My Journey With LBN: Capstone Project
Learning Buddies Network (LBN) takes pride in their impactful social mission, which attracts many dedicated volunteers, such as Tomson Lui. Having been a volunteer for 4 years, Tomson dedicated his Capstone Project to his fulfilling experiences with LBN. In his project, he focuses on educational inequalities among marginalized communities, how he was able to aid them with guidance from peers and staff, and the skills he developed as he gained more responsibility within the organization. Tomson is a reflection of the core values of LBN — compassion, personal growth, fostering an inclusive learning environment, and collaboration — and his Capstone Project illustrates just this. Follow along with Tomson as he shares how his past 4 years have been at LBN.
Photo taken by the Learning Buddies Network staff
Introduction
For the past four years, I have had the incredible privilege of volunteering with Learning Buddies Network, a not-for-profit organization that seeks equal opportunities in education by providing free 1 on 1 mentoring to youth. The transformative power of this experience has largely influenced my highschool life and shaped my perspective of the truths of inequality in our community. I would like to take you on a journey through my 4-year commitment at Learning Buddies Network, highlighting the profound impact it has had on both the young learners and myself.
Context/Purpose
In the early stages of the COVID-19 pandemic, when the world was grappling with unprecedented challenges and uncertainties, I felt a strong calling to contribute my time and skills towards making a difference. At the time, my interactions with individuals beyond my immediate social circle were limited, and as a result, I lacked experience engaging with individuals from diverse backgrounds. As news of school closures and disrupted education systems reverberated across BC, I became acutely aware of the devastating impact these circumstances would have on already marginalized groups, such as refugees, indigenous communities, and underprivileged children. The thought of children being deprived of educational opportunities and falling behind their peers due to circumstances beyond their control stirred a strong sense of empathy within me.
It was in this context that I found my purpose in volunteering at Learning Buddies Network.
Driving Question
Amidst the pandemic, my initial motivation into volunteering lacked a defined objective beyond the broad aspiration of making a positive difference in the children’s lives. At the time, I was unaware of the profound and meaningful interactions that awaited, not only with the children but also with the organization’s staff. Upon thorough reflection of my experiences, a newfound sense of purpose gradually emerged in my volunteering journey with Learning Buddies Network. It became evident that my driving motivation was two-fold: firstly, a desire to contribute to the organization's noble cause of combating education inequality, and secondly, a personal aspiration to foster self-growth and cultivate a diverse range of skills through my volunteering endeavors.
Research Questions
Here are some of my research questions which have broadened my understanding of the organization’s impact on my community.
How has the pandemic affected education inequality in Vancouver?
What makes not-for-profit entities such as LBN effective?
What is the most effective way to provide online teaching to children who are not at their proper academic level?
How can LBN attract more youth volunteers across Vancouver to become mentors?
Mentor Term 1
Initially, my first role in the organization was a mentor, where I taught essential English skills such as phonological awareness and reading comprehension. In my 5 terms in this role, I was immediately captivated by the diverse backgrounds each child brought forth, sparking a sense of curiosity and genuine connection within me. However, 2 of the children stood out from the rest, which I will now recount.
In my second term, my assigned child was a girl in second grade who recently immigrated to Vancouver from the middle east. The language barriers that she and her family faced, stemming from their unfamiliarity with English, presented both a challenge and an opportunity for me to exercise patience, understanding, and innovative teaching techniques. By employing various strategies proposed by the LBN staff as well as my own techniques, I was able to effectively introduce new skills to her. It was crucial for me to adapt my teaching methods to accommodate her needs, employing visual aids, gestures, and simplified language to facilitate comprehension. During this process, I realized the profound impact that a nurturing and supportive environment can have on a child's educational journey, especially during a period of significant cultural transition. Despite her vast improvements in the program, what I missed most was our engaging conversations before each session.
Mentor Term 2
In my 3rd term, I was paired with a boy in grade 3 who was diagnosed with dyslexia and ADHD. As I embraced this mentoring relationship, I quickly realized that traditional teaching methods would not suffice in addressing his unique learning needs. Driven by a commitment to unlock his full potential, I embraced a multifaceted approach that incorporated creative strategies tailored to his specific learning style.
As his mentor, I adopted an attentive and vigilant stance, constantly identifying areas of improvement and skillfully addressing them. I meticulously planned each lesson so that he could work on his weaknesses and become a stronger reader. To tackle the challenges posed by dyslexia, I employed an array of innovative tools and techniques. Flashcards were very useful as it facilitated visual learning and aiding in the reinforcement of essential concepts. Worksheets tailored to his individual needs provided opportunities for hands-on engagement and application of knowledge. Additionally, using the virtual whiteboard tool allowed for interactive exercises that enhanced his understanding of various reading skills.
Apart from learning, I ensured that my mentorship encompassed emotional support and constructive feedback. Dyslexia and ADHD often come with emotional challenges, and it was vital for me to be attuned to his feelings in order to create an environment of empathy and understanding. Each correction or suggestion was delivered with utmost care, focusing on constructive growth. My genuine enthusiasm towards our interactions ensured that each session was packed with excitement. Ultimately, I learned the importance of displaying a positive attitude as a morale booster, as this approach was crucial to empower him and instill a sense of confidence in his ability to overcome any challenges.
Over time, I quickly developed a strong bond with him and it was very rewarding to watch him improve, knowing my efforts contributed to his success. Our conversations were filled with laughter, curiosity, and shared moments of vulnerability. In these moments, I discovered the immense privilege of being a trusted confidant and a source of encouragement for him. Everyday at school, I always looked forward to our afternoon sessions where I could hear about his exciting day at school or his weekend plans. The end of the term evoked a mix of emotions - a bittersweet blend of pride in witnessing his growth and an undeniable sense of sadness at the end of our regular interactions.
Program Coordinator
My compassion and enthusiasm to help the children succeed earned me the promotion to the leadership team as a Program Coordinator, where I had the opportunity to collaborate with my Executive Coordinator, the leader of the program pod, to facilitate a positive learning environment for mentors and buddies alike. In addition, my role is to model and encourage various teaching techniques for mentors, ensuring mentors and buddies feel well supported. I felt intimidated at first because many of the mentors were university students, but I overcame this challenge with my ability to provide detailed guidance and facilitate discussions. By communicating promptly and professionally, I gained their trust and respect. In addition, I devised solutions and strategies to handle unexpected situations, such as mentor absences and technology issues.
This experience has greatly improved my communication skills, organization, and leadership. But most importantly, I learned the importance of taking initiative. Whenever there was an opportunity to go beyond my duties, I never hesitated to seize it, and that always ended up yielding favorable outcomes that extended far beyond my own growth. I understood that taking on these opportunities entailed stepping out of my comfort zone, embracing uncertainty, and fearlessly tackling new challenges. It required a mindset that thrived on innovation, creativity, and a commitment to continuous improvement. My contributions positively impacted mentors, buddies, and the program as a whole.
Executive Coordinator
After a very rewarding summer term as a program coordinator, I was promoted to the executive coordinator position, which is my current role to this day. In contrast to the program coordinator, this position oversees all aspects of the program, including bridging the gap between the organization and the families of the children. I have had the opportunity to connect with numerous parents, engaging in meaningful conversations and actively listening to their perspectives, concerns, and aspirations. Recognizing the significance of their involvement and understanding the profound impact of parental support on a child's educational journey, I endeavored to create a welcoming and supportive environment for these dedicated caregivers. I took the time to attentively address any uncertainties or queries they may have had, ensuring that their voices were heard and their questions were answered with utmost clarity. By extending a warm and receptive approach, I aimed to alleviate any apprehensions, assuring them that their child's success and well-being were at the forefront of our shared goals.
Nevertheless, there were many difficult situations that I have dealt with, testing my resilience, adaptability, and problem-solving skills. One such challenge arose when parents failed to provide adequate supervision for their children during the program sessions. Recognizing the critical importance of a safe and conducive learning environment, I swiftly intervened to address this issue. With a compassionate yet firm demeanor, I engaged in open and honest conversations with the parents. Additionally, I offered practical suggestions and resources to support parents in fulfilling this responsibility.
Another recurring concern that arose was the frustration expressed by parents regarding mentor absences, where an on-call mentor was needed, or a mentor would take on 2 buddies instead of 1. Understanding the pivotal role that mentors play in the program and the importance of consistent support, I empathize with these concerns. In those situations, I promptly communicated with both the parents and mentors, diligently working towards finding suitable solutions to mitigate any disruptions caused by unforeseen absences.
Additionally, language barriers presented another obstacle that required adept navigation. Recognizing the importance of effective communication in fostering collaboration and understanding, I approached language barriers with patience and respect. To overcome this challenge, I sought out translation resources and tools to facilitate clear and comprehensive communication with parents whose primary language was different from mine.
Mentorship
Other than my mentor for this project, Owen, who is the executive director, I was fortunate to work alongside such hardworking, caring people at the organization. My teacher liaisons, who are retired school teachers, showed genuine support for me when I was struggling to teach a certain concept. When I had any concerns, the support staff always replied promptly to any emails or messages which strengthened my trust with the organization, and also made me feel valued. Lastly, my fellow coordinators inspired me to follow their paths, and go above and beyond as a highschool student as we set our expectations higher each time.
Conclusion
My experience with Learning Buddies Network has taught me the importance of positivity and patience to overcome challenges. I have fostered a genuine passion in teaching children, and will continue to provide a safe and caring environment for children to develop. This past year, I was involved in recruitment and engagement as I believe that more highschool students should be given the opportunity to volunteer. Recently, we had an event at UBC and attracted a few new mentors to the organization. It was an absolute pleasure for me to participate in this gathering, sharing my personal insights with the general public. As I shared my journey, highlighting the profound impact our work has on the lives of the children we support, I felt a deep sense of fulfillment, knowing that my words might ignite a spark within them.
Quotes from Tomson Lui & Teson Lui:
“During the unprecedented challenges of the 2020 pandemic, I discovered Learning Buddies Network, and little did I know that this decision would alter the course of my high school career. This remarkable organization not only provided me with a renewed sense of purpose but also pushed me to develop leadership, interpersonal, and organizational skills throughout my four-year commitment as a mentor and coordinator.
Observing the buddies’ growth under my mentorship filled me with an overwhelming sense of fulfilment. It was in these moments that I grasped the true significance of empathy in creating meaningful, personal connections. Through our interactions, I came to appreciate the impact that compassion and understanding can have on the lives of others.
Ultimately, my genuine passion for empathizing with others motivated me to pursue medicine. The valuable experiences I gained with LBN were a central topic in essays and interviews with schools in the UK. I shared my interactions with the buddies, highlighting the importance of patient-centred care and the ability to connect with individuals on a deeper level.
I am so grateful for the hard-working LBN staff for recognizing my abilities and affirming my worth as a valuable member. I highly recommend anyone to volunteer at LBN and guarantee that being in a position to nurture and make a transformative difference will be a rewarding experience”
“Learning Buddies Network is the ideal not-for-profit organization to help high school students develop leadership skills while giving back to the community. I highly recommend joining the Recruitment and Engagement team, as it has taught me valuable communication, marketing, and creative thinking skills. The Recruitment and Engagement team is composed of a dedicated and well-organized group of individuals, and I have been fortunate to be mentored by them. My experience has enriched my passion and knowledge for marketing, which was paramount in my acceptance to NYU Stern.”