Mid-Summer Reflections

[Mike Poluk]

Now that I'm almost halfway through my summer holidays I've had a chance to reflect on the experiences my students had with their Making A Difference program. I also want to add my personal perspective to Angela's recent post in which she ponders how to inspire students to take a self-directed and self-motivated approach to service learning.

In her post Angela states that service learning is a common thread within her family relationships and the work she does with other teachers and kids. I would have to say that I am beginning to share the same experience. I've spent a couple of days trying to think deeply about what it is that lies beneath this common thread that Angela and I have spoken about, and I think that maybe I might be on to something.

I recently read a section of Stephen R. Covey's book, The Seven Habits of Highly Effective People, that discusses the importance of developing a "principle-centered paradigm" or a core set of values that allows people to naturally think outside of themselves and try to make a positive difference in the lives of others. By being "proactive" and "beginning with the end in mind" we can use our principles to begin a service inititiative and, importantly, understand the significance and reason for being involved.

What does this have to do with my students and Angela's post? Well, the single biggest factor that caused my students to gain momentum with their service initiatives was the example set by Angela's daughter, Laura. In Laura's blog she described the work that she planned to do, the reasons for being involved, reflections on her accomplishments, and her next steps. This was a great real-world example of someone modelling the exact principles that we had discussed over and over again. We were able to look at the dots on Laura's cluster map and see that others were interested in reading about her efforts and comment on the work that she was doing. At this time, our Making A Difference program was admittedly teacher-directed. I pretty much laid the program out, provided the guidlines and challenged the students to go beyond what they thought they could do. Laura's example set off a sequence of events that changed the direction of the rest of our program. Groups of students began to develop their own initiatives (very ambitious I might add) with parental involvement, websites were planned, and research was brought to me on other children who were involved in service learning. One particular student even created her very own mission statement that focused on how she wanted to make the world a better place and encourage others to do the same.

I realize that scaffolding and modelling may not result in every student becoming self-motivated to engage in service initiatives, but my experience this past year has shown me that principles and values combined with modelling, encouragement, and exposure to real-life examples can lead to outstanding, self-motivated accomplishments from our students. Does this make sense? Am I in fact on to something? I would love to hear what you think.

[Jenny Luca]

Mike, You are onto something, and I'm sorry it has taken me so long to get this reply to you. I truly believe that people of any age benefit from modelling and scaffolding. Particularly the kids we teach. They need educators like you to point them in the right direction. Like you say, we can't always guarantee we will influence everyone, but if we have an impact on even just a few it's worth it. Sometimes our kids don't get that modelling in their home environment so it's vital they are exposed to it at school.

You are such a vital part of this Ning Mike. Thanks so much for all that you contribute.

Jenny : )

[Angela]

Hi Mike--
I'm just getting back from a retreat that included conversation around Covey's work and a visit from Bena Kallick (Habits of Mind). Our group was small, and afterward, I had the most incredible conversation with a fellow of our program who teaches social justice and service learning at the university level. She mentioned that one of her goals was to transform her students' lives, and of course this connected well to the thoughts I shared here before.

I remember we all began talking about moments when our lives were transformed in some way...and we all agreed that transformation was slow. In fact, I didn't even realize that I had been transformed until many many years later...it's hard to see how substantially we're being changed or causing change when we're right on top of it in the moment, perhaps. This has given me much to think on this summer, as I have pulled back from leading the way with service in our home and in my work with other kids. I made this decision, because I didn't want the work of it to seem artificial. I wanted the kids to take charge. And they are! But they also need help...they need direction...and they long for inspiration. Realizing that it may be many years before they are able to talk with me about the impact of all of this on their own lives and the lives of others seems to have helped me in a way.

I absolutely see what you're getting at Mike. I wish you had been at the table when we were having this conversation!