The Many Helping Hands at The Facing History School
by Susan Blum, Volunteer
One of the many wonderful aspects of the culture at the Facing History School is how welcoming and appreciative the faculty are of the many volunteers, interns, tutors, etc who come to work in their classrooms. Whether they are America Reads tutors from NYU, interns/student teachers from the various Schools of Education in the city, or volunteers through Facing History and Ourselves, every “outside” person has made and can continue to make a significant contribution to the quality of the school experience for both students and faculty. And in return, it is a joy to realize that any offer of assistance, that paying attention to individual needs of students, that the simple question, “May I help?” is so appreciated by faculty.
I am in my third year of both volunteering to work along side faculty in the classrooms, and, along with Sally Gordon, helping to coordinate and schedule the tutors and volunteers who wish to work here as well. My own experience at the school represents a huge learning curve for me because, as a teacher and administrator, I have worked in middle schools for many years. While I had had a great deal of experience with younger adolescents, I had to work really hard at learning how to appropriately partner with older teens; being seen as a source of help was initially a challenge. Working along side such a dedicated and talented faculty was and is a continued source of inspiration and encouragement. I’ve learned a lot from partnering with them, which has, in turn, helped in providing strategies to support new volunteers at the school.
I recently interviewed one of the America Reads tutors from NYU, a young woman by the name of Pamela Jao, who exemplifies how rewarding helping out at the school can be. I asked what her experience has been like over the past semester, what she has learned, and what suggestions she might have for those who may be interested in helping in the future. Pamela noted that while she was initially anxious about working at the school, as soon as she noticed how smart and motivated many of the students are, she then assumed that her experience would “be a breeze.” Her only previous experience with working with students had been in a science museum where she had “one shot” contacts. In contrast, at FHS, she quickly learned that success one day with a lesson didn’t necessarily mean that the learning would carry over to the next, and that if you take two steps forward one day, you may take one step back the next!
Pamela soon realized that the teachers to whom she’s assigned are incredibly talented and have a huge amount on their plate. This meant that, rather than sitting back and waiting for direction, she quickly learned how much more useful it was to use her own initiative while in class and to communicate with the teachers after class. She wonders how they can “do this every day,” consistently demonstrating their love and respect for their students and dedication to the craft of teaching. Her one regret? She’d love more one-on-one time with students who struggle. She’s recognized how helpful the extra attention can be. What can be better than that—to realize how one’s contribution can make a difference!