Running Head: MY SERVICE LEARNING JOURNEY

My Service Learning Journey

Brooke Manley
Ivy Tech Community College
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Standard:

Create a reflective summary report from the results gained during our service learning
experience.

Name of Artifact: Brooke Manley

Date: April 22, 2017
Course: Introduction to Teaching 101

Brief Description:
This project was completed on an individual basis. I chose to complete my service learning at
KIPP Indy Elementary School. The second grade supervisor, recommended Mrs. Ginn for her
ability and dedication with her students

Rationale:
To document my experiences and my growth throughout my Service Learning.
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Introduction

On my first service learning day, I met Rebah Ginn, known by her kiddos as Mrs. Ginn.

She is a second grade teacher at KIPP Indy Elementary School. Her classroom was very typical

in the abundance of educational decorations and positive sayings. She has her students desks

grouped into different planets: Jupiter, Saturn and Venus that are accompanied with a standard

school chair. On the opposite side of her room, there is a magical carpet that is used for various

activities. For example, sometimes Mrs. Ginn and her students act in what they call mirror my

words and gestures. It is a memory technique used to assist in learning various vocabulary

words and their meanings.

Her students are very typical in the way they conduct themselves as second graders. The

classroom is filled with numerous different personalities. Majority of the kids have inherited the

goofy, talkative, and rowdiness a classic second grader has.

Mrs. Ginn is a younger teacher who has a passion for aiding in the success for less

fortunate children. She has been exposed to an assortment of teaching methods and grade levels.

Mrs. Ginn has taken apart of a summer camp for social studies as well as a very traditional style

classroom. She has had the opportunity to work in multiple grade levels, with first grade being

her favorite.

Relate Service Learning Experience to the Classroom

Diversity is a wonderful thing as it opens various doors and has the ability to mesh

different ideas and or perspectives together to create a grander scheme. As Mrs. Ginn defined in

our teacher interview, diversity is throughout everyday life. Diversity becomes more pronounced
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when in a group, for instance, a classroom. Some levels of diversity that lie within Mrs. Ginns

second grade classroom are: race, gender, ethnicity, home life, culture and educational

background. Although it is clear that every child in her class has gone through the mandatory

grade levels, the students are not equal when comparing scores. Some children were able to

read, others had a very difficult time. That scale was consistent in other areas as well like: math,

science, and even writing. I believe this has a connection to the childs home life and the various

situations the child is exposed to. As explained in, Student Similarities and Differences, the

previous thought is in relation to the zone of proximal development. A childs cognitive

development is contingent upon the childs exposure to new ideas, which is where that proximal

zone comes into play. (Powell, 63) Diversity within their educational background can affect the

classroom by the remarks classmates give to those struggling. For example, throughout my

learning experience I heard things like, youre dumb, you do not know that, seriously and

laughter for the childs lack of knowledge. As one can imagine, that has the potential to effect the

student in both the classroom and their everyday life.

Thankfully, race has not played a negative role in any aspect while I was there. At times, I

recall a student stating his race or confirming it, however, there were no negative ties to those

statements. Although, race does have the potential to create huge issues within a classroom if one

is not taught correctly.

One relatable moment during my service learning experience that opened my eyes was, to

not present materials in just one way. Although I have always believed in presenting material in

multiple ways prior to discussing this in Education 101, visually seeing this idea implemented

into an everyday classroom, has been an eye opener to the amount of success this idea has behind

it. For example, after Mrs. Ginn has completed a lesson, she creates a rotation of groups. Each
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group is set up to apply what the student has learned, in different manners. One group consist of

interactive computer learning style games, another is an individual based hard copy assignment,

and the last one is a group she is involved with that incorporates different activities. As

referenced in Learning the MI Way, using the multiple intelligences enables the students to

find the way he or she learns best so one can apply themselves in the best manner possible. Also

allowing the student to realize desired end stated (f.e. the musician, the scientist, the

civicminded person).Quoted directly, It is rather, a powerful tool that can help to achieve

educational goals more effectively. (Hopper, 26)

Classroom Environment and Student Learning

Everything starts at home, including behavior and the childs initial interactions with

learning. Although the saying, kids will be kids is true, you can also tell apart the kids whose

parents are a bit more in tune with their childs behavior and school life. Specifically, the

classroom I completed my service learning in had those who would listen immediately and those

you would have to threaten with recess or calling home. I even had a little girl who would disrupt

the class, tear all of her papers in pieces, make loud noises, would not complete any work given

to her, and always had an attitude so Mrs. Ginn would call her mom and send her home. At one

point, they caught on and that was no longer the answer for her punishment. However, the way

she would act in class would interrupt those students around her who were trying to stay focused.

The way a child is raised plays a ginormous role in the classroom. In my opinion, with the

incident above in regards to the little girl disrupting just so she could go home, it seems as if her

punishment is not harsh enough or it lacks in all. One would think that if a child knew he or she

would be in a great amount of trouble from being sent home, one would not want to go home

knowing the repercussions for their actions. Judging by the situation, it appears her behavior is
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approved at home so of course, she behaves that in way in class as well. During an Education

101 class, we discussed items that would affect a classroom and a child. The way parents allow a

child to act has a huge impact in the classroom.

A few minor points that I accept and believe will create a lasting impression on the

children, is her way of acknowledging the use of kind words, exposing a playful side, and her

ability to own up for her errors.

Mrs. Ginn acknowledges her students for their use of what they refer to as, kind words.

When one of her students say please, thank you, excuse me, or completes a kind gesture, f.e.

holding the door open for someone else, she faithfully thanks that student for using kind words/

gestures. I believe doing so will aid in molding that child. Respect is tremendous to me, and I

feel society itself lacks it greatly. The fact she is acknowledging and is persistent on making sure

each student is kind to the next, is powerful.

I also admire Mrs. Ginn for exposing her playful side to her students. As unimportant as

this may sound, I feel it is pertinent for any teacher to be forward with their playful inner self,

especially for younger grade levels when a child is still so vulnerable. I believe it is beneficial

because it allows the trust and rapport to create which is crucial for the learning environment.

Lastly, I respect her ability to own up to her mistakes. Mrs. Ginn comes forward with

what she is at fault with. She apologizes to her students when the mistake is on her behalf.

Personally, that is also just as critical in the learning environment especially coming from a role

model. It shows that everyone is human, and just because you are knowledgeable and have had

success in your life, does not mean you are exempt and too good for honest human errors. I

also believe it to aid in the trust and rapport I mentioned earlier.

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An idea that I like, but however would refine is the behavior stick she uses daily. I

believe this concept is pretty well known and used, especially for the younger grade levels.

However, I am not one to advocate for it. In a nut shell, Mrs. Ginn carries a yard stick that is

sectioned into colors (green-being the highest, yellow-behavior declining, orange-punishment,

and red-call home) and each student starts off at green daily. When a student becomes

disrespectful, begins to create issues or disobeys, the student is clipped down. I appreciate it for

the fact it is a tangible way for the students to track their progress, however, I dislike it for the

reason being that majority of the kids pay more attention and spend more energy on the stick,

than they do towards Mrs. Ginn. Although the students are fully aware of the consequences of

acting out, if one is moved due to their actions, you immediately get a response from that child,

whether it be screaming, huffing and puffing, crying, or a numb state to where they just stop

listening in all. Of course, it not only effects that child, but also the child next to them and

possibly even the entire classroom depending of their choice of reaction. I have even witnessed

students on their best behavior but faithfully stalk the behavior stick in anticipation for a clip

down. To reiterate, I recognize it being an effective (depending on who is discussing it) way to

hold each student accountable for their actions, however, I have no intentions on using that exact

method due to the amount of distraction it causes. At this moment, I do not have any alternatives

to the behavior stick.

One idea I reject completely, is allowing various students to act out with no discipline

following. For instance, Student A has showed signs of anger issues. He is the sweetest little boy,

but can be set off with the slightest of things. Student A will scream loudly, push things over and

yell at other students, but nine times out of ten, nothing is said to him. I am sure Mrs. Ginn is

aware of his issues and maybe thats why she doesnt always confront him about it, however, I
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feel that is prolonging the issue. I feel it not only disrupts the classroom, but it is also disrupting

his ability to learn because when he becomes angry, he immediately disengages and storms off.

In my perspective, certain things need to be addressed and certain measures need to be taken. As

referenced in (Rabin, Smith, 165) care ethics refers to the ability to respond to others needs. As

explained, teachers need to know their students well enough to understand their personal needs

and motivations. Maybe in Mrs. Ginns case, again maybe, she does not connect and understand

Student A enough to cater to his personal needs so he stops lashing out when he becomes angry.

Future Teacher

I do believe I have qualities that someone in this profession typically would have. For

instance, I have a hunger to continue my learning which is significant in the education

profession. It is important to continue to refresh and expand your mind so one has the ability to

pass along the knowledge to their students.

I believe I more than care, I have a passion that started at a very young age. Ever since

I was a little girl, I always dreamt of teaching and somehow I always knew it would be a younger

crowd. I am unsure of where that drive has come from as I do not have family members who are

teachers or anyone pushing me towards this career, but I know the passion I have for the

younger generation is alive

I lack in the following areas: patience and public speaking. I lack patience with items that

are currently irrelevant to teaching, however could eventually bleed into it. For instance, when it

comes to purchasing something new that holds a decent amount of value to it, I dont have the

patience to sit around and wait for the best deal; when I want it, I want it. However, I noticed

while completing my service learning, my patience came natural with the kids and let me tell
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you, they definitely tried it out! The only time I noticed my patience becoming short is when a

student would become disrespectful. I am huge on respect, so when anyone is disrespectful, I do

not tend to deal with it well. Ironically enough, I have thought about looking into becoming a

behavioral specialist for those who do act out. I know the statements are very contradicting, but I

feel the reason I am unable to handle those types of behaviors at the moment is because I have no

experience, training, or education on how to properly deal with it. Patience is pertinent in the

education profession as all children learn at different levels and not only that, but some do not

always obey and respect others as they should.

Public speaking has always been difficult for me. I am unsure on where this problem has

developed from, however, it does hold me back from certain things in life. I know I am more

comfortable speaking in front of younger pupils rather than older. It is important that I become

comfortable speaking in front of any age because at some point in my career, I will have to speak

in front of colleagues , parents, etc. Also, if I plan to make any moves of advancement, I will

need to have the ability to speak in front of others with confidence.

Summary

Going into this amazing experience, I was not sure what to expect. Being a part of Mrs.

Ginns classroom shed light on my inner passion for wanting to become a teacher. Most times I

left her classroom with a smile and wanting more. Seeing their little faces light up when it begins

to come together, is a feeling this is hard to put into words- but it definitely puts it into

perspective on what my true purpose is.

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On my first day, I was nervous and anxious. Eight weeks later, I walked out with a warm feeling

in my heart, I felt accomplished and I noticed my confidence level had risen. One last pertinent

detail I learned; second grade is not for me!

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References

Caropreso, E., & Weese, A. (n.d.). Educative Ethics: Lessons for Teacher Preparation
Programs.
Hooper, B., & Hurry, P. (2000). Learning the MI Way: The Effects on Students' Learning
of Using the Theory of Multiple Intelligences. 26-27.
Powell, S.D (2012) Student Similarities and Differences. (2nd edition) Your introduction
to education: Exploration in teaching (pp. 57-87) New Jersey: Pearson
Rabin, C., & Smith, G. (2013). Teaching Care Ethics: Conceptual and Stories for
Leaning. Journal of Moral Education, 42(2), 164-176.