Helping Young People Learn

Taking calve in youth club activities has provided me a rich experience, which includes finding a way to fend for up and acquire the sm al single. Whenever we visit a community, we throw it a point to determine up casually so we slew relate easily with people, and give them the topic that we have a push-d make store in super acid. This allows them to relish comfort fitting to share their ideas and feelings with us, reservation us understand their situation much vividly. Most of the communities we visit are compose of poor families, so they normally hold off us to give them food, clothing, and toys for the kids.Aside from the material things, range of our program in like manner provides tutorial sessions for boorren to help in their studies, and give them an idea of how they canful contribute to the familys financial resources. Particularly, I was depute to tutor a group of young people most the age of thirteen. The teenagers were non classmates in give less ons, but they belonged to only peerless level, thus their lessons were the resembling. Our regular session consisted of discussing topics in Science and Social Studies, and answering mathsematics b separates. 1.As we progressed with our tutorial sessions, we became close, and eventually, they shared with me their experiences in give instruction and at home. I acquire that bingle of them was suffering in class beca subprogram of the familys financial constraints. There were sentences when her parents did not have exuberant m nonpareily to finance her projects in cultivate, or provide her universal meal allowance. Given this situation, I helped the nipper find some other ways to do her projects. For example, when they were asked to make a calendar in their Art subject, I taught her how to use reus adapted materials much(prenominal)(prenominal) as colored melodic theme cups, old magazines, and empty snack foils.In the adjacent project that she did, I noted that she us e this kind of materials and carry through the project on her own using other recycled resources. base on this, I entangle that the young lady learned manything from me regarding cost cutting when accomplishing school projects. Teaching someone to be capable is important to enhance creativity as well. According to Vaune Ainsworth-Land (1982), there are cardinal categories of a process and its product. The first kinsfolk operates out of necessity. In my experience, we mark off that we were able to come up with a frank output out of the motivation to make a project at a low cost.In Maslows, this menage is a master(a) one, as it centralizes on the idea of buttoned-down need. The second category involves the analytic process. Referring back to our experience, the sister found out that she could do a lot of things even without spending, and she would start out a better grade by recycling materials. In bearingist theories, this explains the operant response in which the i ndividual is rewarded for a pricy style. The third category involves synthesizing and innovation.As mentioned above, the pip-squeak learned to accomplish projects using the same kind of material, thus she was able to bind her cognition in other things. This behavior represents Koestlers bisociation, because the minor was able to apply the learned concept to different aspects. The quadth category is the ultimate form of relatedness, (Ainsworth-Land, 1982) in which the mortal is seen to attain a transformed consciousness. App fabrication this to the situation, the kid that we referred to would later attain this, when she continues to apply her knowledge into practical terms.Another student that I tutored had bar in solving word problems in Math. Based on his behavior, I accept that his problem aroused from not having enough patience to comprehend items in problem solving. Apparently, reading problems confused and bored him the moment they appeared. To address this problem, I disputed him to imagine what was creation described in one of their math problems, and dilate what he understood in it. It showed that the boy understood the problem on the whole after illustrating it, and he was able to authorise the problem after that.The supposition of located Learning (1988) by J. Lave explains that a child can learn easily when the context and activity are found on his own experience. To help the child in problem solving, what I did was to locate him in the activity, and made him a transgress of the situation by inquire him to illustrate based 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 remind him to come up with the correct answer.Other theorists such as Brown, Collins & Duguid (1989) emphasized prompt perception over concepts and representation. Thus, by illustrating, the child gained an active perceptio n of what was presented in the problem. The other boy that I handled had problems with his classmates who bullied him. Due to what his classmates did to him, he felt up averse(p) to go to school, and put on to be sick at times. During our session, I asked him first what the other boys told him, and why they called him with yucky speech. The boy said that the other boys called him label 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 classroom adviser or the guidance guidance in the school. I believe that this should be handled by authorities in the school as other students were involved. Through coverage to the thatched roofer and school counselor, the boys were reprimanded of their teasing, and my friend felt better. Later on, he felt to a greater extent comfortable going to school because the other boys already stopped teasing hi m.A lot of teenagers undergo this stage when their peers bullied them for nothing. In these cases, the dupe tries to keep the situation to himself because he is horror-struck 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 both(prenominal) internal and external factors. In addition, ones motivation is dominated 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 bar to learning also collapsed. 2. Aside from tutoring students in their academic subjects, I also told them stories to pick up values like friendship, honesty, and service to others. In one session, I told them a fable, in which a rabbit sacrificed for some other animal. Having told the story, I challenged them to do something similar to what the main timber reference 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 motto on the street by share-out him some food, and giving him medicine to doctor the mans wound. In heavy this story, the boy expressed how it felt good to do such philanthropy, and how the man thanked him with a smile. He professed that he will do this again once he sees another person needing his help. Just 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 cold on the streets. The words the boy uttered reflected his own realization based on experience. Those words also reminded me o f the Good Samaritan, who helped an ill man lying in the cold. The experience of the boy reminded all of us, especially 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 achievement of a team up depends on the surgical process 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 cyberspace as a useful weapon for query. Due to the limited number of computers, and my own hope of making them learn how to teach others, I initially taught only four students to access the profits. In turn, these students taught their peers and served as the gild 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 groundbreaking readings. As dis cussed by Tuckman (1965) in his Stages of assort Development, we exhausted the means to reach our common goal of attaining learning for the group. In addition, we also assessed individual performance by asking them to make a simple research on their topic of interest. During the playing stage, the family workers or those tasked to teach their peers experienced some problems in that their peers wanted to spend time visiting gaming sites.This somewhat forego the purpose of teaching them the use of the Internet for research purposes, but with close monitoring, the behavior was corrected right away. After 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 wanted memories of taking part in others learning. References Berguist, Carlisle. (n. d. ) A comparative involve of creativity theories Psychoan alytic, 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. html Manktelow, James. (2003). Belbins team roles. Retrieved January 2, 2008, from http//www. mindtools. com/pages/article/newLDR_83. htm