Resilience and Dedication
Posted on March 29, 2017 by Anthony Hubbard - No Comments
When most students look at the clock hoping the bell would ring so they can run out into the world – Raul Lanzo stays back and take full advantage of teachers, tutors, and interns who are ready and willing to offer additional assistance with projects, homework, and online classes.
Mr. Lanzo is 18 years old and a native of Syracuse, New York and dreams of becoming forensic specialist where he can help solve unsolved murders. He also plans to open a small barbershop while working on his dream.
Raul has a 4.0 GPA and a 98% attendance after making a promise to the Executive Director if he would be allowed to attend YouthBuild he would come to school every day and on time. Mr. Lanzo lived up to his end of the promise., he has only missed a day due to illness with permission for Mr. Hubbard. Raul is an obvious example of resilience and dedication.
Meet Lucia Cipriano
Posted on March 29, 2017 by Anthony Hubbard - No Comments
Lucia Cipriano, a Student and Vice President of the Student Council at YouthBuild Providence pursuing her high school diploma with the hopes of becoming a police officer.
After graduation, Lucia plans to join the police Academy in hopes of working in narcotics. Currently, she works full-time at Memorial Hospital as a security officer while attending YouthBuild but maintains a 95% attendance record and a 3.85-grade point average.
Lucia recently went to Washington DC to represent YouthBuild Providence at the COYL. Because of her experience, she plans to join 1000 leaders network to be part of the conference of young leaders.
Embracing Conversations about Race in Schools.
Posted on March 13, 2017 by Anthony Hubbard - No Comments
By Anthony Hubbard
Discourse about race dominates American life
‘Race’ is the ugly word that dominates American life in a near complete negative manner despite the fact that large portions of the country voted twice to elect an African American president. The term race forces us to confront horrid factors such as institutionalized discrimination, widespread poverty and paranoia, distrust and despair, criminal justice failings, police brutality, and widespread racial discrimination.
In the current scenario, conversations about race extend well beyond the plight of millions of blacks. It covers Latinos, Asians, Muslims, and several persecuted minorities. Open up a prominent national newspaper or switch on cable news, and you’ll find several horrific news stories that ensure that racism remains an omnipresent conversational topic and with good reason. At most schools and colleges, we fail to sensitize America’s children about race issues at an age when their minds are very vulnerable to internalizing subtle forms of racism. Successful classroom engagement is essential to reducing problems related to race in our society.
An Examination of Modern Teaching Practices and how they align with Learning Styles
Posted on January 19, 2017 by Anthony Hubbard - No Comments
By Anthony Hubbard
As it is happening with the majority of professions today, one can witness rapid growth and development in the field of teaching too. The developments are primarily driven by technological and social changes.
Teachers working in the modern classroom environment are gradually acknowledging and accepting that there is in fact a need to make changes to the traditional teaching approach. They are now looking at students as eager participants who wish to be actively involved in the process of attaining knowledge. The teacher is no longer a mere source of information or someone who demonstrates “correct solutions”.
All over the world, teachers are placing an increased emphasis on making learning a well-structured process. This means including a range of different student-oriented activities, such as project work, in the teaching plan so that the classroom inhabitants can enjoy greater autonomy.
Engagement
One of the preferred modern teaching methods, often termed as ‘engagement’, is designed to encourage students to interact with the real world. This means analyzing what happens in different spheres of life, i.e. social sphere, economical, sphere, business sphere etc. As opposed to traditional teaching techniques which are restricted to the classroom space, students are taken for visits to local businesses. Here, they get an opportunity to see the actual application of concepts which they learnt in the classroom.
Open classroom discussions
Modern teaching practices are centered on having open classroom discussions as well as collaborations. This helps encourage the students to come up with their own ideas and makes it easier to implement new teaching methods. Teachers are suggested to allow their students to ask questions and really make an effort to listen to them.
Personal dialogue with the students is a very important part of modern teaching. Students don’t always like getting answers from textbooks or the Internet. They enjoy having healthy, intriguing discussions on various subjects as it allows them to develop their own perspectives and opinions.
Technology and Innovation vs. Emotional and Mental Development
While on the one hand, it is true that modern teachers should be willing to try new and innovative concepts and teaching skills (educational apps, electronic teaching devices etc.); it does have its downside too. The youth is becoming more and more tech-oriented and though it is good to retain the essence of classroom teaching, it might be helpful to bring in some technology so that there is greater alignment with the modern learning styles.
But the concern regarding the use of computers and modern technology, especially at a younger age is that it could not only have a negative impact on the child’s physical health, but also his/her intellectual and emotional well-being.
A greater number of students are complaining of serious physical ailments affecting their spine, neck, eyes etc. due to the excessive amount of time spent working on computers and other electronic devices. Whether its research or project work, technology does end up affecting the health of the youth. It also leaves minimal time for human interaction and creative play. This in turn has a negative impact on their intellectual, emotional and social well-being.
Problem-based Learning in Secondary Schools
Posted on September 4, 2015 by Anthony Hubbard - No Comments
As student-centric study modules grow popular, so do problem-based learning techniques in academic institutions. Problem-based learning module being a subset of Project-Based Learning, can help expand the thinking capabilities of students, especially their critical thinking skills while also helping them pick up useful skills and knowledge in the process. Students do not just stop at what they are being taught in a lecture format, but also question and analyze it, which can help broaden the learning capabilities beyond the confines of what a textbook has to offer. They naturally hone their analytic skills in the process, which can prove to be a valuable asset even in non-academic settings down the line. It does not come as a surprise that problem-based learning is referred to as a ‘learn to learn’ methodology, as students do not learn by rote or learn by doing, but learn so they can solve problems. This makes the learning experience both fruitful and interesting. Since they work in groups to solve the problem, it also promotes a collaborative and interactive learning experience. Let’s take a look at when and how PBL can be implemented.
How to implement PBL models
The first thing that you need to know about implementing a PBL model is that there’s more than one way to do it. For starters, you want to frame a problem that gets close to defining the type of problems that real-world professionals in the field solve on a daily basis, even if it may not be of the same level of complexity. Framing the problem is one of the most important aspects of the process, and educators can afford to get creative with the process, provided the problem is within the boundaries of question and reason. Of course the problem should be such that it has multiple answers and there are multiple ways to get to the answers. For instance, an educator teaching the concept of economics can frame a question such as- How will the upcoming budget and market situation affect your purchase? The commodity that is being purchased can be anything from real-estate assets to automobiles.
The answer itself is not as important as the thought-process, questioning and learning that occur during the process, and this is the basic premise of a problem-based learning module. Once, the problem is presented, the students can be divided into multiple groups so they can discuss the problem statement and brainstorm possible solutions. This is also when students research on the subject and exchange information with their fellow-team members, and where the actual learning occurs.
Pain points while implementing PBL techniques
No doubt, PBL techniques sound like an effective way to teach but implementing it needs quite some work on the educator’s part, as you may have already guessed. The educator needs to understand that many variables come into the picture in a PBL environment. One challenge that educators face is to ensure that the problem statement touches all the learning points that the students are expected to learn as a part of the curriculum. Also, given the time constraints and the vast curriculum, educators may find it difficult to implement a PBL technique in each and every concept that is being taught. Educators may also have difficulties framing a PBL module for certain subjects like English. Educators should evaluate if a PBL technique has more value to offer over tradition teaching style, and if it is a good fit before they decide when and where it can be implemented. The next step is to assist students while they brainstorm solutions. Educators should primarily act as mediators while implementing a PBL assignment, but they should also be able to gauge when students need a small forward nudge when they are stuck in a tricky spot. Classroom management is another pain point that PBL may present, depending on the size of the class. Many of these pain points can be addressed in secondary school programs such as those that incorporate innovation lab models.
Students get to participate in an exclusive program that goes beyond the traditional curriculum, wherein they meet professionals from the field. They work with a team to gain hands-on experience on the subject, whether it is by designing or utilizing tools to find a solution. Since the Design Studio focuses on STEM areas of learning, students have a holistic learning experience by understanding how they are interlinked with each other. This when combined with the core curriculum, can allow students to get a better grasp of the subject with real-world experience.
Building Non-Cognitive Skills in Students to be Successful in College
Posted on August 19, 2015 by Anthony Hubbard - No Comments
Although success in life is mostly attributed to the kind of education one has, their profession and their intellectual capabilities, the importance of non-cognitive skills is something that seems to have taken a backseat when it comes to imparting education in the nation. When considering the importance of non-cognitive skills in one’s life and the role it plays in shaping an individual, we realize how important it actually is.
How education is viewed and why it needs to be corrected?
The term educated often refers to a person with the knowledge of theories and practices of different fields and areas of expertise. Based on this very definition of education schools and colleges impart theoretical learning through mediums such as books, CDs and classroom-teaching. What is completely overlooked is that what one does with the education they have acquired in school and college. The way each individual uses their knowledge depends on their non-cognitive skills and how they perceive their education. In order to make sure that students are able to put their education into good use and be successful in life emotionally, professionally and personally, building strong non-cognitive skills in them is indispensable.
What are non-cognitive skills and how to impart them to students?
Unlike cognitive skills that relate to learning, problem-solving and attention-paying skills of individuals, non-cognitive skills refer to thoughts, feelings and behavior. The thought behind non-cognitive skill tells us that apart from being able to solve math problems or memorize chemical formulas, students should be capable of socializing, being emotionally developed, practicing self-control, and working in teams among others. The best time to start imparting these skills is when students are in school and are at an age when their personalities can be shaped. However it is never too late to start for anyone. The task might be a bit more difficult when it comes to college students as they have matured and have their own opinions, but it is not impossible. Through soft-skill classes and conducting personality tests that point out areas of improvement in their non-cognitive skills, students can focus on working on these areas that will help them prosper in college and at workplace.
Importance of non-cognitive skills in college and workplace
College and offices are places where students and professionals are completely on their own. They are not shielded by parents, teachers and counselors as they were in school. Their ability to make place for themselves, work with others in a group, create healthy personal and professional relationships, and building good work ethics, all depend on how developed their non-cognitive skills are. Creativity, communication skills, persistence, self-regulation, and self-control are some of the other important non-cognitive skills that are indispensable for success in life. Employers too stress on the non-cognitive skills when interviewing employees. They are concerned if the employee will be a good fit for the organization or not. Since they can be trained in the cognitive skills that are required for the job, hence non-cognitive skills are something they would look for in the interviewee first.
Through proper guidance, workshops, soft-skills tools and courses, non-cognitive skills can be built in both school and college students to shape their personality well so that they come out as a winner at whatever they attempt.
MAKING THE INVISIBLE VISIBLE II
Posted on September 24, 2014 by Anthony Hubbard - No Comments
The ideal society is one which upholds each child to have an equal chance of success as his peers regardless of background, social standing, or racial color. This, however, is a challenge that is difficult to overcome as we are all witnesses of the wide gap that exists between males of color and their peers in terms of achieving success in school. The national conversation around under-proficient public schools is directly linked to two phenomena: one curricular and the other socioeconomic. Schools which serve economically exploited communities of color are not new, indeed they most prominently date back to Brown v. Board of Education, 1954. Further, there continue to be substantial challenges to the lack of cultural responsiveness in the curriculum used in schools. If all students do not have the requisite access to essential technical, social, and cultural resources necessary to educate a learner for success in the twenty-first century, then we will continue to see our public schools facilitate the production of a static underclass who will perpetually struggle to be academically, politically and economically viable in their communities. Part two of YouthBuild Providence’s Community Dialog Panel seeks to address these issues head on.
Essential Questions:
What kind of culturally responsive resources do boys of color require to help them understand themselves as agents of change rather than objects of their environments?
It is said that if a student does not see him/herself in the curriculum then it’s not education, it’s indoctrination. How might our schools respond to this curricular challenge?
A group of African American families organized themselves and brought a class action suit which eventually rose all the way to Supreme Court in 1954 all in an effort to secure educational resources for their children. That was two generations ago. What radical changes are required of us today?
Many institutions of higher learning report that the retention rates of male students of color consistently sits below their academic counterparts. As we continue to see the rise of student loans and college debt what can be done to secure the varied and necessary resources to ensure that young
men of color not only make it to college, but graduate?
Call to Action:
Immediately following the panel discussion we will convene a gathering of practitioners, thought-partners, parents, and concerned community members to discuss the formation of a subcommittee which will be tasked with organizing follow-through efforts on the initiatives rendered in the panel discussions.
TO REGISTER: CLICK HERE
Director’s Message
Posted on November 11, 2013 by Anthony Hubbard - No Comments
The Tale of Two Americas, By Anthony Hubbard
There’s no denying the fact that, when it comes to helping America’s children transition from childhood to adulthood, educators and social workers often see two tales. One story is built around abundant opportunities, good schooling, well equipped labs, excellent social programming and continuous community engagement. This is the tale that often has a happy ending.
But when it comes to the socio-emotional development of boys of color, be they African-American, Latino, Hispanic or Asian-American, the story is totally different. This story is beset by a lack of opportunities, mediocre schooling and next to no social programs worth the mention. This tale often does not end happily for its main characters,
boys of color.
More often than not, this second tale of America’s children is characterized by students failing to even graduate through high school, let alone make it to college. And sadly enough, the cast in this story have no recourse to drop out prevention programs, because not many exist that they might benefit from.
While the cast from our first tale go on to live rich and fulfilled lives, characters from the second America aren’t as fortunate. A product of a failed socio-economic network, including an underfunded and uneven education system, the citizens of our second America lack any of the prerequisite tools that could have helped them transition to high school/college and career. These young men are often at-risk of living in poverty, being unemployed or worse yet, have a high probability of being incarcerated.
But we cannot look at this second story in isolation to everything else that’s going on in our great nation. While there are 2 distinct tales here, there’s just one America. And unless we take immediate steps to redress the shortcomings in our second tale, the entire nation will have to pay a heavy price. That will mean that ultimately, we may end up with two tales with unhappy endings!
Why? The answer is: changing demographics. Minority populations, especially people of color, are a growing part of the American mosaic. That means boys of color will soon – within the next decade or so – become a predominant part of the country’s workforce. And unless educators and social planners strive hard to offer these unfortunate citizen’s extended learning opportunities, America is poised to lose something that has for ages differentiated its workforce – ingenuity and innovation.
But the achievement gap between the characters of tale one and tale two makes it harder for businesses and industries to build a workforce that can compete on a global level. And the longer that we ignore the underlying social and emotional factors that cause those gaps, the wider the gap gets. So if we are to have any hope of maintaining our happy ending for the first tale; and wish to create a happy ending for our second tale, we need to increase our level of engagement with boys of color immediately. That’s the only way that the two tales can end with one strong and prosperous nation!