The story that is always in the forefront of my mind is this little boy who said, “I’m just not smart.” It became my project to help him and he became my buddy and we did awesome and yes, he could read and yes, he would read aloud. And he could write beautifully and when it came down to drawing pictures, he would draw beautifully. This from a child who said, “I can’t do it. I’m just not smart.” And the best part was when the teacher said, “Your child has moved from this level all the way here, two steps up.” We just bust out started crying because this was a kid who said, “I can’t do it.”
Tina Bates, Volunteer
Henderson Hopkins Elementary
They see someone they can they can depend upon. They see someone that cares. They see someone that’s really interested in them improving in literacy. You can actually see when they grasp how to read. There’s joy. There’s a smile. Sometimes you get a hug and they continuously will bring a book to you that they want to read and know more about. So they become active, active participants in their reading once they acquire the reading skills.
Victoria Boswell, Volunteer
Hampstead Hill Academy
I think this is a very rewarding program. At the end of the year, team members ask, “Would you come back?” I say, “Yes.” And some of my friends ask, “You gonna go back?” I say, “Yes, I like it.” There are other things that I could be doing. But, “I like it.” It gives you the opportunity to see the other side of the education program, not from just what you hear on TV. Also, there’s the camaraderie. I’m still friends with one member who left. I’ve met a friend.
Hope Gleaton, Volunteer
Whatever you do, don’t stop doing this, because children need an adult to model, to teach them, to guide them. Not only that but to inspire them, to build their confidence that if "I try and I don’t give up, I can do anything." These little ones, we have to teach them that. We have to train them.
Abda Lee, Teacher