| In Part 1 of this article, I presented the rationale | | | | and the organization experience provides a |
| and keys for success to create a school | | | | learning that involves decision-making skills, |
| community service program. As stated, organizing | | | | communication skills and the process of working |
| community service projects allows students to | | | | within a system. |
| participate in the group process of cooperative | | | | 3. Each group creates its own name and selects |
| learning, conflict resolution, critical thinking and | | | | four to six community service projects to be |
| problem solving. Students enhance self esteem | | | | completed during the school year after school. |
| through experience. Consequently, self esteem | | | | 4. Chosen group names would reflect the |
| becomes earned esteem. Part 2 is a description | | | | community service mission for individual groups |
| of the two components of a successful | | | | and could be an acronym. Following are examples |
| community service program. | | | | of actual names used by middle school students:o |
| Two components of a successful community | | | | P.R.O. (People Reaching Out)o S.U.N.S.H.I.N.E. |
| service programo One component of the | | | | (Students Unite Nations)o C.A.R.S (Caring and |
| program could be integrated into the school day. | | | | Respectful Students)o S.M.I.L.E. (Students Making |
| Examples of successful community service | | | | Individuals Laugh Everyday)o H.O.P.S.C.O.T.C.H. |
| projects integrated into the school day are trips | | | | (Helping Other People Simply Cause Our Touch |
| to a soup kitchen, working with a kindertime | | | | Can Heal) |
| program for pre-school children and collections for | | | | Develop partnerships with the community. In my |
| needy causes. These could be scheduled monthly | | | | personal situation, we developed an on-going |
| by teams or groups of classrooms.o There could | | | | working relationship with a nursing home, a center |
| also be an after-school component of the | | | | for mentally-challenged adults, a day care center, |
| program that would involve a weekly | | | | a pre-school program, a community pediatrics |
| commitment by students for a specified number | | | | health center and a soup kitchen. |
| of months. | | | | The lesson of responsible active citizenship is the |
| Members who join the after-school program | | | | intention of all the community service project |
| would divide into several groups. The individual | | | | experiences and ideas create change becomes |
| groups would have brainstorming sessions | | | | the principle of active citizenship. Let your |
| concerning community service project selections | | | | students be your heroes. Your young student |
| that would allow students to practice interpersonal | | | | activists can make a difference in our world. I |
| skills and build relationships. | | | | share this as a proud teacher who has observed |
| 1. Service project ideas are limitless and depend | | | | dedicated young people who are remarkable as |
| on the creativity and interests of the groups. | | | | role models for their peers, their teachers, their |
| 2. Each group designs its own year-long program | | | | families and their community. |