SERVICE LEARNING REFLECTION

Service Learning Reflection

Tanna Cassell
Ivy Tech Community College

SERVICE LEARNING REFLECTION

I was grateful enough to get the opportunity to do a service learning experience

in a genuine classroom as a sophomore in college. Service learning is a teaching and
learning strategy that integrates meaningful community service with instruction and
reflection to enrich the learning experience, gain teaching responsibility, and strengthen
communities. (Geller, Zuckerman Seidel, 2015, pg. 158) After difficulties with
beginning the experience at a school, I decided to arrange my service learning at
Homecroft Elementary School in Southport, Indiana; who was more than helpful
throughout my experience. Throughout this paper, I will share my experience and things
I observed within my five weeks of working in a classroom at Homecroft Elementary
School.
I worked within Mrs. Lypinski and Mrs. Ashmores third grade class. It is a class
that consists of a mix of normal learners and exceptional learners. There are about 25
students total within the classroom and five with learning disabilities. Mrs. Ashmore is
the aid that helps out the exceptional learners with reading and writing. For this course, I
worked with Mrs. Ashmore and the five students. I worked with Jaiden, Kayden,
Braiden, Cynthia, and Don. Believe it or not, I worked with three students with rhyming
names. All of these students have specific learning disability, which is a disorder in one
or more of the basic psychological processes involved in understanding or in using
language, spoken or written, that may manifest itself in an imperfect ability to listen,
think, speak, read, write, spell or to do mathematical calculations, including conditions;
Dyslexia is an example of SLD. Kayden also has OHI, other health impairment. Other
health impairment is having limited strength, vitality or alertness, including a heightened

SERVICE LEARNING REFLECTION

alertness to environmental stimuli, that results in limited alertness with respect to the
educational environment (American Academy of Pediatrics, 2007).
From what I observed, the classroom setting is very warm, welcoming and
friendly. Displayed around the classroom are the students assignments, projects and
other work, along with posters with appropriate quotes related to the students successes.
There are desks around the classroom but there are also beanie bags, beach chairs, and
pillows in the back of the classroom, which creates a warm, cozy place for students. It is
a classroom where the teacher uses the pull out method and there is indeed a classroom
routine. When Mrs. Ashmore and I arrive, there is usually a new lesson plan starting.
The students gather on the empty carpet space in the middle of class, facing the board.
Mrs. Lypinski teaches the new lesson, for an example, a Haiku poem. She informs the
class what it is, teaches them how to do it, and then does a demonstration with the class
up on the board. She has students raise their hands and selects on students to complete
lines of the poem. After completing the lesson as a classroom, students go back to their
seats and work on their work individually. This is where Mrs. Ashmore and I step in and
pull out the exceptional learners and take them to the back table where we help them
with their assignments, tests, and projects. There, we give them our undivided attention
and break down the assignment into smaller sections so its more comprehensive for
them.
I observed through body language that the five exceptional learners are more
comfortable working with Mrs. Ashmore compared to Mrs. Lypinski, even though they
spend most of their day with Mrs. Lypinski. This may be because they feel Mrs.
Ashmore is more helpful and has gained their credibility. Ashmore mentioned she does

SERVICE LEARNING REFLECTION

this by practicing what she preaches. She explained that once you tell your student
something without following through, you instantly lose their trust and respect. I have
also observed through body language that Mrs. Lypinski and Ashmore work as a team
throughout their class time together. They work as partners, to where all the students
(not only exceptional) has a relationship with Mrs. Ashmore.
A significant and popular teaching practice I realized being implemented in the
classroom was the pull out method, mentioned in the article, Critical Practice Analysis
of Special Education. Specially designed instruction may be provided in a regular
classroom setting and/or within a resource room pull-out setting depending on the
students individual needs. The ultimate goal is to ensure full access to the general
education curriculum and programming to students with special needs (Thorius, 2015).
I think this method is beneficial for both the students and teachers. I think it is important
for exceptional learners social skills and confidence to work in a classroom with normal
learners, but also have the opportunity to get pulled out and receive extra help. I 100%
accept this method; Pulling these students out, whether it is to the back of the classroom
or a separate classroom, gives the opportunity for these students to get the learning
environment they learn best in, receiving undivided attention from their teacher. I think
it is also important for all educators to know how to work with exceptional learners. It
creates a diverse environment, which all educators should be able to work in for learning
experiences.
During in-door recess I observed that the small group of minority girls, (Asians,
Latinos, and African Americans) played separately together. During my five weeks of
service learning I have not observed any type of discrimination, so I dont think these

SERVICE LEARNING REFLECTION

young girls purposely separated themselves, or that anyone purposely excludes them
from their play group. However, I think this is because they feel more comfortable being
around other minorities in an environment that is majority Caucasians. Growing up, I
went to schools being the only African American in my classrooms. As a child, I always
found this topic difficult to talk about and I never shared my feelings on it. This ties in
with the educational philosophy we spoke about in class. Existentialism is a highly
subjective philosophy that stresses the importance of individual and emotional
commitment to living authentically (Leahy, 2009 pg. 18). It emphasizes individual
choices; how individuals are born and must define themselves. Its obvious that Mrs.
Ashmore realizes the separation during recess and allows it to happen. I accept this
100%. Its not like they never interact and work with others on their own but I think
these minorities should be able to find a place of comfort in the classroom, which seems
to be being surrounded by other who understand their situation.
A skill that I observed from my observation that I think is strong is having
initiative and confidence with students. Having initiative is the ability, power and
opportunity to take charge, which cannot be done without confidence. It is believing in
the possibilities of opportunity; ones who sees opportunity where others see barriers. I
think this skill is very significant for both an educator and student. A teacher should be
able to be comfortable and have the ability to take charge as the head of the classroom. I
also feel that for a teacher to earn respect and the ability to be trusted by students and
parents, they must be able to have initiative. Students should also have a skill of having
initiative in the educational classroom. Students with initiative will take their talents and
multiply them, increasing their involvement in their education. Such children take action

SERVICE LEARNING REFLECTION

without being asked to, or depending on an outside person, and readily capitalize on
opportunities.

This also happens to be a skill I could further develop. When first starting the
service learning, I was very nervous and timid of what the children and the teacher
would think of me; I lacked confidence majorly. Without proper training, I was thrown
in a situation where I had the responsibility of teachers who had been teaching for years.
This stopped me from making actions to many opportunities. For an example, I would
wait for Mrs. Ashmore to give me instructions or ask her permission before I took
actions in helping out students. As the experience went on, during my final week, I
believe I gained great initiative. I was able to instruct my students on my own with great
confidence. I am now able to discipline and confront the students when appropriate.
They gained great trust in me and came to me for questions and their assignments. I built
a great relationship with them, which made it hard to end such an experience.

Even though it was only five weeks, I have learned a lot working in an
exceptional needs classroom; something I did not expect to learn. I have learned that
every child, with and without a disability, can still learn and do things above and beyond
whats expected of them. Ive learned that every day offers something new, and you
must take advantage of it. This service learning experience was an absolute honor and
privilege. Many community colleges do not offer such an experience, especially in an
introduction course. Service learning has helped me gain hands-on experience, grow an
understanding for teaching and partnerships, grow my professional network, develop
and enhanced collaboration, and leadership skills. (Geller, Zuckerman, Siedel, 2015, pg.

SERVICE LEARNING REFLECTION

164). It was a great learning experience but more than anything, it was a huge
motivational inspiration. This experience has motivated me so much to do well in school
and graduate so I can have my own classroom with my own students.

InTASC Standard: Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility
for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the
profession.
Rationale: To document my understanding of Standard #10, Leadership and
Collaboration, I incorporated my Service Learning Reflection. In this experience I took
on a leadership role as a temporary teacher aid to help my professional learning
experience. I made personal reflections on my experiences that will be helpful in my
own classroom in the future. It helped me grow an understanding for teaching and
partnerships in todays education.

SERVICE LEARNING REFLECTION

8
Citation

American Academy of Pediatrics. (2007). The Medical Home Portal. Retrieved May 5,
2009, from http://www.medicalhomeinfo.org/downloads/pdfs/JointStatement.pdf

Geller, J. D., Zuckerman, N., & Seidel, A. (2016). Detailed Record Title: ServiceLearning as a Catalyst for Community Development: How Do Community
Partners Benefit From Service-Learning? 48, 151-175.
http://dx.doi.org.allstate.libproxy.ivytech.edu/10.1177/0013124513514773

Murawski, W. W., & Bernhardt, P. (2016). An Administrator's Guide to Co-Teaching. 73,

30-40. Retrieved January, 2016, from
http://www.ascd.org/publications/educational_leadership/dec15/vol73/num04/An
_Administrator's_Guide_to_Co-Teaching.aspx

Leahy, R. (2009). How Can You Develop Your Educational Philosophy? 17- 21 (3rd
ed.). University Press of America.

Thorius, K. A., & Maxcy, B. D. (2015). Critical Practice Analysis of Special Education
Policy: An RTI Example. Remedial and Special Education, 36, 116-124.
Retrieved April, 2015.