Sunday, 14 April 2013


Interview with Lucy a 12 year old girl living in Diepsloot


INTRODUCTION TO THE STUDENT:

·      Hi! My name is Enya. I am from the American International School of Johannesburg. I volunteer here every Thursday to help students like you.

·      This week my school and I will be speaking with a few students like you to get to know you a little bit better. And talk about the differences between African students and International students.


·      Such as: school work, family life, sisters and brothers, pets, likes/dislikes, etc.


INTERVIEW QUESTIONS:


Enya the Interviewer - Would you like to help me with my work?

Lucy – “Yes” (with a few giggles).

Enya – Lucy, what school do you go to?

Lucy – “Diepsloot West Secondary School.”

Enya – Do you have a lot of friends?

Lucy – “Yes, all these girls are my friends.” (She had three other girls with her in the picture. Left to Right: Cordetta, Maragaret O., and Helen) “But I have lots more at school.”

Enya – Do you like school?

Lucy – “Sometimes, when they don’t give a lot of work.”

Enya the Interviewer - Shares with the student about attending AISJ and that I come from America. I have many in friends back in America and here. I am enjoying South Africa

Enya – Where do you live?

Lucy – “I live in Diepsloot but I was born in Limpopo. I live near the Church not far away.”

Enya – What do you have to help with at home?

Lucy – “My sisters and baby brother. I must look after them so; my baby brother doesn’t get hurt. Not much cleaning, my mom does the laundry. Sometimes I must make milk for my baby brother.”

Enya – What do you do for fun?

Lucy – She smiles very big and giggles. She replies, “Most of the time we play outside with my friends. We run to the store to buy ice pops. And play games at our Church.”

Enya the Interviewer – Shares with the student about living in Johannesburg, cleaning my cat’s litter box, and my free time is a lot of schoolwork.

Enya – Tell me about your mom and dad.

Lucy – “My dad cuts the hair at the barber shop. My mom doesn’t work; she is busy with my sisters and baby brother. They make big messes.”

Enya – I would love to know about your sisters and brothers.

Lucy – “I have two sisters, one brother. All younger than me. I forget ages. My two sisters names are Lesie and Princess. And my brother is Freddy. And my brother I think is two.” (Giggle, giggle)

Enya – Are you close to your Grandma and Grandpa? And do you have Aunts and Uncles?

Lucy – “My Grandparents live in Limpopo. They are very old. I don’t see them much. The taxi ride long way. I have one uncle that lives in Diepsloot. He works at the car wash. His name is Nelson.”

Enya – Do you have any pets?

Lucy – “No. But I would like to have dog. My mom says we don’t have room. She says a dog is too much trouble.”

Enya the Interviewer – Shares with the student about her family. I’m the only child. I have two dogs and a cat. All my relatives are back in America.

Enya – What is your native language?

Lucy – “Zulu.”

Enya – What is your name in your native language?

Lucy – “Aaylah.”
Enya – How would you say “Hello” in your native language?

Lucy – “Sawubona is hello.”

Enya – In your native language, how would you say “Mom, dad, aunt, uncle, grandma, grandpa, sister, and brother?”

Lucy – “Umama is what I call my mom. Ubaba is what I call my papa. Usisi and ubhuti are my sisters and brother. Can’t remember the other ones.

Enya – How would you say “Goodbye” in your native language?

Lucy – “Hamba kahle!”

Enya the Interviewer – Shares some of my Italian language with the student. (mama, papa, zia, zio, nonna, nonno, sorella, fratello, and ciao).

CONCLUSION:

·      Thank you so much for sharing your life with me.
·      I’ll see you next week. We’ll work on reading.
·      Bye. Ciao.


Sunday, 17 March 2013


Empathy Project Draft

AGE GROUP:  9 years to 12 years of age female

REASON FOR CHOICE: I feel I can relate to a girl between these ages and feel comfortable sharing my life with them.

LANGUAGE BARRIER:
·      Speak simple
·      Speak slowly
·      Laugh together at our errors
·      Make it fun

INTRODUCTION TO THE STUDENT:

·      Hi! My name is Enya. I am from the American International School of Johannesburg. I volunteer here every Thursday to help students like you.

·      This week my school and I will be speaking with a few students like you to get to know you a little bit better. And talk about the differences between African students and International students.


·      Such as: school work, family life, sisters and brothers, pets, likes/dislikes, etc.

·      Would you like to help me with my work?

INTERVIEW QUESTIONS:

SCHOOL:
Student - What school do you go to?
Student - Do you have a lot of friends?
Student - Do you like school?

Interviewer - Share with the student about my school, life, friends, etc.

DAILY LIFE:
Student - Where do you live?
Student – What do you have to help with at home? Such as: cooking, cleaning, laundry, helping with the brothers and sisters, etc.
Student – What do you do for fun? Such as: go to the movies, play games, sports, outside play, listen to music, etc.

Interviewer – Share with the student where I live, my chores, and my hobbies.

FAMILY:
Student – Tell me about your mom and dad.
Student – I would love to know about your sisters and brothers.
Student – Are you close to your grandma and Grandpa? An
d what about your aunts and uncles?
Student – Do you have any pets? Such as: dogs, cats, goldfish, etc.

Interviewer – Share with the student about my family.

LANGUAGE:
Student – What is your native language?
Student – What is your name in your native language?
Student – How would you say “Hello” in your native language?
Student – In your native language, how would you say “mom, dad, aunt, uncle, grandma, grandpa, sister, and brother?”
Student – How would you say “Goodbye” in your native language?

Interviewer – I will share my Italian language with the student. (mama, papa, zia, zio, nonna, nonno, sorella, fratello, ciao)

CONCLUSION:

·      Thank you so much for sharing your life with me.
·      I’ll see you next week. We’ll work on reading.
·      Bye. Ciao.

Saturday, 23 February 2013

STAGES OF SERVICE LEARNING


STAGES OF SERVICE LEARNING


            My definition of SOCIAL JUSTICE is for the community to intervene for all levels of human beings to help better their lives through education, mentoring, and compassion.

INVENTORY + INVESTIGATION:
My service-learning project is Afrika Tikkun. Upon entering on Thursday, my inventory count of students was twenty-five, ages ranging from 7 to 14. My investigation on how prepared they were as individuals to come into the classroom and learn; they all had great eager attitudes. They seemed to be open to some of our ideas. Unfortunately, they did not have the supplies in hand to start any assignment.

PREPARATION + PLANNING:
Therefore, on my next visit I will prepare to bring the basic pencils and paper for whom I’m working with. I’m hoping to work with age groups between 6 to 8, approximately 6 students. My AISJ partner, Raquel and I are hoping form a reading circle. We have plans for interactive games.

ACTION:
First and foremost, Raquel and I will address our plan to the Afrika Tikkun leader and receive approval before beginning. We will select 6 students within our age group who are willing to participate in our reading circle. Then, we will find a quiet, small area in the community center; keep our group organized and focus to maximize our learning time. We will choose one appropriate book either from our AISJ school library or from our homes to read to the students. In hopes to get their full attention, further their comprehension, and even to get a volunteer from the group to read a few pages in order to evaluate their reading skills and capabilities. If necessary, we will choose a lower or higher reading level book.

REFLECTION:
Raquel and I will keep a reflection log to chart the progress and participation of each student that is in our reading circle. This will be helpful for us to assess their reading growth. I would like to see change in the students that I have made an impact in their learning.

DEMONSTRATION + CELEBRATION:
Throughout my volunteer service to Afrika Tikkun, Raquel and I will take random pictures of our students involved in our reading circle. Also, I will inform the students that these photos will be posted at our school, AISJ. Together we will write a segment on our blog that we will posted weekly after our visit on Thursdays and we will have a finale page on our blog to commemorate our time spent together with the Afrika Tikkun students.
To keep the students involved, we will have a celebration on our final day with our reading circle students. We will play fun games. Also, we will also hand out candy and stickers. We will present each of our circle reading students with a printed copy of a certificate of success and appreciation.
I’m excited to get started volunteering with Afrika Tikkun.

Saturday, 16 February 2013

Afrika Tikkun Reflection


Afrika Tikkun Reflection

            On my very first day at Afrika Tikkun I was overwhelmed with the amount of children that I encountered. To be truthful, I thought I was going to be paired up with one child to mentor, encourage, and enhance their educational experience. However, we randomly fluttered amongst the group assisting any student in need of help. When I reflect upon this, I feel I could have made more of a difference if I worked with one child on a regular basis. I feel more information could be covered with that child and their time would be used effectively. Because when you get down to it one hour is very precious. All in all, I am excited to be part of something small but yet so big. 

Saturday, 2 February 2013

Pay It Forward


Pay it Forward

            The short time that I will be spending in Africa Tikkun; I will make every Thursday count to make a difference in one of the children’s lives. When I’m assigned to my child to tutor, I will be visual, take mental notes in my head on how I can improve this small child’s day. First and foremost, I will teach and mentor this child to my fullest. I will be sure to bring school materials to aid his or her learning when I’m gone. Second, I will gather information about the child’s immediate family to see where I can help there. Whether it is to bring in food for the family or clothing and shoes for the siblings. I know this experience will be rewarding for me; So, I want to make the experience for the child even more special.