Running Head: SERVICE LEARNING REFLECTION

Service Learning Reflection

Tanna Cassell
Ivy Tech Community College

SERVICE LEARNING REFLECTION

I was grateful enough to get the opportunity to do a service learning experience in

a genuine classroom as a sophomore in college. Service learning is a teaching and
learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience, gain teaching responsibility, and strengthen
communities. (Service-Learning as a Catalyst for Community Development: How Do
Community Partners Benefit From Service-Learning, 2015, pg. 158) After difficulties
with beginning the experience at a school, I decided to arrange my service learning at
Homecroft Elementary School in Southport, Indiana; who was more than helpful
throughout my experience. Throughout this paper, I will share my experience and things I
observed within my five weeks of working in a classroom at Homecroft Elementary
School.
I worked within Mrs. Lypinski and Mrs. Ashmores third grade class. It is a class
that consists of a mix of normal learners and exceptional learners. There are about 25
students total within the classroom and five with learning disabilities. Mrs. Ashmore is
the aid that helps out with the five students with special needs with reading and writing.
For this course, I worked with Mrs. Ashmore and the five students. I worked with Jaiden,
Kayden, Braiden, Cynthia, and Don. Believe it or not, I worked with three students with
rhyming names. All of these students have specific learning disability, which is a disorder
in one or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell or to do mathematical calculations, including conditions;
Dyslexia is an example of SLD. Kayden also has OHI, other health impairment. Other
health impairment is having limited strength, vitality or alertness, including a heightened

SERVICE LEARNING REFLECTION

alertness to environmental stimuli, that results in limited alertness with respect to the
educational environment. (American Academy of Pediatrics. (2007).)
From what I observed, the classroom setting is very warm, welcoming and
friendly. Displayed around the classroom are the students assignments, projects and other
work, along with posters with appropriate quotes related to the students successes. There
are desks around the classroom but there are also beanie bags, beach chairs, and pillows
in the back of the classroom, which creates a warm, cozy place for students. It is a
classroom where the teacher uses the pull out method and there is indeed a classroom
routine. When Mrs. Ashmore and I arrive, there is usually a new lesson plan starting. The
students gather on the empty carpet space in the middle of class, facing the board. Mrs.
Lypinski teaches the new lesson, for an example, a Haiku poem. She informs the class
what it is, teaches them how to do it, and then does a demonstration with the class up on
the board. She has students raise their hands and selects on students to complete lines of
the poem. After completing the lesson as a classroom, students go back to their seats and
work on their work individually. This is where Mrs. Ashmore and I step in and pull out
the exceptional learners and take them to the back table where we help them with their
assignments, tests, and projects. There, we give them our undivided attention and break
down the assignment into smaller sections so its more comprehensive for them.
I observed through body language that the five exceptional learners are more
comfortable working with Mrs. Ashmore compared to Mrs. Lypinski, even though they
spend most of their day with Mrs. Lypinski. This may be because they feel Mrs. Ashmore
is more helpful and has gained their credibility. Ashmore mentioned she does this by
practicing what she preaches. She explained that once you tell your student something

SERVICE LEARNING REFLECTION

without following through, you instantly lose their trust and respect. I have also observed
through body language that Mrs. Lypinski and Ashmore works as a team throughout their
class time together. They work as a partnership so much to where all the students (not
only exceptional) has a relationship with Mrs. Ashmore.
A significant and popular teaching practice I realized being implemented in the
classroom was the pull out method, mentioned in the article, Critical Practice Analysis of
Special Education. Specially designed instruction may be provided in a regular
classroom setting and/or within a resource room pull-out setting depending on the
students individual needs. The ultimate goal is to ensure full access to the general
education curriculum and programming to students with special needs (Critical Practice
Analysis of Special Education, 2015). I think this method is beneficial for both the
students and teachers. I think it is important for exceptional learners social skills and
confidence to work in a classroom with normal learners, but also have the opportunity to
get pulled out and receive extra help. By pulling these students out, whether it is to the
back of the classroom or a separate classroom, these students get the learning
environment they learn best in, receiving undivided attention from their teacher. I think it
is also important for all educators to know how to work with exceptional learners. It
creates a diverse environment, which all educators should be able to work in for learning
experiences.
Even though it was only five weeks, I have learned a lot working in an
exceptional needs classroom; something I did not expect to learn. I have learned that
every child, with and without a disability, can still learn and do things above and beyond
whats expected of them. Ive learned that every day offers something new, and you must

SERVICE LEARNING REFLECTION

take advantage of it. This service learning experience was an absolute honor and
privilege. Many community colleges do not offer such an experience, especially in an
introduction course. Service learning has helped me gain hands-on experience, grow an
understanding for teaching and partnerships, grow my professional network, develop and
enhanced collaboration, and leadership skills. (Service-Learning as a Catalyst for
Community Development: How Do Community Partners Benefit From Service-Learning,
2015, pg. 164) It was a great learning experience but more than anything, it was a huge
motivational inspiration. This experience has motivated me so much to do well in school
and graduate so I can have my own classroom with my own students.

SERVICE LEARNING REFLECTION

6
Citation

American Academy of Pediatrics. (2007). The Medical Home Portal. Retrieved May 5,
2009, from http://www.medicalhomeinfo.org/downloads/pdfs/JointStatement.pdf

Geller, J. D., Zuckerman, N., & Seidel, A. (2016). Detailed Record Title: ServiceLearning as a Catalyst for Community Development: How Do Community
Partners Benefit From Service-Learning? 48, 151-175.
http://dx.doi.org.allstate.libproxy.ivytech.edu/10.1177/0013124513514773

Murawski, W. W., & Bernhardt, P. (2016). An Administrator's Guide to Co-Teaching. 73,

30-40. Retrieved January, 2016, from
http://www.ascd.org/publications/educational_leadership/dec15/vol73/num04/An
_Administrator's_Guide_to_Co-Teaching.aspx

Thorius, K. A., & Maxcy, B. D. (2015). Critical Practice Analysis of Special Education
Policy: An RTI Example. Remedial and Special Education, 36, 116-124.
Retrieved April, 2015.