Video: Students Learn what it Takes to go from Boyz to Men

This past semester, I had the pleasure of co-teaching a team of students at the Orchard Gardens K-8 School in Roxbury, MA, in a class on what makes a man, a man. My colleague, Jon Hinthorne, and I talked with the young men about real issues in their lives like violence, leadership, teamwork and love, and how a man faces those issues. Watch the video below to hear what our young men have to say about the experience.

 

The young men in the class are trying to spread the message to as many people as possible and would appreciate you taking a few seconds to share the video with your respective networks. Thank you!

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A Young Lawyer’s Opening Statement

Theresa Ramos speaking to audience of hundreds of students, teachers, lawyers, volunteers and parents.

Earlier this month, three-time apprentice in the Legal Apprenticeship Program, Theresa Ramos, gave an encouraging speech to current apprentices as they were preparing to perform their mock trials before a federal judge.  The Legal Apprenticeship Program is the  result of a long term successful partnership with Discovering Justice.  It allows apprentices to work with law firm volunteers throughout the semester to prepare for and litigate a mock trial.  While apprentices are part of the Citizen Schools program, Discovering Justice recruits and develops partnerships with the Law Firms, and creates the curriculum and trainings for the program. Discovering Justice also coordinates the final event, “An Evening of Mock Trials”, held at the Moakley  Federal Court House, which is always an unforgettable part  of an apprentice’s experience. Here are some highlights:


About six weeks ago, I lost a very close friend to me in Dorchester due to violence.

At this point, they still have not determined who was responsible, and I have felt hurt, angry and confused by the process. Above all, I feel that justice should be served. And in the future, I plan to attend law school to become a prosecutor in order to protect my community from this kind of injustice.

For me, my mock trials apprenticeships were the first, second and third steps towards achieving my goal.

In 2007, I had just entered a new neighborhood and I did not know many people in the area except for my friend Shanika. She told me about this after-school program called Citizen Schools, and how they provided homework help and fun apprenticeships—ways to learn about different subjects and careers, from real people who do them. I thought it would be a great way to meet new kids in the neighborhood and I immediately wanted to join.

I signed up for an apprenticeship called mock trials. Each Wednesday, we hopped on a bus, drove to City Hall in downtown Boston to eat our snacks and begin our lesson. Every week we learned something new about being in the courtroom—such as writing an opening statement and how to ask direct and cross examination questions. We all looked and acted like young attorneys, learning the ropes from real lawyers who helped us learn ways to prove our case.

After ten weeks of practice, the day had finally arrived for us to present our case in front of

Young Attorneys swearing to tell the truth, the whole truth and nothing but the truth

all our friends and loved ones at Moakley Federal Courthouse. Just like what you’re doing tonight.

In my head I kept repeating the questions: “Please state your name, and where you work. Can you please describe where your desk is located in the office?” I remember reading my opening statement and being terrified of the judge. But over the evening I became more confident and comfortable.

Then we lost the case. And to make matters worse, my best friend Shanika was on the opposing side!

Anyone who knows me knows I love to win. The following year, my team succeeded and we won our case! At this point, my mock trial track record was 1-1. I was not satisfied and I still wanted to learn more about law, so I selected the mock trials apprenticeship again in 8th grade.

Three years, three cases, and six closing statements later, I think it’s safe to say I’m a Citizen Schools mock trials expert. So I’d like to share with you future lawyers a little wisdom I’ve learned from this experience: practicing law isn’t what we see on “Law and Order.”  Real lawyers get nervous before a big case and have to practice constantly.

Now I’m a freshman at Cristo Rey Boston. It’s hard to believe that just last year, I sat where these aspiring lawyers are. Although I’ve graduated from Citizen Schools, I still consider myself a young attorney who aspires to create justice for all.

So apprentices, congratulations on your hard work getting you here tonight. Now stop waving at mom or reviewing your opening statement and take it all in. At this moment, you are all future lawyers!

My inspiration for pursuing law is to deliver justice to the community.

What’s yours?

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How do you Measure your Impact on Kids?

Students from Wilson Middle School

Ask anyone, and they’ll tell you I’m a champion list-maker. Making lists is the way I plan my day, the way I track progress, and, sad as it is to admit, the small ways that I remind myself that I have, in fact, accomplished something. Now, a week after the last day of program, three weeks after our best WOW! to date, six months after I took the Campus Director’s position and four years after Citizen Schools launched here at Wilson, we are packing up our office and getting ready to close the doors for good. (That last sentence was another list…I just can’t help myself.) But there are some things a list can’t contain, like how it feels to say goodbye to a student you’ve watched grow and mature over two years or how hard it is to trust that you’ve made an impact when it feels like there’s so much more to do. A list can’t measure whether your students will remember to make eye contact and shake hands firmly when they go on job interviews, and it can’t tell you if they will ever realize the full extent of how much we care. I guess, despite my best efforts, there are just some things about this job that can’t be quantified.

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VIDEO: Middle School Surgeons

Students visited Hospital for Special Surgery in New York and got coaching from the doctors

When EMT Vincent Tartaglia is not busy saving lives, he finds time to volunteer as a Citizen Teacher with Citizen Schools at the Global Tech Prep Middle School in Harlem. This semester he has taken students from having minimal medical response knowledge to being able to recite and perform CPR steps with ease.

On their recent visit to the Hospital for Special Surgery in New York, the local ABC station happened to be there–so they filmed a story on the young surgeons!

Watch the video:
Apprentices at Hospital for Special Surgery on ABC

As the clip shows, Vincent’s training has captured the kids’ imaginations. They can not only identify a blood pressure cuff, but actually walk you through the steps of applying it, identifying the proper artery and noting the differences between systolic and diastolic pressures.

He has been teaching with Citizen Schools staff member Holley Murchison, a Harlem native, radio personality, change agent, and Twitter regular.

“One of our funnier moments happened when 6th grader Jean Carlos shouted out, ‘Don’t you give up on me!” to our CPR dummy during an in-class review,” Holley says.

Holley summarizes their upcoming WOW!:

“Students will be creating three stations: one where they will perform a skit that they’ve written on responding to a medical emergency, another where they’ll teach WOW! guests how to properly perform CPR using our dummy (who they’ve affectionately named ‘SpongeBob’), and a final station where students will simulate a clinic–checking and recording the vital signs of guests (blood pressure and pulse) and also walk guests through the process of how to take vitals on their own.”

ABC didn’t give credit to Citizen Schools, Vincent, or Holley–so give them a 1-2-3 Nice with me.

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8th Grade Academy: 10 Years of Bridge Building (VIDEO)

Joshi from the Gavin Middle School was a speaker at the launch party. Here he is with writing coach Andrew Batchelor from Goodwin Procter LLP.

It’s usually not a good thing to hear about middle schoolers spending their afternoons with lawyers, but when they’re part of Citizen Schools’ 8th Grade Academy (8GA), it’s a powerful positive experience for both the lawyer and the student.

Every student in 8GA in Massachusetts is paired with a volunteer from Boston’s legal community who acts as their mentor and writing coach. The students’ final work is celebrated in a high-quality, keepsake magazine called Bridging Magazine. And on Tuesday, May 17, Citizen Schools held the launch party for the tenth annual edition of Bridging, bringing together students and their families, coaches, and staff of the program for an emotional look at all they had accomplished.

The event opened with this five-minute video of current 8th graders paying tribute to their writing coaches:

High school junior Georgina Alvarado was the emcee for the evening, and she added her shout-out to Susan Prosnitz, now Executive Director of the Rappaport Center for Law and Public Service at Suffolk University. Susan motivated her to boost her middle school grades to straight As, and three years later she still emails feedback on her writing assignments.

Dan Goldsbury, manager of 8th Grade Academy, next asked all the coaches to stand and be recognized–to thunderous applause. Then he asked coaches who had taught for at least two years to stay standing, then three years, and so on, all the way up to nine years. Citizen Schools Teaching Fellow Jennifer Scherk, who assisted in the magazine’s publication this year, was amazed at their commitment:

“These coaches have been volunteering longer than most (if not all) Citizen Schools volunteers, and have really been with 8GA and the writing program since its infancy. Some of these coaches began volunteering when our 8th graders began kindergarten!”

The keynote speaker was John Werner, Citizen Schools’ Chief Mobilizing Officer, whose vision started 8th Grade Academy ten years ago. After helping to develop Citizen Schools’ after-school program, he noticed that some students weren’t living up to their potential as they moved into high school. He assembled a team to identify the key factors that could change their trajectory, and zeroed in on bridging the gap between 8th and 9th grade.

The result was a kind of Citizen Schools spin-off. John called it an “action tank,” a place to experiment and innovate in real time. Pulling 8th graders from all over Boston into a single space after school and on weekends, specialized staff provided one-on-one mentorship focused on looking ahead to college and beyond. College visits, research projects about Boston high schools and the school choice process, and an alumni engagement program encouraged them to develop as leaders and advocate for themselves.

Anna from the Dever-McCormack School was also a speaker. Here she is with Matthew Terry, a coach coordinator from Ropes & Gray LLP

And in place of some of the apprenticeships they had experienced in Citizen Schools in 6th and 7th grade, 8GA featured a writing boot camp led by volunteer lawyers from dozens of firms. Students met with their writing coaches twice a month for an hour and a half. Together, the pairs worked on persuasive articles, creative writing, and even the application essays that students use to get into high school–all of which are now bound for posterity in the beautifully produced magazine.

Inside the cover of this year’s Bridging Magazine is a collage of all the covers from the past nine years  of the program–a visual reminder of 8GA’s impact on Boston’s young people and on the legal community. Over 1,000 students have participated here. And today, thanks to the support of Fidelity Investments, Lead National Partner for 8th Grade Academy, 8GA has been integrated into Citizen Schools core program model across the country, and its innovations benefit 6th and 7th graders too in the form of a College to Career Connection curriculum. But the alumni of 8GA in Boston will always have a unique set of friendships and memories–and their own periodical to cherish.

Has 8GA built a bridge in your life? Share your memories here!

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What’s Next? My Five Year Plan After the Teaching Fellowship

I hear that ”driven” people have “five-year plans.”  As I like to consider myself a driven person, it seems fitting that at this point of change and transition in my life, that I write my own five-year plan.

On June 30th I will officially finish my two-year teaching fellowship.  Yesterday was our students’ last WOW! of the year, tomorrow is my graduation from Lesley University, we have fifteen days of program left.  And in all of this, for all recent grads the question eternally ringing in our ears is, “…so what’s next?”  When asked this question I have no choice but to answer vaguely.  I really do not know.  I say something predicatable like “I think I’d like to work for an educational nonprofit,” or “I’m going to continue to work with young people, but probably not in the classroom,” and in return I receive affirmations and reassuarances that I will “find something.”

I guess I should have written my five-year plan sooner.

Realizing (too late) that I do not have a five-year plan to help me through this tumultuous transition I am left with pieces of advice and hope.

Advice: “You’re next job will not be your last job.  Pick something that looks interesting to you and don’t worry that much about it.”

Hope: “People overestimate what they can do in a day, but underestimate what they can do in a month.”

Today I thought I would get a lot more done.  Luckily, I have five weeks left to rock the boat at the Garfield Middle School.  After that, I’m sure I’ll find something.

 

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The Road to Mock Trials is Paved with Pizza

Student presenting at Mock Trials

In working as a Teaching Fellow with Citizen Schools, I didn’t expect to learn much about law, much less teach middle schoolers about it. This semester, though, I ended up supporting the Mock Trial apprenticeship on our campus. And it was rough. Five sessions out of the ten, the students went to McCarter and English Law Firm to work with the lawyers, and the other five were with me on campus. Behavior management wasn’t easy…it’s hard to set expectations with a group of kids that you are with only every other week and only five sessions.

But I loved it. And not because of the in-class time.

Because the Mock Trial required a lot of writing and memorization, I would have “Lunch Dates” with the students. I’d get them Big Joe’s pizza from down the block to lure them in. Otherwise they’d hide under tables and doors, or put their sweatshirts over their heads and make believe they are invisible to get away from me.

One student in particular that I got to know better during these lunch dates was a student I’ll call Henry. Some teachers call Henry lazy and wouldn’t dream to give him any leadership roles, but I know better. Last semester he was in my CSI: Newark apprenticeship, and I told him that I would not let him goof off, running around the school during apprenticeship time because he was working too hard to not be in the WOW! and he stepped it up. I knew what Henry was capable of and I wanted to push him to do well in the Mock Trial. He and I met and worked on his opening statement several times throughout the semester, and when his friends weren’t around, he’d pop his head in our office with a huge smile on his face to tell me how he’d memorized half, or two thirds, or all of his opening statement. He had basketball practice during our apprenticeship time a few weeks ago, but told me he came upstairs to our apprenticeship because he knew “it was the responsible thing to do.”

When he gave his opening statement last Monday, I almost cried. It was perfect. Perfectly memorized and perfectly delivered with the true self-confidence of a real lawyer.

Big Joe’s pizza paid off.

Check out the pictures on flickr and a great article about the students!

 

 

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JOY in Action: Major League Soccer Edition

A couple of days ago, our students received a special opportunity to connect with the San Jose Earthquakes.

But first, let’s go back to two weeks ago. We had an all-campus Exploration to Santa Clara University, where our 5th through 8th graders toured the campus–  including the library, high-tech engineering labs, and the Meyer Theater. Students also marvelled at the beautiful Buck Shaw Stadium, home of the San Jose Earthquakes.

Back to this week. Thanks to veteran Team Leader and San Jose native Tim Tararug, the Earthquakes sent a crew to our school, including phenomenal midfielder Brad Ring.

As seen in this inspring video from the team’s official website, our students discussed healthy living, had a Q&A, and participated in a juggling competition with the star athlete.

The students all received a t-shirt and tickets to the Earthquakes’ upcoming game against the New England Revolution. The story was also covered by our local Campbell Patch.

I was incredibly moved by our students’ evident joy, focus, and passion as they learned about a professional athlete’s path through high school and college.

All in a day’s [joyful, impactful, invaluable] work.

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Meet Me Halfway

In this kind of work, it’s easy to forget that every relationship is a 2-way street. Usually, as adults, we keep this in mind with our friends, families and partners. Yet when it comes to our students, we often forget that they’re responsible for bringing 50% to the table too.
In the last month of each semester, the students are racing to the finish and trying to snag some great grades, and we Citizen Schools staff are chasing after them reminding them to stand up straight, project their voices, and turn in that missing work already! Yet there’s a trap here, especially for young educators like ourselves who often extend ourselves past the point of health or sanity to support our students. Before we know it, we’re no longer chasing the students on the race to the finish, nor running beside them shouting instructions and encouragements, but actually running the race ourselves, carrying our students on our backs. This is dangerous for a number of reasons: (1) it’s impossible for any of us to physically carry 15 kids on our backs at once; (2) it’s not helping them at all to not hold them responsible and accountable for their own work; and (3) it sets everyone up for early burnout.
So what to do? What can we do when we’d do anything to help our students succeed? The most difficult part of our job is not striving for goals on our student’s behalf, but rather setting them up so that they can strive for and accomplish these goals on their own behalf. As an educator, at some point you have to tell yourself that you’ve put in your 50% for a student: you’ve taught them how to communicate effectively, how to work efficiently, how to set goals and create strategies for reaching them and how to advocate for themselves. Now it’s time to step back and cheer as they cross the finish line on their own two feet.

Students from Wilson Middle School

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Us or Them

My team, Fresh Foundation, on their visit to Northeastern University

Reflection is inevitable at this time of year. Though by no means am I done working in the educational field, the two-year Teaching Fellowship with Citizen Schools is winding down. When I first began this job, in my vanity, I used to contemplate the students I might have helped or guided in a positive light, or the things I might have said that potentially adhered to students’ minds. “I remember Mr. Victor always used to say (enter cliché dialogue of inspiration) and I still remember it to this day…” had a pleasant melody as it played with unmistakable hubris in my head.

Ahh…how self-gratifying and self-righteous we can be even at our best.

As time went on and humility put its stout iron hands on my shoulders, continuously pressing down, I was able to look up from a kneeling position and no longer looked down from an erect, pretentious stance.

It’s not about me.

It’s not about an organization or how immaculate the minuscule aspects of this job are done.

Nor is it about looking like you’re working hard, doing a million things, so someone–hopefully more than just one person (we always hope, right?)–can pat us on the back and tell us how great we post our visuals and 21st Century Skills. Yes, those things can help. They help just like a nice glass of ginger ale after the medication and chicken noodle soup to quell an incessant stomach bug.

Where else could the focus be besides the students?

The kids in need–who, in many cases, are in a position to fail and become another number in another city that’s plagued by the stereotypes turned truths that burden progress. Another inner city student who never tapped into their intellectual potential. Another city kid never exposed to different careers, never told they can and will go to college and do something they love, never had someone who constantly called home and helped them in and outside of the classroom, never had someone who actually cared.

This is bigger than us. This is bigger than an organization.

Are we looking at the undeniable service most of these students need? Or how good we do our job? Or maybe how many kids write us sweet notes, thanking us for something we knew we’d get thanked for, so we can hang it on our fridge like a student who got their first A so friends and family can admire our potent skill, commitment to education reform, and moral responsibility for the less fortunate?

Ask yourself this. I had to after my first year.

This is bigger than us. This is bigger than an organization. What’s most important for you in this job?

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