What is This Thing Called L.O.V.E.?

Project L.O.V.E. stands for Let Older Volunteers Educate. More than 170 very committed (mainly retired) older volunteers help students in Prince Edward Island schools with their school work, usually in that most important area, reading.

Volunteers go to their school once a week, spending between an hour and a whole morning or afternoon in the school. They usually help one student at a time, listening and coaching them with words, reading aloud to model good pronunciation and expression for them, helping with classroom projects or to get caught up on missed assignments.

Teachers whose students work with the Project L.O.V.E. volunteers all agree: Their students benefit greatly from this help, gaining self-confidence through the interest shown in them by the volunteers.

To new and returning volunteers, best wishes for a wonderful year, helping Island students achieve success.

Promotional Campaign Results Very Positive!

This fall, Project L.O.V.E. received funding from the National Literacy Secretariat to conduct a public relations campaign about Project L.O.V.E., in order to increase our numbers, both of volunteers, and schools which are supporting the project.

The campaign, which included television spots, radio announcements, and newspaper adverts, featured our volunteers, supporting teachers, and students. All the media gave us great value for money, with special rates as a non-profit organization. CBC, in particular, ran our television spot long after our paid inserts were finished, and even gave us prime time space (on Coronation Street!). We are very appreciative of their support.

We are happy to report that the campaign has been more successful than we had hoped! We have new projects in Englewood school in Crapaud, Queen Elizabeth Elementary in Kensington, Spring Park and Sherwood in Charlottetown, and Gulf Shore in North Rustico. Many other projects increased their numbers of volunteers as well.

An unexpected benefit of the campaign has been a greater awareness and understanding of the project in the general public. As a result, Project L.O.V.E. has been asked to make presentations to service groups, hold displays at public gatherings, and has even been offered financial support.

For example, the Division of Adult Education, provincial Department of Education, has held a "casual day" in support of Project L.O.V.E., and the funds raised will go to out transportation fund for our volunteers. Many thanks to the staff of the Division for their support of Project L.O.V.E.!

Intergenerational Activity

The United Nations has declared 1999 the International Year of Older Persons. Members of the L.O.V.E. Committee would like to see activities which involve all generations highlighted during this special year.

We just happen to think that Project L.O.V.E. is a prime example of an Intergenerational activity, and we are sure that there must be many more. If any of our members are involved in intergenerational activities, or who would like to be involved in planning a celebration of intergenerational activities, please get in touch with our Coordinator, Mary Burke, at the above address/number.

High Schools Need L.O.V.E. Too!

Project L.O.V.E. has had requests from high schools for older volunteers to work with students.

Suggestions have ranged from helping with creative writing classes, to shop or automotive classes, to helping with an internet magazine. If you, or anyone you know, would like to help at a high school, please let us know, at the above address. Thanks!

Back to Those Case Studies, as Promised...

As we said in our last newsletter, here are more of the case studies of the problems which our volunteers have encountered. The solutions were developed by volunteers and teachers at our volunteer Gathering, last June.

Case Study #3:

One of the children you are working with does not seem to be progressing with reading at all. You think that if she were given instruction in phonics, it would help her, but you have heard that "they don't teach phonics any more in school.":.

Questions:

1. Should you try teaching the student phonics yourself?
2. What other avenues might you explore in helping the child?

Volunteers' Responses:

1. "They don't teach phonics any more" is a misconception. Phonics have not been "thrown out", they are taught in the context of reading. It's just a different method. The reading method uses this strategy: Don't stop at a difficult word to figure it out: go on to the end of the sentence, then go back after and figure out the word based on the meaning of the sentence or paragraph. This way, students don't lose the meaning of what they're reading.
2. Talk to the coordinating teacher, and see if there are any other methods she/he might suggest. Also, offer to do the reading yourself. Children hear you pronouncing the words properly, making the story interesting, and they will be inspired to try it themselves.

Case Study # 4:

You are working with a boy who is in Grade Seven, but who reads at a very low level. The teacher has given you a book and sets of questions to work on with him. He (and you!) find the book very boring.

Questions:

1. What could you do to make the lessons more interesting?
2. Whom should you talk to about the program you have been given?

Volunteers' Responses:

1. Sympathise with the child - it's OK! You could try to relate this situation to something in your own life, to try to make it more interesting. This is the greatest benefit to having volunteers with life experiences in the school. Help him/her with the assignment so you don't have to spend longer than necessary on it. The assignment may well have been an inappropriate choice of material.
2. Talk to the coordinating teacher about it. She may have other suggestions. Coping strategies: Find out what the student LIKES to do or read about. "Once we get through this, we can do something you like".

Case Study # 5:

One of the students with whom you work seems very affectionate, always snuggling very close, and even asking if she can sit in your lap. She often makes personal remarks, instead of paying attention to her book. One day, she suggests that she could come and visit you at your house this weekend.

Questions:

1. What should you tell her?
2. What would be a good way to channel her attention back to the book?
3. Do you think that you should talk to this child's teacher, or someone else at the school?
4. Do you know with whom this should be discussed?

Volunteers' Responses:

1. Try to maintain an affectionate relationship - many children need this very badly! But we must protect ourselves from accusations of impropriety. When are hugs OK or not OK? It is an individual decision - you may be comfortable hugging a child back, or not. Letting the child sit in your lap is NOT OK. It's just too close.
2. Tell the child a fib if necessary. Explain that you have other plans for the weekend and she can't come to visit.
3. Ask her questions about the story to re-focus her attention on the book. Try to make it more interesting for her.
4. Discuss this issue with the child's teacher or with the teacher coordinator. They may have more information about the child's personality. Remember that this is confidential information and must not be discussed with anyone else.

Well, that's all our space for now! We still have one case study to report on, which will have to wait until the next newsletter. Until then, happy reading! And a big thanks for the great job everyone is doing.

For a copy of "The L.O.V.E. Letter" send an e-mail to burkhorn@isn.net, or write to P.O. Box 325 CORNWALL PEI C0A 1H0.