First year service day reflection
Teacher self reflection examples
These mats were laminated and presented to a local soup kitchen to be given to the people with their Holidays meals. Like our kindergarten, each grade develops its own initiatives. A portion of the normal coursework is substituted by the community-based component. This year we will be doing an interdisciplinary project with the Humane Society dealing with the care and protection of animals. The students visited the veterans and invited them to events at our school, made cards, listened and learned the wealth of knowledge the veterans were able to share. The students were aware that many veterans who reside at the home are lonely, depressed and rarely visited. Each homeroom had a representative that collected and counted. They then performed a play for other students and their parents dealing with what they had learned about butterflies at the nature center. At the end, we discussed what we could have done differently to avoid some of the problems. Eyler, J. Equip students with knowledge and skills needed for service: To equip the students with the skills and knowledge they needed, we studied techniques for learning lines, and for staging movement and gestures with a theatrical consultant. She has recently returned from world travels, which saw her climbing partway up Mount Everest and later helping the people of Central America who were ravaged by Hurricane Mitch! This feast was compared to the first Thanksgiving dinner. As in traditional internships, students are charged with producing a body of work that is of value to the community or site.
The activity integrated math, writing, language and social studies. Students learn about the needs of migrant families, organize into teams and draft their project proposals in Spanish. This type of learning provides a student with an experience outside of the classroom in their area of concentration.
Linda D. Students also worked directly with people of all ages, races, ethnic groups, abilities and disabilities, genders, and economic backgrounds. Develop student responsibility: Each homeroom selected a representative who collected the money.
Reflection questions for teachers professional development
References Brookfield, S. Lessons were learned from failures as well as successes. If outcomes are too broad, it may be difficult to devise appropriate reflection activities and to develop appropriate assessment techniques. Action research and participatory action research take a significant amount of time to build relationships of trust in the community and identify common research agendas; however, community research projects can support the ongoing research of faculty. Reflect through the service-learning experience: The students were encouraged to reflect on the project through class discussions, journal writing, creation of a PowerPoint presentation and displays, and newsletter articles. Reflect throughout service-learning experience: The students first had to analyze the potential environment danger in their community. Develop student responsibility: The students themselves wrote the grant to receive funding from the Chesapeake Bay Trust. Students visited the nursing center on a Thursday morning, set up, performed and socialized with the elderly. Meet a recognized community need: The project helped to raise moral in the students and staff of Southern Middle School and engender school and community pride in an effort to decrease vandalism and related behaviors. Communities are not monolithic and have differences in power structures, classes, gender and race. Through this project, we developed two important community ties. We listed the problems that were being encountered and worked as a group to fix them. The class that brought in the most cans by weight would win a juice and doughnut party to recognize and celebrate their success.
Throughout the years, we have sent students to them to clean up their storage areas. The community was encouraged to donate also, and students were asked to try to earn money for the collection in some manner.
Self-focused reflection questions: What personal qualities e. Profits from the boxes sold went to two local churches.
Through the authentic grant writing process, each student had a part to complete within the grant application. Gardiano, for her patience in teaching and guiding us to make this project a success. Another project involved eighth grade students using the election process as a context for writing editorials about state and national political issues.
Through this project, we developed two important community ties.
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