LEARNING TO SERVE AND SERVING TO LEARN BY TARA BOLAND, High School Counselor
In his graduation speech, Yash Patel ’17 said that one of the most influential experiences during his time at Cathedral was working with a fourth-grade student at Redding Elementary School.
Yash realized that in order to do his best work with the student, he needed to stop speaking in English (Yash’s second language) and switch to the student’s native language, Mandarin, which Yash was studying at Cathedral. Humbled by the language over which he has a tentative hold, Yash was putting himself on more equal footing with the younger child. Each boy spoke in his second or third language as they forged a working relation- ship. Yash explained in his speech, “Now, as I reflect upon these experiences, I realize that through these service opportunities I received more than I gave. Working with the children at these schools has been an unforgettable experience. I was there to teach but, instead, I was the one who was taught.” This is a beautiful example of a Cathedral student out in the community, working with and supporting a younger student, who
Most members of the Cathedral School for Boys community would agree that we want our students engaged in service. But with which populations should Cathedral students be working? Should the boys be supporting people in their immediate neighborhood or addressing one of the many inequities around the globe? Should boys be devoting their time or raising money (which some community organizations more desperately need)? How much time should be taken from their “academic” experience for service? Should there be a set sequential curriculum, or should teachers have the freedom to respond to student interest in any given year? Does it matter if students take unintended lessons and understandings from their service experiences? Or is it enough if students just get out into the community and have a chance to learn experientially, regard- less of outcome?
was learning to read in English. Yash spoke modestly about his contributions, recognizing that this moment wasn’t just about him. While he didn’t say this in his speech, his words tell me that, drawing upon his own life experiences, he gained a respect for the student’s challenge and that of the boy’s teacher, who is working with a group of English language learners. In addition to the gift of these connections with
Over the years, there have been many names for service in schools, reflecting evolving ideas about the philosophical and pedagogical underpinnings. While definitions vary, the foundation is built upon John Dewey’s ideals of experiential learning. The term “commu- nity service” has been replaced by “service learning,” with an emphasis on learning. The
“Public-private partnerships are built upon creating reciprocal relationships where there is sharing and learning from all involved.”
the fourth grader, we do not know yet what the longer-term implications may be for Yash. Will he seek out new opportunities to teach? Will he make education a priority in his life? In the future will he work to better support public education? Maybe he’ll have simply gained a little more empathy. A seed has been planted through direct contact with another student within the San Francisco community. This is service at Cathedral. As Cathedral adopts the 2017 Strategic Plan, the School will be expanding its service program. We will be building upon the 2010 Strategic Plan, which explored service learning and devel- oped a framework for projects. That framework for teachers stated that service projects should include a connection to significant content (curriculum); student voice and choice; active participation; and reflection and the sharing of learning. That framework will continue to guide classroom and school initiatives, but as the program expands, what should the next iteration of service at Cathedral look like?
learning is not just about the moment in which the student is engaged with a community partner, but in his preparation— learning about the community partner with whom a student is working, and reflecting upon and continuing the learning after the experience. However, the scope of a project need not be a semester-long commitment, especially for younger students. Paul Bertrand, Cathedral’s Director of Curriculum, explains that service projects do not always have to be grand projects, an aspiration that can bog down educators as they plan. Paul reflects, “In my experience, more frequent, smaller projects often have had greater meaning.” In order to maximize student learning in true collaboration, many schools are embracing public-private partnerships and developing reciprocal relationships. Paul explains, “This more recent model moves beyond service learning, which can still reinforce hierarchies, power indifferences, and stereotypes to relationships where there is sharing and learning from all
Upper School boys pack food in the School's gym for the Stop Hunger Now program.
14 | CATHEDRAL SCHOOL FOR BOYS
FALL 2017 • RED & GOLD | 15
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