Service Learning Journal Example
Part 1
The first week of service learning at Jessie Keet Pre-Primary School was very overwhelming and yet also motivating. I observed a community where children are in great need of love and affection because they do not seem to get it anywhere else. Most of the children are raised in single-parent households. Their parent(s) work hard during the day to provide for the family and then they are too tired at night to give the children the attention and love that they need. This leads to the fact that the children behave in ways to attract attention to themselves. They will run around, shout or treat each other violently, like hitting each other, pulling hair and making nasty comments. The teachers have classes with over 30 children in a class and this makes it difficult for one teacher to control all the children. The children will not always listen to their teacher. It is very chaotic. Overall the school seems to function well, with a clear routine in place. During this first week I was mainly asked to observe .
There are many positive aspects about Jessie Keet. The school has a set routine for when the children eat, sleep, use the bathroom, play and learn. This provides structure to the day’s proceedings and it helped to make me feel more at ease. One of the first things that made me feel happy and comfortable was the fact that some of the children in each class ran towards me to hug me. This proves that it is a loving environment where children feel free to show their emotions. The way in which the children who were only five years old brought back their plates after eating and neatly stacked them, proved to me that there is discipline in the school. This is very positive because it shows that the children have respect for their teachers and that they listen to the instructions of their teachers. A specific incident that made me feel very happy and positive was when I was sitting on the carpet with two girls, Jamelia and Amy, in the class of four year olds. It
The first week of service learning at Jessie Keet Pre-Primary School was very overwhelming and yet also motivating. I observed a community where children are in great need of love and affection because they do not seem to get it anywhere else. Most of the children are raised in single-parent households. Their parent(s) work hard during the day to provide for the family and then they are too tired at night to give the children the attention and love that they need. This leads to the fact that the children behave in ways to attract attention to themselves. They will run around, shout or treat each other violently, like hitting each other, pulling hair and making nasty comments. The teachers have classes with over 30 children in a class and this makes it difficult for one teacher to control all the children. The children will not always listen to their teacher. It is very chaotic. Overall the school seems to function well, with a clear routine in place. During this first week I was mainly asked to observe .
There are many positive aspects about Jessie Keet. The school has a set routine for when the children eat, sleep, use the bathroom, play and learn. This provides structure to the day’s proceedings and it helped to make me feel more at ease. One of the first things that made me feel happy and comfortable was the fact that some of the children in each class ran towards me to hug me. This proves that it is a loving environment where children feel free to show their emotions. The way in which the children who were only five years old brought back their plates after eating and neatly stacked them, proved to me that there is discipline in the school. This is very positive because it shows that the children have respect for their teachers and that they listen to the instructions of their teachers. A specific incident that made me feel very happy and positive was when I was sitting on the carpet with two girls, Jamelia and Amy, in the class of four year olds. It
References: Hironimus, R.J. & Wallace, L.E. 2009. The sociological imagination and social responsibility. Teaching Sociology, 37(1): 76-88.