Simon Lockyer 15205618, Roopam Cheema 17844433, Deonie Fiford 17872977

Context

Schools attended:Simon

Auburn PS

Auburn West PS

RoopamAuburn West PS

Auburn North PS

DeonieOld Guildford PS

Holy Trinity Granville

SPARK provides curriculum, social and cultural support to newly arrived refugee children and their families through selected primary schools in Western Sydney.

Diverse range of backgrounds including Asia, Africa and the Middle East.

Varying degrees of English often with low reading levels.

Diverse range of behaviours and attitudes

Roles and Responsibilities Provide one-to-one support for newly arrived

refugee children of primary school age.

Conduct homework tutoring in literacy and numeracy for one hour.

Varying degrees of structure depending on school and individual.

Completion of an evaluation form.

10 minute debrief upon completion of the tutoring.

Skills and Knowledge Improved pedagogy to cater for diverse groups through

greater understanding of their needs.

Application of theoretical skills in real world situations.

Higher levels of appreciation for student-centred learning.

Insight into the role ‘funds of knowledge’ play in enhancing learning.

Unexpected Things LearntThe resilience of refugees in contrast to the

common image of the victim.

The importance of avoiding essentialism.

Kids will be kids – the importance of commonality as well as dissimilarity.

Expectations of the community

* Refugees

* Different

perspectives

* Language and

cultural barriers

* Emotional trauma

Challenges of service learning

* Behaviour

management

* Student motivation

* Language and

cultural barriers

Image from http://freelanceflaneur.blogspot.com.au

Image from http://redtickeducation.com.au

Rewards of service learning

* Seeing students

develop skills

* Learning from

students

* Understanding

communities Image from http://inversoft.com

Attributes acquired which will assist In teaching

• Understanding the uniqueness of individuals

• To empathise

• Helping them overcome their fears and shortcomings

• Tolerance for diverse cultural groups

• To be a mentor and guide aptly.

Final Comment about SL• Integral part of teacher

training

• Insight into real classroom situations

• Putting theoretical knowledge into practice

• Reflecting

• Satisfaction

References Bhugra , Dinesh & Becker, Matthew A, Migration, cultural bereavement and cultural identity in

World Psychiatry 2005 Feb 4(1) 18-24

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

Ryan, M., Carrington, S., Selva, G., & Healy, A. (2009). Taking a 'reality' check: Expanding pre-service teachers' views on pedagogy and diversity. Asia-Pacific Journal of Teacher Education, 37(2), 155-173.

Ryan, M., & Healy, A. (2009). It's not all about school: Ways of disrupting pre-service teachers' perceptions of pedagogy and communication. Teaching and Teacher Education, 25(3), 424-429.

Schmidt, M. E., Marks, J. L., & Derrico, L. (2004). What a difference mentoring makes: Service learning and engagement for college students. Mentoring and Tutoring, 12(2), 205-217.

Tangen, D., Mercer, K. L., Spooner-Lane, R., & Hepple, E. (2011). Exploring intercultural competence: A service-learning approach. Australian Journal of Teacher Education, 36(11), 62-72.