Running Head: SERVICE LEARNING REFLECTION

Service Learning Reflection

Joe Harrison
Ivy Tech Community College

SERVICE LEARNING REFLECTION

Service Learning Reflection
Abstract

In service learning, a prospective teacher learns about the nature of an educators

roles in the classroom through observation, assistance and use of subsequent reflections
upon these insights and experiences in the context of classroom discussion and course
reading to begin construction and examination of their personal models and philosophical
assertions concerning practical aspects of teaching and learning. This reflection
documents service learning in Beth Westerfields second grade class of twenty-seven
students during their literacy block. During this project, Beth modeled to me the teaching
practices in place that I would later execute, and shared with me her methods on and
thoughts about teaching. Through this practical observation and application I have gained
a cursory understanding of a classroom environment and was given a unique opportunity
to approach the topic of education through the lenses of both student and teacher,
facilitating a broad and dynamic perspective on a career in teaching.
Introduction
My service learning was completed at Hattie B. Stokes Elementary School in
Lebanon, Indiana and facilitated by principal Kelly Sollmon and supervised by secondgrade teacher Beth Westerfield, a twenty-two year veteran of elementary education.
Being scheduled to arrive the before students on Monday mornings enabled me see how
Beth prepares the classroom for the week, preview lesson plans for the upcoming literacy
block and observe how her students start their days. Students eat breakfast and begin
morning work, followed by announcements, then stations during which students work
independently and in pairs while Beth meets with reading groups. Following this, a

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selection from the curriculum reading series is introduced and the teacher leads the group
in students in Socratic discussion. The block concludes with vocabulary after which
students transition to lunch and Beth takes a break.
Service Learning Related to the Classroom
Service learning provides a preliminary context for an aspiring teacher to ways in
which their success as a student of education is predicated on a deep understanding
professionalism, a component of Education 101 that has emerged as a theme consistently
relatable to all of the areas of interest to the coursework, projects and discussions.
Personal commitment to a defined code of ethics, and the subjection of those convictions
to critical review as well as the refinement of ones rationale, are attendant to and drive
all aspects of professionalism, particularly those concerning teacher relationships and
classroom environments. With these insights, our sense of professionalism and
understanding of its meaning begin to extend beyond notions of obligation and
commitment, towards more noble motives such as duty and compassion.
A student with exceptionally poor eyesight and another with social-behavioral
disorders both require and deserve the opportunity to work with teachers to define goals
and develop adaptive individual education plans that can be carried with them throughout
their educational career. Both of these examples of student diversity are taken from my
service learning and are representative of more subtle and perhaps overlooked
characterizations of diversity, and provide a sense of scale and scope to its nature.
Defining diversity requires an ever-increasing list of qualifiers and concomitant social
constructs, making its very nature amorphous, and poses a challenge to educators who are
charged with practicing equitable and ethical teaching methods. I was told of the

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challenges facing these particular children early on and was able to observe the strategies
implemented to aid in their success.
Student one (A) suffers from severe myopia to the extent that he must scan text
line by line at a close distance. His classmates are aware of his eyesight deficiency and
quite naturally allow for him to be in any seat which best allows him to see instructional
materials. I believe this is an appropriate way to offer solutions to an exceptional child
and model supportive behavior to that students peers. Beth is able to tap into her
students sense of compassion, leveraging it to create a more inclusive classroom.
Student two (B) has been diagnosed with a behavioral disorder(s), is highly
intelligent and often quite neurotic. His classmates are aware of his differences and sadly
are not as supportive as they are in regard to their other classmates needs, and in fact
generally avoid working with B. In recognizing the social experiences that B is and
is not receiving it seems that there may be an opportunity to give every student a chance
to pick a partner, or declare that any child without a partner gets to pick the pair that they
will join, instilling in students a respect for their classmates learning and the processes
and activities associated with educational environments. This edifies the social structure
of the classroom and promotes an egalitarian and humanistic learning culture.
On impartiality, Jeffrey Glanz states: an educational leader who intentionally
considers alternative ways of thinking and behaving, and who promotes equity for all
people, affirms and facilitates an educational environment conducive to learning and
achievement for all. (Glanz, 2002, p. 102). Impartiality is essential to diversityconscious education because it models to students an egalitarian attitude that will not
only allow for better and more equitable instruction, but also imbues students in these

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same values of sensitivity, conscientiousness and positive regard for others-elements of

education venerated by John Dewey and summarized by authors Stephen Fishman and
Lucille McCarthy in their work on Dewey:
The moral dimension of education fails unless we also prepare students to
participate cooperatively in social life and advance community welfare. (Fishman &
McCarthy, p. 48, 1998).
In order for student learning to be accessible to all students, lesson plans need to
be presented in a way that combines and supports multiple modes of intelligence and
ways of knowing. Use of instruction that appeals to the multiple intelligences theorized
by Howard Gardner, was ubiquitous in my service learning experience and proved to aid
in tackling the diverse learning needs in Beths classroom. In her approach, lesson plans
are designed to include a gamut of differentiation, not focusing heavily on one learning
style but attempting to include is many as possible throughout instruction. A particularly
good example of this is apparent with projects in which students pick the medium, and
assignments that only require students to complete a certain number of questions, each of
which sympathizes with a different learning style. This allows students a chance to
influence the academic abilities on which they will be assessed, and provides
opportunities for deeper, more authentic learning to take place.
Classroom Environment and Student Learning
The faculty and administration at Hattie B. Stokes Elementary embrace
humanistic approaches to education and recognizes opportunities to prevent bad behavior
through modeling, and by incentivizing good behavior. During school-wide morning
announcements delivered over the schools public address system, students who were

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observed making good choices, demonstrated exceptional work ethic or went out of their
way to help a classmate are commended and subsequently rewarded (with candy). These
Shamrock Salutes are submitted by teachers every week. Also included in the morning
announcements is an affirmation in which students remind themselves of their own
willpower and ability to choose their actions wisely. Finally, a Lifeline of The Month
word is introduced; the month of Aprils lifeline word was honesty. Every Friday students
and teachers wear superhero themed clothing. The superhero ethos relates to the schools
anti-bullying campaign, and is intended to empower students by showing them that they
can be superheroes by reporting bullying or otherwise speaking up.
I believe this school has taken many measures to ensure a safe, productive and
democratic learning environment by using positive reinforcement, such as the Shamrock
Salutes. I particularly like the lack of emphasis on academic performance in these student
commendations. Student growth should be acknowledged whether or not that growth is
represented in the grade book, and these salutes are a wonderful way of showcasing a
student who might otherwise remain unrecognized for their achievements. Stacking up
these small successes can give a student renewed confidence in their school-life and may
help to build a more positive self-image. I do, however feel that use of extrinsic
motivation (candy) can be a more high maintenance means of achieving results, in that it
necessarily cannot be maintained without external input. For this reason, I believe
students should be guided to discover their sources of intrinsic motivation and learn how
to stay motivated without external reward.

SERVICE LEARNING REFLECTION

Future Teacher
In reflection upon these experiences in a classroom Ive become more aware of
the facets of organization and time management involved in the classroom. My

supervising teachers students know exactly where everything is and what they should be
doing. I asked about this and Beth told me she really drills procedure for the first twenty
days, and will line the children up ten times if necessary. She emphasized how important
it is for them to know what good procedure looks and feels like. The level of thoughtful
organization Beth and her co-teachers have done in their classrooms is compelling, and
inspires me to improve and grow to these standards. This attention to detail has created an
environment where students are engaged, seldom misbehave or act out and serves as a
sort of preventative classroom management. Working with children for a living has given
me the opportunity to become a better communicator with children and develop patience
and compassion for young learners and I am grateful to have had these skills for this
project. In my experience, children are more excited to learn with people who are excited
to teach and should feel safe in these environments. Most children dont like to feel as if
they are being worked on, so I believe it is important to make sure children know
teachers are there to work with them, their abilities and their challenges to give them the
best chance for academic success.
Summary
In service learning I have experienced a very small part of what teaching is like,
and learned from a veteran teacher about the ways it has influenced her life in and outside
of the classroom. I have seen students making discoveries and guided their learning
experiences using inquiry, as well as observing application of instruction techniques

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inspired by Howard Gardners multiple intelligences and embracing the educational

philosophy of John Dewey. This time spent in classroom has given me context for the
reading and discussion entailed by this course of study. Most potent is a growing
perspective of ethical educational practice, and some stark realities of teaching. Teachers
need to make tough decisions and without a strong ethical review process, they would
often unable to stand by those decisions. This has been the greatest revelation in my
service learning experiences.

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Fishman, S. M., & McCarthy, L. P. (1998). John Dewey and the challenge of classroom
practice. Teachers College Press.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Glanz, J. (2002). Finding your leadership style: A guide for educators. ASCD.