Service Learning at the Baytree Centre

Annika Fisher

March 25, 2019

Baytree Centre, a charity in Brixton dedicated to the education and empowerment of women and

girls in the area. My role at Baytree as the Into School intern, was to assist in this program that

facilitates the transition of refugee, migrant, and asylum seeking girls who have just arrived in

the UK into the school system. The girls each have their own unique journey in this program, but

all of them start with assistance to apply to schools in the area. While waiting for a placement,

which is supposed to last up to 20 days but often stretches to months, they participate in

programs Monday through Thursday that imitate a school day, filled with English classes, Maths,

fitness, cookery, peer mentoring, and cultural visits around London. To accompany the service

that comes with this role, my enrollment in a service learning class has enhanced this experience

by introducing me to theories and ethics. Service learning like many other terms that involve

communities, it can take on many definitions and connotations. A definition that I found that

academically fits the theories and approaches I have learned defines it as “a cycle of action and

reflection as students work with others to achieve real objectives for the community and deeper

understandings for themselves” (Eyler & Giles, 1999). To truly understand my experience at

Baytree with the accompaniment of the Service Learning course, I will break down this

definition, reflect upon my research, and go through the journey that will humanize this textbook

definition.

The first part of this definition calls service learning “a cycle of action and reflection”.

This type of work is about finding a balance between the service, or the actions, and the learning,

which is made up of the reflections and research that are implemented to understand the

academic perspective of the work being done. My schedule throughout each day usually started
with some office work, so making flyers, handbook papers, research for the programs, or

organizing information for bulletin boards. At 12 I would observe and assist in ESOL classes, at

1 pm I would lead the lunch and cookery sessions, and then at 3, I would either go back to more

work in the office or go to another ESOL class, and then each day there were different activities

to assist in after school. This cycle of action kept me extremely busy, so it was important that a

few times throughout the day and when I got home that I took time to think about what occurred,

which is where my reflections came in. Reflection throughout this process came from three

different perspectives: scholarly perspectives from research, my own perspective that I came into

the experience with and how it evolved, and lastly the perspectives of the people I was working

with. Reflection is a critical component of the process because “it is the primary mechanism that

generates meaningful and powerful learning” (Whitney & Clayton, 2010). Especially in an

unfamiliar area, it was important for me to continue to think about a situation after it had

happened so that I could fully understand what occurred and the significance of it. EXAMPLE .

It is important that my reflections were backed up by the class and research components.

Research perspectives coming from the broad standpoint of service learning are critical

towards understanding proven aspects of this type of work. For instance, the idea of short term

service learning has been concluded to be difficult to work with because of the limited time. In

the past, I have done mostly short term service projects, however, I had never spent enough time

in one position that allowed me to develop my own ideas and make real relationships. Reflecting

upon the many challenges that comes with short term service learning has been an integral part

of my experience. Particularly in the case where “programs for young people are aimed at

correcting problems associated with lack of good role models and other inconsistencies in their
life” (Martin, 2009). This perspective inflicted a lot of reflection and consideration on my part. I

had a lot of concerns coming into and throughout this experience that made me question my part

at Baytree, whether during this time I was actually making a difference. If I was, it meant that

when I left I would be contributing to this problem with short term service learning. Overcoming

this anxiety took a lot of thinking, reflecting, and appreciating the little moments that I

experienced and the support that I gave this past month or so. My reflections that I used to

progress the programs that I had been a part of, particularly the peer mentoring and the lunch

programs, were primarily based upon the perspectives and ethics concerning Baytree and the

girls in the group. I had a lot to consider with the goals of Baytree and the presumed outcomes of

the Into School program, so this took a lot of conversation with the staff. As the group of girls

that I worked with had very unique backgrounds, I had to get to know them before planning

activities. Ethics was also a necessary consideration, as the girls come from sensitive

backgrounds and have the right to privacy, so disclosing the names, ages, and countries during

these reflections was prohibited. This time and effort led to the success of a few activities, one

being a paper airplane contest. The girls were paired up with people they normally did not

interact with, and they collaborated and were able to overcome the language barrier with visual

representation. It was clear after this activity that they were more comfortable. Another success,

which was more tangible, was after playing a simple name game. During the game, it became

clear that the girls did not know each other's’ names very well, but the rest of the day it was clear

that they were more interactive.

“As students work with others” is the next component of this definition. This block, I

have had the pleasure and opportunity to work with many girls and young women as well as
other staff members to make sure that the daily functions at Baytree run as smoothly as possible.

The group of girls in the program are between the ages of 11 and 18, mostly in the process of

applying to secondary schools or colleges. As they are migrants, refugees, and asylum seekers

from a multitude of different countries, their levels of English are varying but mostly at pre-entry

or level 1 stages, which are the lowest in terms of ESOL education. This was important to keep

in mind in every aspect of the planning of activities and interactions with them. I had the

opportunity to work with others in several different settings that catered to the educational and

emotional needs of the girls. I assisted and observed in ESOL lessons, led lunch and cookery,

tutored in Maths, filled in for absent mentors, helped in yoga lessons, and worked alongside peer

mentors to develop a curriculum. This “working” aspect of the definition pertains to service, as it

is critical in this work to actually be alongside people in the community. I worked during this

block with the girls, to advance their learning and enjoyment during this critical period of their

lives. Achieving these goals was a collaborative effort, emphasizing the “with” in “work with

others”. Service is about taking the true needs of others, not perceived ones, and working with

the individual or community to find ways to best fit that need. Throughout my internship, I was

able to take time to learn about the assistance that these girls needed, and work with them and the

other staff in order to facilitate growth. One connection that I felt truly helped me understand the

importance of working with others was with a girl that I tutored. I have had a decent amount of

training in pedagogical math, so I was excited to have the opportunity to put this knowledge to

use. After our two sessions, the girl expressed to me how much this time helped her, because her

class is not taught in a way that she understands and she is not offered enough support to

supplement. I learned throughout this experience the insufficient programs in place for ESOL
education in the UK, but actually hearing a personal experience from a girl that I made a

relationship with really changed my perspective. This conversation helped me understand more

clearly how important it is to work with individuals on a personal level in order to make a

difference.

Understanding the people who are working in service is critical “To achieve real

objectives in the community.” I found that my experience at Baytree taught me that this type of

work entails a lot of goals that are not always concrete. I have participated in many short term

service experiences that produce immediate, solid results. When I participated in an Alternative

Spring Break trip last year, we packaged meals at a food bank and were rewarded at the end of

the day knowing exactly how many families we fed. In high school, I participated in road clean

ups, which showed us how much trash there was before we came and cleaned. Coming into this

experience, I had never been a part a project that would have real, sustainable effect on the

community I was serving. I found throughout my time that this was due to my actual

involvement in the communities of Baytree and Brixton and getting to know and build

meaningful relationships with the girls I was working with. It is difficult in this type of work, in

that the overall objectives are often distant from the starting point, unlike packaging food or

cleaning up roads. For Into School, the main goal is to integrate the girls into the public school

system, which is a tangible concept and something that was accomplished for some of the girls

during my time there. However, I learned over the course of my time that the skills the girls learn

while in the program to equip them for their bright futures were just as important as getting them

a placement. Building confidence, communication, life skills such as cooking and using public

transit, and making lasting relationships are objectives that are difficult to measure and quantify,
let alone in the six weeks I have spent there. This is one of the many hardships that come with

short term research. As my time is already limited, there is also a turnover of girls coming to the

program and getting school placements, both which contribute to the planning and preparation

that goes into this program. I experienced this when helping design the peer mentoring program.

After speaking with my supervisor and the peer mentors about what we wanted the program to

look like, we came to the conclusion that to keep the sessions fun and relaxed while still

educational, we would make the objectives confidence and team building. I found this as the

most prominent struggle that I had with short term research, as it took awhile for me to learn

about the girls, find out what would work best, and then begin to implement it. I have visions for

where this program can go, and unfortunately my time there will not allow me to see it through.

The unknown time schedule for the girls as well is a challenge, as we do not know when their

last day could be until it comes. It was important for me to keep in mind that as long as the girls

grew even the slightest in one day, that is growth nonetheless, and it contributes to the overall

goals of Into School and the real objectives in this community.

“And deeper understandings of themselves” is the last component of this definition. I say

with certainty that after this experience, I have achieved a deeper understanding of myself. From

before I even started, I became somewhat familiar with the struggles that many people endure to

receive an education. Throughout my experience, this knowledge grew and opened my eyes to

the privilege that I have grown up with. Education has never been something that I had to

question, I grew up with a supportive school community throughout my elementary and

secondary years and university was always a part of my future plans. I have not only been shown

my privilege through being given the option to attend university and study abroad, but also in the
wonderful opportunity to spend part of this journey at the Baytree Centre. I have had the utmost

privilege of getting to work with these incredible young women. Their resilience, determination,

and overall beings made me so proud and pleasured to work with them every day and see them

grow. This developed understanding as well as the relationships that I have built have helped me

create a better idea of my place in the world. Thinking and reflecting upon my own educational

experience and being able to take part in and assist in the experience of these girls’ has further

affirmed what I want to do with my career moving forward. My internship and time at Baytree

has taught me so much about ESOL, work in the charity sector, and women’s education, so much

so that I have changed the path of my two years left at university to ensure that I will continue on

this educational trajectory. With this in mind, my experience at Baytree has opened my eyes to

the confidence that I deserve and need to carry into any position that I take from here on out. It

helped me realize that I am equipped with the compassion and patience to work with people, but

I need to remember this when moving forward with my education and career.

If all of these components are completed successfully, sustainable effect on the

community can be achieved. While there is certainly room for improvement on my part in the

way that I approached and carried out the roles that I had at the Baytree Centre, I feel that the

work that I put in will carry on past my time there. My work in the peer mentoring program

particularly is something that I take heart in, as I have not only researched it and planned it based

on the girls themselves and seeing what they enjoy and learn best from, but also putting it in

somewhat concrete terms so that whoever picks up this project after me can begin where I left off

and the resources can go towards future funding to ensure that the Into School program

continues. Even my last week, I was creating a legacy in the yoga classes that I guided each day.
During my evaluation at the end, my supervisor informed me that the girls have been carrying a

different attitude this week because of these sessions, and she is going to search for someone to

continue this program. Whether it was a project that lasted me the entire block, or just begun the

last week, I feel confident in the mark that I left at this place. Each section of this definition is as

important as the last, so when put together as a coherent whole, it shows that despite the many

difficulties that service learning can bring, particularly in short terms such as mine, change can

still be achieved when accompanied with the right motives, backgrounds, and research.
 References

Eyler, J. and D.E. Giles, Jr., 1999, Where's the Learning in Service-Learning? San Francisco:

Jossey-Bass.

Martin, A. SeBlonka, K and Tryon, E 2009. ‘The challenge of Short-Term Service Learning’ in

The Unheard Voices: Community Organizations and Service Learning Temple University

Press: Philadelphia

Whitney, B and Clayton, P 2010. ‘Research on and through reflection in international service

learning’