Connecting Service-Learning Projects

               Our service learning projects were beneficial because we were able to learn more about community programs that aid students in expanding their knowledge outside of school. Each of our service-learning projects were done in different community programs, but they all had the same focus on helping families in the community. We were able to witness true agencies that practice the colleagueship and advocacy we will teach our students every day.

                The YMCA Program helps families have a place for their child to be while they are in work, WIC gave families the nutritional knowledge which they need in order for their children to develop appropriately, and the Milton Family Center provides many services for their community members to utilize. Doing the service-learning project was rewarding because it feels good to give back to the community.

Kaitlyn's Service Learning Project: The YMCA Program

 

 

For my service-learning project, I decided to focus on the YMCA program, also known as the Y. The Y is one of the nation’s leading nonprofit strengthening communities through youth development, healthy living and social responsibility. I did my observing at the Charlotte Central school YMCA after school program. With a focus on safety, health, social growth and academic enhancement, Y afterschool programs serve kindergartners through middle school students with a variety of programmatic and activity options to explore and develop their interests and talents. My time at the Y afterschool program was spent helping students with their homework, and on activities that help build their knowledge. It is extremely important for schools to have after school programs similar to this one because it helps families who need to work and don’t have anywhere else to send their child after school until they get out of work. This program is also beneficial because it enables students to work on their homework with adults nearby to help them, as well as create good social habits with other students and adults.  



Amber's Service Learning Project:WIC

     

         For my service-learning project, I decided to focus on the education of the physical and mental well-being of families and children. I decided to work with a supplemental nutrition program to support women, infants, and children; this is often known as WIC. This organization believes women and families should be given the right nutritional knowledge before and after a child is born by working together to ensure a child’s development is appropriate despite family income. I learned a lot about what WIC stands for and how invested they are in advocating for the well-being of the families under their care. I was able to speak with the Program Director of the Department of Health for the state of Vermont, Danielle*, and was uplifted by her care for the families, which is something I believe is important when teaching a democratic society. Danielle stated, “I walked into this job off the street and it’s the best thing that’s ever happened to me,” said Danielle. “It’s really rewarding to help a mom through a breast-feeding goal, or help a family in a time of need. Families are so appreciative, everyone wants to do a great job, but society doesn't have a lot of support for young families.”

For my service leraning, I volunteered at the Milton Family Community Center (MFCC). While I was growing up I received services from them so I thought that doing my service learning project there would be a good way to give back. While I was there I worked in three different departments, they were: infants, toddlers, and preschoolers. Working with the infants was really fun, I was able to connect with them because I have a niece who is also an infant. I feel that if I didn't aleady have expirience with babies, I would have been overwhelmed. Working with the toddlers was a much different expirience; all they wanted to do was sit on my lap and play with me. They were able to tell me and the staff what they needed, and they knew right from wrong. I really enjoyed working with the preschoolers. They were all energetic and they loved making drawings for me. I helped them do puzzles, and get their snacks. I found the whole expirience very rewarding.

Team Member Bio: Amber Fitzgerald, Kaitlyn Aube & Trista Roussin

Name:Amber Fitzgerald 

Age: 19

Year: Sophomore 

Major: English with Secondary Licensure 

Hometown: Alburgh, Vermont 

"I want to be a teacher because I believe in a successful education for all students. Using my personal experiences in a public school system, coursework at Johnson State College, and volunteerism throughout various local schools and work-sites, I hope to not only share my passion for the English arts, but also advocate on my students' behalves, ensuring a successful education throughout differentiated personalities  and lives." 

 

Name: Kaitlyn Aube

Age: 20

Year: Sophomore 

Major: Childhood Education with a focus in Psychologhy 

Hometown: Charlotte, Vermont

"I want to be a teacher because I believe that every student has what it takes to be successful given a teacher who believes in every single student. A teacher needs to advocate for those who can not advocate for themselves. I will use my experiences as a child in a classroom, and the experience and knowledge I have gained from being at Johnson State College to help all students be successful in their education. I hope to work collaboratively with faculty and parents to ensure that all students are getting what they need to mature and grow into adults." 

Name:Trista Roussin
Age: 20
Year: Junior
Major: Childhood education with a concentration in math
Hometown: Milton, Vermont
"I want to be a  teacher because I think that kids are the most important people in the world; I think that kids hold the future and it is important to teach them what they can achieve with an education. So far through Johnson State College I have had the opportunity to work in a kindergarten classroom, as well as volunteer at a community center. I want to work with younger kids because they are simply amazing."
 

Teachers for Students Logo

Colleagueship:
Principle 11: "The educator works as a team member and establishes collaboriative relationships with school colleagues, parents, agencies, and others in the broader community to support students' learning and well-being and to implement the schools goals and articulate curriculum."

Advocacy:
Principle 12: "The educator recognizes multiple influences on students inside and outside the school and accesses appropriate systems of support for schools."

In other words advocacy means that teachers should be the voice for students who can't advocate for themselves. An example would be if a student doesn't have a snack, a teacher could keep snacks in a drawer for their students.

Colleagueship is being able to work with co-workers to ensure that the students have the best learning experience they possibly can. It also means being able to work with parents, and the school system to make sure that students have the support they need to learn.

Our team motto is: Education is not about the teacher; it's about the students.

Our team shared belief statement is:
Teaching is about the students, not the teacher. Students should be taught to make choices based on fact and their own opinion. Teachers should be advocates for student needs.

The connection between teaching toward democracy and teaching is that you are teaching the students not only what to learn, but how to learn as well. The connection between teaching toward democracy and student learning is that student choice is incorporated in the curriculum and lessons. The purpose of teaching toward a democracy is giving students the ability to make choices, and also advocating for students for students who cannot advocate for themselves. 

The role students need to assume to make this possible is open- minded, respectful, attentive, and responsible.
The role teachers need to assume to make this possible is to work as a team with both parents and other teachers in order to advocate for students, open- minded, ethnocentric, and they need to embrace multiculturalism. 
The role of the community and place in the school experience of children and families is that the teachers, community, child and families work together to provide a safe and rich learning environment.

Team norms: 
How do we support each other?
Stay positive
Encouragement
Offer advice when asked or needed
Respect each other

What do we do when we have problems/ conflicts?
Talk it out
Listen to each other
Be open to different opinions/ suggestions
Compromise when needed

What are my responsibilities to the team?
Stay on task
Contribute
Communicate
Do what you say you will do
Don't try to be in charge/ work as a team

If things aren't going well what do I do?
Respectfully share opinion
Be considerate 
Try to find a solution as a team