Every parent knows that moment when your child's teacher sends home the volunteer signup sheet. You scan the options—field trip chaperone, book fair helper, classroom reader—and somewhere between "lunch duty" and "party planning," you spot something that makes you pause. For me, that something was "computer lab assistant."
But if I'm being honest, my motivation for volunteering ran deeper than typical parental involvement. Going through a divorce had shifted my relationship with time—particularly the time I spent with my children. Suddenly, every moment felt more precious, and the traditional pickup-and-dropoff routine wasn't enough. I found myself searching for ways to be more present in their daily world, to carve out extra hours together that weren't structured around custody schedules or weekend plans.
There was another factor weighing on my mind: balance. I was spending considerable time as a volunteer for my son's Boy Scout activities and coaching his Little League team—practices, games, tournaments, events. While I did help coach Faith's AYSO soccer team, that commitment felt small in comparison to the hours I was investing in scouts and baseball. I wanted to make sure I was showing up equally for all of my children, and that Faith didn't feel like her activities and interests were less important than her brother's.
The volunteer signup sheet represented an opportunity I couldn't pass up: a chance to spend an additional hour or two each week in Faith's world, to see her in her element, and to be part of her school experience in a meaningful way that balanced out other commitments.
Looking back now, after five years of volunteering in Faith's computer lab and classroom at Valley View Elementary, I realize I signed up thinking I'd be helping kids with technology—and hoping to steal a few extra moments with my daughter. What I didn't expect was how much the children in her classes would teach me about patience, problem-solving, and the art of rebuilding connection one small interaction at a time.
The Learning Curve
My first day in the computer lab, I arrived with the confidence of someone who'd spent years troubleshooting work systems and helping colleagues with tech issues. As a parent, a former office go-to for tech help, and someone who’d even rebuilt a computer or two, I figured I was more than prepared. How hard could it be to help a few kids log into their accounts?
The answer came within the first ten minutes. Twenty-something five-year-olds, each with their own unique interpretation of how a mouse works, their own completely logical (to them) approach to navigating software that made perfect sense until you tried to follow their reasoning. One student tried to use the mouse by lifting it off the table and waving it in the air like a remote control, convinced that if she just pointed it hard enough at the screen, it would obey.
"Mr. Boeke, my computer is broken" became the most common phrase I'd hear, usually spoken with the gravity of someone reporting a natural disaster. Most of the time, the "broken" computer simply needed the Caps Lock turned off, or the student had clicked somewhere unexpected and needed gentle guidance back to their assignment.
I learned quickly that my job wasn't just technical support—it was translator, detective, and cheerleader all rolled into one. Every successful login felt like a small miracle. Every moment of frustration a chance to build trust and patience. And every smile when something finally worked? That was the real reward.
The Unexpected Role Model
What I didn't anticipate when I first stepped into that computer lab was the impact of simply being there as a male presence in an overwhelmingly female environment. Elementary schools, by their nature, tend to be staffed primarily by women—teachers, aides, administrators, and volunteers. While this creates wonderful, nurturing environments, it also means that many children have limited exposure to male role models during their school day.
As the weeks turned into months, and months into years, I began to notice something remarkable happening. It wasn't just Faith who looked forward to my Thursday morning visits—other children in her classes did too. Kids would wave excitedly when they saw me in the hallway, ask when I'd be back, or specifically seek me out for help with their projects. They even invited me to sit with them at lunch.
Some faces became familiar fixtures year after year as children moved up through the grades. A kindergartner I'd helped with basic mouse skills would greet me as a confident second-grader, eager to show off their new abilities. Others would rotate in from different classrooms, but they'd quickly warm up, drawn by the novelty of having a "Mr. Boeke" alongside their female teachers and volunteers.
I realized I had become part of the classroom life-cycle, offering these children something they didn't often experience in their academic environment: a male adult who was patient, encouraging, and invested in their learning. For some kids, especially those without father figures at home or whose dads weren't able to volunteer, I represented a different kind of supportive adult presence.
Watching Faith Navigate Her World
Volunteering in my daughter's school gave me a unique window into her academic life—one I desperately needed during a time when so much of our relationship was being redefined. I watched her grow from a tentative kindergartner who needed help finding the right letter on the keyboard to a confident fourth-grader who could troubleshoot basic problems and help classmates with their projects.
But more than watching her technical skills develop, I saw how she interacted with her peers, how she approached challenges, and how she balanced independence with asking for help when she needed it. There's something profound about seeing your child in their element, among their friends, tackling problems and celebrating successes in a space that's entirely their own. For me, these glimpses became treasured insights into who Faith was becoming, separate from the upheaval happening at home.
I also got to witness something that filled me with quiet pride: Faith watching me interact with her classmates. She saw her dad being patient with struggling students, celebrating others' successes, and treating every child with respect and kindness. In a classroom where she was surrounded by female authority figures, she got to see a different model of male leadership—one that was nurturing, supportive, and invested in everyone's learning, not just hers.
Some of my favorite memories aren't from the computer lab at all, but from the classroom volunteering—reading with small groups, helping with art projects, or assisting during those chaotic but wonderful classroom parties. Each experience added another layer to my understanding of Faith's school community and the dedicated teachers who shaped her early academic years.
The Unexpected Rewards
What started as a way to be involved in my daughter's education became something much richer. I found myself looking forward to those Thursday mornings in the lab, not just because I enjoyed helping the kids, but because their enthusiasm was infectious. When a first-grader finally mastered using the mouse to complete their math game, their genuine excitement reminded me of the joy in learning something new.
The kids taught me as much as I taught them. Their questions forced me to think differently about technology—not as a tool I'd taken for granted, but as something magical and powerful that deserved explanation and respect. Their creative problem-solving often surprised me, and their willingness to try new approaches without fear of failure was inspiring.
Building Community, One Click at a Time
Valley View Elementary fostered a strong sense of community, and volunteering was my way of contributing to that environment—and my way of creating stability during a season of personal change. The other parent volunteers became friends, the teachers became partners in education, and the school became a place where I felt genuinely invested and needed.
There's something special about being part of your child's daily world, even in a small way. When Faith would mention her friends by name, I knew those kids. When she talked about a project or assignment, I had context for her excitement or frustration. That connection enriched our conversations at home and helped me understand her challenges and victories more fully. During a time when many things in our lives felt uncertain, these shared touchpoints became anchors—consistent threads that wove through our weeks together.
The Technology Generation
During those five years, I watched a generation of kids grow up as true digital natives. What seemed revolutionary to me was simply Thursday to them. They adapted to new software with remarkable ease, figured out features I hadn't discovered, and approached technology with a confidence that both impressed and humbled me.
But I also saw the importance of guidance and structure in their digital education. These kids needed to learn not just how to use technology, but how to use it thoughtfully and purposefully. The computer lab wasn't just about building technical skills—it was about building digital citizenship, problem-solving abilities, and confidence in learning new tools.
Lessons Learned
My years volunteering in Faith's computer lab and classroom taught me lessons that extended far beyond the elementary school walls:
Patience is a practice, not a personality trait. Working with young learners required me to slow down, repeat explanations, and find new ways to communicate the same concept. That patience became a skill I carried into other areas of my life.
Representation matters, even in small doses. Being one of the few consistent male volunteers showed me how hungry some children are for diverse adult role models. My presence filled a gap I hadn't even realized existed, and the relationships that formed taught me about the ripple effects of simply showing up.
Healing happens in community. The school became a place where I could contribute meaningfully while processing my own changes. Working alongside other parents and teachers reminded me that everyone carries their own challenges, and that showing up for others often helps us show up for ourselves.
Children need to see different examples of care. In an environment dominated by nurturing female figures, I could offer a different but complementary approach to encouragement and problem-solving. The kids taught me that there's no single right way to be supportive—there's just the way that feels authentic to you.
When Everything Changed
After four wonderful years at Valley View, life threw us another curveball. When Faith's mom moved to a new place, Faith had to transfer to a new school between fourth and fifth grades. Just like that, my Thursday morning routine, my familiar computer lab, and the relationships I'd built over half a decade were gone.
The new school was different—fewer volunteer opportunities, different systems, unfamiliar faces everywhere. I found myself at a loss, unsure how to recreate what I'd had at Valley View. The staff didn't know me, didn't understand my commitment to being present in Faith's academic life, and frankly, I didn't know how to insert myself into an established community where I was starting from scratch.
For someone who had found stability and purpose in those weekly volunteering sessions, the transition felt like losing an anchor. I'd built my identity around being "Mr. Boeke from the computer lab," and suddenly that version of myself had nowhere to exist.
The Lasting Impact of Relationships
But here's what I discovered: the relationships and reputation I'd built during those five years at Valley View didn't just disappear. Word travels in communities, especially among parents navigating similar challenges. The connections I'd made—with other volunteers, teachers, and parents—became a network that extended beyond the school walls.
Parents I'd worked alongside at Valley View sought me out in my other volunteer experiences like Boy Scouts and Little League. Teachers who had seen my commitment would mention my name when their friends at other schools needed reliable help. Even some of the children I'd worked with over the years would light up when they saw me around town, introducing me to their parents as "Mr. Boeke from my old school."
What I learned was that authentic community investment creates ripples that extend far beyond the original context. The care I'd shown, the relationships I'd built, and the reputation I'd earned as someone who genuinely cared about children's education became portable assets that served both Faith and me as we navigated this new chapter.
Moving Forward
Faith eventually moved on to middle school, and my regular volunteering days became a cherished memory. But the experience shaped how I think about education, community involvement, and the patient work of helping others learn and grow.
To parents considering volunteering in their child's school: I encourage you to take the leap. You might sign up thinking you're helping your child's education—and you are—but you'll discover you're also investing in yourself, your community, and your understanding of the remarkable work that happens in elementary schools every day.
And to fathers specifically: your presence matters more than you might realize. In a world where elementary schools are predominantly staffed by women, your consistent, caring involvement provides children with a different model of adult support. You don't need to be the loudest voice in the room or the most qualified volunteer—you just need to show up with patience and genuine care for all the children, not just your own.
Whether it's the computer lab, the library, or the classroom, your presence matters more than you might realize. And who knows? You might just learn as much as you teach.
What experiences have shaped your understanding of education and community? I'd love to hear about your own volunteering adventures in the comments below.