RUNNING HEAD: Service Learning Project Review

Service Learning Project Review

Amelia Dyer
Introduction to Teaching
Ivy Tech Community College

Service Learning

Standard Ten: Leadership and Collaboration

The standard I chose for this paper is standard number ten. This standard explains the
idea of taking leadership roles and opportunities to take responsibility for student learning. This
standard explains what it means to take leadership roles within the classroom and student
learning. It gives the opportunity to collaborate with learners, families, colleagues, and other
school professionals. I chose standard number ten because it connected with everything that I
experienced with The Service Learning Project. It was an amazing experience to get to work
with the kids and the teachers. I felt like I really learned a lot and grew magnificently as a person
and as a future teacher. I look forward to seeking more experience and having more amazing
opportunities like this within my college education.

Service Learning

Have you ever wondered why teachers do what they do? How they teach and what
strategies they use? I was able to experience what it is like to be in a classroom and explore
everyday occurrences of a classroom. The teacher I had a pleasure working with was Mrs.
Kristen Arnes. Kristen works as a supervisor for a before and after school program called Honey
Grove Educational Center. Honey Grove is a center that is connected to all of the Elementary
Schools all around the Center Grove District.
Honey Grove allows a number of students from each Elementary School to stay before
and after school for Homework and Activities until their parents or guardians arrive to take them
home for the evening. The school that I had a pleasure of working for is Center Grove
Elementary school. Shadowing this amazing school was one of the best experiences I have had
so far in my college education. Doing work such as this in my college classes just makes me
even more thrilled about become an elementary school teacher.
The type of environment Honey Grove has is a very positive one that many of the
children enjoy and feel safe in. Many teachers work diligently to provide positive learning
environments that discourage such solutions (Caropreso 2002). The type of environment that
they appear to be is a Program that is very inclusive and very family oriented. The reason I say
this is because all of the teachers of Honey Grove let all of the kids of grades kindergarten
through fifth grade play together as a group for a little while. This usually happens in the
Mornings when the kids are playing games in the cafeteria and when they eat breakfast.
When the kids are separated into grades, they are separated into three different groups
for rotations, grades first and fifth together, and kindergarten and fourth together and second and

Service Learning

third together. The reason why these grades are separated by such a large grade gap is because it
gives an opportunity for the older kids to be good examples to the younger kids and show them
what is right and wrong. I really like the way that they did that because it shows the older kids
how to be good role models and how to lead younger kids. Progressing to cooperative play,
children actively coordinate ways to keep the interaction going (Kohlberg 1984). This is helpful
because the younger kids are interacting with the older kids. So this is something that I would
accept and do in my classroom if we ever had a chance to combine classes for a day. It is
important for the older kids show the younger kids what is right and how to behave.
One thing that I really find useful and helpful in our Program is that when we keep track
of incidents by filling out accident and behavioral slips stating the accident that happened, who
was involved, how we fixed it, and what we need to do to make sure it doesn't happen again.
How we fill out the behavior slips is by stating behavior incidents that occurred and how we are
going to address the situation and prevent it from happening again. So these very similar things
are good systems to follow because it helps keep track of each child and what happens under our
watch.
I would do this for my class but maybe in a different way by adding something so the
kids can see how they are doing. Maybe a way of address the kids of this is by doing a Green
card, a yellow card, and a red card. The Green card representing good behavior, the yellow
representing caution, and the red representing danger zone. If they are in danger zone then they
should have some kind of consequence for getting to that point. If this happens then they will
learn what they need to change to make better decisions next time. Also, being reflective can be
very helpful and sharing my own experiences with them could give them a better perspective.
Try storytelling, and thinking aloud of your own experiences with fixed or growth mindset. A

Service Learning

student, or colleague, might better grasp what we mean by fixed vs growth mindset through your
example (Snyder 2015). Using Accept Reject, or Refine has been an amazing technique to
use when deciding what to use in your classroom.
By doing this observation, the things I have observed and learned have been very helpful.
I have a strong belief that many of the things that I have seen and learned I can use in my career
field of teaching. The first important thing I have learned is how to catch the attention of the
students by doing what are called attention getters. Attention getters are what we use to get the
kids to quiet down and look at the Teacher and listen to the instructions about to be given. I have
learned how to get the kids to quiet down and listen to what I am about to announce to them. I
have learned how to be understanding when they talk, but I also have to be strict with them or
they will not take me seriously.
Another thing I have learned is that they are on a schedule and they do better when
everything is in order and organized. This means that they know what they need to do and know
what is expected of them. When there is not a set schedule they are confused and stressed out and
just think they can have a free day of whatever they want to do. I have seen this happen; since
they are so used to a schedule, it throws them off when the days are all out of order and different.
So having a schedule is a really great way to keep everything organized and to teach the kids
what is expected of them on behavior. It keeps everything organized and running smoother for
the kids and for the teachers as well.
I chose these two of the many important skills for many reasons. I chose these because I
believe that it is very important that they day is running smoothly for the kids and for the
teachers as well. It is important that these kids are being taken care of and having fun, while they
are learning at the same time. I chose attention getters as being an important skill because I find

Service Learning

it helpful and easier to get the attention of the child when you do it in a fun way instead of just
telling them to stop talking. One example that I think is an attention getter that the kids enjoy is
when the teachers say Hocus Pocus! and then the kids say Everybody Focus! Using fun
ways to get the kids attention is more likely to be successful.
This Service Learning has helped me grow into a more confident and a more experienced
student and future teacher. What I have learned here at Center Grove Elementary School is how
to connect with the students and have them learn efficiently while also having fun with it. I have
seen an amazing growth within myself and within the kids here at Center Grove Elementary
School. The students seem to be very comfortable with me and enjoy my company as I enjoy
theirs as well. I can see there hunger for learning and for bonding with their peers. It is really
amazing to see how students grow each day throughout the year. Seeing them grow into someone
great and seeing how far they are going to is really a priceless feeling.

Service Learning

Citations
Snyder, E. (2015, February 26). Best Way to Teach Mindset? Model It! Retrieved
May 03, 2016.

Kohlberg, L. (1894). The psychology of moral development: Essays on moral

development. Retrieved May 04, 2016.

Caropreso, E. (2002). Educative Ethics: Lessons for Teacher Preparation

Programs. Retrieved May 04, 2016.