My Social Action Project

Effectiveness of the Project

It was essential that I had co-ordinated this campaign so as to expose learners to more healthy and productive ways to overcome challenges they face in and outside school. I felt this could have only been achieved through first educating learners on the concepts of self-image, peer-pressure and bullying which would give them insight with what is required of them as well as for them to be aware of what they go through and its impact on them.

During these lessons learners had to do activities to build trust and learn more about their peers through scenario cards based on Peer-pressure and bullying. Thereafter I had planned an English lesson in which learners had to unpack a Bully poem and express how they felt about the poem and if they had experienced such issues. These lessons were crucial to aid in the understanding and development of learners emotional, mental, and physical well-being. I had also requested Mrs Manjra who is a qualified counsellor to further advise learners on mental wellbeing which included covering concepts such as self-image, Peer-pressure and bullying. This encouraged learners to share their own experiences and interact with peers in a structured and supervised environment which promoted team building and social skills.

I had also worked with Grade 7 learners to plan and organise a presentation of the Bullying play that was conducted in the school assembly in front of the school. Learners were eager to participate and had to step outside their shell to project their support and fight against bullying.

· Components of the Project

The campaign successfully raised awareness about bullying, its different forms, and its negative impacts. It effectively used various mediums, such as presentations, and workshops, to reach a wide audience. Learners were able to create their own posters and badges that represents the Bullying Campaign and Awareness of bullying.

The project provided informative resources that were easily accessible to learners, teachers, and parents. For example, both Parents and learners were notified on Class Dojo that Grade 7 learners had to stay in 1 Hour after school to practice for the Bullying Campaign presentation. These materials were well-researched and designed to engage and educate all learners.

Sharing personal stories from victims and bystanders during the Life Orientation lesson, created empathy and emotional connections with peers. These stories were a powerful tool in conveying the real consequences of bullying.

The project equipped learners with practical strategies to combat bullying and be proactive when faced with bullying. These strategies included conflict resolution, empathy-building exercises, and reporting mechanisms.

· Learning experience

The project had a profound impact on my understanding of bullying and its complexities. I gained insights into the emotional and psychological toll that bullying takes on victims. I also learned about the importance of empathy, respect, and effective communication in preventing and addressing bullying. The project encouraged me and my learners to become active advocates for change, empowering us with tools to make a difference.

· Impact on the school and the community

Over time, the project contributed to a cultural shift within the school. It fostered a more inclusive, empathetic, and respectful environment. Learners were encouraged to showcase their posters in and around school. Bullying incidents decreased during my time at the school and also keeping in contact with the teachers to ensure the impact and strategies of the campaign was still practiced at the school.

The project encouraged learners to report bullying incidents as well as stand up to bullying but at the same time not bully the bully. This led to a more comprehensive understanding of the extent of the problem and allowed for timely interventions. Parents and teachers reported an improvement in the school's overall atmosphere. They appreciated the project's resources and strategies, which empowered them to support their children and students.

A sponsor supported the initiative, emphasizing its positive impact by sponsoring to award the learner with the best Antibullying Poster. The "Be a Buddy, Not a Bully" campaign extended beyond the school, involving the wider community.

My learning experience was transformative, deepening our understanding of the issue and inspiring us to be advocates for change. This project exemplifies the potential for grassroots initiatives to create meaningful and lasting impact in addressing societal issues.

How has service-learning changed you personally?

This firsthand experience developed greater empathy and understanding, giving me the opportunity to be more compassionate and open-minded. This project brought social awareness and encouraged me to become more socially conscious and motivated to advocate for positive change. This made me conscious of my own actions and gave me a sense of purpose as I had the difficult task of educating learners on sensitive topics. This Project has developed me as a person and my beliefs as well as the role I play as a teacher. I had forced myself to work in teams with other teachers and be consistent in my communication and interaction with other Teachers in the school. This was challenging at first as I was not use to being a part of a team of teachers and having to be in charge of a big project. This experience helped me develop the necessary communication and collaboration skills, which are valuable in both personal and professional life.

My experience honed on my critical thinking and problem-solving skills, which enabled me to approach challenges more effectively. Through service-learning, I had come to recognize my role as an active citizen in the community. The knowledge that I have contributed to a meaningful cause and made a difference in someone's life was a powerful confidence booster. This Project provided opportunities for leadership roles, which can help me develop leadership skills and a sense of responsibility which also made me feel that I am capable of planning and co-ordinating such impactful events.

It served as a powerful reinforcement of those values and a motivating force for future actions. Interacting with individuals who may be less fortunate or facing challenging circumstances led to a greater appreciation for my own privileges and a desire to use those privileges for the benefit of others. This Service-learning has encouraged me to plant the seed for a lifelong commitment to service and volunteerism.

How has service-learning developed you professionally? what new knowledge, skills and or attitudes have you gained?

Execution and involvement of these activities to promote antibullying campaign had exposed me to work alongside diverse groups and professions.

This experience enhanced my interpersonal and communication skills, making me more adept at building relationships and collaborating effectively in a professional setting. Service-learning projects frequently require participants to identify and address real-world problems. This project enhanced my problem-solving and critical thinking abilities, which are highly sought after in professional environments. Taking on leadership roles in service-learning projects has helped me develop leadership and project management skills.

I had worked with Mrs Khumalo and Mrs Manjra who had not taught Grade 7 learners but who were active participants in educating me and expanding my knowledge on how to address the school as a whole. These skills are essential in professional settings where you may need to lead teams or manage projects.

Service-learning often exposes you to unfamiliar situations and challenges. My experience cultivates adaptability and flexibility, which are valuable qualities in the dynamic and ever-changing professional world. I had developed empathy and cultural competency by working in varied communities and tackling social concerns amongst learners. These attributes helped me understand the significance in an increasingly globalised workforce, where it is essential to relate to and fully understand individuals from different backgrounds.

This service-learning journey often required me to be consistent in my efforts and dedication and develop a strong work ethic, I was driven by a sense of purpose and a commitment to making a difference. Managing service-learning projects and balancing them with academic or work commitments improved my project and time management skills.

This service-learning project instilled a strong sense of civic responsibility and community engagement. Engaging in service-learning expanded my perspective on social issues and challenges. This broader perspective encouraged me to think outside the box and approach professional problems with a more holistic view.

Describe the benefit of this initiative to the school and comment on its sustainability.

The initiative contributes to creating a more positive and inclusive school culture. Students and staff are more likely to feel safe and supported when bullying is actively addressed. A reduction in bullying incidents leads to an improved learning environment. When students feel safe and respected, they can better focus on their studies and academic growth. This initiative empowered students with knowledge and skills to prevent and address bullying. This empowerment extends beyond the campaign, as students become proactive advocates for respect and kindness in their homes and practice these characteristics in their communities.

"Be a Buddy, Not a Bully" encouraged positive interactions among students, fostering stronger relationships and a sense of belonging. Parents are often more engaged in the school community when initiatives like this are in place. They appreciate the school's commitment to their child's well-being and education. Teachers and staff involved in implementing the initiative gained valuable experience in student engagement, conflict resolution, and community-building, which can enhance their professional development. The initiative established partnerships with local organizations through sponsors that were interested in supporting anti-bullying efforts, creating a stronger link between the school and the broader community.

Ensuring the sustainability of the "Be a Buddy, Not a Bully" initiative is essential for long-term success was a key consideration to maintain the purpose and function of the campaign.

I had incorporated an anti-bullying education into the school curriculum to ensure that the initiative is an ongoing part of the school's educational mission. I had also organised worksheets in which learners could refer to sustain the initiative and drive towards the antibullying campaign. I have encouraged students to take leadership roles in promoting a culture of kindness and respect. Student-led clubs or committees can keep the momentum going.

I have maintained and nurture partnerships with the local community, ensuring ongoing support for anti-bullying efforts. I had kept parents informed and engaged in anti-bullying efforts through regular communications and workshops for learners. I had ensured and reminded learners during the presentation that the anti-bullying efforts align with the school's core values and mission, reinforcing their importance. I had established peer mentorship program where older students guide learners in lower grades, fostering a culture of respect and support. This was done working alongside Grade 7 learners who are the Junior leaders of the school.