Wordless Wednesday: Our ‘Starfish’ Defying the Odds

By Nicole Chandler, City Year AmeriCorps member serving on the MFS Investment Management Team at Dever-McCormack Lower School

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City Year has founding stories that resonate into the work we do as corps members. The Starfish story is about a young girl who stands up for what she believes regardless of her situation by saving washed up Starfish. Addressing the many challenges that our students face are at the heart of the Starfish Morning Enrichment Program at the Dever-McCormack Lower School. So every morning we enthusiastically greet our students with a power greeting, we teach them about social justice, and we lead games where students can enjoy being kids. Some of the joyful moments at Starfish:

Students writing positive words about themselves as a warm-up activity

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Students Inspire Me to Write: An Original Poem

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Written by Kevin R. Fish, City Year AmeriCorps member serving on the Bain and Company Team at English High School.

Some of my most interesting conversations with my students at the English High School happen in the most casual of settings. Many of these discussion inspire my writing. I thought it would be appropriate to share an original poem I have written from my students’ perspective. It largely centers around the outcomes I hope to achieve with my students this year.

Waiting

 
High School,
The beginning of Our freedom,
Freedom to choose,
Freedom to be who we want to be,
Yet we find ourselves,
Waiting.

Waiting to be granted the choice-
No, the opportunity to choose.
We are waiting for the moment,
When we are treated
Like the adults we are waiting
To become Continue reading

Learning More Than A New Language

Written by Epiphany Acevedo, City Year AmeriCorps member serving at Dearborn Middle School.

Through the sea of students I pass on the way to our team space, I spot his movie star smile and call out to him in excitement: “Mi amigu!” It’s Cape Verdean Creole for my friend. Juan* reaches out to shake my hand as I recite one of the many phrases he has taught me in his native language this year. Juan holds back a laugh as he listens to me struggle to properly pronounce gosta dibu sorisu (I like your smile) and tells me that he likes mine too. My days are never complete without a conversation with this energetic 6th grader who makes even my best days at school remarkably better.

[More: Red Jackets the Latest Craze Among Middle Schoolers at Dearborn!]

Being silly after school

My first interaction with Juan was during our after-school program when I saw him sitting alone. I sat down across from him and asked if he would teach me Creole.  He enthusiastically pulled out a sheet of paper and began to write out various words in his native language. Every couple of weeks I ask Juan to teach me a new phrase and I practice whenever I see him in the hallway. Even though I repeat the same phrases to him over and over, Juan is never frustrated or impatient with me, a quality that is not too common among 12-year-olds. Juan’s openness and inclusivity is truly inspirational!

 

The Art of Classroom Medicine

Over the past few months at the Orchard Gardens K-8 Pilot School, I have come to notice that there is a certain type of healing quality to the art of education. In addition to serving as the central hub of knowledge passed down to their students and taking on all the demands and responsibilities of being in loco parentis, educators function much like doctors in their classrooms. Whether they may strive to raise a student’s reading level or to cure a patient from an illness, professionals in both of these lines of work can successfully enhance the well-being of people through patient perseverance, careful observation, and empathetic flexibility. Moreover, educators and physicians alike have a solid understanding of how relevant individual social and psychological circumstances can be to their respective efforts  in helping their students or patients. Accordingly, in recent decades these two professions have evolved into stronger mentorship roles that are more involved in the personal lives of the people they serve.

In addition to serving as the central hub of knowledge passed down to their students and taking on all the demands and responsibilities of being in loco parentis, educators function much like doctors in their classrooms.

From my experiences so far at Orchard Gardens, I have been fortunate to gain many enlightening opportunities that have helped me unravel this enigmatic healing characteristic within the art of education. One recent incident in particular has provided me with significant insight. On a crisp, rather cloudy Thursday morning in November, in the last half hour of a double-block period, I asked a student in the classroom I serve to follow me to Continue reading

Staying On Track with my High Schoolers: Finding Inspiration in James

By Erin O’Donnell, corps member serving on the Comcast Team at the Jeremiah E. Burke High School

He sat and stared into space, eyes blinking periodically, rocking back on his chair. A notebook lay upside down in front of him. No pen.

“James*, try the first question.”
“James, would you like to work on this problem with me?”
“Hey, James, please take out your homework.”

A nod, or a glance. A few mumbled words. But none of these ever translated into action. It became a half-hearted routine. Me, squatting down at eye-level, delivering constant little reminders that seemingly did nothing. Some of the teachers thought James was a slow processor, but I had glimpsed his potential in geometry. He was consistently the first to grasp a new concept, apply it, and shout out the answer, before withdrawing once more. I quickly realized the biggest challenge Continue reading

Five Tips Friday: The Ultimate Advice in Mentoring Students

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I’ve completed one term of my AmeriCorps service year with the Bain and Co. Team at English High School and it seems as though I am finally making some progress with the students that I mentor.  I realize that we are all having unique experiences with our own students, but I would like to share some mentoring tips that I have found quite useful up to this point.

1) Leave any preconceived notions at the door.  Months of training cannot possibly prepare anyone for each scenario that they may face. The best we can do is be open-minded and eliminate our misconceptions on where our students are coming from.  I have found that my most meaningful conversations with students have been the result of candid conversations where I engaged in active listening.

2) Remain positive.  There will inevitably be days when it seems as though negative events outweigh the positive ones.  Remember that there may be other people on your team, as well as your students, that could be depending on that positive energy you provide.  If you need to take a break and sit down for a minute, go for it.  Just do what you need to do to remain fresh and positive.

3) Appreciate small strides.  If one of your students comes to you excited about passing a test, take into consideration that that student felt it necessary to show YOU that they did well.  You may very well want to further improve that grade and thought that they could have done better, but appreciate the fact that they are excited about the grade and wanted to share it with you.

4) Don’t be afraid to diverge.  We sometimes find ourselves feeling guilty partaking in conversations with our students that take them away from coursework, but sometimes, it is necessary. That 3-minute conversation about their weekend may open a whole new realm of possibilities for you to engage with your mentee in the future.

5) Show your students that you are HUMAN.  My most influential breakthroughs have occurred when I show my own humility and admit mistakes.  I have found that when my students recognize my own imperfections they can relate to me better.  This final thought demonstrates one of City Year’s founding stories- UBUNTU- I am because you are.  I consider myself a teammate in my students’ success.

These are only five of my tips for mentoring, and although I have found them to be quite successful for me and my students so far, that does not mean they are universal. By no means do I consider this an exhaustive list and I look forward to further contributing to it as I continue my journey.

Leadership at Lunchtime: Inside Look at City Year’s Lunch Buddies Program

Written by Samantha Schnell, AmeriCorps member serving on the Westfield Capital Management Team at Neighborhood House Charter School

Lunch period, Monday, 11:30am. We fill up our water bottles, unwrap our sandwiches and cue up the music video for “Mrs. Right,” a hit song by the new boy band sensation, Mindless Behavior. It’s time for “Lunch Buddies,” a City Year initiative designed to provide students with small-group leadership building and behavior coaching. I have four lunch buddies; two girls on Monday and two boys on Wednesday. During lunch and recess, we take a break from fractions and decimals to discuss life outside the classroom. It’s enabled me to get to know a lot about my buddies. I know their favorite sports and their favorite movies. I know which classes they look forward to and which classes they dread. I even know which members of Mindless Behavior are their respective “future husbands.”

My buddies' brainstorm: "What do you think of when you hear the word 'leadership'?" Photo by Samantha Schnell

My Monday buddies, Ashley and Stephanie*, couldn’t be more different. Ashley, this year’s “new girl,” is shy and timid, while Stephanie talks enough for the both of them. Last week during our leadership brainstorm (see picture), we discussed different types of leaders and leadership styles. Ashley defined a leader as someone who “listens to the teacher and always does what she’s supposed to do” but, for Stephanie, a leader “does what she wants to and isn’t afraid to be her own person.” I hope that they will learn, this year, that both types of leaders are equally legitimate, and that maybe the strongest leader of all is a mixture of both.

Already, Stephanie and Ashley are helping each other grow. When Stephanie told Ashley that she should “talk more,” Ashley Continue reading

My Starfish, My Hero

Written by Gabriel Solis, corps member serving on the Deloitte Team at the Irving Middle School

“I see [Marcos] every day and he motivates me to be the very best I can be so that I can help him succeed in every way possible.”

Coming into City Year I wanted to make a difference, like I’m sure many of my fellow corps members did. But last week this became a vivid reality when Marcos*and I had our very first one-on-one talk.

The objective of the meeting was just to talk – about anything really. His move to Boston from Puerto Rico a few years ago hasn’t been an easy transition for Marcos. It’s been painful actually, really painful. He is a charming kid who has an uncanny ability to learn instantaneously when presented with just about anything. But his home life isn’t easy. He lives in a household with his mother, aunt, three sisters, and two female cousins. As he reflected on his weekend, he paused, and I knew right away something was bothering him.

Upon further discussion, he opened up to me about his home life and the difficult things he has experienced in his life. He so desperately misses and needs a male presence in his life to help and guide him as he begins to grow past adolescence into his teenage years. As we spoke, I asked him, “Marcos, who would you consider to be your hero?” He looked at me, smiled, and said, “You, Mr. Solis.” I wondered aloud, “Me? How come?” and he responded, “Because you help me and you know Spanish just like me.”

I’ve discovered that my presence in Marcos’ classroom has become something that he looks forward to every day, but I’ve also realized that in the process of becoming his hero, something truly extraordinary has happened. Marcos has become my hero. I see him every day and he motivates me to be the very best I can be so that I can help him succeed in every way possible. He helps me just by being who he is. Thanks to him, I’m inspired to answer the call to service and approach my work with humility and love. Marcos is both my starfish and my hero.

“Thanks to him, I’m inspired to answer the call to service and approach my work with humility and love.”

*Name changed to protect student’s identity.

Alumni Spotlight: David Lieberman, 1999-2001

Written by Monica Lee, External Affairs Project Leader serving on the Bain Capital Team

David Lieberman

(Did you miss last month’s Alumni Spotlight? Catch up on 2004-06 alumna Nicole Yongue!This month, I had the opportunity to interview City Year alum David Lieberman. A native Rhode Islander, David decided to serve with City Year Boston in 1999 after learning about the program from a friend.

As a corps member, David served at the Villa Victoria Center for the Arts in a computer lab donated by Cisco, offering assistance to whomever came in. When he heard that City Year was going to start up a new site and needed people ready to serve, he eagerly applied to spend another year as a senior corps member in Washington, D.C.

“I loved serving…to focus on other people was a revelation for a 20-year-old kid.  So I loved service – still do.”

WHAT WERE YOUR PLANS AFTER CITY YEAR?

After two years with City Year, David’s interest in politics led him to work as a campaign assistant on a congressional campaign in Boston.  Eventually, he realized that pursuing a career in politics without a college degree would be limiting, so he enrolled at Tufts University to study history.  There, his senior thesis on Harris Wofford – Kennedy’s special assistant for civil rights – inspired him to pursue a career in law, which led him to Columbia Law School.

WHAT ADVICE WOULD YOU GIVE TO THOSE WHO ARE CONSIDERING ATTENDING LAW SCHOOL?

A question he has heard often, especially being a City Year mentor, David answers, “You have to love school. [Also] really know you want to be a lawyer.”

WHAT IS LIFE LIKE AFTER LAW SCHOOL?

David is now an attorney at Ropes and Gray here in Boston. He has worked on an array of cases, and he relishes opportunities that make him feel he “really gets to make a difference in people’s lives.” He takes on pro bono cases that often deal with gaining asylum.  David notes, “Sometimes the work is hard. You know some of these people have had extremely traumatic things happen in their lives and then you have to send them through the government and tell their story over and over again.”  But his role as a lawyer is crucial during the whole process, and he works hard at it.

…he relishes opportunities that make him feel he “really gets to make a difference in people’s lives.”

Did you miss last month’s Alumni Spotlight? Catch up on 2004-06 alumna Nicole Yongue!

Idealist Interview: Principal Leah Blake

Written by Michaela Kinlock, corps member serving on the Summit Partners Team at the Harbor Pilot Middle School

At City Year, idealism is a highly valued quality.  Throughout my year of service, I have decided to periodically interview and profile individuals who represent what it means to be a true idealist.  This month, I interviewed Leah Blake, principal at the Harbor Pilot Middle School in Dorchester.  Check in throughout the year for more Idealist Interviews!

Ms. Leah Blake came to the Harbor during a particularly challenging period.  She took on her role as principal last February after being asked to take over the position mid-year.  The Harbor Pilot Middle School is now in its second year of state-designated turnaround status, which means that it is has been significantly underperforming for several years. The faculty and administrators have embarked upon many initiatives to not only improve MCAS scores but also the morale of the students and overall culture of the school, which is where the school’s partnership with City Year comes into play.

Why did you want a City Year team at the Harbor?

“I know what kind of work City Year has done in other turnaround schools and I was like, ‘Why don’t we have one?’ We have significant growth to make; we need to make progress and we need a team with focused goals on how to help us achieve this progress…Small group tiered instruction is part of our redesign plan, and its hard to follow through with that without extra support.  The district realized our need, and that with the needs of our students we need [a City Year team].  I don’t know how this school would function without extra support.”

What is your vision for the partnership between City Year and the Harbor?

“Continued growth with supporting our tiered instruction and also continued growth with our after school program and external supports.  I would also like to see the student government grow and develop and see how that relates to the governance board and how students have a voice…By June I would love to see [how City Year's attendance initiatives translate] to data…to see how the work that we have targeted has come to fruition.  How have the students made progress based on the extra support you all have given them?”

How do you think City Year has helped the Harbor thus far?  Have you noticed a difference in the school atmosphere or the students since the Summit Partners Team’s arrival?

“Oh my gosh, the kids…it’s a different culture.  It boosts the morale of our culture and our staff to have City Year supporting us.  It absolutely helps us move forward together.  City Year creates a culture that we’re all in it together.  Not only do we want the students to succeed academically, but we also want to support them socially and emotionally…You walk into the Harbor and things are just different.  Here’s a school that’s deemed failing, but we don’t see it that way because we’re really working together.  We’ve really put structures in place for students to succeed.”

Harbor Pilot Middle School Principal Leah Blake

Harbor Pilot Middle School Principal Leah Blake

Ms. Blake went on to discuss the specific instances of City Year’s impact on students that she has witnessed in the few short months since the school year began.  For example, one student serving an in-house detention requested to still be able to go to her City Year Leadership Lunch meeting.  Another student proudly displayed a recognition certificate from City Year on his desk during class.  Teachers have even commented to Ms. Blake about the personal transformations some students have begun to make since September.

Ms. Blake is one of the strongest champions of City Year at the Harbor and has really set the tone for how accepting and supportive the staff has been to our team since our arrival in September.  Her dedication to the success of the students, faculty, and the Summit Partners Team are the reason why Ms. Blake represents true idealism.

“It boosts the morale of our culture and our staff to have City Year supporting us.  It absolutely helps us move forward together. City Year creates a culture that we’re all in it together.”

Trust, Tutoring, and Triumph at Orchard Gardens

A critical piece of City Year corps members’ service in schools is the one-on-one and small group tutoring that they provide for students.  They go through intensive training in order to be the most effective tutors possible so that they can help their students move the needle on their course performance.  Below, Extended Day Project Leader Cammi Maguire shares a story of academic achievement from her service last year at Orchard Gardens K-8 School.

Corps members serve as tutors, mentors, and role models for students.

Corps members serve as tutors, mentors, and role models for students.

Last year, I served as a corps member on the Johnson & Johnson team serving at Orchard Gardens K-8 School. Every day, I followed a group of 20 8th grade students from class to class, supporting them in their academic work in literacy, math, history, and science.  Over the course of the year, these students showed me just how much they were capable of and I was able to witness the important impact that corps members had on their lives.

Jackie* was one student that I worked closely with who truly transformed over the course of the one year we spent together. Jackie was an incredibly passionate yet aggressive 8th grade girl who thought she knew exactly what she wanted and what she needed, but I realized early on that she just needed someone to help her find a way to channel her aggressive energy into a more positive outlet.

Jackie was selected to attend the 50 Acts of Leadership mentoring program, one of City Year’s behavior initiatives, during her lunch hour. We started off talking about everything from her home life to boys and school drama, and soon she began to open up about school work, her different classes, and the areas that she struggled with in school. Jackie began to trust me, and that’s when she began to transform. She suddenly wanted to be tutored during every class period and began to seek out my help. She started participating in class and began to take pride in her school work. Finally, after all of her hard work, her English and Language Arts grade moved from a D+ to a B- in just one semester. That incredible leap of improvement fueled her for the rest of the year and pushed her to turn all of her grades around.

Cammi and the 2010-2011 Johnson & Johnson Team Serving at Orchard Gardens

Cammi (center) and the 2010-2011 Johnson & Johnson Team Serving at Orchard Gardens

Jackie is a testament to precisely why we serve in schools. All she needed was for someone to take that personal interest in her, someone who could build the relationship necessary to successfully encourage her to channel her passion and energy towards her school work and her future. As a result, Jackie now knows what is required to be a good student and what it feels like to take control of her education. I was, and still am, extremely proud of her, but most importantly, she is proud of herself.

*Name changed to protect identity.

The Top Ten

City Year corps members strive to serve as powerful mentors to the students they reach in schools around the city.  Many of them are fortunate enough to have had strong mentors in their own lives who helped them get to where they are today.  Below, Josh Waxman, team leader serving at the Maurice J. Tobin K-8 School, lists his top 10 mentors and describes how they have influenced his life.

1. Dory Waxman: My mother and someone that I have looked up to my entire life. My mother is a strong woman with a profound sense of respect and humanity who has always practiced what she preached, to treat people the way you would like to be treated.

Senior corps member Josh Waxman (far left) with his family.

Senior corps member Josh Waxman (far left) with his family.

2. Dan Waxman: My father and one of my closest friends. My father’s approach to life and work and the balance between them is something that I continue to carry with me.

3. Ben Waxman: My brother and close friend. I have always looked up to Ben for his relentless work ethic and his constant need to better the world around him.

 4. Adam Waxman: My brother and someone that I look up to. I look up to Adam as someone that has consistently pursued what he calls “a quality of life.” But through his work as a middle school teacher, Adam has also shown me that life is not only about pursuing that quality of life for yourself but about striving to help others achieve it as well.

 5. Simeon Arloding: My brother from whom I have gained new perspectives. Simeon joined my family from war- torn Liberia when I was 10 and we shared a room for 3 years. Sim taught me to consider people from a global perspective and to understand that, as human beings, we have a responsibility to pick each other up when we have fallen.

6. Yessika Ares: My sister, who taught me to appreciate the little things in life. Yess became a part of my family when I was 9. She taught me more about the small things that can help ensure strong peace of mind than anyone else ever has. Family and Puerto Rican culture were very important to Yess, as well as her ability to find humor in almost any situation. These are values that I have carried closely with me throughout the years.

7. Sam Waxman: My Grandfather, Pop, who imparted to me a sense of pride and duty. Listening to stories from my pop about everything from serving in WWII to living through the Civil Rights era has driven me both professionally and socially. Pop and his tales of the ‘greatest generation’ have instilled in me a sense of pride in both my country and my community that drives me to do the work that I do. 

8. Abby Snyder: My 5th grade teacher. Mrs. Snyder always had a way of working with kids that made teaching look so easy. With a heart and mind that gave every child an opportunity regardless of where they came from, Abby was able to help every student develop. I am lucky to have had such an amazing educator, and her ability to build and cultivate relationships is something from which I continue to learn.

9. Muhammad Ali: A man who overcame so much adversity with so much confidence in his abilities. Ali pursued both his professional and personal goals with unmatched passion and effort, which is something that I have always admired and striven to emulate.

Josh with program manager Mike McGinn and co-team leader Aaron Canto.

Josh with program manager Mike McGinn and co-team leader Aaron Canto.

10. Mike McGinn and Aaron Canto: Two gentlemen whom I have the pleasure of working with this year. As my program manager and co-team leader, Mike and Aaron’s hard work, humor, and dedication have helped to form one of the best teams that I have ever had the opportunity to lead. I am excited to see what this year holds in store for us.

A Mentor for Myself

City Year corps members strive to serve as powerful mentors to the students they reach in schools around the city.  Many of them are fortunate enough to have had strong mentors in their own lives who have helped them get to where they are today.  Below is team leader serving at the Irving Middle School, Elvia Sornoza’s story about a strong mentor that she has had and how that mentor has influenced her life.
2010-2011 corps members Laura Coleman (left) and Elvia Sornoza (right) with program manager Dan Foley at graduation on June 11, 2011.

2010-2011 corps members Laura Coleman (left) and Elvia Sornoza (right) with program manager Dan Foley at graduation on June 11, 2011.

When I began my first year of service with City Year Los Angeles, I knew that I would make a difference in the lives of others and become the mentor my students needed. What I didn’t realize was that in the process, I would find a mentor for myself as well.  I feel that my year as a corps member truly challenged me and led me to develop as a person and a leader, and it was through the guidance of my program manager, Dan Foley, that I saw the potential in myself.

At the beginning of my City Year, I was very shy and kept to myself most of the time. I was always amazed by the wonderful people that surrounded me; I felt that I was placed on a team with great leaders that could do anything, but for some reason I just didn’t feel that way about myself. I went through the first half of my year without taking advantage of very many leadership opportunities because I felt that others on my team were more capable of leading.  During a mid-year meeting with Dan, I expressed my hesitations and admitted that I hadn’t really felt ownership over any of our team’s previous projects.  He looked a little confused and asked me, “Why?”  I didn’t really have an answer for him, but he challenged me to lead our team’s next project, which happened to be our parent orientation. I took the project on because I saw that Dan believed in me and knew that I was fully capable of making our parent orientation a success.  Now I just had to believe it for myself.

As the year went on, I opened up to my team and took on more leadership opportunities. Parent orientation was just the first of many other projects I successfully led throughout the year.  I was able to gain confidence in myself because I felt constantly supported, reassured, motivated, and empowered to do anything and everything by my program manager.  Dan is one of the most committed, invested, caring, selfless, dependable, motivated, determined, and dynamic individuals I’ve ever met, who is an inspiration to not only me but his entire team from last year.  I told him many times, “I want to be like you.”  His response was always the same: “Don’t be like me, be better than me.”