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Managing Expectations Realistically
In addition to general assumptions about schools and working with children, you may have expectations about the specific endeavor you are about to undertake. The approach of the school year—and the service year—brings a great deal of anticipation. In some cases, you may not have set foot in a school building for many years, and feelings of excitement or anxiety can be considerable. For many, the start of the new school year signifies a clean slate, a chance to succeed, and for those working with children, an opportunity to make an impact on young lives.
It's crucial that you put those expectations in perspective to avoid disappointment and burnout. In an education program setting, that means keeping the following realities in mind:
- Change takes time. The personal rewards and pleasure derived from helping a child improve her achievement, attendance, attitude, and behavior are undeniable, but these improvements won't happen overnight. Building a relationship with a child or young person takes hard, ongoing work, and academic gains sometimes take even longer. Be patient with your student(s) and yourself.
- Working with children can be delightful, but it can also be challenging. Struggling students often experience feelings of frustration and anxiety that manifest themselves as uncooperative behavior. When students are difficult and none of your strategies seem to be working, it's important not to take things personally. Everybody has bad days. Often, just being available establishes a foundation for further work.
- Teachers and other school staff members are busy folks. Within their already tight schedules, they are often juggling curriculum planning, parent conferences, programming demands, staff meetings, and a variety of other responsibilities. They won't always have time to work closely and one-on-one with members and volunteers, so be flexible and look for ways to fit your needs for communication and support into their routines.
 Phase 2: Initial Arrival Strategies: Observation and Imitation
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