The classroom teacher also plays a major role in the success of Project L.O.V.E. Teachers must, first of all, want their students to be involved. For most teachers, this means identifying three or four students who can use extra practice in reading or who need help with their social skills. Thirty percent of the teachers use a rotation system so that every child has a chance to spend some time with a volunteer. This reflects a classroom teacher’s belief about the role of Project L.O.V.E. and how it can benefit students. It also reflects the learning needs in a particular class and how “at-risk” students in that class may be.
Classroom teachers are busy people and many reported they “forget the volunteer is coming that day”, but this does not reflect negative feelings about the program. The teachers in the focus groups were unanimous in their support of the program.
Classroom teachers need a system for monitoring what the volunteers are to do each visit and they must set out materials for use in the sessions. Some teachers maintain regular contact with volunteers (30% reported theymeet with volunteers every week), while most reported they get the program going and after that, they connect with volunteers in very informal ways.
Both the focus groups with volunteers and classroom teachers indicated there needed to be more opportunity for teachers and volunteers to meet but no one wants anything too time-consuming, formal or rigid. This suggests that the School Contact person may need to set up times for the two groups to meet during each school year and not rely solely on an orientation session at the start of the year, and an end-of-year social to operate the program. Perhaps, de-briefing sessions could be held at the school to gather feedback and discuss the program.
A key component in Project L.O.V.E. is the orientation session held at the start of each year. Both new and returning volunteers are encouraged, and even expected, to attend orientation sessions usually held at the school where the volunteer will work. The Project L.O.V.E. organization published an extensive Handbook for Project L.O.V.E. Programs in which details are given on the orientation sessions. The Handbook forms the basis of information shared at orientation sessions and includes information on Project L.O.V.E. itself, roles and responsibilities, confidentiality, procedures and commitments, as well as procedures for dismissal, resources and absenteeism. The orientation session is also a chance for the School Contact to review school procedures and to introduce teachers. Training sessions are also included for volunteers at various times throughout the year.