Now for something a bit different, ya'll. As you might remember, we did interview our teammates, but we also asked for written submissions. Will Crowley chose the latter option, to our immense delight. If this essay was for a grade, I would give it an A+!
Name: William Crowley
Age: 25
Location before AmeriCorps: Brewster, WA
Service Site: Todd
Beamer High School. I work with 9th-12th grade students in the AVID
program, in science and math classes, and during Titan Quest, the
after-school tutoring program.
Friends and Family:
My friends and family have been nothing but supportive of me during my
two years of AmeriCorps service. Many of them initially asked me what
AmeriCorps was and what my role would be during my service. After doing
my best to explain to them what my service entailed they were very
enthusiastic for me.
Describe a moment when you were overwhelmed. What happened? How did you react?
The beauty of working with people lies in the uniqueness of each individual. There can never
be a foolproof method for any one situation that will always work 100%
of the time. I found this to be true when working with one of the AVID
classes. This particular class tends to be more energetic than the
others. They feel the need to talk more, move more, laugh more, etc.
When first working with this class I held the belief that these
attributes could only lead to disruption. There’s a funny thing about
having a strong belief: when you “know” something is true you will make
it true. This was my initial problem. I saw this group’s energy as
acting out, and what I needed to see it as was potential energy for
learning.
One
day when the group was particularly energetic I felt like leaving the
classroom. There was no way I could work with them on so little sleep.
Then it struck me. I had been doing a lot of reading on Taoism lately
and had yet to implement my new-found knowledge into practice at work.
Many of the teachings of Taoism can be related to certain martial arts’
practices regarding the flow of energy and how that energy can be used. I
made the realization that I had been fighting against the class’ energy
up to this point. This could only lead to more friction, more
struggling, and more opposition to their facilitator - me. What I needed
to do was gradually redirect their energy into learning. This did not
mean I would let them argue incessantly about the best rappers of our
time or who was dating whom at school. I learned the best approach was
to get involved with their conversation (unless it was altogether
inappropriate for the setting), be a part of it, and then bring their
attention back to the academic question at hand. When I got good at this
technique it would take no less than one, maybe two, minutes. Even when
the students realized what I was doing they were shockingly compliant
to get back to business. I learned many things from this group of
students, the most prominent being: No one can force any other into
doing something. The only way a student can truly learn is by having the
desire to and be given the opportunity to do so. My role is to make it
possible for them to acquire both.
More after the jump!