Learning & Teaching
by Jess Leach, Community Coordination Associate at Agenda for Children
Photo: Fred Rogers Company
Anyone else who’s ever worked in a summer program has almost certainly experienced the same day as this one: It started extremely humid and turned into torrential downpour. My throat burned from reaching my voice over hundreds of children’s, my limbs lagged, and my head throbbed… there was no word for how tired my body felt. That night, I decided the only thing I wanted to do - the only thing I could do - was sit in a dark, cool theater and watch a movie.
Last week, we met with Janna, Asia & Norah, three middle schoolers enrolled at the Gately Youth Center and asked them how they felt about relationships with youth workers. They spoke about how some youth workers became like family, helping them overcome challenges and supporting them to reach their goals. As Janna told us, "I feel like its my family because every time I have a problem they work it out with me. I feel safe here."
One of the first things I learned in library school was S. R. Ranganathan’s Five Laws of Library Science:
By Jeneen Mucci, Director of Program Quality and Training, Cambridge Youth Programs
Jeneen leading a workshop on outdoor education at our 2017 OST Symposium
As a little girl I was always drawn to the outdoors. Exploring my backyard or the woods with my canvas backpack and a thermos of chocolate milk, I would hike around, turn rotting logs over to see who made their underside their home, would listen for the chorus of birds that draped the canopy of trees, and I would be content just to be a part of the living and breathing landscape that allowed me to be part of something bigger than myself. There was a mysterious pull that brought me into a world that was exciting, challenging and new. It brought me a sense of peace and most of all, it brought me closer to myself.
By Jess Leach, Community Coordination Associate at Agenda for Children, with Robyn Ginsberg, inclusion facilitator at Peabody 2-5
What is mindfulness? If you’re unfamiliar with the practice, that word might conjure an image of meditation - someone humming in total solitude, their mind empty, void of any complicated thought. When you see mindfulness in this way, it can feel impossible to involve young people. Robyn Ginsberg, inclusion facilitator at the Peabody 2-5 after school program, was experiencing that exact frustration when she first registered for Zach Soloman’s “Mindfulness for Kids” training in March.
By Melina O'Grady, Quality Coach and facilitator at Agenda for Children
As a facilitator of youth development training for the past two years, I’ve noticed a few things. My own middle school years were a chaotic battle for self and a search for place in school and the social realm. I saw most adults as barriers rather than allies in my journey. That was many (so many!) years ago.
By Melinda Barbosa, Youth Development Consultant & Director
Every day, in and out of school, middle schoolers are exploring who they are in the world. As youth workers, we can help them shape their story. Every concern, problem or “drama” that middle schoolers share with us can be an entry point to helping them form their identity. How do they see themselves in their own story? Victim? Hero? Supernatural Aid/Mentor?
By Jess Leach, teacher at Agassiz Baldwin Community and Community Coordinator Associate at Agenda for Children
My imaginary child "Jess Junior" and all the ways we thought she had changed and would change the in the future
By George Hinds, Director of Youth Employment at the Office of Workforce Development, City of Cambridge
As youth workers, I think we live our lives with an inherent optimism. We walk into our jobs every day believing that the young people we work with are going to change the world, and that we can give them the tools and resources they’re going to need to do so. Now, we’re practical, too…we know some of our youth will need more assistance or resources to reach the same heights as their peers. We know that structures and systems in the world around us will sometimes do more to slow our youth down than to raise them up. And so our optimism is tested. And sometimes, it is pushed to the brink…tragedy strikes, seemingly intractable problems rear their heads, and we have those moments where we think nothing can change.
By Kelly Royds, Impact & Evaluation Advisor
On December 8, 2017 we convened 30 leaders in the out-of-school time (OST) community of Cambridge to participate in a professional development planning day. The day was designed to support OST leaders to reflect on, and plan for, their meaningful engagement in professional development.
By Melina O'Grady, Communities of Practice Facilitator
This week at our Communities of Practice for Front Line youth workers, we highlighted and discussed a number of influential African-American leaders. Here are a few of the women and men that inspired our discussion.