Svarna Lekha Segaran

A188518

05/08/24 - 09/08/24

2. How is your progress?

I've been thoroughly enjoying my time volunteering at the Kiwanis Down Syndrome Foundation. Each day brings something new and interesting to learn. Before starting this volunteer work, my knowledge of Down Syndrome was quite basic. Volunteering here has given me the chance to deepen my understanding and gain hands-on experience in caring for and managing children with Down Syndrome. I've been working on engaging in conversations with the kids, and I'm proud to say that I'm improving, even though it can be quite challenging to keep their attention. Additionally, I've learned several activities that help improve their motor skills, and I've become quite capable of guiding them through these exercises. Overall, I've learned a great deal in just two weeks of volunteering.

3. Points to remember from week 2!

Educating parents and caregivers of children with Down Syndrome is just as crucial as educating the children themselves. Since parents and caregivers spend the most time with the children, their daily interactions significantly influence the children's development. During the infant stimulation class, teacher advisors consistently reminded and emphasized to parents the importance of allowing their children to explore. Parents should avoid controlling their children’s daily activities out of fear of them getting hurt, as this can prevent the children from trying new tasks and learning new skills.

4. Your feelings & thoughts

I’m feeling incredibly happy and proud of myself! Even though it’s only the second week of volunteering, I’ve quickly gotten the hang of the schedule, which is quite similar to last week. My friend and I helped the teacher advisors prepare for the kids' messy play and tackled the cleanup afterward. It was so fulfilling to assist the kids during the activity and witness their joyful smiles—it was truly rewarding. This experience has ignited my passion for volunteering, and I’m excited to continue engaging in similar opportunities in the future!

5. ONE good thing from what you did that you can practice now!

As an introvert, I often find myself overthinking before approaching others for conversation. However, my time volunteering has presented me with numerous opportunities to engage with fellow kids, pushing me out of my comfort zone. While I haven’t completely conquered my fears, I take immense pride in the significant strides I’ve made in enhancing my social skills during this experience. Apart from that, volunteering at the Kiwanis Down Syndrome Foundation gives me an opportunity to converse with special kids which i realize connecting with them requires unique techniques and approaches. This journey has not only expanded my understanding but has also deepened my appreciation for the diverse ways we can communicate. This growth is not only empowering on a personal level but will undoubtedly serve as a tremendous asset in my future career endeavors.

6. Any difficulties/concerns? How did you cope?

Some of the kids assigned to me during the gross motor activity were not very cooperative and refused to participate.When prompted, they often resorted to throwing tantrums, which made the situation quite challenging. I was hesitant to approach the teacher advisors immediately because I knew they would raise their voices to encourage the kids and it was tough to watch.I tried various strategies to encourage the kids to participate in the activities prepared for them, but unfortunately, none were successful. I felt at a loss and had no choice but to ask the teacher for assistance. As expected, the teacher advisors raised their voices, and the kids quickly responded. They explained that sometimes raising our voices is necessary to motivate the kids to engage in activities that will help improve their motor skills. Without that motivation, the kids often lack the drive to participate.

7. Your plan for next week (Week 3)

My plan for the upcoming week is to lead some of the sessions myself under the supervision of the teacher advisors, as I’ve primarily been assisting the teachers when needed over the past two weeks. I’ve been closely observing how they conduct the sessions and have noted several key points along the way. This idea was actually suggested by one of the teacher advisors and I’m eager to take on this responsibility. While I’m a bit concerned about things not going as planned, I’m confident that the teacher advisors will help me stay on track if I stray or struggle to manage the kids.

1. Name: Regina Swaaty A/P Ramis,Matric number: A189110, Date: 5/8/2024- 9/8/2024

2. How is your progress?

My progress this week has been steady and encouraging. I feel more comfortable and confident in my interactions with the children and have developed a better understanding of their individual needs. My ability to assist in various activities has improved, and I am beginning to build stronger relationships with the children and teachers. Thus far, I’ve been having fun volunteering at the Kiwanis Down Syndrome Foundation. Even though it can be tiring and sometimes frustrating to constantly get their attention, I have made an effort to converse with them and have seen some improvement in myself. If I am to focus on one thing that left a big impression on me this week would be during the Amber (Transition) Class where parents have to attend together with their child. As I have gotten used to the flow of activities, I was given more opportunities to guide the children during their activities. Other than that, I was more brave to approach the parents and have conversations with them this week. In a nutshell, I was able to gain more knowledge and expertise in caring for and managing children with Down Syndrome as compared to before when I only knew its fundamentals. 

3. Points to remember from week 2

• First, consistency is key in building trust and rapport with the children.Consistency provides a sense of security and predictability, which is especially important for children with Down syndrome. By being reliable and consistent in my interactions, I create a stable environment where children feel safe and understood. 

• Next, flexibility and adaptability are crucial when managing group activities with diverse needs. For instance, if a child is struggling with a particular task, I can quickly modify the activity to better align with their capabilities, ensuring they remain engaged and successful. This adaptability ensures that all children, regardless of their individual challenges, can participate meaningfully and benefit from the activities.

• Just as vital as educating the children is educating their parents as they are the primary carers who are the one that spends a large portion of their time with the children, and their interactions with them on a regular basis have a big impact on the children’s upbringing. The teachers frequently reminded the parents that continuous education at home would give a long term effect to the children’s development. They also said that parents should not be too protective as it would not give the child a chance to learn from their actions and cause them to lose opportunities to try new things. 

• Other than that,clear communication with teachers ensures smooth execution of activities.Effective communication is the backbone of teamwork. By maintaining open lines of communication with teachers I ensure that everyone is on the same page regarding the day’s schedule, individual responsibilities, and any special considerations for specific children. This coordination helps prevent any accidents, ensures the safety of the children and allows for the seamless execution of activities.

• Lastly, positive reinforcement and encouragement significantly enhance children's participation and enthusiasm.This boost their self esteem, motivates them to participate in the activities and willingness to try new things contributing to their overall development and happiness. 

4. Your feelings & thoughts 

I feel more empowered in my role, as I am starting to see the positive impact of my contributions on the children.The bond I am forming with the children and the team is growing stronger, making the experience more rewarding. I find myself reflecting more on each activity, thinking about what worked well and what could be improved for better engagement and learning outcomes. Other than that, I realized that we should never take anything for granted as there are many others in the world who are not that fortunate and have to overcome their difficulties and judgment of others for life. For example, as their core muscles are typically weaker than normal, even routine daily tasks such as washing their hands, bending their knees and chewing might be difficult. In addition, I felt quite sad for them at some point as it would be frustrating for them when we can’t understand what they want to express as they have limited ways to communicate because some of the children barely speak up. Although I can never see things in their way, I hope I am able to understand their needs to a certain extent and help them as much as possible. Lastly, I also realized that it is hard on the parents as well, they have to be fully committed in educating their child, be strong and never lose hope. It is initially difficult for them to accept the situation at first but as time passed they toughen up and did their best. I really respect their courage and dedication toward their children. 

5. One good thing from what you did that you can practice now!

Active Listening.This involves fully concentrating, understanding, responding, and remembering what is being said. It also includes paying attention to non-verbal cues, such as body language, facial expressions, and tone of voice, which are often crucial in understanding the needs and emotions of children with Down syndrome.This helped me understand their needs better and respond more effectively. Active listening is a skill I can apply in all areas of my life, enhancing my communication and relationships.For instance, during a group activity, one child appeared hesitant and withdrawn. By actively listening to their verbal hesitations and observing their body language, I noticed they were anxious about participating in a new game. Instead of pushing them to join immediately, I knelt down to their level, maintained eye contact, and gently encouraged and guided them with the activity. This approach helped me understand the child’s emotional state and respond in a way that made them feel heard and supported, fostering a sense of trust and safety.In medical school and future clinical practice, active listening will be crucial in patient interactions.

6. Any difficulties/concerns? How did you cope?

One of the difficulties I faced was managing children with varying levels of energy and attention during activities. Some children were highly energetic and easily distracted, while others were more reserved and required additional encouragement to participate. Balancing these varying needs within the same activity was often demanding and required quick thinking and adaptability.For an example, there was a child who wasn’t in a good mood since arriving at the center and during the commando crawling activity she got agitated and started to cry, throw tantrum and refused to participate. At first I tried to calm her down but it did not work and she cried even harder which made me feel flustered and lost as I did not know what else I could do. I decided to get help from the teachers where they brought her aside and scolded her and tried to get her to do the activity but she still refused so they decided to let her calm down for awhile before resuming. From this I realized that the teachers' experience allowed them to act fast and solve the problem without disturbing the other children. There was another time during the children’s free play time when there was a child who was bothering another child, trying to take away the toys and when me and my friend tried to stop him he pushed us away & slightly scratched our hands. This time we tried to be as stern as possible to control him but we still lacked enough experience in this situation. In the end we concluded that the best decision for now would be to alert the teachers of his behavior. The teacher immediately pulled him away and had no choice but to raise her voice so that he would listen. The teachers advised us that sometimes there is no choice but to raise our voice and scold them at times in order to discipline them and make them listen.Other than that, even for childrens that are distracted or unwilling to participate the activities, we need to raise our voices to motivate them and get them to focus. I also learned to use positive reinforcement to keep the children engaged and motivated. 

7. Your plan for next week (Week 3) 

My plan for week 3 is to enhance engagement by interacting with the children more during their free time. In addition, I would take more initiative in the activities and take on additional responsibilities to deepen my learning and contribute more by leading some sessions such as the study session under the teacher’ supervision as I’ve been playing with the other children waiting for their turn during that time. Other than that I would hope to continue building strong, trusting relationships with the children by being consistent, patient, and empathetic.I will also make more effort to learn and adapt by observing the teachers' strategies closely and incorporate their techniques into my interactions with the children. 

Nur Alissa Aisyah Bt Azlan

A188217

5/8/2024 - 9/8/2024

2. How is your progress?

Throughout this second week of attachment, I've learned more about autisme and heard a lot of stories from the teachers about the students' development ever since day 1 entering the center until now. I also learned more on how to attract the students' attention to learn something new as it can be quite complicated since they have a lack of focus. Since the independence day is nearing, I was also asked to help searching for activities that can be done throughout the month with both teachers and students. I did some research on what activities are suitable to be done with the students and did a presentation in front of the teachers. In a nutshell, this week was been a quite challenging one and helped me a lot in building my confidence.

3. Points to remember from week 2!

• Parents education about ways to deal with their children at home is important. Parental support is crucial to ensure that what the children learn in school can be practiced continuously, especially when the teacher is not there to assist them. This support is also important as part of their development. For example, the students in school are encouraged to do basic chores by themselves and the teachers will only help them doing certain things they can't handle. This is important so that they know how to be independent. But when they get home, parents tend to do it all for their children because it's easier and faster. Therefore, this will make the student being used to constant help, making it more difficult for them to be independent and try new things.

• Using the student's interests can help in the learning process. For instance, one of my students love trucks, so I bought a bunch of toy trucks to teach him math. It helped me to capture his attention and made the teaching process much easier. In addition to using them as teaching aids, I also used it as a reward for him after finishing a task. This method not only kept him focused and motivated when doing a work, but also helped him differentiate between work time and play time.

4. Your feelings & thoughts

First, I feel quite sad for the students whose parents are busy working. They hardly get to see their parents throughout the day and they would rely on a maid to help them. Therefore, their daily activities are usually being done by their maids and this situation will be challenging for their development. However, I'm still glad that they can still pick them up from the center at the end of the day.

On a positive note, my confidence has been boosted as well. I was nervous when my supervisor asked me to present my ideas in front of all the teachers. But to my surprise, they loved all of my ideas and even provided some input to make it more engaging. I felt very proud knowing that all my research was paid off.

5. ONE good thing from what you did that you can practice now!

Speaking confidently.

When I was asked to deliver a presentation, I was initially hesitant about it. I worried that the teachers might not accept my ideas or if my ideas are not suitable for the children. I also worried about potential interruptions from the students or forgetting my points during the presentation. I did a thorough research and also asked my supervisor about any uncertainties. On the day of the presentation, everything went smoothly. My ideas were well-received and suitable to be conducted. From this experience, I learned that when speaking in front of others, it is important to speak with confidence. If you don’t understand something, don’t be afraid to ask for help, as others can provide valuable insights and clarify your doubts.

6. Any difficulties/concerns? How did you cope?

One of the difficulties I faced was dealing with their refusal to do the tasks I assigned. For example, when they were asked to finish a worksheet, they refused and either ran around or outside the classroom, or cried. To handle this, I asked my supervisor, who advised me that it was okay to raise my voice a little to get their attention. Since I am new, most of them did not listen to me even when I raised my voice, but when I mentioned their teacher’s name, they immediately sat back in their chairs. The teacher also told me that I could try taking away their favorite things as a form of 'punishment.' After that, I would tell them to finish their work, and then they could get their favorite things back. At first, I had to deal with some of their tantrums, but I stayed stern, and gradually, they started to listen to me. This experience taught me that even though they are autistic students, we cannot always give in to what they want. We have to be firm at certain times so that they learn to respect us as their teachers.

7. Your plan for next week (Week 3)

Since I have presented the activities that can be done throughout the Independence Month, I was also entrusted with organizing the schedule for those activities. Therefore, my plan for next week is for the teachers to prepare the materials needed for each activity, such as drawing flags, preparing boxes, printing materials, and so on.

I also plan to involve the students as well during the preparation process to support their learning objectives and to teach them to help each other. Although some students might not be interested to join or may struggle when doing certain tasks, the teachers can assist by guiding them. This will slowly gain their interest and will indirectly teach the students about the importance of socializing and cooperation.

NAME : Chan Jing Yee

Matric no : A187738

Date : 05/08/24 - 09/08/24

2. How is your progress?

Compared to the first week, I feel much more comfortable and confident in communicating with the students. Last week, they treated me like a stranger, but this week, they've really opened up to me. Whereas they kept to themselves when they were sad last week, now some of them even pull me aside for private talks. I finally feel trusted by them, and after understanding their concerns, I do my best to lift their spirits.

Observing how the teachers handled different students with various disorders during the first week has greatly helped me. This week, I’m able to manage them independently, without needing as much help from the teachers. For example, when one of the students with autism started yelling and getting upset, I knew to maintain eye contact, give her a hug, and speak softly and patiently—something I struggled with last week.

I've also taken on the role of translator between the Chinese-speaking students (or their parents) and the Malay-speaking teachers, helping them communicate more effectively. Some students only speak Hakka or Cantonese, so I've become the person they feel comfortable talking to, which helps them feel secure.

I’ve also gained a better understanding of each student's educational level, allowing me to tailor academic activities to their abilities, such as recognizing the alphabet, learning new words, filling in blanks, and creating short sentences.

Overall, I feel much more integrated into this environment and connected with the students this week.

3. Points to remember from week 2!

Never force any of the students when they are resisting. Most of them are very afraid of strangers and may not want to interact at all. On Tuesday, the Young Buddhist Association of Malaysia (YBAM) visited our center and organized a clay coloring activity. Some of the students ran to a corner to hide, while others refused to make eye contact or respond, though a few cooperated. I tried to encourage them to join by demonstrating how to do the activity, but I stopped when I realized they were becoming impatient and frustrated. To prevent the situation from escalating, I let them sit beside me and ensured they felt safe without being left alone.

Additionally, it’s important to give praise at the right time. These students have often been looked down upon by society and may feel worthless. When they do something good or help out, we should offer praise to boost their confidence and help them feel valued. For example, saying thank you when they help clean the classroom by sweeping, mopping, cleaning tables, or washing dishes after recess. Compliments should also be given when they learn something new or answer questions correctly, such as filling in the blanks, identifying colors, numbers, or alphabets. One girl with an intellectual disability loves to high-five me after she correctly answers questions based on my teaching. The smile on her face after that high-five is truly wonderful.

4. Your feelings & thoughts

The people who suffer the most when dealing with children with special needs are often their parents. One day, I had a small conversation with the mother of a set of twins with autism. She told me that their grandparents refused to accept them as grandchildren when they were diagnosed as persons with disabilities (OKU). Despite facing prejudice and scorn from the community, she still takes them out regularly because she believes that even children with disabilities have the right to see and experience the beauty of the world. She always hangs an OKU card around their necks when they go out to alert others. Instead of hiding them away in shame, she raises them by treating them as normal children, even though they might take longer to learn and develop.

She also shared that her youngest sister is often bullied at school because other students found out about her twin siblings' condition. The mother’s approach to this was to patiently explain the condition to her daughter and teach her how to help others understand their situation. She believes that perhaps those who bully are just curious and lack malice.

In contrast, the parents of children with ADHD often lock them in a room with just a single bed because they fear their child might destroy furniture or break glass. However, this approach is unfair. As parents, they should take responsibility to learn how to manage their child's behavior and help them calm down instead of isolating them and stifling their expression.

There are many kinds of challenges, many types of expressions, many kinds of parents, and many possible solutions—but giving up without trying should never be one of them.

5. ONE good thing from what you did that you can practice now!

Being observant is crucial in this environment. Except for those with ADHD, many of the students are afraid to express themselves, whether it’s to make a request or simply to talk. They often feel ashamed because their learning abilities are a bit slower. For instance, there’s a girl with an intellectual and mental disorder who always stares at me during recess while holding her bread. At first, I was clueless and asked her what she needed, but she remained silent. I eventually realized that she wanted me to help her open the bread wrapper, something she was unable to do on her own.

Similarly, there’s a Malay girl with an intellectual disorder who often keeps her eyes on me when I’m helping or teaching other students. It wasn’t until later that I understood she preferred to be taught individually rather than in a group. However, due to a shortage of teachers and limited time, I would explain to her thoroughly until I was sure she understood, then move on to the others who could continue in a group setting. I always asked her permission before doing so, and fortunately, she has been understanding and continues to practice on her own when I’m not around.

It’s not just the students I need to observe, but the teachers too. For example, the supervisor at the center is Chinese and often speaks to me in Mandarin when there are tasks she wants us to do, tasks that the Malay teachers wouldn’t understand without translation. Instead of speaking directly to all four of us in Malay or English—languages we all understand—she speaks to me in Mandarin and asks me to translate because she doesn’t want the children to be left unattended. She also knows that the other three teachers have more experience working with the children, so she relies on me for communication.

There are times when the Malay teachers worry that the supervisor is dissatisfied with them because she speaks to me alone, but that’s not the case. I often need to clarify things to avoid misunderstandings, ensuring that everyone is on the same page.

6. Any difficulties/concerns? How did you cope?

The biggest difficulty this week was still my inability to understand the sign language used by those who are non-verbal. I realized that the sign language they use isn’t formal or standardized; it’s something developed by their parents to communicate with them from a young age. As a result, only their parents can fully understand it. What I can do is keep guessing what they’re trying to convey. If I guess correctly, they nod their heads; if I’m wrong, they shake their heads. Sometimes, even after trying for a long time, I still can’t understand. When that happens, they’ll take my hand and lead me to show me what they mean instead.

7. Your plan for next week (Week 3)

My plan for next week is to help them express themselves and continuously boost their confidence. Many of them have been marginalized and feel worthless due to societal prejudice. To counteract this, I will create activities that highlight their strengths and involve them in helpful tasks around the center. Consistent positive reinforcement will be crucial to building their self-esteem.

• Leevandraa A/L Mahendran (A188020)

• 29/7/2024 - 31/7/2024

2. What have you done ?

   • This week was a rather calmer week in contrast to that of last week since I was more situated with the tasks I was given to execute this week. This week I was still within the PR department and there's gonna be a huge breakthrough coming on the way. I was mainly tasked on contacting and filtering through the sponsor list prepared from older years in the archives of Hospis Malaysia.

   • The sponsors spanned in the hundreds and I was tasked to contact and clarify each and every one of their contact info and these people I contacted are no average joes, they are big people with big money willing to donate to Hospis as a beneficiary. These sponsors are contacted in regards to an upcoming Charity Bazaar being held by Hospis Malaysia at Stella Marris International School on the 1st of December 2024 and my work is trying my best to secure sufficient sponsors before the event is a go.

   • Besides that, I visited the Art Gallery again on that Tuesday of that week for another day of fundraising and handing out files/pamphlets promoting donations towards Hospis Malaysia. I met a good amount of influential people who hold a very strong influence in the marketing world of business and had my eyes opened to such a world existing.

3. Points to Remember from Week 2

   • Always try to be cordial with people you work with or contact as maintaining good manners and respectful attitude garners better communication in the long run

   • Contacting sponsors for the upcoming Charity Bazaar event was a breeze since I have had numerous experiences contacting similar sponsors for events under UKM and this was more or less my expertise with public liaisoning.

   • Should never be shy to extend warm welcomes or exchange conversations with people who have a higher societal status especially in high places in terms of finance as networking and contacts are very valuable in such an industry.

4. Your feelings and thoughts

   • I was a whole lot more confident this week since I had a solid grasp on my line of work thus far and have become more comfortable with my colleagues, supervisor and the personnel I must contact under the PR department.

5. Any difficulties/concerns ? How did you cope ?

   • It was a tad bit daunting to contact the sponsors, albeit over call alone, since it has been a while since I have conducted marketing/sponsorship tasks for an event such as this similar under my university.

   • I coped with the fact that its a very entry-level task and everyone should have this skill at their fingertips, hence I took the "jump" and proceeded with contacting them as confidently as possible.

6. Two words to describe elective posting progress so far

   • Daunting and eye-opening.

7. Your plan for next week

   • Next week the plans are that I will be rotating under the pharmacy department under the care of Ms Aida, a pharmacist.

   • I will be also rotating in the PR department again to continue the contacting of sponsors and vendors for the Charity Bazaar

2. How is your progress?
My progress in week 2 has been positive. I am becoming more comfortable with the routines and expectations, and I’ve gained more confidence in interacting with patients. I’ve started to assist more independently, and my understanding of physiotherapy techniques is deepening. Though I’m still learning, I feel more at ease with the physical aspect of the work and can anticipate patient needs better. The feedback from the professional physiotherapists has been encouraging, and I’m beginning to feel like a valuable part of the team.

3. Points to remember from week 2!
This week, I learned that patience is critical, both for the patients and myself. It’s important to give each person the time they need to go through their rehabilitation process without rushing. I also realized that adapting to different patients’ needs, whether it’s adjusting an exercise or offering reassurance, is a vital part of the job. Consistency in applying the techniques I’ve learned also stood out as a key point to remember moving forward.

4. Your feelings & thoughts:
I felt more at ease this week compared to the first. My nerves have settled, and I’m feeling more connected to both the patients and the physiotherapists. It’s rewarding to see patients making progress, knowing I contributed in some way. However, I also felt a bit frustrated at times when I couldn’t assist with more complex tasks. This has motivated me to keep learning and improving, as I want to be able to offer more help.

5. ONE good thing from what you did that you can practice now!
One good thing I’ve been able to practice is the ability to offer physical support to patients during their exercises, ensuring they maintain correct posture and movements. I’ve learned to guide them gently and offer encouragement, which helps build trust. This skill is something I can continue practicing as it improves my confidence and ability to assist effectively.

6. Any difficulties/concerns? How did you cope?
This week, I struggled with understanding the progression of certain rehabilitation exercises and knowing when to increase or decrease the difficulty for the patients. I coped by closely observing the professional physiotherapists and asking for clarification on why certain adjustments were made. I also made time outside of volunteering to read more about rehabilitation protocols, which helped clarify some of my concerns.

7. Your plan for next week (Week 3):
For week 3, I plan to focus on improving my ability to assess patients’ progress and adjust exercises based on their current abilities. I want to be more proactive in assisting patients with more confidence, applying what I’ve learned in a practical way. Additionally, I plan to work on strengthening my communication with both patients and physiotherapists, ensuring that I can give and receive feedback more effectively.

• Nik Nur Zahirah Zameri, A182430

2. How is your progress?

• I have become much closer with the kids. I can sense that they are getting more comfortable around me too. Some of them have even started to open up about their life stories and traumatic experiences. They shared things with me that they hadn’t even told their teachers, which made me feel like I have succeeded in befriending them. Also, good news—another practical student just joined! I was over the moon to finally have another person to share this journey with.

3. Points to remember from Week 2:

• Building trust takes time and patience, but when people begin to open up, it’s incredibly rewarding.

• Little acts of kindness and listening without judgment can make a huge difference in someone’s life.

• Always be open to learning from those around you, whether it's from the kids, the staff, or other students. Each interaction teaches something new.

4. Your feelings & thoughts:

• I think I've slowly become attached to this place. I no longer count the hours until I can go home; instead, I’ve been staying longer than my working hours because I genuinely enjoy spending time with the kids.

• Since I started working here, I’ve had a really hard time sleeping at night because my mind constantly goes over everything that happened with the kids. I worry about them and find myself reflecting on their stories and struggles, which makes it difficult to switch off.

• I also feel a deeper sense of responsibility now. Knowing the kids trust me with their personal stories has made me want to support them even more.

5. ONE good thing from what you did that you can practice now:

• I learned some basic sign language to greet a worker who is mute and deaf! I felt proud being able to communicate with them, and it was a small but significant step in creating a more inclusive environment. I plan to continue practicing sign language, as it helps bridge communication gaps and shows respect to those with disabilities.

6. Any difficulties/concerns? How did you cope?

• One of my biggest challenges has been learning how to control my anger and stress when dealing with the kids. They don’t seem to be afraid of me at all, and I realized that I don’t really know how to be stern or scold people. When I tried to scold them, they took it as a joke, which made me feel helpless.

• To cope, I’ve been trying to adopt a more calm and firm tone when addressing their behavior. Instead of raising my voice, I focus on staying composed and explaining why certain actions are wrong. I’m also trying to remind myself that they are just kids and need guidance, not harshness. It’s still a work in progress, but I’m learning.

7. Your plan for next week (Week 3):

• To complete a birthday board for the kids, making sure to include everyone so that each child feels celebrated.

• I also plan to start organizing small group activities during break times to keep the kids engaged and to further build relationships with them.