A Day in the Life of a Volunteer

I recently had the opportunity to re-read the document and thought “Wow, this is still really helpful!”  I thought how nice it would be for new parents to read as they begin working in the classroom. And then I realized that there were many things in the article that jumped out at me, even after five years of weekly work shifts. I shared the article with a few others and they too thought it was great. I wanted to make sure all of you had the chance to read it too, whether you’re new this year or have alumni now in high school!  Anna Maria White updated the article a little but, in essence, it is unchanged. It is a great reminder of what we do as parents at Village School, and it really highlights what an impact committed parents can have.  So read on, and thanks for the contributions you make week in and week out!

A Day in the Life of a Parent Aide at Village School

My work in the classroom, on yard duty, or on field trips makes a difference to my child, his/her classmates, the classroom experience and to the school community.

I wear my lanyard every workday

I want to be easily identifiable to my community. My lanyard helps the kids identify me as a trusted adult figure and to build connection between us parents.

I sign in at the front office when I come to my shift or any other meeting on campus

It is important to the office that in case of an emergency of some sort they know who is at school and where I am.

Every day, I get my child settled and ready to learn (my workday or not)

Before we even leave home, I help my child remember her homework/sharing and when her library books are due. It is so important that we get to school on time … being late disrupts the class and leaves my child feeling unsettled and hurried.  It is especially important I arrive to my shift on time as the teacher, my shift partner and the kids count on me being there.  I remind my child in advance that it’s my work day, that I’m so pleased to have a chance to work in her class today, and that I am there for all the children.  With the younger kids, this may take a few weeks of talking about how “It’s my job to help the class learn, so when I arrive I need to give you a quick hug and get right to work”.  When I cannot make my shift, I make every effort to find a substitute from the class of parents if possible, or if the teacher is okay with it from the general Village community.

I arrive at my shift on time and ready and I check the teacher’s notes for the day

I also check in with my shift partners for the day. If there are two or three parents working, we will decide amongst us which of us will just focus on helping the teacher with the kids, or perhaps the teacher will assign us. The others divide up the tasks. If I am the only working parent, I will check in with the teacher about the priority…Is the TASK priority #1 (you need it for our next activity) or are the KIDS priority #1 (I drop everything if I hear someone is having trouble)?  If there is no work or the tasks are finished, I join the teacher and students, ready to help in whatever way is needed … I know this is not my break time, time to be with my child, or time to socialize with other parents.  My job is to aide in the classroom and contribute to classroom learning.

Classroom management

If it seems like some of the children need help staying focused, I will typically drop my task and go help.  Most often we have two classroom parents working, so I am free to sit at the rug with the kids and let my partner do the tasks, or vice versa.  I am constantly listening to what is going on with the teacher and the kids … Does someone need help staying on task or does the teacher need help with “follow through”? I use my skills in our school philosophy of Positive Discipline to help guide children to appropriate behavior. All the kids are learning about how to behave in classroom situations and that means that there are never any days with 100% excellent classroom behavior. Something is almost always going on with somebody.  Some children may have significant challenges to their behavior, and I try to remember that it is the long term approach of “kind and firm” that will help get them to where they need to be.

I try to maintain a pleasant demeanor

I’m a caring parent whose job it is to help kids learn. I try to smile a lot and I am also firm so kids know the classroom agreements.  This means it is important that I know the classroom, playground and field trip agreements.  Many of our agreements are about safety and courtesy towards each other and our school.  I also remind myself and kids of our Village values and make every attempt to follow them and encourage others to do so as well.

Everyone is learning

I know I am a role model to the kids as well as to my fellow parents working in the classroom. I try to learn from our teacher and from other parents what strategies work. Our class is not just a place where the kids learn, it is my “classroom” for applying things I have learned from Positive Discipline trainings and readings. We are modeling strategies for one another. When something doesn’t go well or I am struggling with a particular situation or child, I check in at an appropriate time with the teacher and ask “How can I be more successful next time?” I recognize each teacher has his or her own preferred way of communication and I make it my job to find that out.  The parent journal or email may be the best way to get a thoughtful answer.

Some strategies I’ve picked up along the way

I sit on the rug behind kids who cannot stop talking or goofing off … or right next to the child who is having problems listening.

I use a lot of sign language, so as not to contribute to the noise level and ensure that classroom management in and of itself does not become disruptive.

• finger to lips (shhh…not an angry, loud SHHH!)
• pointing to the teacher (eyes on teacher)
• cupping my ear (listen)
• raised eyebrows (I’m noticing your behavior)
• a gentle hand on a shoulder or back

During classroom work time I will ask the child who is not on task curiosity questions like “What is your job right now?” or “What do you need to be doing right now?” and if they are doing something unsafe, “Does that seem safe to you?” I may ask the teacher if I am at a loss, “How can I help?”

I try to make a connection with each child (lots of positive interactions for each negative one) … play with them at recess, compliment them, ask them questions about themselves … I try to make a particular effort to get to know the child I have the most difficulty with to help build a positive relationship with them, so in the future they are more likely to listen.

I may ask the teacher, “Would it be helpful if I took so and so to the courtyard to do his or her work?”   I do not take them there in anger. They are not in trouble.  They are just unable at the moment to focus on their task and we are going to a quieter place to work. I tell the kids that whenever they think they can return to the classroom and not be a disruption to all the other kids that is when we will return. How lucky we are to have a classroom with parent helpers to help teachers and kids alike in this situation!

Academic Aiding

I am constantly looking to our teacher for cues … I let them be the model for what I say and the tone in which I say it. I pay attention to how the teacher teaches the subject matter so that I can reinforce that teaching one-on-one with kids when they need help.

When I am in the classroom, I am a part of the kids’ world. I do not stand aloof waiting for instructions from the teacher. I participate right along with the kids— sitting on the rug, singing/dancing, pledging allegiance to the flag or giving compliments during circle time. My role in the classroom may change from year to year, depending on the teacher and depending on the personalities and developmental stages of the kids, but they always need to know I am there for them at any time.

I constantly seek out opportunities to compliment a particular child, the whole class or the teacher and don’t just wait for class meetings. I use their name or class name. “I’d like to compliment you for staying on task … adding more detail to your drawing, remembering to use a quiet voice, sharing the markers, doing your best, not giving up, etc.” I also know it’s always good to add ‘the WHY’–what virtue that effort represents. “That shows perseverance … determination, kindness, cooperation, patience, etc.” I fill out Fuzzygrams when I can as a way to share my compliments, too.

Every time I think of it, I refer to the class by their special class name to help build their class community.

Snack Time

I check with the teacher what his/her preferred snack routine is.  Sometimes we parents help set up the snack, putting items into a bowl, napkins in a basket, etc., so it’s ready for the children to serve. We then help the kids in line to wash their hands. Other times, as the kids develop independence, we parents let them take the lead.

I know one of the most important parts of my job at the end of snack is to get out to my recess zone on time, so I am checking the clock regularly. I may need to coordinate with my shift partner as to who gets there first or even remind the teacher I have to leave to get to my zone.

When it is my turn as a parent to bring snack, I commit to bringing healthy foods and lots of fruits and vegetables with minimal sugars/processing and minimal packaging. This ensures that all kids have the right “fuel” for learning the rest of the day and contributes to our school’s ‘green’ efforts.

Class Meetings

If there are any agenda items, the teacher will lead a class meeting. I usually join in the circle or sit behind the kids, depending on what works best for the class.  I recognize that the class meeting is a time for sharing compliments as well as a problem-solving tool. Over the years the kids really learn some empowering strategies and techniques for working through their problems.   I, too, may put my name on the agenda if I need help from the kids on a certain situation at school.  This helps them see we are a community of problem solvers.

Morning and Lunch Recess

Although I would really enjoy standing around talking with other adults or hanging out with my own child, I know that my job during recess is to be present for all the kids. This means I take responsibility for getting to my zone on time and I am “on” (minimal chit-chatting and no cell phones).

I engage with kids, whether playing a game or getting to know a child one-on-one, while being alert as to what else is happening in my zone.

I sometimes wrestle with when to step in with behavioral issues on the playground because I know these kids need to release a lot of energy before they head back to class and they need to practice problem solving skills. I may step in though and say, “My job is to keep kids safe on the inside and the outside” or “I am not feeling comfortable about what is happening”, or I may ask “What is our school agreement about the slide/the monkey bars?” I may remind kids “Hands to yourself” or “Walk please.” I also help them learn the words to use to describe their feelings and often use the tool of active listening to help a child work through their emotions.

At any time I see behavior that is inappropriate and another adult has not noticed I take the initiative to go talk to the kids.  It is important that I know the rules and am consistent. It is also part of my job to help the kids be responsible about cleaning up after themselves and to reenter the classroom after recess ready to learn.

Use of the parent journals and email

I try to remember to use the parent journal or email. If I have a compliment for our teacher, I’ll write it down. Just think how it would make him/her feel at the end of the day to hear something positive from a parent. If I had a hard time with a situation in class and want to know what would have worked better, or if I am not feeling right about an interaction between certain kids, using the parent journal or sending an email is a good way to share this information with the teacher.

Field Trips

Field Trips enrich our children’s education and I make myself as available and flexible as possible to participate. I recognize carpool arrangements are the responsibility of the field trip coordinator and teacher. They mix and match kids in cars based upon how to make the experience the most successful for the kids. This is a special time of growth for the children and I am careful to follow all field trip guidelines. I may fill my car with books and music and trash bags, anything to help them succeed! I arrive on time and make sure I have my folder with the directions and each child’s emergency forms and cell phone numbers for all drivers. When all the kids are securely buckled, I get their attention and talk to them about the rules of my car and that I need their cooperation.  If I cannot drive safely, I will have to pull over. I never speed … it’s such a huge responsibility to carry all these kids in my car. I’d rather be late. I familiarize myself with the directions before I leave school, not on the road. When at the field trip location, I am actively engaged in their learning and assisting the teacher.

When I come to school, I am an active member of our Village Community
When I am on campus, I am “on”— before, during and after school. I share a responsibility in assuring school agreements are followed by all children at any time.  I also strive to have my communications, whether in person or on-line, be as respectful as possible. I seek to solve problems when I do not feel right about something and find the right person to ask. I see myself as integral to developing the assets all our children need in order to thrive and be contributing members of the community. I am part of a unique Village.

Special thanks to Anna-Maria White, Parent-Ed team member, for her careful editing of this article. Introduction by Judi Thayne, Membership Chair