Helping Young People Learn

Taking incite in youth club activities has provided me a rich experience, which includes finding a way to help and t distributively the young. Whenever we visit a community, we make it a point to dress up casually so we washstand appertain easily with plenty, and give them the idea that we have a lot in common. This allows them to feel comfort sufficient to share their ideas and feelings with us, making us understand their slip more vividly. Most of the communities we visit are composed of poor families, so they normally expect us to give them food, clothing, and toys for the kids. aside from the material things, part of our syllabus in addition provides tutorial sessions for squirtren to help in their studies, and give them an idea of how they can contri preciselye to the familys financial resources. Particularly, I was assigned to tutor a concourse of young people about the age of thirteen. The teenagers were not signifiermates in schooltime, but they belonged to only on e level, thus their lessons were the same. Our regular session consisted of discussing topics in recognition and Social Studies, and answering Math worrys. 1.As we progressed with our tutorial sessions, we became close, and eventually, they shared with me their experiences in school and at home. I allowtered that one of them was suffering in class beca hire of the familys financial constraints. There were times when her parents did not have toler competent money to finance her projects in school, or provide her everyday repast allowance. Given this situation, I helped the tiddler find former(a)wise ways to do her projects. For example, when they were asked to make a calendar in their Art subject, I taught her how to expend recyclable materials such as colored paper cups, old magazines, and modify snack foils.In the next project that she did, I noted that she used this sorting of materials and accomplished the project on her own using new(prenominal) recycled resources. b ase on this, I matte that the girl learned something from me regarding cost tart when accomplishing school projects. Teaching someone to be resourceful is important to erect creativity as well. According to Vaune Ainsworth-Land (1982), there are four categories of a process and its product. The first crime syndicate operates out of necessity. In my experience, we see that we were able to come up with a soundly output out of the quest to make a project at a low cost.In Maslows, this category is a primary one, as it centralizes on the idea of materialistic need. The indorsement category involves the analytic process. Referring back to our experience, the child found out that she could do a lot of things even without spending, and she would receive a better expose by recycling materials. In behaviorist theories, this explains the operant response in which the individual is rewarded for a good behavior. The third category involves synthesizing and innovation.As mentioned above, the child learned to accomplish projects using the same kind of material, thus she was able to maintain her knowledge in other things. This behavior represents Koestlers bisociation, because the child was able to move everyplace the learned concept to different aspects. The fourth category is the ultimate mental strain of relatedness, (Ainsworth-Land, 1982) in which the person is seen to attain a transformed consciousness. App double-dealing this to the situation, the child that we referred to would subsequent attain this, when she continues to apply her knowledge into practical scathe.Another student that I tutored had problem in solving word problems in Math. Based on his behavior, I recognized that his problem aroused from not having enough patience to turn over items in problem solving. Apparently, reading problems confused and bored him the moment they appeared. To savoir-faire this problem, I challenged him to imagine what was being described in one of their mathema tics problems, and illustrate what he understood in it. It showed that the boy understood the problem completely after(prenominal) illustrating it, and he was able to solve the problem after that.The scheme of Situated Learning (1988) by J. Lave explains that a child can learn easily when the context and activity are establish on his own experience. To help the child in problem solving, what I did was to situate him in the activity, and made him a part of the situation by asking him to illustrate base on his background of the problem. Particularly, I let him draw the situation and did not dictate what was conveyed. The activity made the child express himself better, which also led to motivate him to come up with the pose answer.Other theorists such as Brown, Collins & Duguid (1989) emphasized active perception over concepts and representation. Thus, by illustrating, the child gained an active perception of what was presented in the problem. The other boy that I handled had prob lems with his classmates who bullied him. Due to what his classmates did to him, he felt reluctant to go to school, and belie to be sick at times. During our session, I asked him first what the other boys told him, and wherefore they called him with nasty words. The boy said that the other boys called him names and wrote on his notebook.I felt the boys pain as he told me about the hostilities of his classmates, so right away, I informed his mother of the situation, and advised her to consult with the schoolroom adviser or the guidance counselor in the school. I consider that this should be handled by authorities in the school as other students were involved. Through reporting to the memoriseer and school counselor, the boys were repri objet dartded of their teasing, and my friend felt better. posterior on, he felt more comfortable going to school because the other boys already stopped teasing him.A lot of teenagers undergo this stage when their peers bullied them for nothing. I n these cases, the victim tries to keep the situation to himself because he is afraid to create a scenario in class, or is threatened by his peers. According to Maslows theory of Motivation and Personality (1954), a person is driven by some(prenominal) internal and external factors. In addition, ones motivation is dominate by his specific needs. In the boys situation, we can identify his need for belongingness as the factor that made him dissatisfied with school.Because this need was not realized, the boy felt reluctant to go to school, thus the motivation to go to school was associated with his need for friends and companionship. When the need was addressed, the barrier to learning also collapsed. 2. Aside from tutoring students in their academic subjects, I also told them stories to instruct values resembling friendship, honesty, and service to others. In one session, I told them a fable, in which a rabbit sacrificed for another animal. Having told the story, I challenged them to do something similar to what the main reference point did, and tell their stories next time.Amazingly, one of the children took my challenge seriously, and did what I told them. He narrated to us how he helped a man he saw on the lane by sharing him some food, and giving him medicine to heal the mans wound. In telling this story, the boy expressed how it felt good to do such kindness, and how the man thanked him with a smile. He professed that he entrust do this again once he sees another person needing his help. undecomposed like the character in the story, he said that the kindness he showed the man will go a long way because by helping, he brought hope to the man, and made him feel loved.The boy added that if other people would do the same, no man will by lying ice-cold on the streets. The words the boy uttered reflected his own realization based on experience. Those words also reminded me of the Good Samaritan, who helped an ill man lying in the cold. The experience of the boy reminded all of us, particularly me, of our responsibility to others, especially the needy. With such good Samaritans like the boy, we can see hope in the next generation. 3. The success of a team depends on the performance of each members role.Applying Meredith Belbins (1981) Nine Roles in Team Management, I served as the specialist in the tutorial session for teenagers, teaching them how to use the lucre as a useful tool for research. Due to the moderate number of computers, and my own hope of making them learn how to teach others, I initially taught only four students to access the Internet. In turn, these students taught their peers and served as the confederation workers who provided the work of teaching others in their community.In one weeks time, we were able to teach a total of forty-five children how to use the Internet in their assignment and advanced readings. As discussed by Tuckman (1965) in his Stages of Group Development, we indistinct the means to reach our common goal of attaining learning for the meeting. In addition, we also assessed individual performance by asking them to make a plain research on their topic of interest. During the Performing stage, the company workers or those tasked to teach their peers experienced some problems in that their peers wanted to spend time visit gaming sites.This somewhat forfeited the purpose of teaching them the use of the Internet for research purposes, but with close monitoring, the behavior was corrected right away. afterward the Performing stage, the core group was asked to evaluate what they accomplished in terms of their own roles during the training. Notably, the students felt very proud of being able to teach their peers, and looking at the outputs, they cherished memories of taking part in others learning. References Berguist, Carlisle. (n. d. ) A comparative view of creativity theories Psychoanalytic, behavioristic, and humanistic.Retrieved January 2, 2008, from http//vantagequest . org/trees/comparative. htm Famous models Stages of group development. (2001). Retrieved January 2, 2008, from http//www. chimaeraconsulting. com/tuckman. htm Gawel, Joseph E. (1997). Herzbergs theory of motivation and Maslows hierarchy of needs. Washington, DC ERIC Clearinghouse on Assessment and Evaluation, ED421486. Retrieved January 2, 2008, from http//chiron. valdosta. edu/whuitt/files/herzberg. hypertext markup language Manktelow, James. (2003). Belbins team roles. Retrieved January 2, 2008, from http//www. mindtools. com/pages/article/newLDR_83. htm