JAPN 301s: Service Learning
This course gives students opportunity to deepen their knowledge of Japanese language and culture through their community service and to develop communication skills through discussions, reflection essays and presentations
In the first week after going to our service learning site, we introduced ourselves and did a primary survey of the site. We quickly noticed that the school we were volunteering at was a school mainly populated by Mexican-american students probably, all of which that were close to or were bilingual. If you refer to sample 1 below you'll be able to see the final presentation for our service learning class. In this final presentation we go over the five main section we needed to do to fulfill this requirement.
After this week we started teaching the students, and introducing them to Japanese language and culture. Most of them had at least a little bit of knowledge of Japanese culture and a few of them knew some Japanese words. All of them were extremely interested in Japanese Culture, thus came to the class every week. In our class I was designated as the “teacher” of the class; though, all of us decided on that weeks topic, I was the one that decided how to teach the subject.
In terms of of compassion and social responsibility, I quickly noticed that some students had a more difficult time learning Japanese, thus I changed to a style of teaching that was more interactive and let all students participate and have fun while learning. I felt that it was my job as the main teacher of the class to get all students working together and make sure no one was left out. To my surprise, there were a few students in course that would make sure others wouldn’t be left out and would keep the students laughing and having fun.
Most every class, I introduced our topic, and after we played a game to help the students learn, every week we reviewed what had been talked about the previous week and then continued on to that weeks topic, which most of the time slightly connected to the previous weeks topic.
From the first week to the final week we maintained we maintained all the students that started the class, and had students starting the class 75% through. The students were having fun and talking about learning Japanese language and culture with their friends; thus we became a very popular group and more and more students wanted to join and learn about Japan.
When the final week came, we said our goodbyes and did a little party for the students. We brought Japanese snack and watched a Japanese movie, Pokemon, which all the students loved.
Even though the service learning was short, I feel that we really made a difference in how these students view the world. I feel that the students knew about about Japanese culture, but I feel that they’ve never had someone explain it to them and teach them the important parts behind what they were seeing. think, I think, was why they came back every week.
After this week we started teaching the students, and introducing them to Japanese language and culture. Most of them had at least a little bit of knowledge of Japanese culture and a few of them knew some Japanese words. All of them were extremely interested in Japanese Culture, thus came to the class every week. In our class I was designated as the “teacher” of the class; though, all of us decided on that weeks topic, I was the one that decided how to teach the subject.
In terms of of compassion and social responsibility, I quickly noticed that some students had a more difficult time learning Japanese, thus I changed to a style of teaching that was more interactive and let all students participate and have fun while learning. I felt that it was my job as the main teacher of the class to get all students working together and make sure no one was left out. To my surprise, there were a few students in course that would make sure others wouldn’t be left out and would keep the students laughing and having fun.
Most every class, I introduced our topic, and after we played a game to help the students learn, every week we reviewed what had been talked about the previous week and then continued on to that weeks topic, which most of the time slightly connected to the previous weeks topic.
From the first week to the final week we maintained we maintained all the students that started the class, and had students starting the class 75% through. The students were having fun and talking about learning Japanese language and culture with their friends; thus we became a very popular group and more and more students wanted to join and learn about Japan.
When the final week came, we said our goodbyes and did a little party for the students. We brought Japanese snack and watched a Japanese movie, Pokemon, which all the students loved.
Even though the service learning was short, I feel that we really made a difference in how these students view the world. I feel that the students knew about about Japanese culture, but I feel that they’ve never had someone explain it to them and teach them the important parts behind what they were seeing. think, I think, was why they came back every week.
Sample 1301s_final_.docx | |
File Size: | 23 kb |
File Type: | docx |