CROMWELL - Every Tuesday and Thursday, Bonnie Ohlendorf does what most retirees don’t: She rises early and follows the morning traffic to Edna C. Stevens School. Ohlendorf, a retired bank executive, thrives on the energetic atmosphere of working with first grade students in Elizabeth Walsh’s classroom.

       â€�"Her love for children has brought her back to the classroom…when she volunteers she sits right on the carpet with students. She makes a special effort to know each child on a personal level,” says Walsh. â€�"She is always so motivated to help a child through academics, or to simply be a needed comfort and friend [to the children].” 

       Ohlendorf, a Cromwell resident of 27 years, said she was inspired to give of her time and talent at ECS for many reasons.

       â€�"First and foremost, I love working with children. When I retired after 35 years as a vice president at Bank of America, I wanted to use my degree in elementary education to give back to the Cromwell community…I thought I could be helpful to a teacher in a busy classroom.”

       Three years ago she contacted Dr. Paula Talty, who is now Superintendent of Cromwell Schools, to inquire about volunteering. Within a week, she met with ECS Principal Lucille DiTunno for a tour of the school. At that time, she met Walsh. Over the years, the two women have developed a treasured friendship and working relationship that enhances the learning environment for the students. But those first few weeks, recalled Ohlendorf, held a few surprises for her.

       â€�"The first few weeks of volunteering I was trying to learn all the names of the students, familiarize myself with the morning routine and the subjects being taught. I also had to learn the layout of the building,” she said.

       Ohlendorf realized just how much stamina is required for teachers to make it through a day of teaching, from staying on task and managing the children’s behavior to the physical requirements of â€�"getting up and down off the carpet with the children--it sure gets you in shape rather quickly!”

       She also was very surprised by the high level at which most of the children could read.

       â€�"It was something for me to see first-graders doing things I really didn’t expect of them. For example, early on the children were reading and highlighting the most important sentences in an article.”

       She was quick to mention that she thinks Walsh is an outstanding educator, for whom the students have a great respect as well as a motivation to do well in her class.

       On the two half-days that Ohlendorf spends in Walsh’s classroom, she does a variety of things with the students, all of which are best described by the students, in their own words:

       â€�"Mrs. Ohlendorf listens to us when we read to self.” – Logan

       â€�"She compliments us on our reading and writing.” – Melia

       â€�"She helps when we don’t know a word. She helps us use different strategies so we can get better at our reading. And, when I’m writing she tells me to go and look back at it so I could see my mistakes.” – Brooklyn and Madison

       â€�"Mrs. Ohlendorf helps us with math. She tells us if we got it right or wrong and gives us a strategy to use to learn how to better.” – Erika

       â€�"If you don’t have a partner, she will play with.” – Gavin

       â€�"She makes me feel special when she tells me I did a great job.” – Emily

       â€�"In addition to the literacy work with students, such as sight word testing and reader’s theater, Mrs. Ohlendorf guides the children to use strategies they’ve learned from me to be successful students,” said Walsh. â€�"She encourages students and becomes their own personal cheerleader.”

       Anyone who observes Ohlendorf with children can quickly see the students feel safe and reassured in her presence.

       â€�"They know she is not there to judge them, but to help them…be independent and successful in [their endeavors],” added Walsh.

       It’s much more than teaching support and words of encouragement that have created a special bond between the children and Ohlendorf. She has an aura of love that the children gravitate toward, which makes them almost glow when they speak about her:

       Andrew: â€�"When I come into the classroom in the morning, she always tells me hello and good morning and it makes me feel happy.”

       Leanne: â€�"She laughs at my jokes and she makes me feel like I’m really funny.”

       Emily: â€�"She just makes me feel special.”

       What the children probably do not realize is how special they truly are to Ohlendorf. During these past few years that she has volunteered in Walsh’s classroom, the children have filled her heart with many memorable moments.

       â€�"During my second year, the students had to complete a memory stories project. Memory stories were events that stood out in the child’s mind as being special to them. The children shared things like their first trip to Disney, their first home run or trip to a professional baseball game, a dance recital or birthday party. I was given a glimpse inside their lives and what is important to them and why.”

       She is also quite fond of the moments when a student from a previous year finds his way clear across a large student assembly to greet her and give her a hug.

       â€�"It’s also touching when I encounter a previous year student in the hallway and he or she gives me a hug and says how much they miss me.”

       It’s not just the students who have been affected by Ohlendorf’s heart-warming presence in the classroom. With the brightness of her smile, her gentle manner, and plenty of â€�"her special hugs” to go around, Bonnie Ohlendorf clearly brings out the best in everyone--student and teacher.

       â€�"I have grown to love her as a second mother. She is such a wonderful person with a beautiful heart,” said Walsh.

       â€�"It’s much more than Bonnie just being helpful to me in the class…It’s not just the fact that she helps bring the adult-to-student ratio down, which allows me to give more personal attention to students who may be having [a difficult time with a subject or lesson]. I feel like I have my own personal cheerleader on the sidelines. She reminds me what a great job I’m doing with my students. She has a big heart and gives a lot of love and support to the children and to me, as well.”

       The end of a school year is a difficult time for Ohlendorf.

       â€�"I feel sad because I will not see the same group of children any longer,” she said. â€�"I am thankful to Mrs. Walsh for having me volunteer in the classroom and I look forward to volunteering for many more years to come.”