Wellness 4 Youth Presentation

Program: Wellness 4 Youth
Group: Cathy, George, & Tiffany
Type: After School Program
Hours: 12:00 pm to 6:00 pm

Mission Statement: To provide low income youth with opportunities who are in high risk areas so they will obtain valuable information needed to thrive.

We want to give children a place where they can learn how to make a healthy meal, a safe place to spend their ASP hours, a place of physical safety and learn the importance of staying in shape!

In the same way, promoting positive, healthy lifestyles which helps meet their developmental needs as well as maturity.

Also included pictures of group during presentation.

Day 13: Wednesday, July 21, 10

Agenda:

• Youth Participation Reflection Exercise
• 5 Minute Paper
• Break
• Key Concepts
• Interview Assignment
• Locating Opportunities

Personal Reflection: Youth Participation

1. What kinds of choices were available to you?
2. What were you responsible for?
3. What things could you do without adult direction?
4. What kinds of things did you and your peers decide?
5. Were you encouraged to practice independence?

5 Minute Paper:
Refer to Personal Reflection Exercise- Answer those questions above based on your own experience between the ages of 9-17.

Group Discussion:
Refer back to Personal Youth Participation Reflection

Questions we addressed:

Q1: Why might it be important for young people to have input into decisions that affect them?
Q2: How might they grow if they are allowed to take responsibility for fulfilling their own needs and guiding some of their own actions?
*Answers: Refer to Key Concepts (nice overview to these questions)

☆  Key Concepts: from Chapter 5 Fostering Meaningful Youth Participation in CNYD Youth Development Guide

☆ What is Meaningful Youth Participation?
Youth are:

• empowered to be self-directed
• making responsible choices
• understanding how to use time
• making influential decisions
• developing leadership skills
• receiving a sense of belonging
• seeing teachers as FACILITATORS

☆ Why is Meaningful Youth Participation Important?/How Do You Know If Your Program is Fostering Meaningful Youth Participation?

• give opportunities for youth growth
• keeping clear and consistent programming
• youth are partners
• adults use youth
• youth voice = value= opportunities to share= build strong relationships
• youth are empowered
• benefits: attendance/interest goes up= time spent disciplining goes down; overcome risks and obstacles
• "what you think and do matters"

☆ Fostering Meaningful Youth Participation in Your ASP
Staff must:

• have planning time and put thought into work
• obtain and master the skill to shift from "authority" to "facilitator"
• trade off the leadership: give the youth a little control to assist with learning new skills and leadership
• discuss issues/situations and be open to new strategies

Meaningful Youth Participation (more info):
creates trust between youth/child and adults
skills are being obtained by the youth such as self-reliance, leadership (age appropriate), problem solving amongst themselves


Youth Participation w/ Adult Support & Change Over Time

• don't have to ignore the rules to get youth to participate
• guide from a distance
• acknowledge the students over time- "no fading" aka do not miss or look over silent students 

Styles of Participation and Leadership

• youth as apprentices
• cascading= "see one, do one, teach one" aka youth see it done, do it themselves, then shows someone else how to do it
• don't stick to one teaching style or teach one style of learning; acknowledge different styles
• give youth titles (brings about confidence, power etc.)

☆Organizational Practices that Support Meaningful Youth Participation

• youth are decision makers/program planners
• be flexible with available resources (realistic and honest)
• provide "sensible space"
• low youth: staff ratio= the more students the less opportunity for assistance
• evaluations about the program by youth
• ongoing training and check-ins for staff

☆REMAINING KEY CONCEPTS WILL BE GIVEN FIRST THING IN CLASS TOMORROW!


☆Last Thought(s):
Think about a youth mind when every institution they're involved in gives them no choice:

• "No one is listening to me anyway"
• Low self-esteem
• shut down
• silent students: can give extra attention within reason, let them be the time being, always be consistent

Right Based versus Deficit: Right base has action, guidance, and gives empowerment usually involves choice. Deficit does not give "choice" in the manner we speak of


Reflection Paper #5 Due Tomorrow (Thurs, July 22, 10)


Family/Community Interview Due Tomorrow (Thurs, July 22, 10)

Day 12: Tuesday, July 20, 10

Agenda:

• Conflict Intervention
• Break
• Reflection(s)
• What is Youth Participation?

Conflict Intervention: trying to turn a negative situation into a positive situation

• usually a situation/conflict that would need intervening by an adult/staff member
• must come up with a scenario where an adult would need to intervene to solve the problem
• in scenario each group member be a youth/child between ages 5-18 (no adults)
• develop a skit that plays out the scenario and a volunteer from the audience is the adult that tries to intervene to solve the problem

Adult Intervention Questions Debrief:

1. What did the adult do to help the situation?
2. How did the adult feel (before, during, after)?
3. What else could the adult have done to help each young person feel safer?

Group 1: "He's My Man!"- Ages: 14-17; Number of Youth: 4; Conflict: Two young girls fight concerning "Dennis" being their boyfriends; the other two youth had taken the side of either young ladies and instigated the problem from a far... While the ladies fight, has Dennis flees the scene?

Group 2: "They Won't Let Me Play!"- Ages: 6-7; Number of Youth: 4; Conflict: It's recess time! Two students are playing catch, one student is jump roping, and the other wants to play with the ball catchers. The student asks if she can play with the ball catchers and the boy says "No" then the other jump rope students comes over to ask also... then the water works and cootie calling begins!

Group 3: "Habla Ingles!"- Ages: 13-14 (7th grade); Number of Youth: 4; Conflict: Two Spanish speaking girls come out of class discussing that another student got an A in their class and are thinking about asking her to help them (conversation is all in Spanish). The A Student's friend overhears and instigates the situation; not knowing what the Spanish Speaking girls said she approaches them with a bad attitude... Que?

Group 4: "Forget Yo MP3!"- Ages: 13-14: Number of Youth: 3; Conflict: One student is giving a "Show and Tell" presentation to the class about his MP3, while the other two students are talking during his presentation and being disrespectful. The presenter becomes upset and starts an even more ruckus and the youth get into a loud verbal battle... No MP3s were hurt during this presentation...

FAMILY/COMMUNITY INTERVIEW ASSIGNMENT

Directions:
-Must speak to a current parent either family member or community member that has a child(ren) between ages 9-18
- Cannot be yourself or your own parents
- Summarize/Paraphrase what they say but be accurate
- Request demographics of child(ren) [how many children, age of each, ethnicity, grade level, public/private/charter school student, community they live in etc]
-Ask them these questions:

Q1: What is/was your overall philosophy toward being a parent? (the approach/belief in being a parent)

Q2: How do you ensure your child's safety? What steps do you take to create safety?

Q3: How do you create positive opportunities for your child? Explain/Give examples.

Q4: What advice do you have for youth workers/educators? What information/suggestions can you give to us on what to do or that you'd like to see?

DUE THURSDAY, JULY 22, 2010

iSweet~iAmai~iLove

Day 11: Thursday, July 16, 10

*ONCE AGAIN APOLOGIES FOR THE LATE POST!!*

AGENDA:
-Building Relationships Questions
-Key Concepts
-Break
-Conflict Intervention
-Family/Community Interview

BUILDING RELATIONSHIPS QUESTIONS AND ANSWERS:

Q1: How can adults help children and youth feel valued?

A1: Give specific positive and constructive feedback; ask them "what is value?"; come down to their level; provide opportunities for participation and leadership; find out their individual needs; highlight individuality/cultures; clear guidelines and rules; public recognition

Q2: Are relationships with adults and youth different from adults and children? How? Why?

A2: Youth: challenge adults; "think they already know"; challenge why anyone wants to get to know them or shut down completely; allow to learn from mistakes (opportunities to fail within reason); imply or act like they don't want attention; always suspicious

Children: more open to listen; asks questions and is curious; has "no filter"/shares information; must have a constant barrier/set of rules; voice request of attention "Look at me!"; eager and excited

Q3: How can you turn a negative relationship between a child/youth and adult into a positive one?

A3: Ask why/get their perspective (get to know their background/origin of negativity); be present & be consistent; weave personal expression/emotions into an activity; get leverage from other students to support; don't push too hard; reciprocate; "do unto others as you will have them do unto you"

KEY CONCEPTS:

☆ Develop caring and supportive environment
-youth feel supported
-youth feel "known"
-encouragement

☆ Presence of POSITIVE adult relationship is the LEARNING FACTOR OF YOUTH becoming healthy, productive adults

☆ Relationship building means that young people:
- experience emotional/physical support from adults/peers
- experience guidance from adults
- build knowledge from adults/peers

☆ As youth develop a sense of group membership, they are more likely to attend regularly and participate more fully in the program.

☆ Most learning is in social context- "social capitalism also"

☆ Refer to reading: Chapter 4 in CNYD Youth Development Guide ENCOURAGING RELATIONSHIP BUILDING:
- Pg. 60-61 How you know if you're program is encouraging relationship building...
- Pg. 62-63 Encouraging Relationship Building In Your ASP (dark blue, bold subheadings)

☆ STAFF: Support each other; low staff to youth ratio

LAST THOUGHT(S):

- Social Capitalism: being able to communicate in all areas; gaining vocabulary, social diversity; allow for easy transitions and adaptation to whatever environment; being able to help navigate different areas/social events etc

-Family/Community Interview due Thursday, July 22, 10- shorter assignment (questions will be put on next post)

iSweet~iAmai~iLove

Day 10: Wednesday, July 14, 10

*Apologies for the late post!!!*

Agenda:

• 5 Minute Paper
• Power of Relationship
• Break
• Activity
• Announcements

5 Minute Paper Topic:

What was the most powerful adult relationship you had when you were young/a child/a teenager?

Sharing of 5 Min. Paper: (relationship + age of person= support given)

Older Brother (12)= emotional, promise kept
Mother's Boyfriend (30)= taught discipline, martial arts, trust, father figure
Assistant Educator (21)= emotional; encouragement; self-esteem
Grandmother (ongoing)= always there; role model
Adopted Dad (22)= father figure; always there; sense of placement; took care
Cousin (30s)= encouragement; emotional; talk/listen; non judgemental
Teacher (35)= influential; repsected youth
Next Door Neighbor (13)= accepting; good listener

Key Facts from 5 Min. Sharing that help with Adult/Youth Relationships:

• Patience
• Emotional Support
• Reliability
• Influential
• Respect/Trust
• Encouragement
• Listening/Good communication

Adult/Youth Relationships:

• adults have a lot of influence on youth whether positive or negative; youth need high/clear expectations, consistant guidance, and accountability...

General Adult Attitudes Toward Youth:

• "Skank"
• "look down" on youth*
• Youth have lower mentality
• Trouble makers
• "All they do is smoke!"
• The Future (whether positive or negative)
• Demand respect no matter what/authority figure*
• Unpredictable
• Feel Sad, responsible, or confused
• Scared of youth

Common Reaction: Self-Fulfilling Prophecy- (in youth's mind) "Since they think I'm this or doing this, then I might as well be that or do this."

Activity:
Answer these questions within your group (sharing will be done first thing in class Thurs, July 15, 10)

1. How can adults help youth/children feel valued?
2. Are relationships between adults and children different from adults and youth? How? Why?
3. How can you turn a negative relationship with a child/youth into a positive?

CELEBRATE!!!!

Sweet's birthday was celebrated at the end of class last night!! IYD MINI CELEBRATION!!!! More pictures to come!!

Thank You Almaweri Sisters!!!

Day 9: Tuesday, July 13, 10

Agenda:

• Teachable Moments
• J.O.Y.
• Break
• Family/Community Interview
• Power of Relationship

Teachable Moment Scenario: Grant Verdict

-there are social things that will happen unexpected/expectedly and you must be able to guide youth through what is happening or has happened; educate, be clear, and chronological about the situation

Ways to Approach/Talk about it with Youth concerning Big Social Events:

• What do you already know/to what extent (write it down)
• What questions do you have (write it down)
• How do you feel about it (write it down)
• Express that opinions are not wrong
• Be careful how you handle it (youth may have family working for the company or associated with someone concerning the subject- ex. youth's mom may work for Bart Police etc.)
• Youth may act out because of what they've seen
• As Instructor/Educator CANNOT take sides, RESIST your own opinion, and RESIST bias

Topics that you can elaborate on based on the situation (Grant Verdict/Case):

• Types of Protest (it can turn to violence)
• Violence Protection
• Consequences of Violence
• What is Safety?
• Police/Community Relations/History
• How to Console
• How do the Police feel?
• Justice/Injustice (meanings, difference)
• Literature in their age group concerning the social event (ex. Monster by Walter Meyer)

Building Relationships with Youth: 

-Effective Youth Programs is the base of building relationships

-Youth Developers have powerful influences on youth

-Understand individual student needs and get to know them

CalSac Key Concepts (from Mr. Brack's site)

• High quality programs foster positive youth/adult relationships
• Interactions with adults strongly influence youth views
• Youth workers need to understand youth needs and provide guidance

Supportive Environments

• Youth feel safe being themselves
• Youth can express themselves freely
• Staff ASK youth about their feelings
• Staff LISTEN to youth
• Staff FACILITATE OPEN DISCUSSION= youth discover solutions to their own problems

Activities: 

1. J.O.Y= J: Write something that Just happened to you (in recent past); O; Write something Oh so special you want to do for yourself; Y: Write something that makes You special
2. 5 Things in Common= start off in pairs and find 5 things you have in common, then group with another pair, then the four find 5 things in common collectively... continue process until the whole class is together to find 10 things in common collectively (GOOD LUCK! ^_-)

Outcomes based the activities:

• working in groups
• movement= get to know people in different space
• foundation/common ground= common reference in comprehension
• community/shared space
• eye contact

Announcements:

• Family/Community Interview instruction will be given today (Wed, July 14) or tomorrow (Thur, July 15); either way it's due Thursday, July 22, 10

Evening Classes Cancelled

Class is cancelled this evening, Thursday, June 8,10! PLEASE TRY TO EMAIL YOUR REFLECTION PAPERS IF YOU CAN!!!l

Laney College email notification stated: 

"The jurors in the Johannes Mehserle trial have reached a verdict.  Although we do not anticipate any violence at our facilities, as a precautionary measure to ensure safety of our students and staff, we are going to be cancelling evening classes at Laney College effective 4:00 p.m. today, 07/08/10.

Furthermore, as a precaution, staff at any of the Peralta Colleges or the District Office who feel they need to go home are released as of 4:00 p.m. today, 07/08/10.

Wise E. Allen, Chancellor"

iSweet~iAmai~iLove

Day 8: Wednesday, July 7, 10

Agenda:
Program Profile Presentations
Reflection Feedback
Break
Safety Reflection (decided to get to tomorrow, Thurs., July 8)
Summary of Main Concept

Profile Presentations:
~OASES- Oakland Asian Students Education Services
~Allen Temple Baptist Church- Family Life Center
~Boys & Girls Club (High Street Location)
~Unity of Dreams @ MLK Elementary
~Youth Alive/TNT (Have resources to build your own program)
~East Oakland Boxing Association
~Youth Uprising

Reflection Feedback:

(Suggestions to help with writing reflections because there are so many thoughts running through one's mind and it's not strongly organized in the reflection paper; so, using these tips can help)

~Create an Outline: For example:
1) Main Topic: Ex. Safety
a. Evidence A: Ex. Emotional
b. Evidence B: Ex. Physical
c. Evidence C: Ex. Strategies
2) Express Evidence A
a. Evidence A connection to reading
b. Evidence A connection to opinion
c. Evidence A connection with class discussion
(etc; so one and so forth)

~Free Write about the class in general then take from free write to create paragraphs based on related thoughts (suggestion from classmate as an alternate to the outline)

~Create/Develop Main Ideas-stay on topic; main focus to discuss

~Use transitions- how to navigate through the paper; easy flow from one main idea to the next

~ More direct and clear connections to the reading/class discussions

~Have someone else read the reflection before turning it in- mostly just for feedback

Summary of Main Concepts:

Chapter 3: Safety Reading from CNYD Youth Development Guide Pages 29-42
Use the Safety Reflection Exercises to also help with connection of safety not only to our youth but to yourself pages 45-55

Definition of Safety (dictionary version)-free from harm; protection; trustworthy; physically and emotional safe

Importance of Safety- connects to how youth learn; if youth feel unsafe, their brain does not function the way it should to allow a full, positive learning experience

PHYSICAL SAFETY:
-safe from physical harm
-adult protection
-adult assistance when feeling threatened
-protection from other youth and adults
-peer assistance
-fairly applied rules

EMOTIONAL SAFETY:
-without fear of ridicule/teasing
-adult assistance when feeling threatened
-differences are embraced
-peer assistance
-fairly applied rules

Last Thought(s):

- ASES: Prop 49-started in 2006; public school based after school programs mostly for elementary and middle; basis of academic assistance, incorporating health/fitness, and enrichments (such as music, sports, computer literacy, art etc.)

~ 21st Century Fund: State Funded; (Elementary/Middle School)

~ 21st Century Learning Centers: Federal Funded (Middle/High School)

~ BIG DEBATE: At what point can you offer too much?
Two outcomes of this:
1. Becomes overwhelming- "too much going on"
2. Lose of quality of the program

~ When creating/developing your program think about: 1. How would you staff a program with all the things you want to offer? 2. What types of programs will meet the needs of the youth? 3. How do you make sure you're able to create a well-rounded safe place for all students in your specific program? 4. What approach are you really taking to build the program?

~ DEFICIT is not a bad thing. Youth Development Approach is not perfect.

~REFLECTION PAPER #3 IS DUE TOMORROW THURSDAY JULY 8, 10 BY 6:00 PM!!!!

Day 7: Tuesday, July 6, 10

Agenda
1. Learning Styles
2. Break
3. Profile Presentations (cont.)
4. Safety Reflection
5. Announcements

Learning Styles (based on):
1) How people relate/communicate…
2) How people learn… (by what means)
3) How people apply their learning…
4) What situation you’re in whether with adults or youth…
5) 4 Types (page 17 in Links to Learning book):
a. Sensing- Thinking (Master Learner)
b. Sensing-Feeling (Interpersonal Learner)
c. Intuitive-Thinking (Understanding Learner)
d. Intuitive-Feeling (Self-Expressive Learner)
6) People fall back on their original/comfort zoned way of learning

Activity: Learning Styles Groups- read through page 17 Four Learning Styles in the Links to Learning book and check/circle each specific detail that relates or represents you as a person/learner. Add up only the check marks in these sections: Prefers To Learn By, Learns Best From, and Likes. The "type" that has the most is what you'll identify with and join the specific group in discussion.

Discussion/Activity Questions:
A. What are the positives of this learning style?
B. What are the challenges of this learning styles?
C. What do you want the other learning styles to know?

Group Sharing: Each set of answers correspond with the question by LETTER.

ST- "Practice Makes Perfect"
A. step-by-step; clarity; physically engaged; drives create memorization and focus (on terminology)
B. Repetitiveness; routine
C. Know exactly what is expected of you; Practice

NF- "Think Outside of the Box"
A. Original; quick learner; attentive, pays attention, great listeners; creative, open; situation oriented; see "big picture"
B. Easily overwhelmed; hard to be flexible based on specific standards; routine; having enough resources
C. Originality; Patience; Variety; Time limits; Aware what draws students

NT- "Logical Processors"
A. How to do and why you're doing this; assist with independence; seek consensus; understand all learning
B. Time consuming; Lectures (hard to get youth to listen); Reading (do people 100% understand)
C. Take time to install/show personal interest in learning; showing others your interest to engage them; make sense

NF- "The Sensitives"
A. Advocate for self; role playing; Need feedback; Personal assessment in group settings; share
B. Not competitive; comfortable in not taking the next extended step; don't challenge; working alone; share
C. Share more on a personal level that connects with people; Feedback that is expressed well; stickers (^_^)

Different Types of Safety:
~Emotional
~Physical
~Academic

Profile Presentations (Cont):
~EOYDC
~Allen Temple Baptist Church- High Rise Tutorial
~Y Scholars- YMCA Berkeley
~Beyond Emancipation

Clarification DEFICIT VS YOUTH DEVELOPMENT APPROACH:

*DEFICIT- a program based on "something is wrong/negative with youth, we must fix this issue;" takes that one thing (ex. violence, teen pregnancy etc) and fix this one issue

*YOUTH DEVELOPMENT APPROACH- meets youth "where they are;" pick the positive outcomes and keeps working on that; approaching from multiple areas
~ deficit can happen in this area; having other resources within the program to focus on one thing
~ multiple things= multiple strategies= multiple outcomes
~ possible to build off the base of "deficit" and create a youth development approach around it
~ aka "comprehensive/holistic"

Announcements:
- Remaining PROFILE PRESENTATIONS will go at the beginning of class tomorrow (Wed, July 7)
- Reflection Papers 1 & 2 will be returned tomorrow in class (Wed, July 7)
- BLOG IS UPDATED: if you would like to contribute and become an author, please email Sweet Jefferson at sweet.njefferson@yahoo.com (You must be registered in the Youth Development Summer Class at Laney College LRNRE 20)

Day 6: Thursday, July 1, 10

Agenda:
- Last night's class/ LA Update
- Share Our Programs
- Break
- Program Profiles (presentations)
- Review Agreements

Programs (ideas & contributions):
Details and information for these original idea programs are not listed because IYD's class ideas need to be protected for all their hard work.

Cathy's Place of Learning
Ages: 1-5

Expressions
Ages: 7-10

Blue Jays: Sports Activity
Ages: 11-13

Youth Cypher
Ages: 14-18

S.O.S: Supporting Our Survival
Ages: 18-24

Program Profiles:

Leadership Excellence
Youth Uprising
Coronado: YMCA 2010 Summer Camp
BAVC-The Factory
Ascend (Fruitvale)
Village Connect

Day 5: Wednesday, June 30, 10

Substitute: Lisa Cook

Group Assignment/Activity:

Develop a design for a youth program building upon class discussions, readings from Chapter 1-2, and the organization/program profile assignment
1. Create a written outline
2. Use the chart on Page 34 (Links to Learning book) to use as a guide line

Group A (Ages 7-10)
Group B (Ages 11-13)
Group C (Ages 14-18)
Group D (Ages 18-24)

Group A & B (Ages 7-13) Outcomes:
1. Be productive
2. Be connected
3. Be able to navigate

Group C & D (Ages 14-24) Outcomes:
1. Economic Self-sufficiency
2. (Develop and Maintain) Healthy Family/Social Relationships
3. Contributing to Community

Day 4: Tuesday, June 29, 10

Agenda:
Questions about reading
Deficit Perspective
Break
Resiliency
Youth Development Approach
Announcements

Deficit (brainstorm/main ideas):
- Youth are problems
- Low income
- Youth of Color
- Aim at fixing the issue (one specific thing)
- Too narrow
- Not completely effective

IYD Chapter 1 questions/Concerns:

1. Different children have different behaviors.
2. Does single issued programs address youth whole heartedly?
3. What worked for other youth to be successful?
4. How are we addressing our "quiet students"?
5. Are AS programs being cut? Which ones? Where's the $ going? Now what?
6. What does SOCIETY have to do with our youth?
7. What is an "at risk" youth? Who decides?
8. Influences of FAMILY, SCHOOL, and COMMUNITY on a youth into a healthy adult
9. What does inoculate mean?

Questions Answered:

Page 4:

Does single issue youth programs meet the need of the youth whole-heartedly?
- The basis of the issue that will allow the youth to grow
- Considered negative being that; "single issue"; programs are focusing only on one thing
- Similar to "tough love";
- Don't meet the main goal overall
- Most are positive= not saying that there's a problem with a child, there is a lack in resources, so "let me help you"

What does"society" have to do with our youth?
- Who is the "society"?
- There are influences that are problematic; start at one point but then grow and spread, but are constantly negatively fueled
- Programs for youth were cut; both parents working more for less mostly; single parent households= result: negative energy happens that is displayed by the youth

Page 5:

What is an "at risk" youth? Who decides?
- Strong negative behavior that will be the destruction of themselves
- Am I "at risk" also? Because that could go for anyone
- Negative behaviors are everywhere: alcohol abuse, drugs, domestic problems, financial fraud etc.
- INOCULATE= introduce into a suitable situation for growth; take them out of the regular community to prevent their behaviors from growing and affecting others

Page 6: CHART Kinds of Services

- Low Risk: "quiet students"; really low crime, small towns
- If you focus on one thing, you miss out on a lot of other things that are offered to youth.

Activity: Connects to Resiliency on Page 7: sit with a partner to answer this question below; can be a conversation; according to the reading youth need these three main elements: caring relationships, high/clear expectations, and opportunities for participation/contribution.

What enables these young people to succeed in the face of so many obstacles?

- Caregiver: someone who cares an shows interest
- Drive/Determination
- Support Group
- Access to educational support
- Self-esteem
- Proving others wrong

Class Comparison:

Caring Relationships:
Words of affirmation (balance between the two)
Supportive Parents/Adults Competition
Patience/Compassion
Love

High/Clear Expectations:
Words of affirmation (balance between the two)
Isolation (Space to Grow)
Positive Motivation
Reinforcement

Opportunities for Participation/ Contribution:
Isolation (Space to Grow)

ALL THREE:
Mentor
Religion/Belief System


Last Thought(s):
- Affluent communities: have the services listed on page 6; defined by money and what a person owns, what you have a positive surplus of; access to resources/healthy environments
- Page 12= Deficit versus Youth Development—FOUNDATION OF THIS CLASS
- Page 13: Youth Program Funding Resources= 1. 21stCentury Community Learning Programs/Centers; 2. After School Learning & Safety Neighborhoods Partnership (answers the "Are ASPs being cut?" etc question)
- Substitute for tomorrow (Wed, June 30, 10): Lisa Cook

Agreements Solidified

(As of Thursday, July 1, 10)

1. No judging
2. 1 person fails we all fail (if there is someone falling behind, assist)
3. Respect every ones thoughts, opinions, respectful debates.
4. What happens in class , stays in class
5. Focus on class- No sidebar conversation
6. Respect – listen, treat each other with respect, don't take anything personal
7. Everyone share information
8. Form study groups
9. Keep an open mind
10. Respect individuality
11. Personal issues limited
12. Limit on topics (time)
13. Step up and step back

iSweet~iAmai~iLove

Day 3: Thursday, June 24, 10

Unfortunately I (Sweet Jefferson) was absent from this class session. However I was able to obtain a important part of class from another classmate, Ms. Brandy. Thank you again Ms. Brandy!!!

LNRE 20 (IYD) Class Agreements​​​​​​
BRAINSTORM

- No judging
- Breaking given every hour
- Time @ the end of class for every brainstorm
- Start class earlier leave earlier ( 5:30-8:30) – no change-
- Reading out loud
- 1 person fails we all fail (if there is someone falling behind, assist)
- Respect every ones thoughts, opinions, respectful debates.
- What happens in class , stays in class
- 1 10min break / 1 15min. break
- Be mindful w/food, clean- up
- Focus on class- No sidebar conversation
- Respect – listen, treat each other with respect, don't take anything personal
- Everyone share information
- Friendly environments
- Form study groups
- Group test/assignments
- Keep an open mind
- Respect individuality
- Personal issues limited
- Limit on topics (time)
- Sit in a circle
- Engaging in class
- Instructor should supervise & engage in group discussion (check for understanding)
- Bringing children to class.
-End of summer potluck

PS If anyone has more information, notes, or discussion highlights from this class date; please add by commenting or posting for those who have the blog email!!! Thank you!!!!

iSweet~iAmai~iLove

Day 2: Wednesday, June 23, 10

*THESE ARE ACTUAL NOTES FROM CLASS TWO!!! HOWEVER THIS IS ALSO A TEST POST VIA THROUGH EMAIL* 

Agenda:

Review Syllabus

5-Minute Paper

Classroom Agreements

Break

Reading

 

Class Notes:

 

Young Adultsà Ages 18-24 (24 is usually the cut off mark)

Youthà Ages 11-18

Children à Ages 4-10 (Early Childhood Development)

"Kids"à "outlier," not a word a youth developer would wan to us address them

 

*(Be careful about terminology; use the word CHILDISH to describe a behavior not reflecting mature attitudes/actions or not leading by example)

 

Ø  5 Minute Paper Topic: What would you like to get out of this class?

 

Ø  Successful Student:

Dedication: attendance, participation, homework

Focus: goals, "pay attention"

Study List: Strategies, classmates' contact info, notes

Emotional Positives: patience, compassion

 

Ø  DYAD Activity: for one minute on person speaks consistently about the topic given by instructor; while the other student listens attentively without interrupting until the one minute is up (not a conversation)

WHAT DID YOUR WRITE IN THE FREEWRITE?

(Aka 5-MINUTE PAPER)

 

Ø  Sharing from DYAD Activity Collectively:

1.    Engaging/Interesting (Entertainment)*

2.    Deal with youth that are grieving*

3.    Getting youth's attention

4.    Youth Culture*

5.    Homework to Home-base

6.    Mentoring

7.    Transitions from elementary to middle, middle to high and high to college

8.    How to approach/talk to the youth

9.    Parent Involvement*

10.  Gain listening skills/Empathy

11. Funding Resources

12. How to being Assertive

13. Communication*

14. Academics in ASP

15. What is youth development?

16. Boys/Young Men

17. Girls/Young Women

18.  How to keep the youth's self-esteem high

19. Names of some "Behavior Triggers"

20.  How to work or help Special Need Youth

 

Ø  Classroom Agreements: How do we want to work together as a class? Email ideas to instructor.

 

Ø  Tuesday, June 29 What's due?

1.    Reflection 1 Paper

2.    Reading for weeks 1 & 2 (Chapter 1 & 2 in CNYD Youth Development Guide

 

Ø  Thursday, July 1, 10 What's due?

1.    Reflection Paper 2

2.    Organization/Program Profile (with in the Bay Area)

  

Natalie Sweet Jefferson
LCCS HS ASP/Flex Teacher
BAYAMA@LCCS Facilitator
BAYAMA Director

(925) 642-2373

Day 1: Tuesday, June 22, 10

*THESE ARE ACTUAL NOTES FROM CLASS!!! HOWEVER THIS IS ALSO A TEST POST VIA THROUGH BLOGGER*

Intro:

Your name, where you're from, and what's the first thing that comes to mind when you hear the word(s): youth, youth program, after school, or youth development

Books:
Links to Learning
CNYD Youth Development Guide

Class Notes:

~DYAD: pairs/partners
~OST: Out of School Time
~Course will center around the principles and theories of youth development/youth culture such as deficit approach
~DEFICIT APPROACH= usually negative connotation, PROBLEM IDENTIFIED--> MUST FIX IT, majority of programs started off this way...
~REFLECTIONS= (weekly assignment) one to two paged (10-12 size font, no more than double spaced) typed paper about your own thoughts and opinions concerning the class about the reading, class discussions, homework, projects/presentations, activities etc.
~PROGRAM PROFILE- first informal presentation profile about a youth program/after school program etc explaining the history, demographics of youth, general description etc. DUE THURSDAY JULY 1
~5 MINUTE PAPERS- a free style writing assignment during every class that will last for five minutes where the students will write in response to the question(s) or statement(s) presented by instructor

IMPORTANT CONTACTS:

Ms. Desi (Desirena) Roberts, LEAP Tutor Room B260
Carolyn Cornelius Room 403 (Tower)