Marumofase High School Limpopo Reflection 11 - 5 - 14

Marumofase High School Limpopo Reflection 11 – 5 – 14

            On Wednesday, November 5, 2014 the AISJ students held a meeting to discuss future editing deadlines and goals for the upcoming publishing of the ‘Born-Free Book’. Editing will mainly consist of grammatical errors and sentence structure; the original story written by each Limpopo student will not be altered. We are aiming to have the finalized versions of all the short stories by January 21^st so we can move forward with seeking publishing companies and book layout. All of the AISJ students, as well as, several AISJ teachers will review these edited finals of the Limpopo students’ short stories. This is an exciting milestone, because the book has been in progress for years and we’re finally coming to an end. Effective collaboration between AISJ and Marumofase High School Limpopo has been an important element enabling our hard work to be published and distributed.  

            A rough idea of the book’s layout consists of three main parts: introduction, body, and conclusion. The introduction will include a letter from Coach Funky, the founder of the Marumofase High School Limpopo Service Project. In addition, an article on our beginnings, how we started this service project, and the purpose. The body will contain several ‘parts,’ in which the short stories would be separated into. For example, some preliminary ideas include: family, substance abuse, sexual harassment, and traditional beliefs or customs. Also, each Limpopo student’s story will include the picture of the author. Lastly, the conclusion will end with a letter from a teacher at Marumofase High School Limpopo and a group AISJ letter reflecting on this wonderful educational experience. It should be noted that all these ideas are still in the making, and so they are preliminary rather than final.

            This whole process in being part of creating and publishing a book is a completely new experience to me and cannot be related to others. I feel rewarded that I was able to participate in this service project. In the near future, we will be hosting a service assembly at AISJ, to promote and advertise our service project to spark AISJ students to join. This experience will be a moment of skill development for me, as a public relations representative. This will allow me to hone my public speaking skills; thus, allowing me to work on this area of growth. In reference to AISJ future visits to Limpopo, we are planning to set a date to visit in February 2015.

             

Shumbashaba Reflection 11 - 3 - 14

Shumbashaba Reflection 11 – 3 – 14

            On Monday, November 3, 2014 Shumbashaba Service Project was unable to volunteer at the stables due to rain. Therefore, the 6^th grade students and seniors held a meeting at AISJ to discuss and consolidate future plans, as well as, the proper way to interact safely with horses. We separated into three groups: environmental, horses/dogs, and trash pick up. I worked with the group interested in volunteering with horses/dogs, as this is the area I have the most expertise in. Every Monday session, the group of 6^th graders alternate. So, I gave an introduction on Shumbashaba and our role while working ethically with horses, to this fresh new group. Repetition of lessons is necessary between 6^th grade groups, because they alternate each week. Clear communication and collaboration as a team will allow our service project to run smoothly and effectively. There have been no problems that have occurred. Basic grooming, safety, and general interaction with horses were discussed to answer any questions. I answered the questions to the best of my knowledge. I elaborated where I knew the information. My challenge here was trying to explain to the 6^th graders that were interested in working with the dogs in Shumbashaba, that these dogs are owned privately. The dogs are not shelter rescues; so, there’s not much interaction as far as volunteering goes. Possible upcoming proposal to the Shumbashaba owner, Sharon, could be to groom the dogs on the property. However, this would require the purchasing of grooming materials, which would either need to be funded by AISJ, Shumbashaba, or the volunteers. In addition, to help the environmental group complete their task of creating decorated white boards for each horse’s stall; we each created our own design and painted it on the border of the white board. These boards will be collected and brought to Shumbashaba to hang on each horse’s stall, at its completion. The purpose of these boards is to allow the staff to write necessary chores or reminders for each horse’s need. I feel meetings, such as this one today are very constructive as they allow the 6^th graders to get an idea of what we will be accomplishing this year and what is expected of them. Pictures of our previous visit to Shumbashaba are included.

Shumbashaba Reflection 10 - 20 - 14

Shumbashaba Reflection 10 – 20 – 14

On Monday, October 20, 2014 Shumbashaba started the year off successfully by uniting the middle school and high school together in this service project. Mentoring these 6^th grade students has been a rewarding challenge for both of us. As a senior volunteer, I feel the 6^th graders look up to us for our knowledge and expertise. They gladly accept all challenges given to them, and complete all tasks with pride. In return, this team effort is only possible through our communication and collaboration; ultimately, improving my leadership skills. With leadership come challenges, and my own personal challenge that I was faced with during this session was my ability to keep the 6^th graders on task and focused. My limitations as a leader, is a lack of professional experience and knowledge of horses. I am still learning with them.

The lessons that I have taught them in ethical large animal care include: grooming, interaction, and safety. First, grooming the horses requires three tools: currycomb, dandy brush, and hoof pick. I instructed the students to begin by combing in sections of the horses body in a gentle circular motion with the currycomb. Ensure to avoid bony areas. For safety purposes, any movement should be slow and subtle, as to not startle the horses. In addition, when passing around the back of the horse, always keep a firm hand on the horse; so, they are aware of your movement. Be aware of your feet placement, as horses will often move and are unable to see their own feet. Then, use the dandy brush in a sweeping motion to remove any excess dirt and dander from the horses fur. Lastly, to pick any remaining dirt from the hooves, use a hoof pick. Lift the horse’s foot by squeezing the fetlock, stand to the side, and carefully scrape around the horseshoe.

This experience is relatable to me, by experiencing what the mentor taught me last year; I am now having to teach others. This teaching aspect consists of monitoring, directing, and ensuring the safety of the 6^th graders and the horses. In the future, additional tasks can be taught to the 6^th graders so they do not become bored. I realize the more I challenge the more focused and willing to learn they are. Additional tasks would include: mucking stalls, taking temperatures of horses, feeding, bathing, and learning how to put saddles on.