would behave, I would draw happy faces on her paper when she completed her assignments, which made her want to play the “behaving” game even more!

4. How has your service-learning experience affected your view of SU’s mission, particularly in terms of social justice? What do you understand differently about the value of service and social-justice issues?

                  “Seattle University is dedicated to educating the whole person, to professional formation, and to empowering leaders for a just and humane world.” My service- learning experience confirmed Seattle University’s mission because the Youth Initiative program coordinates with the community so that Seattle University students have the chance to be involved and help the community. Places such as Bailey Gazert Elementary School, Garfield High School, and Pratt are some of the opportunities where Seattle University students can volunteer, and it is very easy to sign up. Personally, volunteering at Bailey Gatzert was so much fun this winter quarter that I signed up to become a tutor for Spring Quarter. I believe Seattle University is making these opportunities to volunteer so simple to join and fun, that it makes students want to continue their service for the community.

Day 6

              Today was the last day of Brain Train and volunteer opportunities at Bailey Gatzert Elementary School. Mr. Lincoln, the program coordinator announced to all the tutors to wear a Seattle University shirt to show school pride on the last day of Brain Train and because a photographer from the newspaper was going to document pictures and write an article on the successful results from Brain Train in Seattle Public Schools. The first station Alexia and her group had to go to was the computer lab. Mr. Silver, the computer technician told the students to play the bear counting game, where the students had to make blocks of 10 by clicking on the blocks when they would come down the waterfall so that the bear could pick them up. Alexia played this game and enjoyed counting to ten so much that she made 7 blocks of 10. This was progress from last week of Brain Train when she only could make 3 at a time.

            After the computer lab, the students and volunteers were led outside so that the photographer could take a photo of the Brain Train participants and volunteers together. Looking at all the Brain Train students, I realize how lucky they are to have the Brain Train program at their school and to be a part of a great education-changing program. After taking the picture, the group went into the library for a math lesson.

            Alexia had to finish a math worksheet of adding and subtracting, which she did not have any trouble with, and also complete a worksheet to tell time, which was easy for her. When everyone was finished, the instructor played Bingo with the students. Alexia was so close to getting Bingo, but Mr. Lincoln told the instructor to wrap it up because Brain Train was about to end. The instructor told all the students to raise their hand up if they got Bingo, and Alexia wanted to raise her hand up too, even though she did not get Bingo. In a stern voice I told her, “Alexia, you did not get Bingo so you should not be raising your hand. I know you were really close to winning, but lying is not being honest.” She then put her hand down and told me “Okay, I guess not.” I felt bad but I knew I was doing her a favor in teaching her what the right thing to do was.

            I was sad that it was the last day of volunteering at Bailey Gatzert. I made an impact on Alexia and helped her improve her academic skills, which were my goals in the beginning of the quarter. The experience from volunteering at Bailey Gatzert inspired me to sign up and continue next quarter to volunteer again as a tutor.