Empowering the Next Generation: Classroom Volunteer at Lynnwood Elementary

​

Overview

 

One of the most relevant and worthwhile courses I have taken at UW is Psych 497. It is a weekly seminar that requires community engagement. The purpose was for psychology students to gain training and experience in varying fields of interest as well as help to define their educational and career goals. The options for psychology fieldwork sites were broad and we were encouraged to focus on a community that we may want to work with in the future. I chose to work in a third grade classroom at Lynnwood Elementary School as a classroom volunteer where I learned many lessons about the education field. 

​

Personal Importance of Work 

Although I am still unsure of what specific career path I want to take, this experience helped me decide that I do want to work with children in my future even if it is not in the position of the teacher. Meeting a student’s unique needs and seeing how it helps them work towards success, should be a goal in every aspect of the education system. Having this stable support system can provide students with the assistance that they are not receiving at home which can aid in establishing more equitable education. Every student deserves to reach their full potential and it is a privilege to be able to help them in any way possible. 

Tasks Accomplished 

​​

• Class: 

  • Contact fieldwork supervisor 

  • Get fieldwork location approved as being “psychology related” 

  • Discuss our passions and goals in relation to our sitework 

  • Prepare for fieldwork by considering topics surrounding our values, ethics, strengths, and diversity 

  • Reflect on/ compare our experiences  

  • Practice communicating our involvement through a mock interview 

  • Share our experiences with a presentation at the end of the quarter 

• Fieldwork: Classroom Volunteer at Lynnwood Elementary (2019) 

  • Grade homework assignments 

  • SBA (Smarter Balanced Assessment) practice test facilitation  

  • Aid students with an IEP (Individualized Education Program) 

    • IEPs ranged from writing to dyslexia to behavior 

  • Held writing conferences 

  • Put together student portfolios

 

Leadership Competencies Gained

Facilitation

At the end of the quarter, each Psych 497 student had to give a presentation and facilitate a discussion about their experiences at their fieldwork site. Asking my peers thought-provoking questions to fuel lively conversation whilst answering the questions they had for me, made for an interactive presentation. I was able to thoroughly present my interests, goals, trials and errors. My classmates and professor were engaged as they asked about what I enjoyed, what I would do differently, if I would recommend my fieldwork site, and more. Public speaking is not my most prevalent strength, but with each presentation comes more confidence and the ability to articulate my thoughts. 

Idea Generation

In the third grade class at my fieldwork site, there was a student who had severe dyslexia. I was often paired up with her to work one on one on her reading and writing skills. During a class discussion in Psych 497, I learned that one of my classmates also dealt with dyslexia all throughout her childhood. She was able to provide me with suggestions that she found to be most effective that I could utilize in my fieldwork. Ideas such as putting an emphasis on sounding out long words, using speech to text software, and celebrating every bit of progress ended up being very beneficial. This conversation reminded me that education is not a “one size fits all” situation. In order to get the most out of a classroom setting, the environment needs to be tailored towards the specific students in the class. This is an important lesson that can be applied to any work or social setting that I may be a part of in the future. 

Personal Values

We had a day in class dedicated to discussing our values which led me to speak on the connections that I had been building with the students. When telling my classmates about the progress I had made with the third graders, I felt intense pride and excitement. I had seen significant improvement in them academically as well as in my personal relationship with them. They had become more cooperative, respectful, and were willing to put in more effort. This conversation reinforced my desire to work with children as well as my stance on equitable and accessible education. I hope I am able to use my passion of working with children to inspire others within the education field to aid students in overcoming their personal struggles.  

Power Dynamics

The power dynamic in Psych 497 was not one that you would typically see within a classroom. The class size was relatively small so we were all able to have our voices be heard rather than just being lectured at. The majority of our class time was spent on student led discussion which gave me and my peers more control over the content we wanted to focus on. However, the professor did organize activities, answer clarifying questions, and make sure we were on track with our fieldwork hours. The distribution of power between the professor and students felt more balanced than in other classes I have taken. This type of relationship is helpful in establishing a space where more genuine and interesting conversations can be had. 

Productive Relationships 

Many of my classmates were also located at fieldwork sites that involved elementary aged students. It was through this commonality that we were able to converse about what had worked and what hadn’t worked for each of us. We would debate and compare the most effective ways to motivate, reward, and challenge the students. This allowed us to build connections amongst each other as well as use each other’s knowledge to improve our work with the students. Working as a team was crucial to our success in the class. I will always remember the positive impact that having a support system can have on your experience.  

Reflection and application 

We completed an assignment regarding the progress we had made around midway through the quarter. I reflected on the apprehension I felt on my first day of volunteering in contrast to the level of comfort that I had reached. I thought about the advantages of learning through experience and the importance of listening to understand rather than listening to respond. I realized that I had gained skills such as patience, confidence, and empathy. After reflecting on my development, I was then able to take what I had learned and utilize it for the rest of my visits and even into my everyday life. It was a good reminder to do my best to respond to people in a calm and kind manner no matter the situation. 

Self-Development

In class we spent a day holding mock interviews for our peers. This entailed being in the position of the interviewer, interviewee, and an observer/ notetaker. This activity gave me the opportunity to express my accomplishments without bragging, yet without being so humble as to diminish my success. I prepared to speak on certain experiences and examples to highlight my strengths within my answers. It taught me to be concise and compelling in my language which is a technique that I had not practiced before. I also got to learn about my peers and provide them with applicable feedback. This is a quality that will be useful for any job or internship interview that I will have in the future.  

​

Future Oriented Statement

 

Getting hands-on experience in a classroom was an effective way for me to learn about the education system. I will use my newfound knowledge and experience to influence others to advocate for each student as an individual. Being able to meet the students’ needs is not only critical for the development of a child, but it can also either inspire or deter them from making the most out of their education. The discussions that were had in this class over the course of the quarter has helped me to recognize that every student has the capability to succeed academically at every one of our fieldwork locations.