Volunteer Experience Sharing

I’m Eric Ji. I’m a 5th grader at Challenger Elementary School. I’ve learned a lot from this ESL (English as a second language) program and made new friends in China.

Before I joined the ESL program, i took for granted everything i have in U.S: nice food made by my Mom or grandma, snacks and fruit juice/soda my Dad bought every week from Marina food and Costco, air conditioned classrooms and so on; we travel to southern california and Las Vegas for fun during the winter breaks. Because those things are available to me so easily, I do not think more about how they come to me. I also do not realize how many kids in other countries have a much harder life than I do. From this program, I learned how kids in China learn, their living environment and so on. I also learned that there are many kids living in very poor families in china; how many kids in China are eager to learn English, and wish they can travel to the U.S. when they grow up. This makes me appreciate my current life, including all the nice food/snacks I can eat, all the computer games I can play, and the great teacher I have at school. 

I also made friends with my students from China. They are both fun and have similar hobbies. One of my students and I both enjoyed eating watermelon and ice cream; he is also from the hometown of my grandma! From this program, I realized how a teacher appreciates students who pay attention to the teaching. So at school, I now know that I should pay attention to my teacher, as it’s important to show respect for the teacher. I also learned how to motivate my students as well, and I feel proud of myself. I am also able to improve my Chinese skills. 

Lastly but not least, I really appreciate the manager of this program. The program is organized very well; the manager spends a lot of effort in creating teaching materials for volunteers; the program also helps many poor kids in china!

When I first learned about this service, a sense of urgency developed inside me. I became curious about the experiences of foreign students, yearning not only to assist them in learning English but also to immerse myself in their unique cultures. I desired to understand their struggles, triumphs, and the perspectives that shaped their lives. Applying for the program was a straightforward process, as we were only required to fill out a Google form. This accessibility and inclusivity of the program were heartening, as it allowed individuals from diverse backgrounds to come together in service.

Soon after, I attended the first instructor introductory meeting, where the program manager skillfully provided guidance on how to effectively mentor the students. The meeting was filled with enthusiasm and passion, igniting a fire within me to make a difference. I learned the importance of creating a supportive and encouraging environment for the students, fostering their confidence and helping them overcome any challenges they may face.

Following the meeting, we were promptly notified about our assigned students. Although the mentoring process was conducted online, I gradually got to know my students better. Before commencing the mentoring sessions, I had the opportunity to interview each student online. These one-on-one chat rooms, accompanied by parents, created an accepting and comfortable environment for introductions. It was a great way for me to evaluate each student's language skills, assess their knowledge, and understand their goals.

I was assigned to two different children, each with their own unique personality. The first student was an older child who shared similar interests with me. However, he was initially quite shy and responded with only nods and short phrases when I asked him questions. The second student, on the other hand, was younger and more outgoing. He confidently answered my questions and actively engaged in conversation. Despite their contrasting personalities, I looked forward to mentoring both of them and helping them grow in their language skills.

Of course, there were some barriers to overcome, such as living in different time zones and managing their busy schedules. However, through friendly communication and cooperation with our parents, we managed to find a suitable time for mentoring that worked for everyone involved. Once we began our sessions, I witnessed a remarkable transformation in both children. They gradually grew more comfortable, and our relationship evolved beyond being just student and teacher—we became friends.

Mentoring these children has not only been a great way to serve others but has also taught me invaluable lessons and exposed me to diverse cultures and traditions. It has provided me with a window into the lives of people from different backgrounds and circumstances. Through conversations with my students, I learned about their customs, celebrations, and values. These experiences broadened my knowledge and expanded my worldview. I began to appreciate the beauty of cultural exchange and the power it holds in fostering empathy, understanding, and unity.

But most importantly, through ESL, I have been able to create new friendships and cherished memories with these students. We laughed together, celebrated successes together, and supported one another during challenging times. The bonds forged through this language teaching program are not easily forgotten. They serve as a reminder of the transformative power of education, compassion, and human connection.

In conclusion, my time with ESL as a language mentor was extraordinary. It has reaffirmed my belief that fulfillment in life comes from serving others. Through this program, I have witnessed the profound impact that language education can have on the lives of young learners. It has deepened my understanding of different cultures, broadened my perspectives, and allowed me to create lasting memories with extraordinary individuals. I am immensely grateful for this opportunity to make a meaningful impact and contribute to a brighter future for these students.

The program offers its own premade curriculum and lets participants create their own. I felt like my student didn’t fall neatly into the three curriculum categories –beginner, intermediate, and advanced– so I made my own. My student and I would create a slideshow and take turns presenting during our classes. It was a really interesting experience, and I learned so much from our presentations. The classes would be 20 to 30 minutes long, and we would present the presentations we made and talk through them and share information. I think my relationship with my student isn’t a traditional teacher-student, but more like peers that learn from each other. This program has developed so many of my life skills and helped me make a new friend.