As I navigate both Austin, TX and what it means to be a graduate student and intern at UT Austin's School of Social Work, I will be documenting it on a brand new blog. If you appreciated my thoughts on AmeriCorps, you should be equally interested in these up and coming thoughts in Texas.
Please subscribe to WanderlAUSTIN
Friday, August 24, 2012
Thursday, August 4, 2011
Jon Sands Poetry Workshop
Just to see what would happen, I emailed my poetry IDOL, Jon Sands (http://jonsands.com/) to see if he would come and teach a workshop at our center. Sure enough, 3 months later, I picked him up at the metro and he ran an AWESOME poetry writing session with our kids.
It was such a privilege to have him here and he was an amazing influence on our students. Here are some stand-out poems:
When I Return as a Raspberry
By Biruk
I will make all the other berries weep (and I mean ALL the other berries).
Blueberries, strawberries, blackberries, yelowberries, greenberries, purpleberries, skyberries, grossberries, schoolberries, shoeberries, confusingberries, smartberries, even berries-that-don’t-exist-beries will crash down with the grassberries and weep…
When I Return as a Soccer Ball
by Michael
When people kick the ball I might hit people’s faces and it might go in the goal,
I get to take everybody’s kick and when sometime the soccer players kick the
ball it can go out of bounds and the soccer ball can be dirty and wet and
it can go very up in the air and it can get flat when they play in the rocks.
When I return as the Superhero Captain America
by Gerson (Roberto)
I am strong. So is he.
I run so fast. So is he.
He is a solider and so will I.
I like pistol, so do I.
He jump far I do too.
When I return as a superhero I will end the war.
When I Return as a Microphone
by Sara Z
I will sing my little speakers out!!!
I will never run away unless I they have
a bad breath or sing horrible. If they have
a bad breath or sing horrible, I will run all
the way to Mexico!!!
Microphone have noses and ears too.
I love when people sing different kinds of music into me.
It can be a different type of style. It can be rap.
It can be a different language.
I love being a microphone.
When I Return as a Stage
by Rania
I will be happy that people perform on me,
I will be happy that it will change lives.
Talent show at a school, a reward given to Elvis,
Tears fall on me for happiness or sadness.
Music or silence from the crowd I can hear.
They shove and hands, screaming your name.
Keep going or even the silence of people
or the tomatoes have been thrown meaning get off the stage.
But always when a person goes on top of me
their life will change good or bad, tears of joy or sadness,
and even my life is changed.
It was such a privilege to have him here and he was an amazing influence on our students. Here are some stand-out poems:
When I Return as a Raspberry
By Biruk
I will make all the other berries weep (and I mean ALL the other berries).
Blueberries, strawberries, blackberries, yelowberries, greenberries, purpleberries, skyberries, grossberries, schoolberries, shoeberries, confusingberries, smartberries, even berries-that-don’t-exist-beries will crash down with the grassberries and weep…
When I Return as a Soccer Ball
by Michael
When people kick the ball I might hit people’s faces and it might go in the goal,
I get to take everybody’s kick and when sometime the soccer players kick the
ball it can go out of bounds and the soccer ball can be dirty and wet and
it can go very up in the air and it can get flat when they play in the rocks.
When I return as the Superhero Captain America
by Gerson (Roberto)
I am strong. So is he.
I run so fast. So is he.
He is a solider and so will I.
I like pistol, so do I.
He jump far I do too.
When I return as a superhero I will end the war.
When I Return as a Microphone
by Sara Z
I will sing my little speakers out!!!
I will never run away unless I they have
a bad breath or sing horrible. If they have
a bad breath or sing horrible, I will run all
the way to Mexico!!!
Microphone have noses and ears too.
I love when people sing different kinds of music into me.
It can be a different type of style. It can be rap.
It can be a different language.
I love being a microphone.
When I Return as a Stage
by Rania
I will be happy that people perform on me,
I will be happy that it will change lives.
Talent show at a school, a reward given to Elvis,
Tears fall on me for happiness or sadness.
Music or silence from the crowd I can hear.
They shove and hands, screaming your name.
Keep going or even the silence of people
or the tomatoes have been thrown meaning get off the stage.
But always when a person goes on top of me
their life will change good or bad, tears of joy or sadness,
and even my life is changed.
Thursday, June 30, 2011
She Never Lets Me Go
From May:
In my previous work with children at a special needs camp in New Hampshire called "Camp Starfish", I learned several de-escalation techniques for children undergoing an emotional "escalation", which often involves an outburst or an extreme withdrawal.
Although the students at Greenbrier aren't necessarily classified as having "special needs", I still use these de-escalation techniques on a daily basis when students (often under stress from their environment) require additional attention. One fifth grade student in my homework group often thrives with any one-on-one attention. He was having a particularly rough day following directions and I asked him to talk with me in the hall. He initially refused to sit within 10 feet of me and I patiently waited until he inched closer and closer to talk. This process of proximity control was one of the most crucial strategies I learned at Camp Starfish. Using phrases such as “When you are ready, I need you to sit by that door,” or “I’ll know you are ready to discuss this in a mature and calm way when you are facing me,” and “Is it okay if I move closer to you?” establishes the climate of the conversation, is calming and shows the child that you are dedicated to helping them feel better (even amongst the chaos ensuing in my homework room next to us at the time) and problem solve with them instead of for or without them.
After 10 or 15 minutes we were able to come to a decent conclusion and he seemed to be moderately calmer. However, he chose not to engage with me for the rest of the homework period. I left feeling unsure of how our conversation had impacted him.
After program ended that evening, my supervisor told me that she had asked the student how the discussion had gone between us. He said “She never lets me go.” “What do you mean?” my supervisor asked. “She never lets me go. You know…like a good friend.”
In my previous work with children at a special needs camp in New Hampshire called "Camp Starfish", I learned several de-escalation techniques for children undergoing an emotional "escalation", which often involves an outburst or an extreme withdrawal.
Although the students at Greenbrier aren't necessarily classified as having "special needs", I still use these de-escalation techniques on a daily basis when students (often under stress from their environment) require additional attention. One fifth grade student in my homework group often thrives with any one-on-one attention. He was having a particularly rough day following directions and I asked him to talk with me in the hall. He initially refused to sit within 10 feet of me and I patiently waited until he inched closer and closer to talk. This process of proximity control was one of the most crucial strategies I learned at Camp Starfish. Using phrases such as “When you are ready, I need you to sit by that door,” or “I’ll know you are ready to discuss this in a mature and calm way when you are facing me,” and “Is it okay if I move closer to you?” establishes the climate of the conversation, is calming and shows the child that you are dedicated to helping them feel better (even amongst the chaos ensuing in my homework room next to us at the time) and problem solve with them instead of for or without them.
After 10 or 15 minutes we were able to come to a decent conclusion and he seemed to be moderately calmer. However, he chose not to engage with me for the rest of the homework period. I left feeling unsure of how our conversation had impacted him.
After program ended that evening, my supervisor told me that she had asked the student how the discussion had gone between us. He said “She never lets me go.” “What do you mean?” my supervisor asked. “She never lets me go. You know…like a good friend.”
 |
| what? |
Friday, June 24, 2011
Winter Wonderland
From January:
This past Saturday, I planned and lead a Saturday "Winter Wonderland" program at Columbia Grove Apartments.
We made paper snowballs, read a book about Jack Frost, created our own rhyming winter poems, made a snowman outside, had hot chocolate with marshmallows, made our own gingerbread (graham cracker) houses and ran for our teams in a snowball relay, and took home our very own RIF books.
We had just had our first big snowfall in Virginia so the ground was covered and the timing of the theme was perfect.
I feel that the most successful activity of the day was creating our rhyming winter poems. Although the topic went over some of the children's heads, a couple of children really excelled, creating 3 and 4-verse long poems about wintertime in rhyme. In addition, we decorated our poems to look like illustrations from the Jack Frost book we had read earlier. If I had to make any changes, I might have thought of a more sustainable way to take home the gingerbread houses, as they were difficult to transport back to the individual apartments (Plastic Wrap?).
All in all, I had a great time serving with my team to put on this program, and look forward to Columbia Grove Saturdays in the future.
This past Saturday, I planned and lead a Saturday "Winter Wonderland" program at Columbia Grove Apartments.
We made paper snowballs, read a book about Jack Frost, created our own rhyming winter poems, made a snowman outside, had hot chocolate with marshmallows, made our own gingerbread (graham cracker) houses and ran for our teams in a snowball relay, and took home our very own RIF books.
We had just had our first big snowfall in Virginia so the ground was covered and the timing of the theme was perfect.
I feel that the most successful activity of the day was creating our rhyming winter poems. Although the topic went over some of the children's heads, a couple of children really excelled, creating 3 and 4-verse long poems about wintertime in rhyme. In addition, we decorated our poems to look like illustrations from the Jack Frost book we had read earlier. If I had to make any changes, I might have thought of a more sustainable way to take home the gingerbread houses, as they were difficult to transport back to the individual apartments (Plastic Wrap?).
All in all, I had a great time serving with my team to put on this program, and look forward to Columbia Grove Saturdays in the future.
Saturday, June 18, 2011
J
From February:
Catharsis
In February, a bright 5th grade student left our program. His mom’s unfortunate death in late January caused him to relocate to a different school district.
I was so unnerved by this experience for many weeks following the incident that I decided to write a poem addressing what I might theoretically say to him (the name has been changed).
02.22.2011
Dear Timmy
Dear Timmy
This wasn’t meant to happen.
This letter I’m writing is,
but this life you’re getting isn’t.
Dear Timmy
I’m sorry.
I’m sorry that every time you left for the weekend
I had to tell you good luck and stay strong
instead of have fun
I’m sorry that I couldn’t spend the afternoon just with you
because I know you needed it more than anyone
I’m sorry that I couldn’t give you those damn crackers everyday
I’m sorry that life isn’t easy.
Dear Timmy
I’m sorry.
I’m sorry that I couldn’t rap as well as you
play Clue everyday with you
read a whole book or two
I’m sorry that I will never know what it is
like to be you
None of us do.
Dear Timmy,
I’m sorry.
I’m sorry I had to cry for you
I’m sorry there’s not the sky for you
I’m sorry she had to die on you
I’m sorry I have nothing to provide you
other than this letter and a shoulder to cry onto
This life didn’t deserve you.
Dear Timmy
I’m sorry.
I’m sorry that you see death in trees.
I’ll never forget that day when you
asked me how
how can they cut it down with such ease
and leave me here on my knees.
You said just leave me, please.
But it was you who left us.
And now every time I leave for the weekend
I tell myself
Good luck. Stay strong.
He’s getting everything he needs.
Catharsis
In February, a bright 5th grade student left our program. His mom’s unfortunate death in late January caused him to relocate to a different school district.
I was so unnerved by this experience for many weeks following the incident that I decided to write a poem addressing what I might theoretically say to him (the name has been changed).
02.22.2011
Dear Timmy
Dear Timmy
This wasn’t meant to happen.
This letter I’m writing is,
but this life you’re getting isn’t.
Dear Timmy
I’m sorry.
I’m sorry that every time you left for the weekend
I had to tell you good luck and stay strong
instead of have fun
I’m sorry that I couldn’t spend the afternoon just with you
because I know you needed it more than anyone
I’m sorry that I couldn’t give you those damn crackers everyday
I’m sorry that life isn’t easy.
Dear Timmy
I’m sorry.
I’m sorry that I couldn’t rap as well as you
play Clue everyday with you
read a whole book or two
I’m sorry that I will never know what it is
like to be you
None of us do.
Dear Timmy,
I’m sorry.
I’m sorry I had to cry for you
I’m sorry there’s not the sky for you
I’m sorry she had to die on you
I’m sorry I have nothing to provide you
other than this letter and a shoulder to cry onto
This life didn’t deserve you.
Dear Timmy
I’m sorry.
I’m sorry that you see death in trees.
I’ll never forget that day when you
asked me how
how can they cut it down with such ease
and leave me here on my knees.
You said just leave me, please.
But it was you who left us.
And now every time I leave for the weekend
I tell myself
Good luck. Stay strong.
He’s getting everything he needs.
Tuesday, June 14, 2011
Artwork
rom April:
Student Artwork
For the fundraiser, we included five pieces of student artwork in our silent auction. The five pieces needed to be named, signed, cropped, matted and framed for the auction. We formed a small committee to take the lead on this project, and I was included in that committee.
After the pieces were selected, we asked our students for permission to enter their pieces in the auction, name their pieces, and sign them. All accepted.
Then, we went to local thrift stores to find affordable frames.
Once bought, the frames were repainted and paired with each piece. Each frame/piece needed a specific mat size to be cut and each mat was pre measured to fit the custom piece.
Our executive director gave us a reference to a mat cutting store that had given cutting discounts to the wife of someone on GLC's board. We took our measurements to them and they cut our mats for us--assuring us that they'd give us a good deal.
When I went to pick up the cut mats and prepared to pay, the owner told me not to worry about payment- that what we were doing was for kids in the community and that he was happy to provide us with the service at no cost. I thanked him graciously.
The framed pieces really stood out at the fundraiser and all five students stood proudly by their pieces for pictures before all five were bought.
Success!
For the fundraiser, we included five pieces of student artwork in our silent auction. The five pieces needed to be named, signed, cropped, matted and framed for the auction. We formed a small committee to take the lead on this project, and I was included in that committee.
After the pieces were selected, we asked our students for permission to enter their pieces in the auction, name their pieces, and sign them. All accepted.
Then, we went to local thrift stores to find affordable frames.
Once bought, the frames were repainted and paired with each piece. Each frame/piece needed a specific mat size to be cut and each mat was pre measured to fit the custom piece.
Our executive director gave us a reference to a mat cutting store that had given cutting discounts to the wife of someone on GLC's board. We took our measurements to them and they cut our mats for us--assuring us that they'd give us a good deal.
When I went to pick up the cut mats and prepared to pay, the owner told me not to worry about payment- that what we were doing was for kids in the community and that he was happy to provide us with the service at no cost. I thanked him graciously.
The framed pieces really stood out at the fundraiser and all five students stood proudly by their pieces for pictures before all five were bought.
Success!
 |
J with her artwork |
Friday, June 10, 2011
Ballet NOVA
From March:
Since the new year (2011) and through a partnership with Ballet NOVA, a dance organization in the area, our students have spent about an hour a week learning a variety of dance styles from an instructor. Because our students are some of the most expressive kids I have ever worked with, I knew it would be a hit.
As one of my coworkers would say, however, some of our students "break late". In other words, they want to test the waters before jumping into something so adventurous.
So for the first two weeks, some of the students, especially the boys, remained tentative. Sitting in the back, glaring at the poor instructor, not sure of whether to quit altogether or go full force ahead- they avoided making an effort. I encouraged them to be role models and showcase what dancing skills they had (since we have already seen them dance before).
After more motivation and encouragement and by the third lesson, they got up and tried their best on the dance floor. Now, on our sixth week with Ballet NOVA, they work harder than ever to keep up their techniques and showcase their skills, especially during "freestyle" songs, where they can dance however they like- they prefer breakdancing.
Way to bring it, boys!
Since the new year (2011) and through a partnership with Ballet NOVA, a dance organization in the area, our students have spent about an hour a week learning a variety of dance styles from an instructor. Because our students are some of the most expressive kids I have ever worked with, I knew it would be a hit.
As one of my coworkers would say, however, some of our students "break late". In other words, they want to test the waters before jumping into something so adventurous.
So for the first two weeks, some of the students, especially the boys, remained tentative. Sitting in the back, glaring at the poor instructor, not sure of whether to quit altogether or go full force ahead- they avoided making an effort. I encouraged them to be role models and showcase what dancing skills they had (since we have already seen them dance before).
After more motivation and encouragement and by the third lesson, they got up and tried their best on the dance floor. Now, on our sixth week with Ballet NOVA, they work harder than ever to keep up their techniques and showcase their skills, especially during "freestyle" songs, where they can dance however they like- they prefer breakdancing.
Way to bring it, boys!
 |
| Dancers in action |
Subscribe to:
Posts (Atom)