After having such a rewarding experience in the fall, I was eager to begin the Study Buddy program for the second time. I was excited to meet my new buddy and was looking forward to making a connection similar to the one I had made with Angel the previous semester. My goal going into it was to make a difference in a student's learning experience. During my orientation for the program, I was informed that a young girl immediately requested that I be her buddy without any previous interactions with one another. At the same time, I was told that she had ADHD and would require a lot of patience. In the beginning, I had little experience in working with a student with ADHD, so I knew that it would be a challenge. I was a little apprehensive due to my inexperience, but ready to help a child who was so enthusiastic about wanting me as her mentor. I could have taken the easy route and requested a student without a disability or one that would stay on task, but I felt compelled to help this young girl. I knew that my patience and ability to connect with children would make me the perfect mentor for this type of student.
The Study Buddy program provides mentorship from a high school student to an elementary school student. Pairing up buddies allows for the younger students to receive assistance once a week with tutoring, homework, and the development of study skills. When I first met Carrie, she energetically ran over to me and introduced herself with a big smile full of enthusiasm. I knew at that moment, that I had my work cut out for me and that the next six weeks were going to test my patience. I didn’t let my first encounter with Carrie discourage me. Instead, I remained calm and tried to form a connection based on our interests. She disclosed to me her love of art, gymnastics, and swim. She was the curious type of student who wanted to share everything about herself and know everything about me. She had a difficult time staying focused, as her world operated in a fast paced mode with bouncing ideas and interests at all times. I had to learn strategies to help keep her on task, while also acknowledging what she was saying to maintain a positive relationship. In order to get Carrie to remain focused, or to redirect her attention back to her homework, I would provide her with a positive incentive. This tactic was very helpful, as it gave her something to look forward to at the end of her daily assignment. For example, if she finished her math homework in a reasonable amount of time, we would go outside to finish the rest of her homework. In addition, if she finished all of her reading, she would get the opportunity to show me her favorite spot on campus - the garden.
Coming from a family of four sisters, I know how to relate well with others and handle conflict. Over the years, I have had my share of arguments and disputes, but I have also learned the importance of resolving an issue. My experiences with my sisters definitely prepared me for working with young kids. When I found students making fun of Carrie for not conforming to the typical “model” student, I knew just what to do to diffuse the situation. In order to reduce any arguments, I let the students know that it’s okay to have conflicting opinions about a situation. I helped the students to understand that there are a variety of ways to do something, so if a person does something differently it doesn’t mean that they are wrong. With this lesson, students were able to stop arguing, respect each other, and stay focused on their individual assignments.
Playing a vital role in Carrie’s time during the Study Buddy program helped to further develop my open and accepting perspective. I learned the importance of being compassionate towards others, as well as the ability to think critically when placed in unexpected circumstances. I was encouraged to think outside of the box when implementing strategies that could help Carrie be academically and socially successful. The positive changes that the program brought out in Carrie prompted me to want to continue making an impact in other people’s lives. After the program had ended, I became a junior counselor at a local animal shelter’s summer camp where I helped students learn about animals, developed their respect for others, and fostered the importance of giving back. I have also taken the time to participate in Miracle League, an organization where a mentor, known as a “buddy,” is paired with a child that has learning and physical disabilities. Together the buddy and child get to play a game of baseball. Developing a strong relationship with Carrie has assisted me in my role as a “buddy” in many ways. For example, I have been able to use similar strategies to connect with my “buddy” in Miracle League to encourage their positive attitude. Through volunteering, I have appreciated the value in connecting with others and making an impact. While in college, I hope to become involved in greek life so I can make a difference in my community through the sorority’s philanthropic connections. I will bring to a university a student that is willing to never take the easy route, who will always think creatively and will lead with compassion.