Shining a Spotlight on the Significance of Service Learning at GNS—Part 6

At Glenlyon Norfolk School, our students are expected to participate in service learning. But why is this such an integral part of the student experience at GNS? 

As an International Baccalaureate school, our educational programme values service by centring it in age and stage-appropriate ways at all grade levels. In addition, service experiences contribute to the substantive experiential learning requirement for the Dogwood Diploma, the graduation certificate for students in BC. 

In a six-part series, we are exploring service learning, and its many facets at GNS, through interviews with teachers, leaders, and students of our Senior School.  This is the sixth and final part that looks at the student experience through interviews. 

What are students sharing about their service learning experiences?

Iris Thompson-Chang – Survey of Invertebrates in Bowker Creek

Please describe your service activity.

I joined the Friends of Bowker Creek to sample invertebrates in Bowker Creek. This organization is trying to reintroduce salmon to the creek, which requires a certain quality of water, worsened by the infrastructure around and over different parts of the creek. The presence of invertebrates can indicate water health and help determine when and how to reintroduce the salmon.

How did your activity help you address a global issue, either locally, nationally, or internationally?

Declining biodiversity is a global issue, affecting species and ecosystems across the world. In Canada, most species of salmon are in decline. This project aims to reintroduce salmon to Bowker Creek, which runs through Saanich, Victoria and Oak Bay. By helping to survey the invertebrate species present in the creek, I was able to contribute to this reintroduction and address the issue of animal extinction on a local scale.

Olyn Pan – Volunteer Hockey Evaluator

Please describe your service activity.

As a part of a local AAA hockey team (Vancouver Island Royals), all players including myself were required to volunteer at a local minor hockey team’s (Victoria Racquet Club) U13 and U15 level tryouts as evaluators. Our job was to stand on the bench with the players to watch them play and relay information to the team coaches and manager. I personally took notes on players that I noticed played well and emailed these notes and other information to the coaches and manager.

What steps were taken to ensure the success of your activity?

I used my collaboration and communication skills with my co-workers and superiors to ensure that everything ran smoothly throughout the tryout. A high number of kids were trying out for teams that day and they strongly required my help. When I brought my skills to the table I was able to make sure that everything went smoothly and no rough patches were hit.

How did your participation in your activity affect you and others? 

As another hockey player, I knew what experiences the tryout kids had. I gave them a brief slice of my experience growing up as a player in tryouts. Other than that, my participation was solely voluntary and I was a key helper in the whole tryout.

Sabina Carino – Teaching English to New Canadians

Please describe your service activity.

I helped two kids who immigrated here from India and they need my help to learn English because they started school in September, so I helped them learn basic, necessary English. I helped them by compiling a list of common phrases and vocabulary as well as finding videos and games that would help them engage in English. I also took them to the library and we went to story time so that they could be around other kids and hear other people speaking English and have fun while learning. The aim of this activity was to make a direct impact on these young children’s lives and to help them thrive in Canada by teaching them English.

Who did you work with in your activity, and how did you feel about being involved? 

I had to work with Nashir Vasanji, the supervisor of this service initiative, in order to get the contact of the kids’ parents and he helped me organize at the beginning so that I knew what I was doing. I felt good about being involved because I was making a direct impact on these young children’s lives.

Sean Dallin – Teaching Adaptive Skiing

Please describe your service activity.

I taught five lessons over the course of one week, teaching people how to ski, whether it be sit skiing, or sit snowboarding. Or teaching people who are neurodivergent. I did this with the Vancouver Island Adaptive Snowsports (VISAS) NGO, who work towards teaching people who require accommodations. This activity required planning and challenged me to come out of my comfort zone to learn something new and teach it. During this activity, I would work together with another instructor to ensure that the students would have the most enjoyable time in the snow. 

Who did you work with in your activity, and how did you feel about being involved?

I worked with other members of VISAS and was excited to learn from their teaching skills.

What steps were taken to ensure the success of your activity?

I developed perseverance and leadership, as was all communication and teamwork.

What obstacles did you encounter, and how were they overcome? How did your activity allow you to show commitment and perseverance?

During one of my lessons, a student was non-verbal. We had to constantly repeat the question and watch for body language to make sure that the student was not overstimulated, cold, or just done with skiing. 

How did your achievements allow you to show personal development?

I started skiing when I was 12 and learned how to ski on my own. I believe that teaching new students is a way to give the gift of skiing to younger people or people who would otherwise have challenges getting on the snow. I also developed teaching skills and developed my own boarding skills as well.