At our last visitation, we prepared 2 staffs who were good at languages to help children write responding letters to their foster parents. Then those children’s letters, receiving proper instructions, became wonderful letters. It doesn’t mean that our staffs make up example sentences for children to copy. Our staffs help children grasp what their foster parents talk about and what they ask in the letters. In that way, the effect of letter-instruction staffs were amazing.
And so this time also I prepared 2 volunteer staffs for this role. But a new problem was found this time… For secondary and high school kids, they tried writing by themselves without volunteer staffs’ assistance. They wrote sentences relatively smoothly, but the contents were poor just the same as before, with a gathering of superficial set phrases. They didn’t mention at all what their foster parents had brought about in their letters. I was really totally disappointed about this result. On the contrary, small children with volunteer staffs’ guidance wrote pleasant letters to read with more substantial contents.
Another problem was that these 2 were new volunteers to join us for the first time and we couldn’t communicate completely with 1 of them. She thought she should just supervise if kids were “writing” something. And this misunderstanding made her even more difficult to relate with elder kids.
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