After interning with the Shinnyo-en Foundation last summer, the SEF philosophy has helped me reflect upon my everyday interactions and relationships. I am especially looking forward to the upcoming month though, as I will be able to reflect upon the philosophy with regards to a more formal public service experience. This summer I will be teaching middle school students from East Palo Alto for a five-week program. Not only will I teach a sociolinguistics elective class called “Language and Identity”, but I will also get to know my students, and drive my “van group” around the Bay Area for field trips and community service.

I have just completed my first week of the program, and it has been both wonderful and challenging. The students bring so much character to the program and to my class; however, I realize that I have to continue working on my curriculum development and classroom management approaches. Even though it has just been one week, I am quickly learning the importance of being firm yet compassionate with the students. In my class, perhaps there are a couple of students that frequently talk out of turn, which means I have to respond strictly. Outside of class, however, I realize the power of relationship building, as I want to show all the students that I care even if I mean business when it comes to the classroom.

Because the relationships I will build with students are more of a mentor-student dynamic, I would initially expect that the students would overtly gain and grow through the guidance of the “mentor”. At this point, however, I feel that I am gaining more than I see my students learning in class. I have wondered if this then becomes a one-sided relationship, where I am the mentor receives the challenges and is able to grow. I am hoping that this is just a tendency of beginning stages in getting to know students and teaching for the first time.

Each day has its challenges and rewards, however, I anticipate that the next four weeks will pass quickly. For now though, I am curious to explore how the SEF philosophy intertwines with the role of educators, especially in light of educational inequity. Some days I feel that my students have not learned as much as I hoped possibly because I am still developing my teaching skills. Nonetheless, my attempt to start a ripple of knowledge and understanding stops short, and I realize that I may need to send many continuous “ripples” in order to get them to spread. I am hopeful for this, and as the program progresses and I build relationships with students, I hope that both mentor and student will gain something, whether a support network, knowledge, or an enriching summer experience.