Monday, October 26, 2009
"Mentoring" at A.C. (not just tutoring)
Last week at AC, after completing all their school work I took my students (Emily and Kelly) out to enjoy some fresh air. There were a few boys playing soccer so I got Emily and Kelly to join in the fun-although they didn't know a lot about the sport they had a great time playing.Half way through Emily got discouraged about her playing abilities but I kept encouraging her to play and would pass her the ball every time so that she didn't feel left out. Although this situation was minor it reminded me how important it is for us to act as mentors and as tutors for these kids...giving them the resources and support they need to believe in themselves and enjoy life will make them do better in school, sports, etc. I'm sure many of us had mentors or people who encouraged us along the way so it is important for us to do the same.
Wireless Internet in Abbey Court Project Update
Technology without Borders (which started an adult computer literacy program for University employees. It matches student volunteers with employees who want to improve their computer skills) is working toward getting wireless internet service in Abbey Court. They finished their first grant for funding (Sea Graves Grant Application). They were very hands on with their committee members, inviting all of their members to take part in creating the best grant possible to ensure that they received the funds. They are now waiting to hear back as far as I know (from the Community Grants Committee). Tech without Borders is also working with Digital Literacy Committee and Project Homeless Connect. They have been invited by SITCH (formerly HOPE through the Campus Y) to join forces.
Tech without Borders Justification:
“Despite the relative affluence of the Chapel Hill/Carrboro, NC area, many of our neighbors remain stuck on the disconnected side of the digital divide, without regular access to a computer in their home, no options for affordable internet service, and a lack of training on how computers can have meaningful use for their individual circumstances. While non-profit and municipal organizations have worked to address different facets of this problem, their efforts have often fallen short of their objectives. The fundamental reason for this is the chicken-and-egg problem of computers, internet access, and digital literacy training: having access to any one or two of these is largely useless without the third. Our project attacks this problem all three fronts, with computer donations to families in need, digital literacy training for those families, and the development of a community wireless network to provide low-cost internet access comprising a holistic, community-based approach of closing the digital divide among low- and no-income groups. We have identified in our area a community that faces these issues acutely, Abbey Court. This apartment complex is home to some of the poorest residents of Carrboro, largely Latino immigrants or Burmese refugees. Unemployment is rife, and all too often the residents face racial discrimination without any real means of recourse. We hope that our project will not only prove instructive to the Internet community’s efforts to close the digital divide, but also serve to ameliorate some of the suffering faced by this community by connecting them—both literally and figuratively—to the opportunities the Internet can provide.”
Objective:
The primary objective of this project is to serve as a pilot project for equipping low-income communities in our area and across the U.S. with internet connectivity, computers, and the necessary training to utilize digital technology. We will be using the ISOC grant to provide free or low-cost internet connectivity for the community of Abbey Court (Carrboro, NC) and build the organizational framework and expertise needed to replicate the project throughout Orange County. The combination of internet connectivity, donated computers, and training preformed by volunteers will allow our clients to more effectively communicate with friends and family, work on homework, and search for jobs, in addition to more easing engagement with local government and access local health services. We also seek to develop a better understanding of usage patterns, attitudes to technology and technology service projects, and best practices for ICT-related projects in low-income communities.
Method:
TWB will solicit donations of used computers from area businesses and individuals. TWB volunteers, many of whom are experienced with refurbishing computers for donation, will ensure the machines work properly, load the appropriate software onto the machine (currently planning to use Ubuntu), and prepare the machines to be used in a client’s living room. Our digital literacy workshop subcommittee will coordinate an application process for distributing these machines, as well as training sessions based on our organization’s standard curriculum for digital literacy workshops.We plan to build a mesh network that uses a three-tiered design that has been utilized in other successful large-scale Open-Mesh deployments.
Connected to our two internet uplinks will be a “backhaul” network consisting of high-power point to point links provided by the EnGenius routers. Connected to the backhaul network will be “supernodes” located in within line of sight of as many other mesh nodes as possible. Finally, mesh nodes in clients’ apartments will connect to these highly-visible “supernodes” and provide service to the clients’ apartment, as well as neighboring apartments. Payment for access will be managed with a RADIUS AAA server, which is supported by the Open-Mesh firmware. We envision payment for access being on a “pay as you can” scale, with community members able to perform volunteer work for the project in lieu of payment; this is described in more detail below. Our network management software will also enable us to track usage statistics on our network, as well as identify and document technical problems.
In conjunction with our community partner, the Human Rights Center, we will distribute a total of four surveys to gauge penetration of and attitudes toward computers and internet in the community; we’ll also use these as a vehicle to improve the quality of service we are able to offer our clients. Finally, towards the end of our project, we will perform a qualitative study of the effects of our project on the residents through interviews with community members. All data acquired in our project will be made public whenever possible to provide lessons for the larger Internet community.
Tech without Borders is encountering the common problem when trying to get cheap wireless internet service in needy neighborhoods: it is regarded as unfair and the competition/other wireless companies do not look favorably upon this, because they see themselves losing business/profits. Many do not agree with supplying communities with affordable (also known as extremely cheap) wireless internet access. In Chicago, some people are using a building near the Sears Tower as a base for the main internet connection and intend on connecting it to nearby disadvantaged communities, in order to supply them with cheap wireless internet service. Although many areas encounter much backlash and opposition in trying to do this, it appears as if in this case in Chicago, the proponents of affordable wireless internet service may win.
Tech without Borders Justification:
“Despite the relative affluence of the Chapel Hill/Carrboro, NC area, many of our neighbors remain stuck on the disconnected side of the digital divide, without regular access to a computer in their home, no options for affordable internet service, and a lack of training on how computers can have meaningful use for their individual circumstances. While non-profit and municipal organizations have worked to address different facets of this problem, their efforts have often fallen short of their objectives. The fundamental reason for this is the chicken-and-egg problem of computers, internet access, and digital literacy training: having access to any one or two of these is largely useless without the third. Our project attacks this problem all three fronts, with computer donations to families in need, digital literacy training for those families, and the development of a community wireless network to provide low-cost internet access comprising a holistic, community-based approach of closing the digital divide among low- and no-income groups. We have identified in our area a community that faces these issues acutely, Abbey Court. This apartment complex is home to some of the poorest residents of Carrboro, largely Latino immigrants or Burmese refugees. Unemployment is rife, and all too often the residents face racial discrimination without any real means of recourse. We hope that our project will not only prove instructive to the Internet community’s efforts to close the digital divide, but also serve to ameliorate some of the suffering faced by this community by connecting them—both literally and figuratively—to the opportunities the Internet can provide.”
Objective:
The primary objective of this project is to serve as a pilot project for equipping low-income communities in our area and across the U.S. with internet connectivity, computers, and the necessary training to utilize digital technology. We will be using the ISOC grant to provide free or low-cost internet connectivity for the community of Abbey Court (Carrboro, NC) and build the organizational framework and expertise needed to replicate the project throughout Orange County. The combination of internet connectivity, donated computers, and training preformed by volunteers will allow our clients to more effectively communicate with friends and family, work on homework, and search for jobs, in addition to more easing engagement with local government and access local health services. We also seek to develop a better understanding of usage patterns, attitudes to technology and technology service projects, and best practices for ICT-related projects in low-income communities.
Method:
TWB will solicit donations of used computers from area businesses and individuals. TWB volunteers, many of whom are experienced with refurbishing computers for donation, will ensure the machines work properly, load the appropriate software onto the machine (currently planning to use Ubuntu), and prepare the machines to be used in a client’s living room. Our digital literacy workshop subcommittee will coordinate an application process for distributing these machines, as well as training sessions based on our organization’s standard curriculum for digital literacy workshops.We plan to build a mesh network that uses a three-tiered design that has been utilized in other successful large-scale Open-Mesh deployments.
Connected to our two internet uplinks will be a “backhaul” network consisting of high-power point to point links provided by the EnGenius routers. Connected to the backhaul network will be “supernodes” located in within line of sight of as many other mesh nodes as possible. Finally, mesh nodes in clients’ apartments will connect to these highly-visible “supernodes” and provide service to the clients’ apartment, as well as neighboring apartments. Payment for access will be managed with a RADIUS AAA server, which is supported by the Open-Mesh firmware. We envision payment for access being on a “pay as you can” scale, with community members able to perform volunteer work for the project in lieu of payment; this is described in more detail below. Our network management software will also enable us to track usage statistics on our network, as well as identify and document technical problems.
In conjunction with our community partner, the Human Rights Center, we will distribute a total of four surveys to gauge penetration of and attitudes toward computers and internet in the community; we’ll also use these as a vehicle to improve the quality of service we are able to offer our clients. Finally, towards the end of our project, we will perform a qualitative study of the effects of our project on the residents through interviews with community members. All data acquired in our project will be made public whenever possible to provide lessons for the larger Internet community.
Tech without Borders is encountering the common problem when trying to get cheap wireless internet service in needy neighborhoods: it is regarded as unfair and the competition/other wireless companies do not look favorably upon this, because they see themselves losing business/profits. Many do not agree with supplying communities with affordable (also known as extremely cheap) wireless internet access. In Chicago, some people are using a building near the Sears Tower as a base for the main internet connection and intend on connecting it to nearby disadvantaged communities, in order to supply them with cheap wireless internet service. Although many areas encounter much backlash and opposition in trying to do this, it appears as if in this case in Chicago, the proponents of affordable wireless internet service may win.
Posadas at Abby Court
I think it is important to celebrate Las Posadas at Abby Court because it serves as a new cultural experience for people. The Latino and American community live so close to each other yet sometimes it seems like their so distant. Traditional events such as Posadas allows communities to come together and share in such a fun traditional event. It allows both communities to share their customs and what they mean to them. This is really important because when people learn about other people's culture they may begin to see more clearly and understand people they might not be too familiar with. I think that knowledge opens a lot of doors especially when it comes to learning about other people and their culture because it allows them to view things distinctively and feel comfortable.
Wednesday, October 21, 2009
The importance of Las Posadas
Why -- in the context of yesterday's discussion of the chapter in Blau and Moncada -- is it important for us to celebrate one day of Las Posadas in Abbey Court?
I agree that our class giving the families a Las Posadas will show them that we value their culture. I have viewed the importance of the children seeing this at Carrboro Elementary School in the dual language program. The dual language teacher had mentioned to me that the Hispanic children will only speak Spanish during the class setting. While having a conversation with a classmate or playing during recess, the children will not use Spanish while at school. She also has said that it is hard for the teachers to get the students to share anything about their culture. I believe this is all due to the children not feeling welcome to share about their culture because they are feeling the pressure from the rest of society to assimilate. The Las Posadas will show the children that their culture is special and the children should continue to value their heritage while in America.
I agree that our class giving the families a Las Posadas will show them that we value their culture. I have viewed the importance of the children seeing this at Carrboro Elementary School in the dual language program. The dual language teacher had mentioned to me that the Hispanic children will only speak Spanish during the class setting. While having a conversation with a classmate or playing during recess, the children will not use Spanish while at school. She also has said that it is hard for the teachers to get the students to share anything about their culture. I believe this is all due to the children not feeling welcome to share about their culture because they are feeling the pressure from the rest of society to assimilate. The Las Posadas will show the children that their culture is special and the children should continue to value their heritage while in America.
Tuesday, October 20, 2009
Update: Lutheran Family Services
For the past 3 weeks, a group of us have traveled to Raleigh to volunteer at LFS, an organization that helps refugees not only settle in the USA but also teach them about our culture and find work. We have helped with paperwork, moving furniture into an apartment, and basically just telling our stories about how we ended up there. It has been very rewarding knowing we are helping an organization that literally cannot function without the help of volunteers. We are looking forward to the coming months as we take on more of a leadership role by teaching the refugees about the bus service in Raleigh so they can get to work, the grocery store, and any other place to meet their needs.
The importance of Las Posadas
Like we discussed yesterday it is important to incorporate others native cultural celebrations so that we are not forcing them to adapt to and accept only our culture. It is important to be tolerant of other cultural views and perspectives in the United States considering we are a mesh of people from various backgrounds.
The importance of Las Posadas
Why -- in the context of yesterday's discussion of the chapter in Blau and Moncada -- is it important for us to celebrate one day of Las Posadas in Abbey Court?
It is important for us to celebrate Las Posadas because it shows the immigrant residents of Abbey Court that we are willing to accept their traditions, too. Members of minority groups should not feel like they are unable to carry out elements of their culture simply because they are not in the majority. I hope that our celebration will show these residents that they are accepted and help them feel more comfortable and at home here in North Carolina.
It is important for us to celebrate Las Posadas because it shows the immigrant residents of Abbey Court that we are willing to accept their traditions, too. Members of minority groups should not feel like they are unable to carry out elements of their culture simply because they are not in the majority. I hope that our celebration will show these residents that they are accepted and help them feel more comfortable and at home here in North Carolina.
Monday, October 19, 2009
Playing Soccer at Abbey Court
I went to Abbey Court on Sunday afternoon to play soccer. The kid that I tutor has told me a few times that he had a lot of interest in soccer, and I really wanted to take him to play a game with the kids at Abbey Court. Professor Blau was even nice enough to stop by with snacks and water for everyone.
It was a good experience for my kid to be out there with kids that are his age. He tends to shy away from groups, mainly because he is discouraged to talk due to his lack of English. But the pretty stoic child, showed smiles and enthusiasm to do his part of the game. I was really proud to see him be part of his team, and I hope that his interest in soccer will motivate him to continue to get to know his peers.
I really also appreciate the students from our class that go to play soccer with these kids every weekend. Their enthusiasm for the game keeps the kids excited and happy to continue the game. I think its a very positive activity for the kids to engage in, and more than the competitive desire to win, everyone seems to be out there trying to just have a good time.
It was a good experience for my kid to be out there with kids that are his age. He tends to shy away from groups, mainly because he is discouraged to talk due to his lack of English. But the pretty stoic child, showed smiles and enthusiasm to do his part of the game. I was really proud to see him be part of his team, and I hope that his interest in soccer will motivate him to continue to get to know his peers.
I really also appreciate the students from our class that go to play soccer with these kids every weekend. Their enthusiasm for the game keeps the kids excited and happy to continue the game. I think its a very positive activity for the kids to engage in, and more than the competitive desire to win, everyone seems to be out there trying to just have a good time.
Sunday, October 18, 2009
Controversial Costume
I just found this article on cnn.com.
http://www.cnn.com/2009/US/10/17/illegal.immigrant.costume/index.html?iref=mpstoryview
It seems pretty relevant since we are interacting with so many Hispanic members of the community who often feel rejected or vilified. Any (civil) comments?
http://www.cnn.com/2009/US/10/17/illegal.immigrant.costume/index.html?iref=mpstoryview
It seems pretty relevant since we are interacting with so many Hispanic members of the community who often feel rejected or vilified. Any (civil) comments?
Human Rights Internships
I just came across this on the UCS job search engine. You can look at the UCS posting if you have an account with them.
http://www.hrc.org/about_us/internships.asp
http://www.hrc.org/about_us/internships.asp
Las Posadas at Abbey Court
I went to the Abbey Court Center on Saturday to talk to Dr. Blau, and she and Alfonso had a great idea. There is a Spanish celebration called "Las Posadas" from December 16 to December 24, and we are going to try to facilitate a Las Posadas celebration for the people at Abbey Court. Hopefully this will bring them out together and give them a greater sense of community. I will briefly introduce this idea to the class tomorrow, but I don't know too much about Las Posadas. If there are any Hispanic students that can share knowledge or ideas about how to better facilitate this at Abbey Court, please share tomorrow and in the coming weeks.
Friday, October 16, 2009
My First Day at Abbey Court
On Thursday I went to the Learning Center in Abbey Court. When we arrived at the center there was only three students on the computers, but by the end we had children learning everywhere!
While I was there I got the opportunity to help Kaitlin on her math homework. She was having trouble with rounding to the tens place. The teacher had developed a creative approach to teach the class how to round. Kaitlin showed me how she was supposed to draw a hill with a car on the top. If the number in the ones column was less than 5, the car fell to 0. If the number in the ones column was above 5, then the car fell to the 10. From this point, I showed how the diagram was suppose to help her determine if the tens column number stayed the same or was suppose to go up a number. It was so fulfilling to see the “light bulb” go off and Kaitlin be able to complete the rest of her homework flawlessly. Once Kaitlin finished her math homework, we read 15 pages in a Magician book. During this time she explained to me that a child in her classroom knows how to do magic tricks and she really wanted to learn how to do magic tricks! Once she was done, Kaitlin excitedly logged onto the computer and got to do fun math activities online.
I also got the opportunity to help two other children on their science homework. The children were supposed to read a chapter and fill in blanks on a worksheet. They were having trouble with the concept of kinetic and potential energy, so I demonstrated what the terms meant using a water bottle and a magic marker.
While I was there I got the opportunity to help Kaitlin on her math homework. She was having trouble with rounding to the tens place. The teacher had developed a creative approach to teach the class how to round. Kaitlin showed me how she was supposed to draw a hill with a car on the top. If the number in the ones column was less than 5, the car fell to 0. If the number in the ones column was above 5, then the car fell to the 10. From this point, I showed how the diagram was suppose to help her determine if the tens column number stayed the same or was suppose to go up a number. It was so fulfilling to see the “light bulb” go off and Kaitlin be able to complete the rest of her homework flawlessly. Once Kaitlin finished her math homework, we read 15 pages in a Magician book. During this time she explained to me that a child in her classroom knows how to do magic tricks and she really wanted to learn how to do magic tricks! Once she was done, Kaitlin excitedly logged onto the computer and got to do fun math activities online.
I also got the opportunity to help two other children on their science homework. The children were supposed to read a chapter and fill in blanks on a worksheet. They were having trouble with the concept of kinetic and potential energy, so I demonstrated what the terms meant using a water bottle and a magic marker.
A Afternoon at A.C.
This Wednesday I got the opportunity to help Shannon with her math homework. She was working on multiplying by zero and one. I did not intervene much with her homework because the homework assignment was a review from the previous year and she flew through the work.
After Shannon finished her math homework, I listened to her read a Christmas story. The book was about a mouse and his experience during Christmas. In order to test her reading comprehension skills, I would stop and have her point out the different characters, the setting, and ask her questions that lead to her summarizing the mouse's experience. I also had her put herself in the mouse's shoes and think about how lonely it would be to have Christmas by herself. The book provided a educational game on the back. While we were playing, this helped Shannon see a timeline of the story plot.
I also got the opportunity to help Emely. She is a kindergartner in Scroggs. I am in a kindergarten class for my education class, so I have an idea on what they are doing in school. I know how important it is developmentally for a child to use their creativity and picture walk through the book. I had Emely try to create a story from the pictures that were in the book. She seemed to really enjoy this because we kept going back for more books!
Surprisingly, we did not have as many children this time and they all left by 5:30. So, we left early as well.
After Shannon finished her math homework, I listened to her read a Christmas story. The book was about a mouse and his experience during Christmas. In order to test her reading comprehension skills, I would stop and have her point out the different characters, the setting, and ask her questions that lead to her summarizing the mouse's experience. I also had her put herself in the mouse's shoes and think about how lonely it would be to have Christmas by herself. The book provided a educational game on the back. While we were playing, this helped Shannon see a timeline of the story plot.
I also got the opportunity to help Emely. She is a kindergartner in Scroggs. I am in a kindergarten class for my education class, so I have an idea on what they are doing in school. I know how important it is developmentally for a child to use their creativity and picture walk through the book. I had Emely try to create a story from the pictures that were in the book. She seemed to really enjoy this because we kept going back for more books!
Surprisingly, we did not have as many children this time and they all left by 5:30. So, we left early as well.
Apples - Chatham Habitat for Humanity Community Organizing
Hey guys...wanted to give my weekly update on the community organizing project that me and Chelsey Watson are participating in.
We are working with Anna Schmalz of Chatham's Habitat for Humanity in the East Cornwallis Neighborhood of Pittsboro, NC; which consists of mostly habitat homes. They had an entrance-way sign built a little over a year ago to create unity and a sense of community, but unfortunately the sign was broken when a tree fell on top of it during a bad storm.
This sign means a lot to the community, and me and Chelsey want to help get it rebuilt, and plan a neighborhood celebration. Above is a sketch of what the old sign looked like:
This was the original drawing of the sign. The final product was actually made in two pieces with the top piece containing the word East and the bottom half containing the words Cornwallis Subdivision. The bottom piece is still pretty much intact and can simply be reattached to the posts which aren't damaged.
We are currently working on design possibilities for the top portion and plan to come up with additional ideas for add-ons and ways to make it more aesthetically pleasing. We then are going to organize a neighborhood meeting at the "habitat community house" to collaborate with people living in the area and see which design they like the best, as well as if they have additional ideas, and then implement their ideas.
Chelsey and I will be sanding down and staining the salvageable parts of the sign on Tuesday. The rest of the sign will be done by Mr. Pendergrast (who is a shop teacher at Northwood High School in Pittsboro) and his students. We also want to add some sort of flower bed to each post to make it look even better and will be calling florists for possible donations. If anyone works at a plant nursery or has a local garden center connection and could find us some plants that would be a huge help.
On Thursday November 5th is when we plan on having the community meeting regarding picking the sign design they like the best. Before then we plan on handing out fliers in the area to get as many people to come out as possible. This is the flier that me and Chelsey have made for this event:
During our meetings in Pittsboro with Anna, we usually have the community school children follow us around and we sometimes play with them. When talking about plans for the sign one of the kids asked us if we could rename the sign "The Projects" instead of East Cornwallis, which i found interesting. I wouldn't consider the area a bad neighborhood or a place that would constitute such a label. I think this is another reason this sign is so important to the community, so that this image of "The Projects" can hopefully be eliminated, and people, especially the children can identify with their community in a positive light.
I'll keep the class posted on our progress, and how next week goes.
We are working with Anna Schmalz of Chatham's Habitat for Humanity in the East Cornwallis Neighborhood of Pittsboro, NC; which consists of mostly habitat homes. They had an entrance-way sign built a little over a year ago to create unity and a sense of community, but unfortunately the sign was broken when a tree fell on top of it during a bad storm.
This sign means a lot to the community, and me and Chelsey want to help get it rebuilt, and plan a neighborhood celebration. Above is a sketch of what the old sign looked like:
This was the original drawing of the sign. The final product was actually made in two pieces with the top piece containing the word East and the bottom half containing the words Cornwallis Subdivision. The bottom piece is still pretty much intact and can simply be reattached to the posts which aren't damaged.
We are currently working on design possibilities for the top portion and plan to come up with additional ideas for add-ons and ways to make it more aesthetically pleasing. We then are going to organize a neighborhood meeting at the "habitat community house" to collaborate with people living in the area and see which design they like the best, as well as if they have additional ideas, and then implement their ideas.
Chelsey and I will be sanding down and staining the salvageable parts of the sign on Tuesday. The rest of the sign will be done by Mr. Pendergrast (who is a shop teacher at Northwood High School in Pittsboro) and his students. We also want to add some sort of flower bed to each post to make it look even better and will be calling florists for possible donations. If anyone works at a plant nursery or has a local garden center connection and could find us some plants that would be a huge help.
On Thursday November 5th is when we plan on having the community meeting regarding picking the sign design they like the best. Before then we plan on handing out fliers in the area to get as many people to come out as possible. This is the flier that me and Chelsey have made for this event:
During our meetings in Pittsboro with Anna, we usually have the community school children follow us around and we sometimes play with them. When talking about plans for the sign one of the kids asked us if we could rename the sign "The Projects" instead of East Cornwallis, which i found interesting. I wouldn't consider the area a bad neighborhood or a place that would constitute such a label. I think this is another reason this sign is so important to the community, so that this image of "The Projects" can hopefully be eliminated, and people, especially the children can identify with their community in a positive light.
I'll keep the class posted on our progress, and how next week goes.
Tuesday, October 13, 2009
computer labs at the Carolina Apartments
For about almost a year I have been working closely with a little refugee boy from Carolina Apartments. He fled Burma in an attempt to escape the mass genocide enacted by the Burmese government. As I try to help him adapt to the United States and his elementary school, I realize there are so much challenges up ahead of him. He is a very introverted little boy, and I had a hard time getting him to open up to me. I realized that this boy has very little trust for new people, and I don't blame him after the things that he has been through.
An example of this is when I had once taken him and his little brother to the IMAX theatre in downtown Raleigh for as a special treat and reward on completion of his homework assignments I have been giving him. At the time the boy was 8 years old, and his brother 3. The doorman at the theatre reached out to pet the 3 year old little brother out of adoration, however my boy had instinctively given him an untrusting look and pulled his little brother towards him. This was not only a sign that he was a precocious little individual, but that the harsh conditions in Burma and the refugee camps has caused him to be a bit too cynical for his age.
I noticed that my boy was really excited to start his tutoring sessions in the computer labs. When I went to pick him up the first day, he had his hair gelled back (which is something he seems to rarely do, perhaps an indication that he feels like this is a special day). Everytime I come to tutor him, I always see him peering out the window with his little brother, waiting for my arrival. On this day, he was standing around outside his door, with all his materials in his hand.
I noticed that the use of the computer immediately captivated his attention. He usually does not enjoy working on English and grammar, but on this particular day, he had so much fun using the mouse clicker to choose the correct answer when we played multiple choice games on the computer. He is just like any other kid, in which he finds so much interest in things that are new.
I recently set up an email account for him, so that he could stay in touch with me throughout the week. I told him that I would be emailing him everyday with a short list of questions about his day, that I would like him to answer. I am hoping that this will teach him how to use his Karen-English dictionary as reference whenever he has to write to me, which will ultimately help him build up his ability to structure complete sentences. I am having a hard time however in getting him motivated to go through the trouble of doing this.
I have put him on a reward system, in which whenever he earns 100 stickers, I will take him to the movies. Obviously, I sort of inflated the use of stickers, rewarding him too many stickers as once because I really want to take him to these movies very badly! However, I think I need to regress on doing this, because sometimes he does not always complete his promised work. I hope to see him continually improve, but it can be disappointing when his ambition is lacking in comparison to mine. I am trying to learn the struggles and discouragements that my boy goes through on a daily basis, and I realize that human rights means more than just public education provided for everyone. People like the little boy that I teach does not have enough educational background to get him jumpstarted, and therefore I think thats why he finds a lot of apathy within the public realm.
An example of this is when I had once taken him and his little brother to the IMAX theatre in downtown Raleigh for as a special treat and reward on completion of his homework assignments I have been giving him. At the time the boy was 8 years old, and his brother 3. The doorman at the theatre reached out to pet the 3 year old little brother out of adoration, however my boy had instinctively given him an untrusting look and pulled his little brother towards him. This was not only a sign that he was a precocious little individual, but that the harsh conditions in Burma and the refugee camps has caused him to be a bit too cynical for his age.
I noticed that my boy was really excited to start his tutoring sessions in the computer labs. When I went to pick him up the first day, he had his hair gelled back (which is something he seems to rarely do, perhaps an indication that he feels like this is a special day). Everytime I come to tutor him, I always see him peering out the window with his little brother, waiting for my arrival. On this day, he was standing around outside his door, with all his materials in his hand.
I noticed that the use of the computer immediately captivated his attention. He usually does not enjoy working on English and grammar, but on this particular day, he had so much fun using the mouse clicker to choose the correct answer when we played multiple choice games on the computer. He is just like any other kid, in which he finds so much interest in things that are new.
I recently set up an email account for him, so that he could stay in touch with me throughout the week. I told him that I would be emailing him everyday with a short list of questions about his day, that I would like him to answer. I am hoping that this will teach him how to use his Karen-English dictionary as reference whenever he has to write to me, which will ultimately help him build up his ability to structure complete sentences. I am having a hard time however in getting him motivated to go through the trouble of doing this.
I have put him on a reward system, in which whenever he earns 100 stickers, I will take him to the movies. Obviously, I sort of inflated the use of stickers, rewarding him too many stickers as once because I really want to take him to these movies very badly! However, I think I need to regress on doing this, because sometimes he does not always complete his promised work. I hope to see him continually improve, but it can be disappointing when his ambition is lacking in comparison to mine. I am trying to learn the struggles and discouragements that my boy goes through on a daily basis, and I realize that human rights means more than just public education provided for everyone. People like the little boy that I teach does not have enough educational background to get him jumpstarted, and therefore I think thats why he finds a lot of apathy within the public realm.
Monday, October 12, 2009
Leaflight Group
Hello!
I thought I would share with the class what our Leaflight Apples project group is doing. We are in the progress of working with the USDA and 21st Century Farmers Markets to compile a database that includes all of the active farmers markets in North Carolina. From this information, we hope to contact as many markets as possible in order to help them become aware of the option of accepting food stamps as a method of payment at farmers markets across the state. So far, there are very few markets that have taken advantage of this opportunity. It is a significant endeavor due to the high number of NC families that do not have proper food access. With the farmers markets' assistance, not only would food be more available to low income families, but it would also be a healthy food option.
If any of you have any questions, or want further information on what our group is doing, feel free to email me! isabelle418@gmail.com. Or check out the Leaflight website: http://www.leaflight.org/
Thanks! Isabelle Fagan
I thought I would share with the class what our Leaflight Apples project group is doing. We are in the progress of working with the USDA and 21st Century Farmers Markets to compile a database that includes all of the active farmers markets in North Carolina. From this information, we hope to contact as many markets as possible in order to help them become aware of the option of accepting food stamps as a method of payment at farmers markets across the state. So far, there are very few markets that have taken advantage of this opportunity. It is a significant endeavor due to the high number of NC families that do not have proper food access. With the farmers markets' assistance, not only would food be more available to low income families, but it would also be a healthy food option.
If any of you have any questions, or want further information on what our group is doing, feel free to email me! isabelle418@gmail.com. Or check out the Leaflight website: http://www.leaflight.org/
Thanks! Isabelle Fagan
A Afternoon at A.C.
This Wednesday I was so excited because I got to see Kimberly. We worked on her math homework again. She was learning about number families and subtraction. I am always so shocked by Kimberly's number sense. She flew through doing number families. In order to check and see that Kimberly was grasping the concept of the number families and not just following a pattern, I asked Kimberly to explain to me what she was doing with the numbers. She summarized that if she was given any addition problem, then she could make a number tree. Kimberly understood the commutative property of addition- if you switch the numbers in a addition problem, then they will still get you the same answer. She also understood subtraction- if two numbers add up to be one number (4+3=7), then you know when you subtract one of the numbers that you had added with, the difference will be the other number that you had added with (7-3=4). Kimberly was a little intimidated by the double and triple digit numbers that she had to subtract. We used the number line that Ms. Nancy had suggested, and this really helped her to not miss a number during the subtraction process. Kimberly and I then read a story about a magician.
Through helping Kimberly, I have seen the importance of getting appropriate grade level books. Although the center is blessed with a bookshelf full of books, they are primarily for emergent literary readers and chapter books. The only in between books that I have found are a book on a magician and a book on blood platelets. Believe me, Kimberly was not a fan of reading about the blood platelets, so we were forced to read the same book that she had read to me before. Although rereading stories is a great practice, one of the most important concepts to instill in a child is a desire to read. The children will not be able to experience the excitement of finding out what is on the next page if we are reading about blood platelets! (To be honest, I didn't even want to find out about what was on the next page and I love to read!) The children probably do not have access to many books in their homes and their families may not utilize the library. I think this puts even more of an importance on the center getting books that the children will enjoy!
I realize that the request for a full library of books is a very expensive task so maybe as students we could take a little time and initiative to visit the SILS Library in Manning Hall. While at the center, we could ask the children about their hobbies and interest and search together for books at the SILS Library that they would like to read. During the week, we could run by Manning to pick up the book and bring the book with us the next time we are going to be at the center. I think this would also get the children excited about doing their assigned reading because they would have to wait for the book all week!
If we are interested in doing this, we could get a lesson from the librarian at the SILS library so we could know how to use the site effectively.
Tuesday Volunteer at Abbey Court
I am a Tuesday volunteer at Abbey Court. I did not know what to expect once I finally found the center (as I was lost for a few minutes :0) I did not know any of the kids when I got there but they were so excited to see me. Two of the little girls came up to me and wanted to know my name and how to write. I loved it! When then proceeded to write together and learn various words.
I then helped my Kimberly write a letter to a friend and look up some information about 'Day of the Day.' The kids gets attached very quickly and expect to see you everyday. I really wish I could visit the center more than just one day out of the week, so I could really help the kids and watch them grow. Tuesday when I went to the center there were not a lot of kids there and a lot of them said they either didn't have any homework or had already completed it. Mrs. Nancy from Scrogg's Elementary was also at the center on Tuesday and she had a great suggestion of what to do when the kids finished or didn't have any homework. We made the kids read at least two books to us, so that way we were still doing something constructive.
I am looking forward to going to the center this week! I hope more kids come and that were are able to help them out to the best of our ability.
I then helped my Kimberly write a letter to a friend and look up some information about 'Day of the Day.' The kids gets attached very quickly and expect to see you everyday. I really wish I could visit the center more than just one day out of the week, so I could really help the kids and watch them grow. Tuesday when I went to the center there were not a lot of kids there and a lot of them said they either didn't have any homework or had already completed it. Mrs. Nancy from Scrogg's Elementary was also at the center on Tuesday and she had a great suggestion of what to do when the kids finished or didn't have any homework. We made the kids read at least two books to us, so that way we were still doing something constructive.
I am looking forward to going to the center this week! I hope more kids come and that were are able to help them out to the best of our ability.
Sunday, October 11, 2009
Learning about gardening at the Board of Aldermen meeting
Last Tuesday, I attended a Town of Carrboro Board of Aldermen meeting at the Town Hall. Although there was a lot of conversation around town logistics and plans that I did not have big opinions about, I was struck by one presentation in particular. Two people from the Carrboro Growing Healthy Kids Project explained a new program that has been created to teach children how to garden, and to show them how important it is to lead a healthy lifestyle, including our diet. The presenters made this program sound like lots of fun, but what struck me the most was the demographics of it: 70% of the children and families that are involved with this are Latino. In fact, there was a participant of the program that came and spoke about her experience with the gardening program. She was around 9 years old, and her name was Denise. She said that was she enjoys the most is getting dirty working in the garden.
I thought it was interesting that the Latino immigrant community is very involved in this garden. The presenters also mentioned that there is an increasing number of Burmese immigrants getting involved as well. I think this illustrates that the way we often think about immigrants is quite narrow. Immigrant families who live in our city are eager to learn and to get involved in community events, and they are very willing to participate in the programs that our town has to offer. And they are not the only ones to benefit from these types of projects! Through this innovative gardening program, ALL Chapel Hill/Carrboro residents have the opportunity to form crosscultural relationships, build a stronger community, and take part in a healthier lifestyle.
-Cristina Chenlo; Project D
I thought it was interesting that the Latino immigrant community is very involved in this garden. The presenters also mentioned that there is an increasing number of Burmese immigrants getting involved as well. I think this illustrates that the way we often think about immigrants is quite narrow. Immigrant families who live in our city are eager to learn and to get involved in community events, and they are very willing to participate in the programs that our town has to offer. And they are not the only ones to benefit from these types of projects! Through this innovative gardening program, ALL Chapel Hill/Carrboro residents have the opportunity to form crosscultural relationships, build a stronger community, and take part in a healthier lifestyle.
-Cristina Chenlo; Project D
Friday, October 9, 2009
Day Laborers, Abbey Court and UNC
I thought I would share a recent Daily Tar Heel Article regarding the Latino community in Carrboro and the Human Rights Center.
"UNC sociology professor Judith Blau founded a human rights center to provide resources to Abbey Court families. She is leading conversations to find a safer location for workers.
With the support of Elsa Ally Dena, new property manager, Abbey Court has hosted two community meetings where locals have worked to solve issues facing residents and neighbors, including the day laborer site.
“In the best of possible worlds, there would be a day laborers’ center for employers to come and register, because there’s a lot of exploitation and wage theft,” Blau said.
Last week, Blau met with Carrboro’s Community and Economic Development Director James Harris and officials at the UNC Center on Poverty, Work and Opportunity to combine resources toward finding a solution."
Thursday, October 8, 2009
APPLES -- first day!
Tuesday was my first day as a School Reading Partner at Scroggs Elementary for APPLES. I expected to go to Scroggs and read and discuss books with one or two students. After reading the books to them, I planned on going over main ideas, letters, and punctuation with the students. Basically, I figured I would be doing most of the talking. Instead, I found out that I would be listening to four children read—two first grade students, Ben and Price, and two second grade ESL students, Mae Ria and Isamar. I feel like the experience will be so much more interesting for me to be the one listening, rather than the one reading. Ultimately, I will be able to see first-hand what they are having trouble with and where they need to improve. All in all, my first day went extremely well. All of the children were so adorable and their faces lit up with excitement when they found out they would be reading with me! I am so excited to see how they progress over the course of the semester.
Wednesday, October 7, 2009
Re Parents
I have also noticed that the parents enjoy watching us helping their children. Although, I get the sense that they would like to know more of what is being said or what is going on. Even if you cannot speak Spanish directly to them, I think it would be nice if you sent the kids home with something like "make sure you tell your parents how well you did on your....(reading, math hw, etc...)" Kids love bragging like this anyways haha and I think these parents will appreciate any feedback on their children's work from us. I think this will also raise the children's confidence because it takes a "good job" comment made during a tutoring session and lets them know how much we meant it.
I was speaking with a little girl last week and I noticed a woman watching us, and the little girl told me it was her mother and she didn't understand English. So I said hello, and the woman's face LIT UP. I continued to make some small talk with the woman. She did not say much, but she was very receptive to my broken Spanish and I could tell she enjoyed hearing what I had to say.
I'm not suggesting you conference with the parents at the end of everyday, but maybe if you notice a parent lingering you can acknowledge them with a few words.
I was speaking with a little girl last week and I noticed a woman watching us, and the little girl told me it was her mother and she didn't understand English. So I said hello, and the woman's face LIT UP. I continued to make some small talk with the woman. She did not say much, but she was very receptive to my broken Spanish and I could tell she enjoyed hearing what I had to say.
I'm not suggesting you conference with the parents at the end of everyday, but maybe if you notice a parent lingering you can acknowledge them with a few words.
Tuesday, October 6, 2009
A day at the Center
I thought I would share a few pictures I was able to take this week at the center - what you see downtime after most the of the kids had already come and gone. Before this, the place was packed with about 7 UNC students, about 10 kids and other teachers. Some chose to play football outside whichthen carried into the hallway outside and then into the Center itself!
Something that stuck out to me was the ease that many of the parents had with allowing their children to be there. Some parents actually sat and watched, with Alfonso speaking to them in Spanish. A new addition is the massive library in next to the kitchen table, lots of books for all ages. Also a great surprise was the math games and tools we found, we have yet to really utilize them though as we (that is, the kids and us students) mostly stick to pencil and paper and computer games for now.
All in all, its been a really beautiful experience spending time with the kids and getting to know them and what they are interested in. I am interested in looking more closely at the impact that we are having on them and on the community and what other kinds of things they and their families could use assistance with. As Prof. Blau has mentioned, this is just the beginning!
Monday, October 5, 2009
Abbey Court Project
Last week at Abbey Court, my student Kelly and I worked on her multiplication HW. She was really good at the problems, however she was getting stuck on problems that were multiplied by 9. I taught her the 9 Rule which my 3rd grade teacher had taught me and by the end of our two hours together on Thursday she had completed all her HW and hardly made any mistakes! I think Abbey Court is a great opportunity for students to work on their communication skills because it is a difficult task to be able to digress back in mathematical skills and thought and be able to explain these concepts in the simpliest way possible. In addition, if you are like me and have never had the opportunity to take spanish, the young kids at Abbey Court are more than willing to teach you a few Spanish words! They love the idea that they can teach you something in addition to you teaching them.
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