CAS newsletter article – Jason

For my CAS project, I joined the Tuesday service for doorstep English.  I felt that by doing this I would be giving back to the community, and helping out people who don’t have the same opportunities as me. Giving them said opportunities. With joining the service there were heaps of challenges, the main one being the language barrier between myself and the doorstep children. Choosing a CAS project was seemingly difficult, however, the opportunity of working with this organization helped me finish my CAS requirements. Overall, the main things we consistently did over each session was to sit and plan lessons to teach the students basic English. This included attributes such as greetings, numbers and more. Seeing that I myself could not speak Hindi or Marathi, I collaborated with a group of students: Aditiya, Aryan. P, Ira, Ishaan, Kaavya, Shaan, Zara and Zella this came in great help with the challenge I had.

By collaborating with students that knew other languages to me, I provided support and dedicated time towards giving students a comfortable environment to learn in. A skill I can accredit is my ability to think on my feet. I was able to put out my ideas and come up with solutions to problems on the spot. By working with a wider community being the doorstep organization which strives on the values of aiding underprivileged students gain primary education we were able to give back to the community with something as basic as the English skills we have been taught and grown to hone. In the hope of passing this on to the students through structured plans and organization, I believe that we are doing the best possible. Seeing another challenge, we face is that the students rotate in groups, hence we are unable to consistently teach and elevate the content of the lesson plans. This forced us to try and balance the basic information amongst a large group of students.

The students that are in each group vary in age difference, hence we had to come up with individualized plans for students who knew more English than the others. We would also split the children up so that the students who needed more practice and time to learn were given this. Whilst the students who knew the content could carry on with the lesson plan. This showed our ability to think on our feet and at the same time respect the educational differences of each child, to make sure that they were not lost or uncomfortable. Overall, I believe that my CAS project was successful in helping the students understand and apply the basic knowledge of the English language, and I am grateful for the opportunity and will do it again.