Saying ‘Yes’ to a Second Year of Service
by Adam Giroux
My name is Adam Giroux, and I am a second-year member of Notre Dame Mission Volunteers AmeriCorps (NDMVA) serving in Hartford, Connecticut. I graduated from the University of Connecticut in May of 2021, and not having a clear path forward with my degree in anthropology, I began my AmeriCorps service in the fall of 2021.
My service led me to an independent, tuition-free elementary school called Trinity Academy, which serves underprivileged students and families from the Hartford area, providing snacks and lunch, an intimate teacher-student ratio, and an education of the whole student. Initially, I was hired to educate students in elementary music, something in which I had limited experience. However, since being taken on by the school, I have been trusted to expand my role to math/reading tutor, classroom substitute, and general school aid, on top of leading music lessons.
When I was introduced to the opportunity to serve through AmeriCorps, I was intrigued by the opportunity to support classrooms without certification. Although I had not heard of AmeriCorps, I said yes to the opportunity to educate others in a classroom setting, in an impoverished city close to home. I had previous childcare experience at various summer camps and school programs, but nothing could prepare me for the demands of the classroom. For the summers of 2018-2020, I ran a mountain biking program at a local summer camp, taking students ages 9-13 on mountain biking trails. In this role, I learned how to lead by example, speak in front of large groups, and began to understand that there is always a reason for a child’s actions. I began to develop a keen eye for reading between the lines, and decipher if a camper's feelings matched their outward expression.
Naively, I thought that these lessons would be enough to translate to the classroom. But, my first year in the classroom was like my camp counselor experience on steroids. As a result, I lacked control in the classroom, and the ability to balance authority and kindness. I am still learning this today, but my lack of control meant the students thought they were in charge. I did not shut down arguments between students, and most importantly, I was inconsistent with my classroom expectations.
These challenges proved to be the best lessons during my first year. I was able to learn from my mistakes, and began to understand a few important skills that are necessary in the classroom. First, I learned that it is not always appropriate for them to express their feelings outwardly. Even though there might be a reason for their actions, it is important that those reasons do not take precedence over learning and good behavior. Secondly, I learned that it is ineffective to address behavioral problems individually. I learned that it is more effective to set clear expectations, and give consequences when necessary. Finally, I began to accept that I was in charge, and if the students caught a sense of insecurity, they chewed me up.
Knowing this now it makes perfect sense, but I wanted to be the “cool” teacher. Ironically, any endowment of “cool” from students comes when they respect your authority and leadership. I think this lesson is pretty “cool,” as well. I also gained skills in lesson planning, lesson implementation, and classroom management. I steadily improved throughout the year, and most of the lessons I needed to learn came over time.
Too often, these roadblocks discourage those who wish to be in a classroom setting, and many first-year AmeriCorps members do not return for a second year. However, if I left Trinity after one year of service, I would have left the classroom believing that I didn’t have what it takes to succeed. By choosing to return to Trinity, I had an opportunity to start over with a year under my belt. Firstly, I knew that I had to have a designated structure in my classroom, with clear expectations and consequences. I started with a three strike system, but when that became exhausting, I expanded to a behavioral chart. On top of that, each of my classes has their own mason jar, where they earn points in the form of Lego bricks for good behavior. When they fill the jar, they get to have a free, fun music class without the usual lessons. I have found this to be successful, and my students know what it means if I take a Lego out of the jar, or if I move their name up or down the behavior chart. This designated structure has made a huge difference, and most of my energy is spent enforcing my system rather than individually addressing behavior, as I did my first year.
Having taken the time during my first year to explore teaching strategies, observe how students responded to certain techniques, and address my mistakes, I was able to build a solid foundation on which to expand my skills. Most teachers that I have worked with agree, almost unanimously, that your second year in the classroom is exponentially easier than your first.
The beautiful thing about service through AmeriCorps is that our experience varies among service sites. Although most service experiences are rooted in community education, AmeriCorps service is an excellent foundation for many career paths. This allows us the freedom to make mistakes, and opportunities to learn from them.
My goal with writing this piece is to share my AmeriCorps service experience in the hopes that other members might relate. As is the AmeriCorps mission, our volunteers serve in communities that need the most help, but lack the resources to attain it. In my experience, our students are kind, thoughtful, and courageous, but hidden beneath this tough exterior are children that deal with too much. Yet, they are incredibly resilient. Even when they are struggling to stay on track and keep up good behavior, I am amazed how quickly they bounce back. They all care about their own success, and their dreams never fail to shine through. I feel honored to have served at Trinity for two years, and my challenges have served as countless opportunities for growth. Wherever I go next, I feel confident in my abilities to be a role model for those that need one the most.
