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Welcome to my story board!let me take you through my journey of the service learning.

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I'm Nondumiso Kheswa I'm a final-year Education student, I initially believed that theoretical instruction and practicals would be sufficient. However, I've discovered that collaborative learning and guidance are essential for my professional growth.

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I recall Mrs Kruger discussing service learning, but initially, I misunderstood it as an optional activity.However, when she clarified that attendance was mandatory, I was so curious I wanted to learn more about this service learning.

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Before our first meeting, we were asked to create a simple stick figure. As I worked on it, I realized how much I had forgotten about my original motivations for becoming a teacher. After three years of studying, I had lost sight of my passion.

But that stick figure exercise was a turning point. It forced me to reflect on why I started this journey in the first place. Was I truly committed to teaching, or was I just going through the motions to finish my degree?

Through introspection, I rediscovered my genuine passion for teaching. I realized that being a teacher isn't just a profession - it's an integral part of who I am. I've re-committed to excellence, determined to be the best educator I can be.

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Creating that stick figure sparked my curiosity, leading me to researching about service learning in the community. I discovered that it's a pedagogical approach combining learning objectives with community service, enhancing both student growth and community benefits.

In other words, service learning is experiential education where students reflect on their experiences to achieve real-world community objectives. Through this process, we foster personal growth, academic learning, and meaningful community engagement.

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Curiosity drew me to the first meeting, where our class was divided into groups and assigned to teachers and lecturers. I was paired with Mrs Smith and Mrs Kruger.

Initially, I doubted the project's value, thinking it was unnecessary and optional. However, working alongside my classmates and sharing our fears, struggles, and experiences created a sense of safety and community. Through open discussions, we found solutions together.

This transformative experience shifted my perspective: what I once deemed useless became invaluable.

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During the second meeting, we were asked to identify our favorite and worst teachers. I had to reflect on my past experiences and consider which teacher's qualities I'd like to emulate in the future.

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Learning barriers that we discovered on our second meeting

1. Time constraints: Insufficient time to cover the curriculum.

2. Language barriers: Teaching non-English speakers.

3. Classroom management and discipline.

4. Inadequate foundation from previous teachers

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Solutions for the learning barriers that we discovered on our second meeting

1. Time constraints: Insufficient time to cover the curriculum.

Proper planning

Integrating language stores and convention ls with evything

2. Language barriers: Teaching non-English speakers.

Encourage reading to improve vocabulary

Explanation of action verb

3. Classroom management and discipline.

Knowing your learners

Have clear rules and expectations

4. Inadequate foundation from previous teachers

Diagnostic assessment

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Through collaboration learning experience,the teachers equipped us with valuable knowledge and strategies for effective classroom management.Now,it's our turn to give back.we are creating resources that will benefit both ourselves and future students.Mrd Kruger suggested that we create worksheet covering various topics, each of us was assigned a specific subject, I was focussing on prefixes and suffixes,defining the concept l, generating ideas and creating memorandum.These worksheets will be invaluable for me as a new teacher next year. Collecting resources from my peers will enhance my preparedness and provide students with supplementary materials beyond the prescribed textbooks. This encourages further research and exploration, enriching their learning experience

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workshop is an interactive, participatory group exercise. It can be used in a range of circumstances, including the evaluation of a project, event or activity. For instance, within a project it could be used to either explore what needs doing or, for the purposes of evaluation, understand what happened when and who decided what. Like a focus group, the technique can also be used to gauge and compare opinions on a different aspects(grundy,1999:330).

The workshop went very well. It successfully covered everything we had learned throughout our meetings, addressing key teaching challenges: learning barriers, discipline, administration, planning, marking with rubrics, and setting question papers. I'm now much more confident in my ability to teach. The workshop provided valuable insights, particularly in areas where I lacked knowledge. For instance, I can now identify learning barriers and develop strategies to address them, thanks to the teachers' guidance on characteristics and solutions. The workshop also offered practical advice on classroom discipline, admin, and planning, alleviating concerns about being a burden to colleagues. I gained essential information on working with rubrics, an area where I struggled. Missus Smith's explanation was enlightening. Setting effective question papers was another gap filled. I now know where to start and have numerous resources to draw upon. The workshop was truly helpful, providing solutions and guidance on critical teaching aspects. I'm grateful for the experience and feel better equipped to begin my teaching journey.

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Initially, I questioned the purpose of attending the in-service learning. However, the first meeting's interactive exercise, creating stick figures, prompted reflection on my motivations for becoming a teacher. As the meetings progressed, I realized how much I didn't know and how much needed attention. Without this training, I doubt I'd have been prepared for the challenges of teaching. Our previous practical experiences, though valuable, were insufficient for the realities of full-time teaching. The service-learning workshop bridged this gap, equipping me with strategies to address daily issues. It was truly amazing and helpful. I gained valuable insights from experienced teachers, and I now feel confident in my ability to teach.