The Little Perks
Joyce Barnes
Baltimore City
Sometimes it's not all about learning. They like the love that they get, they like the little perks I give them. The hugs, the smiles. They like for me to say, 'c'mon, love.'
Joyce Barnes
Baltimore City
Sometimes it's not all about learning. They like the love that they get, they like the little perks I give them. The hugs, the smiles. They like for me to say, 'c'mon, love.'
Helping My Son
Lorretta Williams, Experience Corps member
Baltimore City
I was working with a student who was constantly disruptive. I tried to teach him ways to manage his anger. After about two months, his attitude for learning has changed 100%. He now wants to learn and to participate in class.
When his mother came in for a conference, the teacher told me that she said, "The extra help from the classroom tutor is really helping my son."
Lorretta Williams, Experience Corps member
Baltimore City
I was working with a student who was constantly disruptive. I tried to teach him ways to manage his anger. After about two months, his attitude for learning has changed 100%. He now wants to learn and to participate in class.
When his mother came in for a conference, the teacher told me that she said, "The extra help from the classroom tutor is really helping my son."
100% Correct!
Kathy Armstrong, Experience Corps member
Baltimore City
I work closely with a student named Matt. He is very smart, but sometimes he has problems with focusing on his assignments. I did some one-on-one work with Matt to help him through his math lesson. Matt kept more focused on his assignments when I sat next to him. He completed his lesson, gave it to the teacher to check for errors and came back to me with a big, big smile on his face! He had gotten 100% correct. Not only was he happy, but so was I!
Kathy Armstrong, Experience Corps member
Baltimore City
I work closely with a student named Matt. He is very smart, but sometimes he has problems with focusing on his assignments. I did some one-on-one work with Matt to help him through his math lesson. Matt kept more focused on his assignments when I sat next to him. He completed his lesson, gave it to the teacher to check for errors and came back to me with a big, big smile on his face! He had gotten 100% correct. Not only was he happy, but so was I!
Now You're Cooking
Elaine Green, Experience Corps member
Baltimore City
I had a child in my class who had very low self confidence. He listened when he heard me say, "Now you're cooking," to children who were doing very well. When the other children heard me say this, they paid more attention to how they did their work. We test them in math and reading, and when we grade their tests the students will all gather around and say to me "Ms. G, am I cooking?" It just warms my heart to know that a little word such as cooking is making a difference. Now this child is cooking, too!
Elaine Green, Experience Corps member
Baltimore City
I had a child in my class who had very low self confidence. He listened when he heard me say, "Now you're cooking," to children who were doing very well. When the other children heard me say this, they paid more attention to how they did their work. We test them in math and reading, and when we grade their tests the students will all gather around and say to me "Ms. G, am I cooking?" It just warms my heart to know that a little word such as cooking is making a difference. Now this child is cooking, too!
Angela
Brenda Anderson, Experience Corps member
Baltimore City
I was in Ms. W's classroom. One of her students, Angela, had a number of behavior problems, and Ms. W often stopped teaching to deal with her. I told Ms. W that I wanted to work one on one with Angela. That way she was able to accomplish so much more with the other students. Meanwhile, Angela and I worked on her letters and numbers and now she recognizes some of them! It made me feel so good inside to know that I helped a child.
Brenda Anderson, Experience Corps member
Baltimore City
I was in Ms. W's classroom. One of her students, Angela, had a number of behavior problems, and Ms. W often stopped teaching to deal with her. I told Ms. W that I wanted to work one on one with Angela. That way she was able to accomplish so much more with the other students. Meanwhile, Angela and I worked on her letters and numbers and now she recognizes some of them! It made me feel so good inside to know that I helped a child.
Quiet Talks
Ella Campbell, Experience Corps member
Baltimore City
I took aside one boy who was acting up in class and had quiet talks with him. After a few times he began to calm down and pay attention to the instruction the teacher was giving. I became his listener. Once he had someone to talk to, he was able to grasp more, participate more in class, and express what he really felt.
Ella Campbell, Experience Corps member
Baltimore City
I took aside one boy who was acting up in class and had quiet talks with him. After a few times he began to calm down and pay attention to the instruction the teacher was giving. I became his listener. Once he had someone to talk to, he was able to grasp more, participate more in class, and express what he really felt.
A Joy to See the Smiles
Betty Ellis, Experience Corps member
Baltimore City
There are times when some of the children may not understand the assignment, so they come to me and ask for help with whatever the problem may be. It is a joy to see the smiles on their faces when they discover that the problem was not as hard as they thought. I feel so good inside to know that I helped to put this smile there!
Betty Ellis, Experience Corps member
Baltimore City
There are times when some of the children may not understand the assignment, so they come to me and ask for help with whatever the problem may be. It is a joy to see the smiles on their faces when they discover that the problem was not as hard as they thought. I feel so good inside to know that I helped to put this smile there!
Count to Ten
Dalles Nichols, Experience Corps member
Baltimore City
One boy was so angry that he could not get through one line in his book without getting upset at himself. I never saw a boy with so much anger. I told him, "When you are angry count to ten and breathe in and out ten times." On the last day of school he said to me "You know what? That idea works. Now I always count to ten."
Dalles Nichols, Experience Corps member
Baltimore City
One boy was so angry that he could not get through one line in his book without getting upset at himself. I never saw a boy with so much anger. I told him, "When you are angry count to ten and breathe in and out ten times." On the last day of school he said to me "You know what? That idea works. Now I always count to ten."
Everybody Needs Help
Teresa Gresham, Experience Corps member
Baltimore City
One little boy would always resist my help. Day after day, he watched me. One day when I was helping others he came over and said, "I'm ready. Will you help me now?" He needed to see that it was ok to work with me. I knew he needed to watch me with others before he could trust me. He was a loner. When we began to work together I said to him, "See? Everybody needs help." I wanted him to know that he wasn't alone. Now he raises his hand in class and takes risks. He knows it is ok to need help.
Teresa Gresham, Experience Corps member
Baltimore City
One little boy would always resist my help. Day after day, he watched me. One day when I was helping others he came over and said, "I'm ready. Will you help me now?" He needed to see that it was ok to work with me. I knew he needed to watch me with others before he could trust me. He was a loner. When we began to work together I said to him, "See? Everybody needs help." I wanted him to know that he wasn't alone. Now he raises his hand in class and takes risks. He knows it is ok to need help.
There Are Children Waiting for Me
Delores Bell, Experience Corps member
Baltimore City
During my short time with Experience Corps I've felt like my life has meaning. I have a reason for getting up in the morning, knowing that I am going to help a child. When they say, "Miss Bell I need some help," or "Miss Bell, will you help me," it gives me a feeling that I am needed. You cannot imagine the joy that it brings me. I now have a purpose to get up in the morning, knowing that there are children waiting for me.
Delores Bell, Experience Corps member
Baltimore City
During my short time with Experience Corps I've felt like my life has meaning. I have a reason for getting up in the morning, knowing that I am going to help a child. When they say, "Miss Bell I need some help," or "Miss Bell, will you help me," it gives me a feeling that I am needed. You cannot imagine the joy that it brings me. I now have a purpose to get up in the morning, knowing that there are children waiting for me.
Reaching Beyond the Classroom
Baltimore City
The Experience Corps members at Highlandtown Elementary School believe in the following statements from these two great people:
"One person can make a difference and every person must try." - John F. Kennedy
"Small things done with great love bring joy and peace." - Mother Teresa
By pooling together our love and compassion we decided to reach beyond the classroom. We wanted to show that we cared about the other families in the school neighborhood. We came up with the names of families in need. Several were chosen, and we gave away two well-stocked baskets of food for a Thanksgiving dinner. The families received the baskets with lots of cheers and thanks.
Baltimore City
The Experience Corps members at Highlandtown Elementary School believe in the following statements from these two great people:
"One person can make a difference and every person must try." - John F. Kennedy
"Small things done with great love bring joy and peace." - Mother Teresa
By pooling together our love and compassion we decided to reach beyond the classroom. We wanted to show that we cared about the other families in the school neighborhood. We came up with the names of families in need. Several were chosen, and we gave away two well-stocked baskets of food for a Thanksgiving dinner. The families received the baskets with lots of cheers and thanks.
On Time for Miss Edith
Boston, MA
TJ's mom struggled each day to get TJ, a 3rd grader at the Marshall School in Dorchester, ready to go to school. He clearly dreaded it. In mid- October, TJ was paired with Ms. Edith, an Experience Corps member.
At first, TJ was not cooperative or communicative. Edith greeted TJ each session with warmth, encouraging him gently when vocabulary words were difficult. TJ's confidence grew quickly and his reading skills improved. After only three weeks, a noticeable difference began to take place at home and at school.
At a recent family event at the Marshall School, TJ's mother told Edith that there were no more morning struggles at home. In fact, she said, TJ rushes out of the house, telling her that he doesn't want to be late for his sessions with Miss Edith.
Boston, MA
TJ's mom struggled each day to get TJ, a 3rd grader at the Marshall School in Dorchester, ready to go to school. He clearly dreaded it. In mid- October, TJ was paired with Ms. Edith, an Experience Corps member.
At first, TJ was not cooperative or communicative. Edith greeted TJ each session with warmth, encouraging him gently when vocabulary words were difficult. TJ's confidence grew quickly and his reading skills improved. After only three weeks, a noticeable difference began to take place at home and at school.
At a recent family event at the Marshall School, TJ's mother told Edith that there were no more morning struggles at home. In fact, she said, TJ rushes out of the house, telling her that he doesn't want to be late for his sessions with Miss Edith.
The Letter
Boston, MA
Emily was meeting her student, Geidy, for the first time. Emily tried to get Geidy to talk, but by the end of the session Geidy was only saying, "yes," or "no," and not much more.
The next session went a little better. Emily pulled out Clifford's Kitten and asked, "Have you ever seen Clifford, or read about him?"
"I've seen him," Geidy whispered.
"Good. Now we can read more about him," Emily said.
Geidy barely whispered in reply, but she responded to all of the questions Emily asked as they read through the book.
Later that week, when Geidy came to her session, she brought a piece of chocolate and a handmade card for Emily.
"To the teacher I like," Geidy had written. "You are my best teacher. I want to know more about you. I love you so much. You are my best best best best teacher."
The girl who at the beginning of the week could barely talk had written a long letter filled with words of thanks to her new friend. Her last sentence summed it all up. "I like Emily."
Boston, MA
Emily was meeting her student, Geidy, for the first time. Emily tried to get Geidy to talk, but by the end of the session Geidy was only saying, "yes," or "no," and not much more.
The next session went a little better. Emily pulled out Clifford's Kitten and asked, "Have you ever seen Clifford, or read about him?"
"I've seen him," Geidy whispered.
"Good. Now we can read more about him," Emily said.
Geidy barely whispered in reply, but she responded to all of the questions Emily asked as they read through the book.
Later that week, when Geidy came to her session, she brought a piece of chocolate and a handmade card for Emily.
"To the teacher I like," Geidy had written. "You are my best teacher. I want to know more about you. I love you so much. You are my best best best best teacher."
The girl who at the beginning of the week could barely talk had written a long letter filled with words of thanks to her new friend. Her last sentence summed it all up. "I like Emily."
Part of the Solution
Boston, MA
After Peter Wieler retired from a career as a software engineer he wanted an opportunity "give something back." He joined Experience Corps and was assigned to mentor Ruben, a 6th grader in Roxbury.
"His perspective on the world is so different from mine… and that has helped keep my mind open," Peter says. "At the end of last year, I asked him how the year had been for him. Ruben gave a long pause and responded, 'Well, I like hanging out with you. You're not part of the problem, you're part of the solution.'"
Boston, MA
After Peter Wieler retired from a career as a software engineer he wanted an opportunity "give something back." He joined Experience Corps and was assigned to mentor Ruben, a 6th grader in Roxbury.
"His perspective on the world is so different from mine… and that has helped keep my mind open," Peter says. "At the end of last year, I asked him how the year had been for him. Ruben gave a long pause and responded, 'Well, I like hanging out with you. You're not part of the problem, you're part of the solution.'"
A Sense of Self
Ellen Kelly, Experience Corps member
Boston, MA
The story I like to tell is about my little man, Herbie. He just had a terrible time. He didn't want to come for tutoring. He was literally on the floor screaming, "No, no, they think I'm stupid. I don't want to come." I finally got him to join me, and Herbie turned out to be just wonderful. He accomplished a great deal, and he developed a sense of self that was just marvelous. He did well in school, and they tell me that he did well in many other subjects, not only his reading.
Ellen Kelly, Experience Corps member
Boston, MA
The story I like to tell is about my little man, Herbie. He just had a terrible time. He didn't want to come for tutoring. He was literally on the floor screaming, "No, no, they think I'm stupid. I don't want to come." I finally got him to join me, and Herbie turned out to be just wonderful. He accomplished a great deal, and he developed a sense of self that was just marvelous. He did well in school, and they tell me that he did well in many other subjects, not only his reading.
Our Future Leaders
Laurine Moore, Experience Corps member
Cleveland
I find it very rewarding to train these little minds to read, recognize letters, know numbers and tie their shoes. They need to know that somebody loves them so they can grow up to be our future leaders.
Laurine Moore, Experience Corps member
Cleveland
I find it very rewarding to train these little minds to read, recognize letters, know numbers and tie their shoes. They need to know that somebody loves them so they can grow up to be our future leaders.
What Will You Teach Me?
Paul Egede, Experience Corps member
Cleveland
I like to tell the story about a young girl I worked with. The first time I met her, she really didn't like me. She said she did not need any tutoring.
"What will you teach me?" she asked. I said she needed to learn math.
"I don't need it," she said "I'll be a hairdresser."
"Oh yes you will need it," I told her. "How will you know how much to charge? How will you know how much to pay and how to make change?"
The next day she came to the tutoring room carrying her math book.
Paul Egede, Experience Corps member
Cleveland
I like to tell the story about a young girl I worked with. The first time I met her, she really didn't like me. She said she did not need any tutoring.
"What will you teach me?" she asked. I said she needed to learn math.
"I don't need it," she said "I'll be a hairdresser."
"Oh yes you will need it," I told her. "How will you know how much to charge? How will you know how much to pay and how to make change?"
The next day she came to the tutoring room carrying her math book.
Making a Difference
Sylvaine Robyn, Experience Corps member
Cleveland
The day I knew I was really making a difference was when the district-wide scores came in.
Let me start at the beginning. When I met third grader Tamica last October, I thought she was the most adorable little girl in the school. She was cute, polite, gentle and a great reader. I soon realized, however, that she was missing a solid foundation in math. She did not know why we add, subtract, or multiply.
We followed the exercises in the textbook and we drew pictures to help Tamica understand the concepts. We continued to work, week after week. We drew pictures, followed the exercises and drew more pictures.
One day the teacher announced that the class had earned one of the highest scores in the district. Tamica immediately looked at me - we exchanged smiles - and then the class began clapping and cheering. I will never forget how proud I felt. I did not try to hide my teary eyes.
Sylvaine Robyn, Experience Corps member
Cleveland
The day I knew I was really making a difference was when the district-wide scores came in.
Let me start at the beginning. When I met third grader Tamica last October, I thought she was the most adorable little girl in the school. She was cute, polite, gentle and a great reader. I soon realized, however, that she was missing a solid foundation in math. She did not know why we add, subtract, or multiply.
We followed the exercises in the textbook and we drew pictures to help Tamica understand the concepts. We continued to work, week after week. We drew pictures, followed the exercises and drew more pictures.
One day the teacher announced that the class had earned one of the highest scores in the district. Tamica immediately looked at me - we exchanged smiles - and then the class began clapping and cheering. I will never forget how proud I felt. I did not try to hide my teary eyes.
All Ten Words Right!
Margaret Vance, Experience Corps member
Cleveland
One morning the teacher asked if I would work with a new student who had never attended preschool, much less kindergarten, and only knew the alphabet. I was tutoring first graders at the time, but of course I accepted her.
Aurielle was energetic, but also very shy. She looked away when we spoke. When we first met we agreed to work hard together. Now, just four months later, Aurielle reads with confidence and speaks loudly and clearly.
When I come into the classroom she cannot wait to point to her spelling tests. They are on the bulletin board for everyone to see. She gets all ten words right, every week!
Margaret Vance, Experience Corps member
Cleveland
One morning the teacher asked if I would work with a new student who had never attended preschool, much less kindergarten, and only knew the alphabet. I was tutoring first graders at the time, but of course I accepted her.
Aurielle was energetic, but also very shy. She looked away when we spoke. When we first met we agreed to work hard together. Now, just four months later, Aurielle reads with confidence and speaks loudly and clearly.
When I come into the classroom she cannot wait to point to her spelling tests. They are on the bulletin board for everyone to see. She gets all ten words right, every week!
Push Button Dictionary
Jerome Resnick, Experience Corps member
Cleveland
I work with the children as they write their vocabulary words for the week. When they come across a word they do not know, they are supposed to "knock on my door," by giving me a tap on my knee. We then use my electronic dictionary - which they call the push button dictionary - to look up the word.
One day one of my students, Brandon, began the session by using his pencils as drumsticks against the desk. Rather than asking him to stop, which of course I wanted him to do, I asked him if wanted to be a drummer when he grew up. Yes, he said, he did. He wanted to be in a rock and roll band. He was more excited about this than anything I had seen. We talked about the need for understanding rhythm and notation, and then I guided us back to reading the vocabulary words.
I showed up with three library books about drumming the next day. We started reading them together. Brandon's ability to understand words has improved since that day.
Jerome Resnick, Experience Corps member
Cleveland
I work with the children as they write their vocabulary words for the week. When they come across a word they do not know, they are supposed to "knock on my door," by giving me a tap on my knee. We then use my electronic dictionary - which they call the push button dictionary - to look up the word.
One day one of my students, Brandon, began the session by using his pencils as drumsticks against the desk. Rather than asking him to stop, which of course I wanted him to do, I asked him if wanted to be a drummer when he grew up. Yes, he said, he did. He wanted to be in a rock and roll band. He was more excited about this than anything I had seen. We talked about the need for understanding rhythm and notation, and then I guided us back to reading the vocabulary words.
I showed up with three library books about drumming the next day. We started reading them together. Brandon's ability to understand words has improved since that day.
There Are No Labels in Here
Cleveland
I was assigned to a boy I had seen rough housing in the hallway. I knew he got in trouble in the classroom and was often sent to the principal. We started working together, focusing on the lesson and reading. Reading was difficult for him. After about two or three weeks, he looked up from the book and asked why I did not get angry with him. I told him it was because he did not do anything wrong.
"But everyone calls me a trouble maker," he said.
"Not me," I answered. "There are no labels in here."
Ever since that day his reading has improved.
Cleveland
I was assigned to a boy I had seen rough housing in the hallway. I knew he got in trouble in the classroom and was often sent to the principal. We started working together, focusing on the lesson and reading. Reading was difficult for him. After about two or three weeks, he looked up from the book and asked why I did not get angry with him. I told him it was because he did not do anything wrong.
"But everyone calls me a trouble maker," he said.
"Not me," I answered. "There are no labels in here."
Ever since that day his reading has improved.
Small Steps
Charlene Connors, Experience Corps member
Cleveland
I walked quietly into the special education classroom, not knowing what to expect. I counted quickly - five boys, one girl. The teacher asked me to work with Alice, the obviously angry child who protested immediately. No she did not want help, no she did not want me to sit next to her, and no she would not read with me.
I learned quickly I couldn't even touch Alice's hand or shoulder, since she would jump away and cringe. We started with my sitting next to her, quietly encouraging her, trying to keep her on task in the classroom. She knew most of her alphabet but hadn't yet made the connection between alphabet sounds and words. We took small steps, and I set little goals.
After several weeks, Alice trusted me enough to sit with me right outside the classroom door. She "helped" me read, as I pointed to the easy words I knew she would know. Soon we were going to the library, picking out books and reading together. Alice started to sound out more words.
One day, Alice wanted to read in the library balcony. I was very pleased but, due to a health problem, going up the steps was difficult for me. I explained we would have to go very slowly. Quickly, Alice grabbed my hand and assured me she could help. And so we climbed slowly, hand in hand, up the library steps.
By the end of the year, Alice didn't need me to pick out books or point out words. She was very excited about reading, eagerly sounding out any words she didn't know, even bringing in books she wanted us to read.
By the end of the year, I no longer needed Alice's help to climb the stairs, but I never told her. We all need a helping hand at some point in our lives.
Charlene Connors, Experience Corps member
Cleveland
I walked quietly into the special education classroom, not knowing what to expect. I counted quickly - five boys, one girl. The teacher asked me to work with Alice, the obviously angry child who protested immediately. No she did not want help, no she did not want me to sit next to her, and no she would not read with me.
I learned quickly I couldn't even touch Alice's hand or shoulder, since she would jump away and cringe. We started with my sitting next to her, quietly encouraging her, trying to keep her on task in the classroom. She knew most of her alphabet but hadn't yet made the connection between alphabet sounds and words. We took small steps, and I set little goals.
After several weeks, Alice trusted me enough to sit with me right outside the classroom door. She "helped" me read, as I pointed to the easy words I knew she would know. Soon we were going to the library, picking out books and reading together. Alice started to sound out more words.
One day, Alice wanted to read in the library balcony. I was very pleased but, due to a health problem, going up the steps was difficult for me. I explained we would have to go very slowly. Quickly, Alice grabbed my hand and assured me she could help. And so we climbed slowly, hand in hand, up the library steps.
By the end of the year, Alice didn't need me to pick out books or point out words. She was very excited about reading, eagerly sounding out any words she didn't know, even bringing in books she wanted us to read.
By the end of the year, I no longer needed Alice's help to climb the stairs, but I never told her. We all need a helping hand at some point in our lives.
Good Use of My Time
Kenny Knox, Experience Corps member
Evansville, IN
I plan to work with Experience Corps because it will help me to give some of my time to the youth of my community. It also gives me the feeling of being wanted and making good use of my time.
Kenny Knox, Experience Corps member
Evansville, IN
I plan to work with Experience Corps because it will help me to give some of my time to the youth of my community. It also gives me the feeling of being wanted and making good use of my time.
An Impact That Could be Everlasting
Que Payne, Experience Corps member
Greater New Haven
It's really been a two-way street. I feel like I get a whole lot more than I could give out. I don't know how many times in my life I've heard a successful individual say that a neighborhood person, or a teacher, or a mentor, said something or did something that made a change in them. You're not just working with a child today. You're making an impact that could be everlasting.
Que Payne, Experience Corps member
Greater New Haven
It's really been a two-way street. I feel like I get a whole lot more than I could give out. I don't know how many times in my life I've heard a successful individual say that a neighborhood person, or a teacher, or a mentor, said something or did something that made a change in them. You're not just working with a child today. You're making an impact that could be everlasting.
A Chance to Open Up
Greater New Haven
The teacher asked me to work with a second grader one-on-one because the little girl was very quiet.
The students share about their weekends every Monday morning, but this little girl never spoke up. Her teacher thought that being with me one-on-one might help her share.
I introduced myself and told her a little about me. Then I asked her a couple of questions, and the minute I hit on, "Do you have any siblings?" she began to tell me how her mom is going to have a baby and she is looking forward to having a little brother, how her mother moved her into another room and she got to say what color she wanted this room to be (purple.) We talked and talked about this gift of a baby brother until time was up.
When I brought her back, the teacher asked how things went. She said, "She didn't talk at all, did she?"
"She talked a lot," I said "She told me all about her baby brother and her favorite color!" Now the teacher has more insight into something that she could talk about with her.
Greater New Haven
The teacher asked me to work with a second grader one-on-one because the little girl was very quiet.
The students share about their weekends every Monday morning, but this little girl never spoke up. Her teacher thought that being with me one-on-one might help her share.
I introduced myself and told her a little about me. Then I asked her a couple of questions, and the minute I hit on, "Do you have any siblings?" she began to tell me how her mom is going to have a baby and she is looking forward to having a little brother, how her mother moved her into another room and she got to say what color she wanted this room to be (purple.) We talked and talked about this gift of a baby brother until time was up.
When I brought her back, the teacher asked how things went. She said, "She didn't talk at all, did she?"
"She talked a lot," I said "She told me all about her baby brother and her favorite color!" Now the teacher has more insight into something that she could talk about with her.
I Have the Time and the Patience
Greater New Haven
In the beginning, Bob was a little hesitant about the idea of mentoring. He worried that his academic skills were a little rusty.
"I had a boy who was not interested in math because he couldn't read the instructions," said Experience Corps member Mr. Payne. "I went over the instructions with him word by word, explaining each problem. The teacher doesn't always have the time. I have the time and the patience to do that. When I was able to give that time to him, he was able to get it."
"They know who I am," he says. "They see me coming and shout, Mr. Payne! Mr. Payne! They noticed I shaved off my goatee before anyone else did!"
Greater New Haven
In the beginning, Bob was a little hesitant about the idea of mentoring. He worried that his academic skills were a little rusty.
"I had a boy who was not interested in math because he couldn't read the instructions," said Experience Corps member Mr. Payne. "I went over the instructions with him word by word, explaining each problem. The teacher doesn't always have the time. I have the time and the patience to do that. When I was able to give that time to him, he was able to get it."
"They know who I am," he says. "They see me coming and shout, Mr. Payne! Mr. Payne! They noticed I shaved off my goatee before anyone else did!"
A Shark in the Swimming Pool
John Settano
Marin County
Fourth grader Cesar greeted Experience Corps member John Settano with a shrug, as if to say, "Whatever." Fifty-seven-year-old John, a semi-retired commercial financal advisor, had never worked with children before but figured that he was up for whatever Cesar could throw at him.
He didn't expect sharks. At one of their early meetings, Cesar started to tell the story of a shark that he and his father caught while fishing one day. He said they brought the huge, vicious fish home to their swimming pool, and the monster stayed there until his father had to shoot it. John looked at Cesar, and Cesar looked at John - and they both burst out laughing. It was then that John realized that, while Cesar might have trouble with math, he had no trouble using his imagination.
Since then, as Cesar has progressed, John and Cesar have chuckled at his stories. There was one about a beautiful mansion that his grandfather built in Mexico with everything a person could want. There was the story of the barking dog who yapped on cue when Cesar's brother came home but would not stop until Cesar himself came through the door, no matter how long that might be.
The relationship between the finance man and the preteen gives life to the fact that tutoring isn't just working on numbers or letters.
"We laugh a lot, because we both know that his stories are part of his vivid imagination. I just play along," says John.
The pair continued to meet even as the boy's math improved. John says that "it's more than math. My job is to give kids contact with another adult."
The fact that John speaks Spanish (he also plays flamenco guitar and spends a lot of time in Spain) certainly helps in San Pedro School in Marin County where 97% of the schools students are Hispanic. But there are other languages that bring people together - including laughter.
John Settano
Marin County
Fourth grader Cesar greeted Experience Corps member John Settano with a shrug, as if to say, "Whatever." Fifty-seven-year-old John, a semi-retired commercial financal advisor, had never worked with children before but figured that he was up for whatever Cesar could throw at him.
He didn't expect sharks. At one of their early meetings, Cesar started to tell the story of a shark that he and his father caught while fishing one day. He said they brought the huge, vicious fish home to their swimming pool, and the monster stayed there until his father had to shoot it. John looked at Cesar, and Cesar looked at John - and they both burst out laughing. It was then that John realized that, while Cesar might have trouble with math, he had no trouble using his imagination.
Since then, as Cesar has progressed, John and Cesar have chuckled at his stories. There was one about a beautiful mansion that his grandfather built in Mexico with everything a person could want. There was the story of the barking dog who yapped on cue when Cesar's brother came home but would not stop until Cesar himself came through the door, no matter how long that might be.
The relationship between the finance man and the preteen gives life to the fact that tutoring isn't just working on numbers or letters.
"We laugh a lot, because we both know that his stories are part of his vivid imagination. I just play along," says John.
The pair continued to meet even as the boy's math improved. John says that "it's more than math. My job is to give kids contact with another adult."
The fact that John speaks Spanish (he also plays flamenco guitar and spends a lot of time in Spain) certainly helps in San Pedro School in Marin County where 97% of the schools students are Hispanic. But there are other languages that bring people together - including laughter.
A Star
Maria, Experience Corps member
Marin County
Maria is a quiet third-grader at Venetia Valley School in San Rafael. She is behind in reading and works with Experience Corps member Suzette Westsmith.
Suzette now admits that she was ready to give up on Maria earlier in the year - since, as a retired teacher herself, she knew that the youngster needed more help than she could provide. She also noticed that the child was tired all the time. Finally, in one of their meetings, the young girl told her why. In a household where there was little routine because both parents worked long hours, Maria didn't get to bed until 10 p.m., and she then insisted on being awakened at 1 a.m. to say good-bye to her father as he headed for work.
Suzette pondered on how to help a sleepy girl who could get little help at home from harried parents. She had worked with challenging cases before. Shed taught prison inmates as well as learning disabled kids. A wiry, gray-haired 77-year-old who seems to have "energy" as a middle name, Suzette watched the girl closely as the class went about its day. The child was listless and uninterested. One day, as Suzette was doing an art project with the class - they were decorating "skulls" for Day of the Dead - she noticed that Maria was intent on her work and looking not the least bit tired.
When Suzette met with Maria the next time, she quietly placed a sketch pad, some colored pencils and assorted markers on the table. "For you," Suzette said quietly. It was obvious that Maria was delighted. While she had always hugged Suzette when she saw her, her embrace was particularly heartfelt that day.
Suzette continues to work on reading with Maria, although progress is slow. Since the youngster responds to oral rather than written cues, there's a lot of tedious repetition of words and phrases. The good news is that Maria's mother now comes in to help in the class with a bilingual volunteer to translate. No matter what happens with Maria, Suzette feels that she'll find her own way.
"When Maria stands up tall in front of the class and shows off her wonderful drawings, she is a star."
Maria, Experience Corps member
Marin County
Maria is a quiet third-grader at Venetia Valley School in San Rafael. She is behind in reading and works with Experience Corps member Suzette Westsmith.
Suzette now admits that she was ready to give up on Maria earlier in the year - since, as a retired teacher herself, she knew that the youngster needed more help than she could provide. She also noticed that the child was tired all the time. Finally, in one of their meetings, the young girl told her why. In a household where there was little routine because both parents worked long hours, Maria didn't get to bed until 10 p.m., and she then insisted on being awakened at 1 a.m. to say good-bye to her father as he headed for work.
Suzette pondered on how to help a sleepy girl who could get little help at home from harried parents. She had worked with challenging cases before. Shed taught prison inmates as well as learning disabled kids. A wiry, gray-haired 77-year-old who seems to have "energy" as a middle name, Suzette watched the girl closely as the class went about its day. The child was listless and uninterested. One day, as Suzette was doing an art project with the class - they were decorating "skulls" for Day of the Dead - she noticed that Maria was intent on her work and looking not the least bit tired.
When Suzette met with Maria the next time, she quietly placed a sketch pad, some colored pencils and assorted markers on the table. "For you," Suzette said quietly. It was obvious that Maria was delighted. While she had always hugged Suzette when she saw her, her embrace was particularly heartfelt that day.
Suzette continues to work on reading with Maria, although progress is slow. Since the youngster responds to oral rather than written cues, there's a lot of tedious repetition of words and phrases. The good news is that Maria's mother now comes in to help in the class with a bilingual volunteer to translate. No matter what happens with Maria, Suzette feels that she'll find her own way.
"When Maria stands up tall in front of the class and shows off her wonderful drawings, she is a star."
A Roll of the Dice
Marin County
Tossing dice. Playing cards. Picking apples off a tree. Experience Corps member Rosemarie Ellingson has done it all - and with five-year-olds no less. In fact, she says that she'll do just about anything to help the two bright-eyed students, Camilla and Jose, to keep up with the demands of kindergarten at Venetia Valley School in San Rafael, California.
"When I taught kindergarten years ago, all the kids needed to know were shapes and colors and how to count to ten." Now, she says, they have to count to 100, know all their letters, add simple numbers, and begin to recognize basic word sounds. On top of that, in a school where 90% of the students come from homes where Spanish is spoken, just a few speak fluent English.
Of course, her two charges are bundles of energy. They are wigglers and gigglers like most kindergartners. But Rosemarie is not to be outdone by these little folks. She brings out a pair of dice - a sure attention-getter - and, like a casino worker, tosses them on the table. "Lets add up the dots," she says. Camilla and Jose are hooked, as Rosemarie helps them with simple addition. Sometimes they play "Go Fish." The children huddle together like conspirators - playing card games in school? - and, in the process, learn about recognizing numbers. Another time the youngsters take turns plopping Velcro-backed apples onto a picture of an apple tree. They happily put the apples on the tree, count them, and just as happily pluck them off.
Working with Camilla and Jose is literally child's play for Rosemarie. A self-confessed workaholic ("I like to keep busy"), she's volunteered in a probation office, in a hospital emergency room, with the Saigon Baby Lift after the Vietnam War, and with an organization placing refugees from Thailand and Cambodia. She continues to volunteer at Guide Dogs in Marin County and, of course, with Experience Corps.
Marin County
Tossing dice. Playing cards. Picking apples off a tree. Experience Corps member Rosemarie Ellingson has done it all - and with five-year-olds no less. In fact, she says that she'll do just about anything to help the two bright-eyed students, Camilla and Jose, to keep up with the demands of kindergarten at Venetia Valley School in San Rafael, California.
"When I taught kindergarten years ago, all the kids needed to know were shapes and colors and how to count to ten." Now, she says, they have to count to 100, know all their letters, add simple numbers, and begin to recognize basic word sounds. On top of that, in a school where 90% of the students come from homes where Spanish is spoken, just a few speak fluent English.
Of course, her two charges are bundles of energy. They are wigglers and gigglers like most kindergartners. But Rosemarie is not to be outdone by these little folks. She brings out a pair of dice - a sure attention-getter - and, like a casino worker, tosses them on the table. "Lets add up the dots," she says. Camilla and Jose are hooked, as Rosemarie helps them with simple addition. Sometimes they play "Go Fish." The children huddle together like conspirators - playing card games in school? - and, in the process, learn about recognizing numbers. Another time the youngsters take turns plopping Velcro-backed apples onto a picture of an apple tree. They happily put the apples on the tree, count them, and just as happily pluck them off.
Working with Camilla and Jose is literally child's play for Rosemarie. A self-confessed workaholic ("I like to keep busy"), she's volunteered in a probation office, in a hospital emergency room, with the Saigon Baby Lift after the Vietnam War, and with an organization placing refugees from Thailand and Cambodia. She continues to volunteer at Guide Dogs in Marin County and, of course, with Experience Corps.
Can You Come Everyday?
Shelley Bott, Experience Corps member
Mesa
A student who has been reading to me took the AR (accelerated reader) test and received 100%. He proudly showed me his accomplishment. Another student who has great difficulty writing a few sentences was able to finish a project with my persuasion. She simply said, "Can you come everyday? I'm going to miss you if you don't."
Shelley Bott, Experience Corps member
Mesa
A student who has been reading to me took the AR (accelerated reader) test and received 100%. He proudly showed me his accomplishment. Another student who has great difficulty writing a few sentences was able to finish a project with my persuasion. She simply said, "Can you come everyday? I'm going to miss you if you don't."
The Best Email
Diane O'Keefe, Experience Corps member
Minneapolis/St. Paul
John is a timid first grade boy in the tough inner city school where I tutor. When I began last fall, he had no reading skills whatsoever. On the weekly spelling tests, getting one or two words right was cause for celebration.
After drilling and coaxing and encouraging for three months, he has begun to correctly sound out words and is working hard on identifying long vowel sounds. I showed him the Dolch word list, and he was excited to discover that he already knew many of the words. His excitement is contagious, and we are both looking forward to working on the higher levels in the coming weeks.
I bring in my old Dick and Jane reading books for some extra reading practice with John. He loves the books and does surprisingly well reading them. I think the constant repetition of words in the different stories provides him with more opportunities to recognize words, and it helps build his confidence and self-esteem as well as his reading skills.
Several weeks ago I began drilling students on their weekly spelling words so they could be more successful on the Friday tests. Despite this help, John continued to get just one or two words right. Last week, for the first time, John correctly spelled five out of the ten words on the test, and one of them was in the harder category! His reward was to eat lunch in the classroom with the teacher and the other students who did well. He was so excited by his achievement that he insisted that the teacher email me at home to tell me. That may have been the best email I've received in many weeks.
Diane O'Keefe, Experience Corps member
Minneapolis/St. Paul
John is a timid first grade boy in the tough inner city school where I tutor. When I began last fall, he had no reading skills whatsoever. On the weekly spelling tests, getting one or two words right was cause for celebration.
After drilling and coaxing and encouraging for three months, he has begun to correctly sound out words and is working hard on identifying long vowel sounds. I showed him the Dolch word list, and he was excited to discover that he already knew many of the words. His excitement is contagious, and we are both looking forward to working on the higher levels in the coming weeks.
I bring in my old Dick and Jane reading books for some extra reading practice with John. He loves the books and does surprisingly well reading them. I think the constant repetition of words in the different stories provides him with more opportunities to recognize words, and it helps build his confidence and self-esteem as well as his reading skills.
Several weeks ago I began drilling students on their weekly spelling words so they could be more successful on the Friday tests. Despite this help, John continued to get just one or two words right. Last week, for the first time, John correctly spelled five out of the ten words on the test, and one of them was in the harder category! His reward was to eat lunch in the classroom with the teacher and the other students who did well. He was so excited by his achievement that he insisted that the teacher email me at home to tell me. That may have been the best email I've received in many weeks.
We'll Just Spend a Little Time Reading
Diane Ruffin, Experience Corps member
Minneapolis/St. Paul
I know I'm not supposed to have favorite students, but I can't help it - Daygin is one of my favorites. When I first met him, he always had an excuse why he didn't want to read.
"I have a stomach ache," he'd say. Or "headache." Or sometimes an "arm ache."
We would talk about his aches, about his weekend or what he did the night before. Then I would tell him, "Well just spend a little time reading."
At first the teacher had specific books for us to read. Daygin struggled and was very frustrated with them. He struggled with each word. I believe he truly hated the time we spent together reading.
One day I asked, "Do you know the alphabet?"
He said, "No."
So, we started with the alphabet. I wrote letters on the board and we said them. Then he wrote them, and I noticed that he liked being in control and writing the letters. Sometimes we even sang them.
I praised him constantly with "Good job! You got it!" He responded with a smile, a really big smile. Daygins smile goes from ear to ear when he is praised. And after a while, I noticed that the head did not hurt as much and the stomach stopped hurting.
Daygin wants to be a fireman. He has an uncle that is a fireman and he has visited the firehouse with his uncle. This may or may not be true - not all of the kids tell the truth about their lives - but I told him that it is wonderful job and that he will need to read to be a fireman, or to have any job.
"A fireman needs to read directions," I said. "They need to write reports and read about different chemicals. It's very important that they know how to read."
We talked about when he couldn't read and how much progress he's made. I said, "Your attitude has changed since we first started reading together. When you have a good attitude, people will look at you differently."
His smile got bigger and bigger, and I saw a twinkle in his eye. Maybe someday I will see Daygin on a fire truck.
Diane Ruffin, Experience Corps member
Minneapolis/St. Paul
I know I'm not supposed to have favorite students, but I can't help it - Daygin is one of my favorites. When I first met him, he always had an excuse why he didn't want to read.
"I have a stomach ache," he'd say. Or "headache." Or sometimes an "arm ache."
We would talk about his aches, about his weekend or what he did the night before. Then I would tell him, "Well just spend a little time reading."
At first the teacher had specific books for us to read. Daygin struggled and was very frustrated with them. He struggled with each word. I believe he truly hated the time we spent together reading.
One day I asked, "Do you know the alphabet?"
He said, "No."
So, we started with the alphabet. I wrote letters on the board and we said them. Then he wrote them, and I noticed that he liked being in control and writing the letters. Sometimes we even sang them.
I praised him constantly with "Good job! You got it!" He responded with a smile, a really big smile. Daygins smile goes from ear to ear when he is praised. And after a while, I noticed that the head did not hurt as much and the stomach stopped hurting.
Daygin wants to be a fireman. He has an uncle that is a fireman and he has visited the firehouse with his uncle. This may or may not be true - not all of the kids tell the truth about their lives - but I told him that it is wonderful job and that he will need to read to be a fireman, or to have any job.
"A fireman needs to read directions," I said. "They need to write reports and read about different chemicals. It's very important that they know how to read."
We talked about when he couldn't read and how much progress he's made. I said, "Your attitude has changed since we first started reading together. When you have a good attitude, people will look at you differently."
His smile got bigger and bigger, and I saw a twinkle in his eye. Maybe someday I will see Daygin on a fire truck.
A Chart for Assad
Norma Brown, Experience Corps member
Minneapolis/St. Paul
In the inner city charter school where I tutor, about 90% of the students in K-3rd grades have families who have immigrated from Somalia or Ethiopia.
Assad was a new second grade student last fall. The first day I met him he pushed into the room, banging the door, and flopped into a chair with his arms folded and an angry pout on his face. He didn't have to say the words aloud to communicate his message: "Don't touch me! Just leave me alone!"
His reading skills were very poor. There was no fluency in his reading because he knew so few words, but whenever I offered help with a word, he would shout, "Don't tell me! Why did you tell me?!"
No one knew the source of his anger, but it was clear that he had a strong desire to do well and was frustrated that he couldn't. Other students were making progress and their colorful progress charts were posted on the wall to demonstrate their success, but Assad's chart remained in the folder.
For many weeks the teacher and I tiptoed around his trigger points, trying to find ways to work with him and help him achieve. Nothing was working.
One day I thought of making a "fake" progress chart for him. I asked the teacher if I could make one that looked like all the others but was coded so that we knew it was not the real chart.
She said, "Well, its not the textbook solution to tutoring a recalcitrant reader, but lets try it."
I colored in some lines on the chart and showed it to Assad.
"See - you are making progress," I said. "You're doing a good job, Assad!"
The sour expression on his face transformed into a glowing smile! And wonder of wonders, he soon began to allow me to provide a little bit of carefully worded help. A small opening in the armor was all I wanted.
Now he is really, finally beginning to read with more fluency and I can legitimately give the encouragement he so desperately needs. He is nowhere near reading at grade level and he still doesn't have a chart posted on the wall, but we are hopeful that it will be hanging there by the end of the school year.
Norma Brown, Experience Corps member
Minneapolis/St. Paul
In the inner city charter school where I tutor, about 90% of the students in K-3rd grades have families who have immigrated from Somalia or Ethiopia.
Assad was a new second grade student last fall. The first day I met him he pushed into the room, banging the door, and flopped into a chair with his arms folded and an angry pout on his face. He didn't have to say the words aloud to communicate his message: "Don't touch me! Just leave me alone!"
His reading skills were very poor. There was no fluency in his reading because he knew so few words, but whenever I offered help with a word, he would shout, "Don't tell me! Why did you tell me?!"
No one knew the source of his anger, but it was clear that he had a strong desire to do well and was frustrated that he couldn't. Other students were making progress and their colorful progress charts were posted on the wall to demonstrate their success, but Assad's chart remained in the folder.
For many weeks the teacher and I tiptoed around his trigger points, trying to find ways to work with him and help him achieve. Nothing was working.
One day I thought of making a "fake" progress chart for him. I asked the teacher if I could make one that looked like all the others but was coded so that we knew it was not the real chart.
She said, "Well, its not the textbook solution to tutoring a recalcitrant reader, but lets try it."
I colored in some lines on the chart and showed it to Assad.
"See - you are making progress," I said. "You're doing a good job, Assad!"
The sour expression on his face transformed into a glowing smile! And wonder of wonders, he soon began to allow me to provide a little bit of carefully worded help. A small opening in the armor was all I wanted.
Now he is really, finally beginning to read with more fluency and I can legitimately give the encouragement he so desperately needs. He is nowhere near reading at grade level and he still doesn't have a chart posted on the wall, but we are hopeful that it will be hanging there by the end of the school year.
Top Ten Everyday Experiences of Reading with Children
Florence Johnson, Experience Corps member
Minneapolis/St. Paul
I can best describe the pleasures and benefits of reading with children by listing my "top ten."
10. "I love to read!" This unexpected announcement came from shy Annie as she grasped my hand, walking quietly down the hall to our enticing book-lined room
9. "What is a baby kangaroo called?" Josh and I both learned something new, and something to remember, as he read to me about kangaroos. Later that week, out of the blue, he quizzed me on what that baby is called. Luckily, I knew - Joey - and we both laughed.
8. "How many books have I read?" Artie asked as he looked at my reading tallies. He struggles with his simple little books, but there were titles of 34! How proud we both were.
7. "You've read 32 pages without a mistake!" It was a day when I read with a more advanced student in the class. When he told his teacher, she smiled and whispered, "Lets just keep that quietly to ourselves." And we did.
6. "No, don't write that word down." Usually, difficult words are jotted down for review. But David insisted it wasn't a hard one, so I willingly erased it from the list.
5. "Let me see how many letters I've moved up," said Mattie. She had started with "D" books and now was proudly choosing letter "J"!
4. "This is a secret between us two," I told Teresa as she acted out her story, reading and dancing around the table, having fun with a book.
3. "I think this poem sounds like a song," Lynette chirped. She needed no persuasion as together we crooned our own special tune.
2. "You never ask me to read any more." Apologetically, I explained to Neva that he reads so well that I give priority to those who need more help. But his turn would come again soon.
1. "Don't, don't tell me," Julius pleaded as he struggled to pronounce a word. But it was worth the wait as each syllable came slowly out and he proved what he could do.
Florence Johnson, Experience Corps member
Minneapolis/St. Paul
I can best describe the pleasures and benefits of reading with children by listing my "top ten."
10. "I love to read!" This unexpected announcement came from shy Annie as she grasped my hand, walking quietly down the hall to our enticing book-lined room
9. "What is a baby kangaroo called?" Josh and I both learned something new, and something to remember, as he read to me about kangaroos. Later that week, out of the blue, he quizzed me on what that baby is called. Luckily, I knew - Joey - and we both laughed.
8. "How many books have I read?" Artie asked as he looked at my reading tallies. He struggles with his simple little books, but there were titles of 34! How proud we both were.
7. "You've read 32 pages without a mistake!" It was a day when I read with a more advanced student in the class. When he told his teacher, she smiled and whispered, "Lets just keep that quietly to ourselves." And we did.
6. "No, don't write that word down." Usually, difficult words are jotted down for review. But David insisted it wasn't a hard one, so I willingly erased it from the list.
5. "Let me see how many letters I've moved up," said Mattie. She had started with "D" books and now was proudly choosing letter "J"!
4. "This is a secret between us two," I told Teresa as she acted out her story, reading and dancing around the table, having fun with a book.
3. "I think this poem sounds like a song," Lynette chirped. She needed no persuasion as together we crooned our own special tune.
2. "You never ask me to read any more." Apologetically, I explained to Neva that he reads so well that I give priority to those who need more help. But his turn would come again soon.
1. "Don't, don't tell me," Julius pleaded as he struggled to pronounce a word. But it was worth the wait as each syllable came slowly out and he proved what he could do.
Reading is a Whole Lot Easier
Julie A. Plumer, Experience Corps member
Minneapolis/St. Paul
I have been working with third graders who all read below grade level. We work on phonics and use "Accelerated Readers" to practice reading fluency, test for comprehension, and verify progress.
A few weeks ago, I heard Thomas call me from down the hall, "Julie! Julie!" As he came running up to me he had an incredulous look on his face. He practically shouted, "Julie! I don't know what's going on!"
I was somewhat concerned. "Why? What do you mean, Thomas?"
With a voice full of excitement and wonder he said, "I don't know what's going on! All of a sudden, reading is a whole lot easier!"
It was very gratifying to see that he had finally had his "AHA" moment when everything comes together. Thomas is still working hard in the group and has progressed from a 1.9 to a 3.2 reading level. I feel privileged to have helped him learn to love reading and to have shared his moment of revelation.
Julie A. Plumer, Experience Corps member
Minneapolis/St. Paul
I have been working with third graders who all read below grade level. We work on phonics and use "Accelerated Readers" to practice reading fluency, test for comprehension, and verify progress.
A few weeks ago, I heard Thomas call me from down the hall, "Julie! Julie!" As he came running up to me he had an incredulous look on his face. He practically shouted, "Julie! I don't know what's going on!"
I was somewhat concerned. "Why? What do you mean, Thomas?"
With a voice full of excitement and wonder he said, "I don't know what's going on! All of a sudden, reading is a whole lot easier!"
It was very gratifying to see that he had finally had his "AHA" moment when everything comes together. Thomas is still working hard in the group and has progressed from a 1.9 to a 3.2 reading level. I feel privileged to have helped him learn to love reading and to have shared his moment of revelation.
One Thousand Pages
Joanne Andrews, Experience Corps member
Minneapolis/St. Paul
Two days a week I tutor a couple of third graders. One day their teacher informed the class that the school year was half over and before it was finished they had to read 1,000 pages.My student, Ben, started complaining about this, and said, "No one ever told me life would be this difficult!"
I explained that 1,000 pages for the rest of the year figured out to about 10 pages a day. I knew he could do that. On Valentine's Day, they played Bingo and had a choice of any prize. When Ben won, he picked a book. Definite progress!
Joanne Andrews, Experience Corps member
Minneapolis/St. Paul
Two days a week I tutor a couple of third graders. One day their teacher informed the class that the school year was half over and before it was finished they had to read 1,000 pages.My student, Ben, started complaining about this, and said, "No one ever told me life would be this difficult!"
I explained that 1,000 pages for the rest of the year figured out to about 10 pages a day. I knew he could do that. On Valentine's Day, they played Bingo and had a choice of any prize. When Ben won, he picked a book. Definite progress!
I Still Learn So Much
Pat Treadwell, Experience Corps member, Monarch Academy
Oakland
Even though I am a grandmother, I still learn so much about children through working with the 10-year-olds at Monarch Academy. I need to learn about each child's different background and family life before I can understand them. Seeing the different personalities is remarkable!
Pat Treadwell, Experience Corps member, Monarch Academy
Oakland
Even though I am a grandmother, I still learn so much about children through working with the 10-year-olds at Monarch Academy. I need to learn about each child's different background and family life before I can understand them. Seeing the different personalities is remarkable!
Find a Key
Naomi, Experience Corps member
Oakland
I always felt that with all the children that I tutored, if you can find the key to that one child, you can open everything up. It's like looking for treasure.
Naomi, Experience Corps member
Oakland
I always felt that with all the children that I tutored, if you can find the key to that one child, you can open everything up. It's like looking for treasure.
In the Groove
Norman, Experience Corps member
Oakland
I have discovered and found a new lease on life, after a few years of boredom in retirement. I learned there is a fine line between being in a rut and being in a groove. Experience Corps put me in the groove and saved my life!
Norman, Experience Corps member
Oakland
I have discovered and found a new lease on life, after a few years of boredom in retirement. I learned there is a fine line between being in a rut and being in a groove. Experience Corps put me in the groove and saved my life!
He Knows the Map
Eve, Experience Corps member
Oakland
Children are like sponges. They absorb so much when they're given individual attention. I love to see the joy on Malcolm's face after we've read a story, or he's read a story to me. We also study geography and work on math. Each time, I see an improvement. When we started, Malcolm didn't know where California was on the map and now he knows where all fifty states are! He knows the map. I feel good about it and I know it's been good for his self-esteem.
Eve, Experience Corps member
Oakland
Children are like sponges. They absorb so much when they're given individual attention. I love to see the joy on Malcolm's face after we've read a story, or he's read a story to me. We also study geography and work on math. Each time, I see an improvement. When we started, Malcolm didn't know where California was on the map and now he knows where all fifty states are! He knows the map. I feel good about it and I know it's been good for his self-esteem.
Keeping Sharp
Peoria Lewis, Experience Corps member, Civicorps Elementary School
Oakland
Tutoring children is good. It keeps the mind sharp and focused.
Peoria Lewis, Experience Corps member, Civicorps Elementary School
Oakland
Tutoring children is good. It keeps the mind sharp and focused.
I Pray I Will Make a Difference
Mary Watson, Experience Corps member, Emerson Elementary School
Oakland
Tutoring gives me something to do that is worthwhile for both myself and the community. I'm pleased to be able to give back. Each day when I leave my home, I pray that I will make a difference in some child's life.
Mary Watson, Experience Corps member, Emerson Elementary School
Oakland
Tutoring gives me something to do that is worthwhile for both myself and the community. I'm pleased to be able to give back. Each day when I leave my home, I pray that I will make a difference in some child's life.
A Love of Reading
Ronnie WIlliams, Experience Corps member
Oakland
Ron Williams sat on the floor of a third grade classroom in Oakland, CA.
"Okay," he said, handing a book to two students stuck in the middle of an argument. "Who starts?"
"I do," one of the boys answered, getting down on the floor with Mr. Williams. "I read the first page. He reads next."
Williams was inspired to become an Experience Corps member, he explains, "Because I needed something to make me come alive. Being around adults my whole working life had caught up with me.
"I searched around for what was next. A long time ago, someone took the time to instill a love of reading in me. I wanted to do the same for other kids."
Williams tells the story of working with Joshua, a second grader who was painfully shy around other kids.
"He clung to me," Williams remembers, "and I let him. He needed to know he was okay just the way he was. We worked on reading through second and third grades. His school work improved, but what's even better is that he no longer needs me. He sees me in the hall, gives me a high-five and heads off. I am so proud to see him make his way in the world."
Williams also worked with a little girl who refused to open a book. "I found out she loves wolves," he said. "I do, too, so I brought in books just for her and now we share our love of wolves. Knowing she can share is her incentive."
"People ask me what I do to stay so happy and full of energy," Williams says. "I tell them that working with Experience Corps has given me back my youth. I knew there had to be more to life. By tutoring these kids, I have found it."
Ronnie WIlliams, Experience Corps member
Oakland
Ron Williams sat on the floor of a third grade classroom in Oakland, CA.
"Okay," he said, handing a book to two students stuck in the middle of an argument. "Who starts?"
"I do," one of the boys answered, getting down on the floor with Mr. Williams. "I read the first page. He reads next."
Williams was inspired to become an Experience Corps member, he explains, "Because I needed something to make me come alive. Being around adults my whole working life had caught up with me.
"I searched around for what was next. A long time ago, someone took the time to instill a love of reading in me. I wanted to do the same for other kids."
Williams tells the story of working with Joshua, a second grader who was painfully shy around other kids.
"He clung to me," Williams remembers, "and I let him. He needed to know he was okay just the way he was. We worked on reading through second and third grades. His school work improved, but what's even better is that he no longer needs me. He sees me in the hall, gives me a high-five and heads off. I am so proud to see him make his way in the world."
Williams also worked with a little girl who refused to open a book. "I found out she loves wolves," he said. "I do, too, so I brought in books just for her and now we share our love of wolves. Knowing she can share is her incentive."
"People ask me what I do to stay so happy and full of energy," Williams says. "I tell them that working with Experience Corps has given me back my youth. I knew there had to be more to life. By tutoring these kids, I have found it."
An Alphabet of Colors
Mrs. Beacote, Experience Corps member
Philadelphia
I was assigned a little girl at Morris Elementary who was unable to write or recognize her name. I began writing her name everyday, using different colors. One day she told me that her favorite color was red, so I wrote her name only in red.
Then I used colors to write letters, one at a time. She copied the letters everyday. One day she came in and picked out the letters for her name, even though they were not red. She found them because she recognized the shape! Now she is writing her full name. This is something that the teacher thought she would never do. I knew she could do it from the start.
Mrs. Beacote, Experience Corps member
Philadelphia
I was assigned a little girl at Morris Elementary who was unable to write or recognize her name. I began writing her name everyday, using different colors. One day she told me that her favorite color was red, so I wrote her name only in red.
Then I used colors to write letters, one at a time. She copied the letters everyday. One day she came in and picked out the letters for her name, even though they were not red. She found them because she recognized the shape! Now she is writing her full name. This is something that the teacher thought she would never do. I knew she could do it from the start.
They All Want to be Smart
Belinda D. Cousin,, Experience Corps member
Philadelphia
Becoming a tutor has been a challenging, life-altering experience. While in training, I listened over and over as different people discussed their own experiences in tutoring. Each person was touched in some way, but still I didn't fully understand. It's something you have to experience first-hand to appreciate.
Since walking into the Marshall School in November, my life has taken on a new meaning. I have a little girl whom I have been tutoring since November. She came to me unable to do anything more than scribble all over her paper. She knew the alphabet song but not her alphabet. You can't imagine the pride I have in her accomplishments, not because I did it, but because I know how hard she has worked to get to this point. To see the happiness and pride on her face as she recognizes all the letters, upper and lower case, to listen to her as she attempts to read a book, to see her write her name fills me with a satisfaction that only those who have tutored before can truly understand.
My children come from many different family lifestyles, but they all have one common goal. They all want to be "smart." This program builds confidence where there is insecurity and courage where there is fear.
Experience Corps changes the lives of the tutors as well as the lives of children. I feel needed in a way totally different from my family's needs. These children know they can depend on me. They can tell me anything and, believe me, they do.I have developed into a better person because of these children.
I've learned to be patient, because with patience comes understanding. I've learned to be more understanding because with understanding comes compassion. With patience, understanding, and compassion come success.
Belinda D. Cousin,, Experience Corps member
Philadelphia
Becoming a tutor has been a challenging, life-altering experience. While in training, I listened over and over as different people discussed their own experiences in tutoring. Each person was touched in some way, but still I didn't fully understand. It's something you have to experience first-hand to appreciate.
Since walking into the Marshall School in November, my life has taken on a new meaning. I have a little girl whom I have been tutoring since November. She came to me unable to do anything more than scribble all over her paper. She knew the alphabet song but not her alphabet. You can't imagine the pride I have in her accomplishments, not because I did it, but because I know how hard she has worked to get to this point. To see the happiness and pride on her face as she recognizes all the letters, upper and lower case, to listen to her as she attempts to read a book, to see her write her name fills me with a satisfaction that only those who have tutored before can truly understand.
My children come from many different family lifestyles, but they all have one common goal. They all want to be "smart." This program builds confidence where there is insecurity and courage where there is fear.
Experience Corps changes the lives of the tutors as well as the lives of children. I feel needed in a way totally different from my family's needs. These children know they can depend on me. They can tell me anything and, believe me, they do.I have developed into a better person because of these children.
I've learned to be patient, because with patience comes understanding. I've learned to be more understanding because with understanding comes compassion. With patience, understanding, and compassion come success.
Learning How to Age
Claudine Paris, Experience Corps member
Portland, OR
I am in my sixties and I am learning how to age from the Experience Corps members on my team. They are in their eighties and living life to the fullest. They are teaching me how to grow old.
Claudine Paris, Experience Corps member
Portland, OR
I am in my sixties and I am learning how to age from the Experience Corps members on my team. They are in their eighties and living life to the fullest. They are teaching me how to grow old.
The Russian Word for "Shell"
Patricia Smith, Experience Corps member
Portland, OR
I worked with one girl whose family had just moved here from the Ukraine. She had been a good student in the Ukraine and was frustrated by not doing well here. One story we read was about Native Americans, and included a picture of seashells. The next time she came in she brought a conch shell from a trip she had taken when her family lived in Eastern Europe. She wanted to tell me the Russian word for "shell."
This was our first connection. Now she teaches me Russian words as she learns to read. It makes her proud to teach me.
Patricia Smith, Experience Corps member
Portland, OR
I worked with one girl whose family had just moved here from the Ukraine. She had been a good student in the Ukraine and was frustrated by not doing well here. One story we read was about Native Americans, and included a picture of seashells. The next time she came in she brought a conch shell from a trip she had taken when her family lived in Eastern Europe. She wanted to tell me the Russian word for "shell."
This was our first connection. Now she teaches me Russian words as she learns to read. It makes her proud to teach me.
Okay, Miss Mary, Here Goes!
Mary Mischke, Experience Corps member
Portland, OR
I worked with one little boy from Pakistan last year. He was doing well learning to speak English, but it was like his mind shut off when he opened a book. He absolutely refused to read.
One day he turned to me and said, "Why should I learn to read, anyway?"
"Because the president said so," I answered.
That made him grin ear to ear! He picked up the book and said, "Really? Okay, Miss Mary, here goes!"
At the end of the year he told me he never wanted to even try reading, but now he wants to try during the summer.
Mary Mischke, Experience Corps member
Portland, OR
I worked with one little boy from Pakistan last year. He was doing well learning to speak English, but it was like his mind shut off when he opened a book. He absolutely refused to read.
One day he turned to me and said, "Why should I learn to read, anyway?"
"Because the president said so," I answered.
That made him grin ear to ear! He picked up the book and said, "Really? Okay, Miss Mary, here goes!"
At the end of the year he told me he never wanted to even try reading, but now he wants to try during the summer.
Find a Word
Betty Kasser, Experience Corps member
Portland, OR
I was assigned a boy who was always in the office, because he always got in trouble. One day we were working on reading and he got up out of his chair and started acting up. This was the behavior that always got him into trouble.
I told him to open the dictionary, find a short word and write it down. He did it! I could not believe it. He still has trouble keeping still, of course, but now we play games looking for words in the dictionary and it helps to settle him down.
Betty Kasser, Experience Corps member
Portland, OR
I was assigned a boy who was always in the office, because he always got in trouble. One day we were working on reading and he got up out of his chair and started acting up. This was the behavior that always got him into trouble.
I told him to open the dictionary, find a short word and write it down. He did it! I could not believe it. He still has trouble keeping still, of course, but now we play games looking for words in the dictionary and it helps to settle him down.
Someone in Their Corner
Eliza Mimski, Experience Corps member, Lafayette Elementary School
San Francisco
When sixty-one-year-old Eliza Mimski first met Sandra she was struck by her timidity. The third grader's voice was so hard to hear that Eliza had to lean all the way in to catch her words.
As Eliza continued to work with Sandra she heard about some of the difficult things that Sandra experienced in the classroom and the schoolyard. She told Eliza that there were other girls who had been making comments about her and threatening her.
"I can't learn like this," she said tearfully, "I can't learn in this classroom."
"Everybody needs someone to listen to them," Eliza pointed out. "I could have used that myself when I was a kid."
Eliza raised the issue of bullying with the classroom teacher, who agreed to discuss it with the class and to allow Eliza an opportunity to work with the students. Eliza built a role-playing activity around issues of bullying and intimidation, involving the whole class in acting out scenes they might experience at school with other children. The activity provoked some unexpected reactions from students who also said they had been bullied, and got the children talking about how to solve problems. It was a conversation the entire class could share.
"It's important that kids know there is someone in their corner," Eliza said. "It creates the opportunity for the children to share things with an adult that they otherwise might not share at all." In Sandra's case, Eliza felt she'd been given an unexpected gift - the gift of trust.
"We walked through a new door that we hadn't been through before" she explained. "One minute we were working on schoolwork and reading, and the next she was really talking to me. I felt good that she trusted me enough to share her problems"
Now when Eliza arrives each week in the classroom to tutor the children, she is pleased to note that she can "see the change in the kids" she works with.
"It's more about being someone the kids can talk to, not so much a tutor but more of a mentor figure. The girls come up and hug me and I can see their faces light up when they see me."
Eliza Mimski, Experience Corps member, Lafayette Elementary School
San Francisco
When sixty-one-year-old Eliza Mimski first met Sandra she was struck by her timidity. The third grader's voice was so hard to hear that Eliza had to lean all the way in to catch her words.
As Eliza continued to work with Sandra she heard about some of the difficult things that Sandra experienced in the classroom and the schoolyard. She told Eliza that there were other girls who had been making comments about her and threatening her.
"I can't learn like this," she said tearfully, "I can't learn in this classroom."
"Everybody needs someone to listen to them," Eliza pointed out. "I could have used that myself when I was a kid."
Eliza raised the issue of bullying with the classroom teacher, who agreed to discuss it with the class and to allow Eliza an opportunity to work with the students. Eliza built a role-playing activity around issues of bullying and intimidation, involving the whole class in acting out scenes they might experience at school with other children. The activity provoked some unexpected reactions from students who also said they had been bullied, and got the children talking about how to solve problems. It was a conversation the entire class could share.
"It's important that kids know there is someone in their corner," Eliza said. "It creates the opportunity for the children to share things with an adult that they otherwise might not share at all." In Sandra's case, Eliza felt she'd been given an unexpected gift - the gift of trust.
"We walked through a new door that we hadn't been through before" she explained. "One minute we were working on schoolwork and reading, and the next she was really talking to me. I felt good that she trusted me enough to share her problems"
Now when Eliza arrives each week in the classroom to tutor the children, she is pleased to note that she can "see the change in the kids" she works with.
"It's more about being someone the kids can talk to, not so much a tutor but more of a mentor figure. The girls come up and hug me and I can see their faces light up when they see me."
The 'Gee I'm Smart' Moment
Richard Suen, Hillcrest Elementary School
San Francisco
My greatest accomplishment was learning how a little bit of tutoring can go a long way. So many students need extra attention and time. I love it when the students have the "Gee, I'm smart" moment.
Richard Suen, Hillcrest Elementary School
San Francisco
My greatest accomplishment was learning how a little bit of tutoring can go a long way. So many students need extra attention and time. I love it when the students have the "Gee, I'm smart" moment.
The Excitement of Learning
Betty Robinson, Experience Corps member, Malcolm X Academy
San Francisco
I enjoy the opportunity to observe the excitement of learning. I work with a great group of kids - full of life, eager to learn, to play, and sometimes be mischievous in a fun way. They aren't afraid to ask challenging questions. It makes every day different!
Betty Robinson, Experience Corps member, Malcolm X Academy
San Francisco
I enjoy the opportunity to observe the excitement of learning. I work with a great group of kids - full of life, eager to learn, to play, and sometimes be mischievous in a fun way. They aren't afraid to ask challenging questions. It makes every day different!
With a Smile on my Face
Norman Woo, Experience Corps member, Sunset Elementary School
San Francisco
I have enjoyed my time with Experience Corps more than I could ever have imagined. I was a bit nervous when I started, but then a girl asked me to play cards with her during her free choice time. I had so much fun. Now, I go to Sunset Elementary daily with a smile on my face because I know that I'm helping students develop.
Norman Woo, Experience Corps member, Sunset Elementary School
San Francisco
I have enjoyed my time with Experience Corps more than I could ever have imagined. I was a bit nervous when I started, but then a girl asked me to play cards with her during her free choice time. I had so much fun. Now, I go to Sunset Elementary daily with a smile on my face because I know that I'm helping students develop.
The Most Rewarding Job
Jim Harris, Experience Corps member
Tucson, AZ
I was working with one boy last year who couldn't even read simple words like "the" or "and". Now he's reading at the first grade level. It's great to see. It creates a bond between the tutor and the student. I've got a rapport with them -- they respect me and I respect them. They're all unique; they're all individuals.
It's just a ball working with them. I've always heard people say, "If you want to feel happier, go help other people." They were right. This is the most rewarding job I've ever had. I'd recommend it to anybody.
Jim Harris, Experience Corps member
Tucson, AZ
I was working with one boy last year who couldn't even read simple words like "the" or "and". Now he's reading at the first grade level. It's great to see. It creates a bond between the tutor and the student. I've got a rapport with them -- they respect me and I respect them. They're all unique; they're all individuals.
It's just a ball working with them. I've always heard people say, "If you want to feel happier, go help other people." They were right. This is the most rewarding job I've ever had. I'd recommend it to anybody.
Reading Like a First Grader
Mary Francis Ward, Experience Corps member
Tucson, AZ
When I started working with Cielo, a first grader, she was reading below grade level. We worked hard every time we met, and now she is reading like a first grader. I see growth like this in all of the children.
Mary Francis Ward, Experience Corps member
Tucson, AZ
When I started working with Cielo, a first grader, she was reading below grade level. We worked hard every time we met, and now she is reading like a first grader. I see growth like this in all of the children.
An Experience Corps Day is Always a Good Day
Barbara Toneges, Experience Corps member
Tucson, AZ
For me, an Experience Corps day is always a good day. Being in Experience Corps has given me satisfaction and pride. I am returning something to the community. This is compounded by the appreciation from children, teachers and support personnel.
One day one of my students, a little girl with a learning disability, a speech impediment and a language barrier slowly but perfectly read an entire page of her book. This was my greatest accomplishment.
Barbara Toneges, Experience Corps member
Tucson, AZ
For me, an Experience Corps day is always a good day. Being in Experience Corps has given me satisfaction and pride. I am returning something to the community. This is compounded by the appreciation from children, teachers and support personnel.
One day one of my students, a little girl with a learning disability, a speech impediment and a language barrier slowly but perfectly read an entire page of her book. This was my greatest accomplishment.
A Great Impact
Betty Lewis, Experience Corps member
Washington, DC
I have thoroughly enjoyed being a tutor. The students loved the time I was able to give them. I am overwhelmed by the impact this program has made upon each child.
Betty Lewis, Experience Corps member
Washington, DC
I have thoroughly enjoyed being a tutor. The students loved the time I was able to give them. I am overwhelmed by the impact this program has made upon each child.
Do Something With Their Lives
Jon Gundersen, Experience Corps member
Washington, DC
Mentors don't just go in there and feel good. We give the kids a sense that they can do something with their lives.
Jon Gundersen, Experience Corps member
Washington, DC
Mentors don't just go in there and feel good. We give the kids a sense that they can do something with their lives.
Will You Tutor Me Again?
Nathalie Black, Experience Corps member
Washington, DC
Working with the children during these past five years has been both challenging and rewarding. When a child asks, Will you be my tutor again? For the second or even third year, it is gratifying. When that child achieves measurable success in reading and general deportment, it is doubly gratifying.
Nathalie Black, Experience Corps member
Washington, DC
Working with the children during these past five years has been both challenging and rewarding. When a child asks, Will you be my tutor again? For the second or even third year, it is gratifying. When that child achieves measurable success in reading and general deportment, it is doubly gratifying.
No More Cards
Leila Kendrick, Experience Corps member
Washington, DC
I work with a third grader who came to the tutoring session expecting to play cards. He thought the whole idea was to get out of class, but he soon learned that tutoring helped him. His reading skills and attention span in the classroom have improved. He does not even ask about playing cards when he comes for tutoring now.
Leila Kendrick, Experience Corps member
Washington, DC
I work with a third grader who came to the tutoring session expecting to play cards. He thought the whole idea was to get out of class, but he soon learned that tutoring helped him. His reading skills and attention span in the classroom have improved. He does not even ask about playing cards when he comes for tutoring now.
He Inspires Me
Bill Shunk, Experience Corps member
Washington, DC
I work with one kindergartener who is truly heroic. He has speech difficulties, which makes it an effort for him to do anything, but he tries and tries, and he always makes it work. He inspires me!
Bill Shunk, Experience Corps member
Washington, DC
I work with one kindergartener who is truly heroic. He has speech difficulties, which makes it an effort for him to do anything, but he tries and tries, and he always makes it work. He inspires me!
It Doesn't Hurt: The Dental Van Comes to School
Washington, DC
Five members from Washington, DC, attended the Experience Corps Learning and Leadership Exchange in 2007 and decided to use their leadership to address the need for dental health care in their community.
"It is our belief that healthy bodies produce healthy minds and help to achieve academic success," explained Gloria Thomas. "We wanted to show that we have the resolve to address healthcare needs. Putting words into action is what real change is all about."
In May of 2007 the Colgate Bright Smiles, Bright Futures Dental Mobile rolled into the parking lot at Bowen Elementary School in Southwest Washington, DC. By the end of the day, 128 of 235 students had visited the van.
This project was initially inspired by research Thomas conducted in which she found that that dental services to DC's low-income residents had been "spotty at best" for the last 20 years. The absence of dental insurance, a low participation of dentists in Medicaid and long waits in the few clinics that accept low-income patients all added up to a lack of care for children.
The Colgate Bright Smiles, Bright Futures Dental Mobile team provided extensive, child-friendly information about preventative dental care, handed out toothbrushes, and examined students. More than two thirds of the students were identified as needing follow-up care. The Bowen Elementary School nurse sent results of the screenings to the parents of these children.
"By using the strengths and talents identified in the Leadership and Learning Exchange, we were able to achieve our desired goal of working together to improve students' dental healthcare habits," Thomas said.
The team's efforts earned the attention of Harry Thomas, a DC Council Member, who visited the van. The team continued their efforts by contacting the Mayor's office recommending that the program be available to all city schools and that a committee be formed to examine the options for providing dental care for low-income families. The project has also driven meetings between the Experience Corps national office and dental care providers to explore the possibility of offering this kind of program to other schools in the nation wide network.
Washington, DC
Five members from Washington, DC, attended the Experience Corps Learning and Leadership Exchange in 2007 and decided to use their leadership to address the need for dental health care in their community.
"It is our belief that healthy bodies produce healthy minds and help to achieve academic success," explained Gloria Thomas. "We wanted to show that we have the resolve to address healthcare needs. Putting words into action is what real change is all about."
In May of 2007 the Colgate Bright Smiles, Bright Futures Dental Mobile rolled into the parking lot at Bowen Elementary School in Southwest Washington, DC. By the end of the day, 128 of 235 students had visited the van.
This project was initially inspired by research Thomas conducted in which she found that that dental services to DC's low-income residents had been "spotty at best" for the last 20 years. The absence of dental insurance, a low participation of dentists in Medicaid and long waits in the few clinics that accept low-income patients all added up to a lack of care for children.
The Colgate Bright Smiles, Bright Futures Dental Mobile team provided extensive, child-friendly information about preventative dental care, handed out toothbrushes, and examined students. More than two thirds of the students were identified as needing follow-up care. The Bowen Elementary School nurse sent results of the screenings to the parents of these children.
"By using the strengths and talents identified in the Leadership and Learning Exchange, we were able to achieve our desired goal of working together to improve students' dental healthcare habits," Thomas said.
The team's efforts earned the attention of Harry Thomas, a DC Council Member, who visited the van. The team continued their efforts by contacting the Mayor's office recommending that the program be available to all city schools and that a committee be formed to examine the options for providing dental care for low-income families. The project has also driven meetings between the Experience Corps national office and dental care providers to explore the possibility of offering this kind of program to other schools in the nation wide network.
