Johnson School Take Two

After a week break from the children in the lighthouse program, I found myself eager for Wednesday to arrive so that I could spend time with the children who needed my time the most.  It was a snowy, wintry mix day so I thought I might not get the opportunity, but they did not cancel, solely because of the entire purpose of the program, to give children a place to do their work with guidance while their parents had to work.  I learned this week that Miss Ivy floats between grades, checking on the different children in the different classrooms.  The kids were much more active than the previous experience, and so we decided to stay with a mellower crowd, the kindergartners.  I learned a lot today, and had to keep myself removed yet placed in the situation simultaneously.  We were not allowed to touch the students, though they try to touch you constantly, and hug, but with today’s society, it is important that we always keep our hands to our self, as silly as that sounds, because some children interpret interactions differently as we do.  The kindergartners’ were easier and more difficult to work with.  Once again, the literacy levels among the class varied greatly, but their homework was much simpler to complete making it a bit easier to help them.  I was surprised at the work the kindergartners’ were doing though, some children breezed through the subtraction problems yet struggled with the word search, while others struggled with both, and some seemed like they belonged in the second grade.  I can also understand now why some children are held for a second year in kindergarten, it is clearly a growing year, where some individuals break out and show their potential, while others stay reserved struggling a bit to find their own in their first real year of schooling.  I was able to once again visit the third graders that I worked with last week, they remembered me, pleasing me that perhaps I left an impression on them, and when they saw me, they knew to get right to work.  One of the students, the ringleader once again, D, was sitting outside the classroom as I walked up to the room.  He had gotten in trouble for not doing his work and teasing the others so was led to sit outside the room.  As I walked up, he looked at me and immediately knew that he needed to ask me nicely for help, and then I would assist him.  I feel as if some of them simply crave the attention, stating that they do not know how to do their work, yet when I look away and look back, they have done four problems and clearly know the answer to the next.  I suppose this is one of the benefits for me for volunteering, knowing that if even in the slightest way I can provide a sense of security or help to a child for even 10 minutes.  After I entered the room and helped the rest of the children that we worked with, I was able to see how the children reacted with each other again, especially with the conditions outside.  I also was able to gain a true appreciation of the work and support that these teachers and aides give to these children, and just how vital the lighthouse program is to their success in not only finishing their homework, but also being a helping hand in guiding them through school.  Once again, I am eager for my next visit to the Johnson School!