MacFarland Middle School Through the Eyes of a Volunteer
“They’re beautiful human beings…they’re just as awesome as any other kids anywhere else.”
How Being a Tutor or Mentor Corresponds with Being a Civic Leader
Written by: Fatima K M Pinkney Being a tutor or mentor is a way to help individuals whether it is children or young adults in need of some guidance or assistance in different aspects of their lives; whether it is with school or personal issues. When I decided to tutor it was because I wanted to share my knowledge with my students in the hopes that they would take something out of what I taught them. In high school I went to math tutoring during lunchtime and after school. Also in my second and third year of college I needed a tutor again in my math classes. At first, I was embarrassed and even reluctant because I felt like I should already know this from high school, but math was always difficult for me. I realized having one on one assistance from somebody to help me with my work was better for me because I am the type of person who needs individual assistance since most of the time I learn better that way. Throughout my years of going to school I learned that is okay to need help once in a while. It takes a big person to admit that they are having trouble. Mentors have a way of showing complete honesty towards you and give you constructive criticism where it best fits. They do their best to help you see things from their perspective in hopes that you can finally see things that you could not recognize before. In a way, being a mentor or tutor has a way of showing people you have the ability to be a leader. In other words, a civic leader who is a person who spreads community awareness and courage throughout the community in different forms of knowledge, wisdom, and skills with the hopes of making a difference in not just the community, but the world! I learned that to become a civic leader you must be aware of the world around you and the issues this world is facing that is why tutors and mentors play a key role in that. A leader thinks beyond themselves and acts in a selfless manner. My job at DCTMI as a civic leader is to show the people who are less likely to step out of their comfort zone and become part of something bigger than just themselves a way to become involved in their community. When canvassing I noticed how people tend to stick to what they know and leave it at that instead of doing more for their community, but change will never be made unless someone steps up and be brave enough to want to change the dynamics of the world we live in.
A Deeper Calling
Written by: Molly Stawinoga My original plan and reason for coming to D.C. this summer was to work at the U.S. Department of State, in a high-level office with access to information that impacted national security. While waiting for my security clearance, I continued interviewing with organizations in Washington in case I found a better or more inspiring offer. Clearly, I am not working at the Department of State — rather, I found that “more inspiring offer:” working in the community for a mission I am passionate about and for an organization that I am dedicated to. The passion for bettering education and focusing on youth to better entire communities is something that runs deep in my family, in my blood. My great-grandmother, Bonnie Kuehl, taught in a two-room schoolhouse in Ogallala, Nebraska, a minuscule town with vast farm fields as far as the eye can see. Included in her classes were several of her own children. That includes my great-aunt Bonnita, who was inspired to become a teacher herself. My great-grandmother had to do her own janitorial work and they had no indoor bathrooms or running water. This means Bonnie’s children (the equivalent of uncompensated teacher’s assistants) had to haul water each day to the school. My grandmother’s sister, my great-aunt Bonnita Sherburne, spent 45 years teaching in public schools in Nebraska. She taught in special-education classrooms, even securing funds in one district to purchase a home to teach those of her students who were young adults how to cook, clean, do laundry, and so much more. Today, she is retired and focuses on her grandchildren, nieces, and nephews. My mother has been teaching elementary school in District 428 of my hometown, DeKalb, Illinois, for 25 years. She started in kindergarten and moved to second grade just a few years later before landing in a third-grade classroom for the past decade. She might be counting down the days until retirement (just 9 more years!), but she loves her children like no other. You would think that with the deep history of educators, my mother would have been ecstatic when my sister thought she wanted to go to college to become an early childhood educator. Instead, my mom convinced my sister to pursue engineering. This wasn’t because my mother hates children. It wasn’t for the fact that my sister would not be able to find a job in education. No, my mother believes that the American education system in its current state is failing — and I do not disagree. With a lack of support from the most powerful administrators and officials, lack of government funding, reliance on property taxes (leaving the poorest neighborhoods with the worst schools), low salaries and poor benefits and overall dysfunction, my mother sees that teaching for a career is often detrimental. This was the reason I decided to pursue the “more inspiring” offer for my summer in D.C. If we live in a world where young adults are frightened to enter into the education workforce, we have deeper problems that require a deeper societal fix. This fix is a complete change of mindset. The global community must be more involved in and attuned to in the welfare of others, most specifically children. This is what we are aiming to do at the D.C. Tutoring & Mentoring Initiative. Engaged and inspired children grow up to create an engaged and inspired community. If each child could be paired with an adult to look up to, to help them grow, to aid in times of fear, this could truly become a reality.
Civic Leadership and Reflection
Written by: Rebekah Karth Chojnacki An important quality for my internship site this summer with D.C. Tutoring & Mentoring Initiative is taking the time to exercise, meditation, and reflection, along with the efforts that we do to recruit tutors and mentors for the two out of three students in the D.C. area who are below grade-level in reading or math. Getting acquainted with the community and the real-life experience of people who live in the District was an important part of my internship search while looking for a site to fulfill my internship requirements for the Archer Fellowship program. While I looked at other locations for an internship at larger organizations and on Capitol Hill, I was drawn to D.C. Tutoring & Mentoring Initiative because I wanted to make a difference in the Washington, D.C. community and improve the educational prospects for the children in the area. In addition to loving the mission and idea of finding mentors and tutors for local students, the internship also came with the advantage of having ready access to one of the most beautiful locations in the district with the proximity to Meridian Hill Park/Malcolm X Park. The site for reflection that I have chosen is directly across the street from my internship site, which is housed in the historic Josephine Butler Parks Center building. On the other side of the street is Meridian Hill/Malcolm X Park, which is technically a national park, but mainly functions as a gathering site for the community. Spending time in this spot helps center me and keep me grounded, but it also gives me a chance to interact with the community and meet people who live in Washington, D.C. and the surrounding area. Meridian Hill Park/Malcolm X Park is an ideal place for meditation and reflection. There is a large grassy area surrounded by benches around the perimeter. Throughout the day, passersby can often see children playing, people walking dogs, drum circles, and yoga practitioners finding inner peace on the beautiful green lawn. In addition to all of this, there are several pieces of public art, including statues of former president James Buchanan and feminist icon Joan of Arc. However, the signature piece of the park is the cascading fountain, which is my favorite area for quiet meditation and reflection. The water provides the perfect atmosphere and keeps me centered on our mission of making the world a better place through civic engagement and leadership. While my time in Washington, D.C. this summer is short, frequent time at my reflection spot in Meridian Hill Park/Malcolm X Park has not only made me feel peaceful and more grounded, but it has also given me the opportunity to have a taste of what the experience is to live, work, and play in the heart of the nation’s capital.
CivicFest 2018: Here comes the sun!
After several days of heavy rain and overcast weather, Meridian Hill/Malcolm X Park came alive during CivicFest 2018! Last Saturday, DCTMI was joined by over 30 nonprofits – from tutoring and mentoring organizations, to environmental advocates, to fitness groups. Throughout the day, attendees learned about the critical issues facing our community and the work that needs to be done to build a safer, more equitable, and more compassionate DC. Many reported signing up for multiple volunteering and advocacy opportunities. “We ran out of [promotional] literature, which is a good problem to have,” reported one empty-handed partner organization. In addition to learning about local nonprofits, attendees picnicked under the trees, chatted with fellow community members, and visited the Kids Zone to see “the world’s best face painter” (according to one confident six-year-old). On the perimeter of the park, CivicFesters munched on sweet and savory crepes, pizza slices larger than their faces, and several different kinds of chicken. “Holy crepes,” in addition to being the name of one of the food trucks, was a common utterance among satisfied customers. This civic movement was set against the backdrop of Heal & Release DC, led by DeepJust, Aphrosoul, and Jahsonic. (DeepJust expanded Heal & Release to DC last year from New York, Boston, and Atlanta with the help of Aphrosoul.) Heal & Release combined wellness activities such as reiki, yoga, and qigong (tai chi) with “an eclectic blend of deep metaphysical alternative dance music that fed the soul.” To Aphrosoul, the connection between CivicFest and Heal & Release DC was clear: “In the words of the late Michael Brody, ‘If we can dance together, we can live together.’” Participants sang, danced, and sweat together in temperatures that topped 90 degrees. DCTMI hopes this shared experience – humid as it was – will support its long-term goal of getting people to work together across class, race, and ideology.
Let’s Get Civic
#letsgetcivic By Cassondra Meadows Lets get civic! It sounds great and catchy, but is it more than just a phrase to sling around? Absolutely. Being civic-minded means thinking about our city, Washington, D.C., first. In my experience, thinking “civic” means taking action on issues D.C. faces. Communities are made up of many people with different experiences and backgrounds, not just one person. Taking civic action should not fall to one individual; it should be tackled by the community as a united group. When something is wrong or hurts our community, we should all feel compelled to act on it and correct the wrong for the betterment of all of us. But, it’s okay, someone else will make that change. Unfortunately, that’s not as likely as you might think. Don’t be afraid to take the first step towards getting to know your neighbors, finding the solution for a local problem, or even just researching an issue. We’re not saying that everyone should jump head first into complicated issues by themselves. What we are saying is that it takes a community to make real change, and it starts with one voice speaking out on behalf of a community, backing them. Here at the DC Tutoring & Mentoring Initiative, we have an inspirational example of this right across the street at the historic Meridian Hill/Malcolm X Park. For many years, this was considered one of the most dangerous parks in the area. The park acquired a negative reputation within the surrounding neighborhoods that deterred community members from visiting this park. Until a group decided to take the park back. Steve Coleman was one of the leading voices in their campaign. Coleman is the Executive Director and President of Washington Parks and People. Coleman led his local neighborhood crime patrol, which evolved into Friends of Meridian Hill. He developed a volunteer patrol to get to know people in the area and help deter crime after a tragic crime. A young boy was shot and killed in front of his house. The neighborhood gathered attempting to make sense of the situation. The police were saying to stay inside, but the group knew that something had to be done. The neighbors established the volunteer patrol because they believed in thinking beyond themselves. They wanted to see real change within their neighborhood, so they took a stand. From being labeled as one of the most unsafe parks to being a hub of community activity, the park has come a long way because a few committed individuals decided to make a change. This group would go out at night on strolls to meet the people in the park. They modeled their approach after two grandparents from the Southeast who took to the streets to fix the crime in their neighborhood. The grandparents had one rule: Say hello to everyone. Coleman and his group adopted this rule along with two others: “Never carry a weapon or something that could resemble one” and “Travel and work in multiracial groups.” Coleman remarked that approaching strangers at night was not easy, but it was what was best for the community. He also found that “these people, although they seem intimidating to approach, were phenomenal assets.” These small patrols eventually evolved into a larger group that would lead community cleanup days, host performances, and sponsor other fun activities. As the group started working to bring the park back, they encountered many people who cared deeply about Meridian Hill. As the group dove deeper into the park’s history, its members uncovered different stories and reasons about why the park mattered so much to people. Coleman said, “We set about trying to bring that story back to life, to give both the memories and dreams a new chance at being real.” The group embodied a civic mindset and created real change by transforming the park into a place where community events are held and families go to spend the day. Walking into this park now, people are walking their dogs and children are squealing in delight as they play. We invite you to come out to Meridian Hill/Malcolm X Park on Saturday, July 21st from 12-8 pm! Find out more and get tickets at civicfest.us! Join us as we say “Let’s get civic!”
Stepping outside the schoolhouse gates
I teach because… Every year, before embarking on a new school year, I’d sit down to finish this sentence. Such reflection is necessary to steel yourself for the grueling, ten-month ordeal that lies ahead. I teach because all children deserve a teacher who cares about them. I teach because all children deserve to grapple with rigorous academic content in a safe and engaging space. I teach because there’s nothing more rewarding than seeing a student fall in love with a particular character, react to a shocking plot twist, or nerd out on a topic I introduce in class. (I’ll never forget the weeks after our mythology unit in which Kenya exclusively wrote her name using the Greek alphabet.) Every year, after state testing is over and final report cards have been dispensed, I sit down to reflect on my practice. Did I uphold these promises I made at the beginning of the year to myself and to my children? Sadly, the answer is almost always no. For every Kenya, there’s a Calvin. Getting excited about anything at 7:50am is hard, but it was especially difficult for Calvin. Every morning, Calvin and I would go through the same song and dance. He would flip through that day’s packet and express shock and disappointment when he learned that we would once again be reading in my class. “Why do we always have to read?” he would complain from his front row seat. (I kept him close. That way I could more easily administer pep talks.) “Because this is English class, Calvin. I think you’re going to like today’s reading! It’s about [dog sleds/forensic science/the Cleveland Indians logo],” I would say, as cheerily as ever. It became our greeting. On the best days, after listening to me read aloud selected sections of that day’s text, Calvin would begrudgingly open the book and follow along, forgetting to feign disinterest. On the worst days, Calvin would grunt a “good morning” to me, inquire about the necessity of reading in my class AGAIN, put his head down and go to sleep. As a sixth-grade African-American boy growing up in New Orleans, Calvin already had a lot of forces conspiring against him. Other teachers regularly reported Calvin being disruptive and hyperactive in class. (I once saw him hurdle over a cafeteria trashcan with the grace of an Olympian.) Other times, he was moody and disengaged, opting to nap during class discussions and independent work. His name came up a lot at grade-level meetings as someone who was a natural leader, charismatic and popular, but who was also susceptible to peer pressure. We referred him to our social worker and response-to-intervention (RTI) coordinator, but other students with greater academic needs were prioritized. (As much as he hated to admit it, Calvin was an excellent reader.) His mother was receptive and supportive, but seemed to be at a loss herself in terms of what to do. Towards the end of the year, the sixth-grade teachers started creating small interventions for Calvin: positive texts home when he had a good day, a “buddy classroom” where he could cool down if he was struggling in another space, field trips and celebrations when he demonstrated strong academic participation. Unfortunately, most of these were too little or too late. By the end of the year, Calvin was disinvested in our systems and missing school with increased frequency. When he was at school, he often didn’t make it to English – his first period of the day – because our culture deans had him out of class for prior behavior issues. For every Kenya, there’s a Calvin. Imagine if for every Calvin, there were a volunteer tutor or mentor. The research on mentoring is clear. One-on-one advising relationships – whether they be in K-12 schools, universities, or workplaces – provide benefits to both parties. In cities like New Orleans or Washington, D.C., where young men of color are arrested and convicted at a much higher rate than the average, these kinds of relationships can alter the life trajectories of children who struggle behaviorally or academically in school. As teachers, we strive to make social and emotional connections with each student every day. Research has shown, and common sense confirms, that the more positive connections we make with students, the more likely they are to be motivated and academically successful. (Research on marriage, parenting, and leadership echoes the powerful impact of these connections.) The reality is that managing a class of 29 students inevitably causes some to go overlooked and not receive the regular affirmation they deserve. Simply put, there was always more I could be doing for Calvin. There was always more everyone could be doing for Calvin. So I joined the DC Tutoring & Mentoring Initiative. Calvin loved attention – his running monologue from the front row of my classroom made this abundantly clear. Imagine if he had been able to share his brilliance, charm, and love for the San Antonio Spurs with a one-on-one mentor or tutor who was devoted to him for an uninterrupted period of time. Perhaps he wouldn’t have been labeled as a “behavior concern” so quickly.
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