This story is from just a couple of days ago while I was delivering one of the "America Works" lessons to a sixth grade class of 19 students who are a pretty sharp group. They're attentive, ask good questions, interact well and typically respond with perceptive answers to questions I may ask them.
In this component, I am going over the experiences that miners and prospectors had when venturing out west to seek their fortune in gold or silver. Throughout the course, I often ask the class to compare or parallel the life of the prospecting entrepreneur in the 1850's versus what an innovator may experience today. Most of them know that life back then was much harder than it is today, but many have yet to fully understand that so many things we use and have today weren't even in existence back then. In this classroom adventure, a student's response actually sheds some light on how some retailers have actually been around for years... only the names have changed.
We were discussing how boomtowns came together during the 1800's and the types of businesses (only the ones on the "up and up" of course!) that were within them. Stables, hotels, banks and general merchandise to name a few. We talked about the gold that they were seeking and I spoke briefly about how radically the price of the metal has changed in recent years - in some cases enough to make it worthwhile to open up mines that were closed many years ago. I told them that while it may be nice to make items out of pure gold, often it is alloyed with other metals to add durability. The discussion led to my next question.
"So where do you think that prospectors sold their gold?" I asked, looking for an answer of "Assay Office". Since this is not a type of shop that students have likely ever heard about, I wasn't anticipating a correct answer. A few students shared their ideas, one boy said a jeweler, which was a pretty well thought observation. The class was running out of replies, but one student was sitting there looking very pensive and sheepishly raised his hand. I called on him and he paused a little, "ummm, uh.... Cash for Gold?"
"No" I said with a slight smile on my face, "It was actually called an Assay Office. Cash for Gold stores didn't exist back then, but in many respects they do today what Assay Offices did in the 1800's. Not a bad answer!"
It's all in the marketing I guess!
Thursday, November 10, 2011
Sunday, November 6, 2011
Arlington Park's Backstretch, Kids on Track, JA and Hector
There is a part of Arlington Park Racetrack seldom seen by those who visit the facility. It is the Backstretch area where racehorses are kept, stabled, exercised and cleaned by scores of employees who perform these thankless tasks at Arlington during the summer season and at Hawthorne during most of the rest of the year. During their summer employment, workers and their families live in concrete block style 12'x12' dormitory type rooms, the buildings somewhat reminiscent of old, spartan motor inn lodging.
Most of the families who live here are Hispanic and for many, Spanish is their only language. There are some who may say that these people are "taking jobs away from Americans", however frankly, I know of very few Americans who would find these jobs and living circumstances acceptable. But that's another soapbox. This story is about "Kids on Track", JA, and one of the students, Hector
The "Kids on Track" (KOT) program is supported by School District 214 and is essentially a summer camp for the children of the Backstretch employees. Educationally, these children are some of the neediest you will find in the Chicago area. KOT provides these kids with summertime activities that they otherwise would never receive. These are high-energy children that come from loving families that give them very little educational stimulation, likely because the parents have had little if any schooling themselves. In fact, I am sure in many cases the parents are learning things like English and other basics from some of their children.In the summer of 2011, 236 children ages 3-13 participated in KOT from Thursday - Sunday. For about 4-5 years now, JA has been included in the KOT offerings; I have delivered the "Ourselves" and "Our Families" programs for the past three summers now, mostly to children ages four and five. While these programs are usually shared with five and six year olds, there is a good chance that the "campers" will receive them again if they return to KOT, or in a grade school in Cicero, IL where Morton College students present JA. For these children, reinforcement and repetition is good and necessary.
During my three summers of involvement, I have spent about two hours in the morning, one day per week for five weeks. I enter through a non-descript gate to the west of the track; the security guards know to allow JA volunteers to pass. Since my students are among the youngest, my classes are held in a 30'x30' multi-purpose room adjacent to a small cafeteria used by employees, trainers and jockeys. Older students usually receive JA in an outdoor setting, which comes with distractions such as traffic noise from nearby Route 53 and Mother Nature.
I usually have 40-50 students in two groups of 20-25 each. They come walking in linked by a soft plastic chain that they hold in their hands. They are accompanied by 1-2 counselors and often 1-2 HS or college student volunteers. Sometimes they will sit on the floor (typically on a carpet) to hear a story and other times I move them to small tables and chairs to do exercises. The first two and a half weeks they receive the "Ourselves" program, followed by "Our Families" in the last half - the third week is the transition week from one to the other. The first group receives two lessons in the first hour, then the second group follows, receiving the same two lessons as the other students had. My challenge is that I am teaching an English text by speaking mostly Spanish (I am bi-lingual) to children whose learning levels are sub-par, all in a camp atmosphere that totally lacks the discipline of a normal classroom.
I remember well my first year with the KOT program and JA. My last day there I was thinking how relieving it was to be finishing up. This was one of my most frustrating JA experiences I had ever had - the kids just didn't seem to be grasping much and maybe the curriculum was too far over their heads to be useful. Some of the children connected with me, but many were aloof - and so be it, given the circumstances. Some of them overtime became more willing to come up and show me what they had done with their exercises, and I always gave them the positive reinforcement they wanted - and is so needed with these children. One of those who shared their work with me was Hector - in a way that I would never have imagined.
Hector was around 5 years old and over the course of the five weeks became progressively more sociable with me. When the children are doing exercises related to their learning, I usually walk around and answer their questions or often help them lift stickers off their sheets to put on the JA material. At this age, it's good to complement them often and look for the positive elements in their work. Hector was one of the students I assisted and during the last lesson he was using stickers to develop his own community map - much like the floor map that the whole class had just looked at and participated in putting together. Hector finished a little ahead of the other students and came up to me and said "Here", extending the map to me with his hand. He had finished putting the stickers on the map, but since the others weren't ready, I told him if he wanted he could color it a little too. So he returned to his desk.
A few minutes passed and he returned to me with his exercise, having done a few more things to it. He shared it with me again and I looked at it, then handed it back and told him he had done a nice job. He said in broken English, "no, you" to which I replied (in Spanish) that it was his to take home to show his family. He responded again in somewhat broken English, "No, you. I want you to remember me!" I gratefully accepted and said thank you. It was all I could do not to break down.
That one "magic moment" changed my whole perspective on that summer with JA at KOT. And I have returned each summer since.
Most of the families who live here are Hispanic and for many, Spanish is their only language. There are some who may say that these people are "taking jobs away from Americans", however frankly, I know of very few Americans who would find these jobs and living circumstances acceptable. But that's another soapbox. This story is about "Kids on Track", JA, and one of the students, Hector
The "Kids on Track" (KOT) program is supported by School District 214 and is essentially a summer camp for the children of the Backstretch employees. Educationally, these children are some of the neediest you will find in the Chicago area. KOT provides these kids with summertime activities that they otherwise would never receive. These are high-energy children that come from loving families that give them very little educational stimulation, likely because the parents have had little if any schooling themselves. In fact, I am sure in many cases the parents are learning things like English and other basics from some of their children.In the summer of 2011, 236 children ages 3-13 participated in KOT from Thursday - Sunday. For about 4-5 years now, JA has been included in the KOT offerings; I have delivered the "Ourselves" and "Our Families" programs for the past three summers now, mostly to children ages four and five. While these programs are usually shared with five and six year olds, there is a good chance that the "campers" will receive them again if they return to KOT, or in a grade school in Cicero, IL where Morton College students present JA. For these children, reinforcement and repetition is good and necessary.
During my three summers of involvement, I have spent about two hours in the morning, one day per week for five weeks. I enter through a non-descript gate to the west of the track; the security guards know to allow JA volunteers to pass. Since my students are among the youngest, my classes are held in a 30'x30' multi-purpose room adjacent to a small cafeteria used by employees, trainers and jockeys. Older students usually receive JA in an outdoor setting, which comes with distractions such as traffic noise from nearby Route 53 and Mother Nature.
I usually have 40-50 students in two groups of 20-25 each. They come walking in linked by a soft plastic chain that they hold in their hands. They are accompanied by 1-2 counselors and often 1-2 HS or college student volunteers. Sometimes they will sit on the floor (typically on a carpet) to hear a story and other times I move them to small tables and chairs to do exercises. The first two and a half weeks they receive the "Ourselves" program, followed by "Our Families" in the last half - the third week is the transition week from one to the other. The first group receives two lessons in the first hour, then the second group follows, receiving the same two lessons as the other students had. My challenge is that I am teaching an English text by speaking mostly Spanish (I am bi-lingual) to children whose learning levels are sub-par, all in a camp atmosphere that totally lacks the discipline of a normal classroom.
I remember well my first year with the KOT program and JA. My last day there I was thinking how relieving it was to be finishing up. This was one of my most frustrating JA experiences I had ever had - the kids just didn't seem to be grasping much and maybe the curriculum was too far over their heads to be useful. Some of the children connected with me, but many were aloof - and so be it, given the circumstances. Some of them overtime became more willing to come up and show me what they had done with their exercises, and I always gave them the positive reinforcement they wanted - and is so needed with these children. One of those who shared their work with me was Hector - in a way that I would never have imagined.
Hector was around 5 years old and over the course of the five weeks became progressively more sociable with me. When the children are doing exercises related to their learning, I usually walk around and answer their questions or often help them lift stickers off their sheets to put on the JA material. At this age, it's good to complement them often and look for the positive elements in their work. Hector was one of the students I assisted and during the last lesson he was using stickers to develop his own community map - much like the floor map that the whole class had just looked at and participated in putting together. Hector finished a little ahead of the other students and came up to me and said "Here", extending the map to me with his hand. He had finished putting the stickers on the map, but since the others weren't ready, I told him if he wanted he could color it a little too. So he returned to his desk.
A few minutes passed and he returned to me with his exercise, having done a few more things to it. He shared it with me again and I looked at it, then handed it back and told him he had done a nice job. He said in broken English, "no, you" to which I replied (in Spanish) that it was his to take home to show his family. He responded again in somewhat broken English, "No, you. I want you to remember me!" I gratefully accepted and said thank you. It was all I could do not to break down.
That one "magic moment" changed my whole perspective on that summer with JA at KOT. And I have returned each summer since.
Friday, November 4, 2011
Adventures with the Class of 2018 - Chapter One
This class is the reason why I should have started this blog earlier. So my story that follows will make up for a little lost time not yet discussed with my readers about previous lessons with the current second grade students at St. Emily in Mt Prospect, IL and take things to current times.
My experience with them in Kindergarten almost two years ago planted the seed that makes me want to teach JA to this group of students until their eighth grade graduation in 2018. I have not told that to these students yet, as I have several years to go and (hopefully) future commitments, some of which may interfere with this goal. But accomplishing this and continuing my Global Connections program (to be discussed in a future blog) at this school are two JA priorities with me in the coming school years.
Let me go back to Spring of 2010 when I first had these students in two separate Kindergarten classes; about 15 in each class. I remember immediately noticing how well the children networked and got along with each other in both classrooms. They were interested in what I taught them - this was most evident when each lesson started. With the JA curriculum in kindergarten ("Ourselves" - 5 lessons of about 30 minutes in duration), the volunteer begins by reading a story and sharing pictures from a large storybook that is included in the JA kit that the volunteer uses. After the story, there is a short activity that the students participate in - typically related to the story and reinforcing the learning elements. At this level, children are learning about trading/exchanging one item for another and then how money can be used and saved to obtain things we need. Good basics to begin learning at that age!
With so many JA classes there often comes a "magic moment" when you know that somehow you have connected with the kids. This can be a remark, an action, something that is said sometimes long after the JA lessons have been presented. At this age, just a sign of deep thought, reflection, learning or appreciation is special because they are so young to expect anything more.
Well, the first "magic moment" with this group came on the last day when I delivered the last lesson called "Dylan and the New Playground". I arrived that morning and sat down in the chair next to the carpet where all the students sit to listen to stories. That day as with previous days, most of the children sat right up to the edge of the carpet - barely an inch to move my feet. I begin by reading the paragraph on each page, followed by sharing the illustration on the page. In this story, the students at the school join together to raise money to build a new playground by reading with their friends and family and getting "paid" for each page they read. On the third page, there is a picture of Dylan riding home in the car with his mother, explaining what the students plan to do to build a new place to play. As with previous stories, I showed the kids the picture on the page - here is the exchange between two girls in the class sitting right in front of me:
First Girl (pointing at Dylan) - "He's sitting in the front seat!"
Second Girl - "Oh, he's not supposed to be sitting there"
First Girl - "No, he shouldn't be sitting there at all!"
Second Girl (looking straight at me, dead serious expression) - "My parents let me sit in the front seat once. But it was just around the block."
The myriad of thoughts and emotions that went through my mind at that point were unreal. And even though that "magic moment" was not directly related to the "moral of the story" I knew at that point that I had connected with those kids - they were interested and eager to learn.
Now as for relevant learning with these students - flash forward to October 26th - my first class with the second graders of the "Class of 2018" and my third year with these students, now numbering 28 in only one classroom. As I enter, several students say "Hello, Mr.Wick!" and some are whispering "Junior Achievement!" with a good deal of excitement. I greeted them and said, "This is my third year with you. Do you remember what we learned in Kindergarten about ourselves?" "We learned about money", said one boy. Another girl chimed in "we got savings banks!" "Very good" I acknowledged "... and who remembers what we talked about last year?" "Wants and needs" said another student immediately.
Nice to start this class with another "magic moment." I'm certain there will be many more with the "Class of 2018".
My experience with them in Kindergarten almost two years ago planted the seed that makes me want to teach JA to this group of students until their eighth grade graduation in 2018. I have not told that to these students yet, as I have several years to go and (hopefully) future commitments, some of which may interfere with this goal. But accomplishing this and continuing my Global Connections program (to be discussed in a future blog) at this school are two JA priorities with me in the coming school years.
Let me go back to Spring of 2010 when I first had these students in two separate Kindergarten classes; about 15 in each class. I remember immediately noticing how well the children networked and got along with each other in both classrooms. They were interested in what I taught them - this was most evident when each lesson started. With the JA curriculum in kindergarten ("Ourselves" - 5 lessons of about 30 minutes in duration), the volunteer begins by reading a story and sharing pictures from a large storybook that is included in the JA kit that the volunteer uses. After the story, there is a short activity that the students participate in - typically related to the story and reinforcing the learning elements. At this level, children are learning about trading/exchanging one item for another and then how money can be used and saved to obtain things we need. Good basics to begin learning at that age!
With so many JA classes there often comes a "magic moment" when you know that somehow you have connected with the kids. This can be a remark, an action, something that is said sometimes long after the JA lessons have been presented. At this age, just a sign of deep thought, reflection, learning or appreciation is special because they are so young to expect anything more.
Well, the first "magic moment" with this group came on the last day when I delivered the last lesson called "Dylan and the New Playground". I arrived that morning and sat down in the chair next to the carpet where all the students sit to listen to stories. That day as with previous days, most of the children sat right up to the edge of the carpet - barely an inch to move my feet. I begin by reading the paragraph on each page, followed by sharing the illustration on the page. In this story, the students at the school join together to raise money to build a new playground by reading with their friends and family and getting "paid" for each page they read. On the third page, there is a picture of Dylan riding home in the car with his mother, explaining what the students plan to do to build a new place to play. As with previous stories, I showed the kids the picture on the page - here is the exchange between two girls in the class sitting right in front of me:
First Girl (pointing at Dylan) - "He's sitting in the front seat!"
Second Girl - "Oh, he's not supposed to be sitting there"
First Girl - "No, he shouldn't be sitting there at all!"
Second Girl (looking straight at me, dead serious expression) - "My parents let me sit in the front seat once. But it was just around the block."
The myriad of thoughts and emotions that went through my mind at that point were unreal. And even though that "magic moment" was not directly related to the "moral of the story" I knew at that point that I had connected with those kids - they were interested and eager to learn.
Now as for relevant learning with these students - flash forward to October 26th - my first class with the second graders of the "Class of 2018" and my third year with these students, now numbering 28 in only one classroom. As I enter, several students say "Hello, Mr.Wick!" and some are whispering "Junior Achievement!" with a good deal of excitement. I greeted them and said, "This is my third year with you. Do you remember what we learned in Kindergarten about ourselves?" "We learned about money", said one boy. Another girl chimed in "we got savings banks!" "Very good" I acknowledged "... and who remembers what we talked about last year?" "Wants and needs" said another student immediately.
Nice to start this class with another "magic moment." I'm certain there will be many more with the "Class of 2018".
Let's Begin - Why I Volunteer for Junior Achievement
I was just thinking about my Junior Achievement (JA) experiences today and decided that I should start keeping a log and discussion about my times in the classroom and other "episodes" that have developed thanks to my association with JA. So why not "blog" them and share with others! I first became involved with JA through my employment at Household International, subsequently HSBC. I have continued supporting JA since my departure from HSBC in June, 2008 because the organization provides volunteers to teach students in grades K-12 important lessons about personal finance, business, workforce readiness, entrepreneurship and economics.
The students learn life skills that don't come under the "reading, 'riting, 'rithmetic" umbrella from people who often have a background in business. The volunteer's knowledge and skills, coupled with their being a "new face" to the kids in a classroom help give students a fresh outlook on what to expect from life when they become adults. Starting in kindergarten, children learn about money and savings through stories that are read and activities developed by JA and facilitated by the volunteer. The learning grows in scope every year - in middle school students are challenged to think about creating their own business, world trade and marketing. For those lucky enough to receive JA in high school, students look to volunteers as mentors and may participate in running a company through computer simulation, or develop a product and compete with other product developers through competition events led by Junior Achievement. While Junior Achievement was founded in the United States and has its largest presence here, it is a global organization that offers programs to children around the world. More information is available at www.ja.org .
My experience in teaching students about the realities of life through Junior Achievement have been fulfilling beyond whatever expectations I had when I started. I've been going back and reviewing my experiences and am in the process of determining how many JA classes I have delivered to date - it's somewhere around 75. In addition to "ordinary" school settings, it includes classes taught through IMPULSA (JA of Mexico) at the FFHM Mission in Baja, MX as well as the "Backstretch" series at Arlington Park Racetrack to children (mostly Spanish speaking) of the employees of the track. Most of my service to JA has been through Junior Achievement of Chicago, who is led by a fantastic President, Sandy Daffe, a marvelous staff and board members from dozens of Chicago's finest businesses and organizations. I currently sit on the JA Suburban Board.
This "overview" and subsequent stories on my blog will document and discuss my JA adventures and provide the readers with some insight as to the classroom capers that come up through participating with Junior Achievement. Feel free to ask any questions or leave constructive comments and observations!
The students learn life skills that don't come under the "reading, 'riting, 'rithmetic" umbrella from people who often have a background in business. The volunteer's knowledge and skills, coupled with their being a "new face" to the kids in a classroom help give students a fresh outlook on what to expect from life when they become adults. Starting in kindergarten, children learn about money and savings through stories that are read and activities developed by JA and facilitated by the volunteer. The learning grows in scope every year - in middle school students are challenged to think about creating their own business, world trade and marketing. For those lucky enough to receive JA in high school, students look to volunteers as mentors and may participate in running a company through computer simulation, or develop a product and compete with other product developers through competition events led by Junior Achievement. While Junior Achievement was founded in the United States and has its largest presence here, it is a global organization that offers programs to children around the world. More information is available at www.ja.org .
My experience in teaching students about the realities of life through Junior Achievement have been fulfilling beyond whatever expectations I had when I started. I've been going back and reviewing my experiences and am in the process of determining how many JA classes I have delivered to date - it's somewhere around 75. In addition to "ordinary" school settings, it includes classes taught through IMPULSA (JA of Mexico) at the FFHM Mission in Baja, MX as well as the "Backstretch" series at Arlington Park Racetrack to children (mostly Spanish speaking) of the employees of the track. Most of my service to JA has been through Junior Achievement of Chicago, who is led by a fantastic President, Sandy Daffe, a marvelous staff and board members from dozens of Chicago's finest businesses and organizations. I currently sit on the JA Suburban Board.
This "overview" and subsequent stories on my blog will document and discuss my JA adventures and provide the readers with some insight as to the classroom capers that come up through participating with Junior Achievement. Feel free to ask any questions or leave constructive comments and observations!
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