10 Things Every Young Man Should Know

10 Things Every Young Man Should Know

Do you know a young man who could benefit from learning beneficial skills to make him a more well-rounded individual?

If so, “10 Things Every Young Man Should Know” is the perfect program. This 12-week program for young men ages 14-18 is strategically designed teach them basic life skills as they transition from adolescence into adulthood.

The program will be held on consecutive Tuesdays from September 2, 2014 - November 18, 2014 at Oakcrest Community Center, from 6:30 pm-9 pm.

The cost is $50 for Residents and $60 for Non-Residents.

Topics in the 12-Week Session

9/2	Introductory Session
9/9	How To Maintain A Car
9/16	How To Prepare For The Workforce
9/23	How To Stay Healthy
9/30	How To Make A Difference
10/7	How To Maintain A Positive Identity
10/14	How To Have Healthy Relationships
10/21	How To Interact With Law Enforcement
10/28	How To Handle Finances
11/4	How To Cook A Meal
11/11	How To Be A Leader
11/18	Closing Session

*Attending all 12 sessions is not mandatory, but is strongly encouraged. Don't miss out on these educational and empowering sessions.

Participation Criteria

All participants must have a M-NCPPC Youth ID. Create your FREE Youth ID at any local M-NCPPC Community Center or online at the PG Parks site.

Register for this program with SMARTlink#: 1555217.
Registration begins Aug 11, 2014.

Read the attached commitment letter, then print it out, once you've successfully registered for the program.

Additional Information

Need more information or seeking financial assistance?

Please contact Natalie Smart at 301-446-3400, or Natalie.Smart@pgparks.com.

A Day Off from School - The Perfect Time to Learn Something New!

@ Ski Liberty in Pennsylvania
 

We always encourage our students to try something new - they just may like it. Ten brave Youth Ambassadors did just that on their very first ski trip on their day off from school.They were awesome and here are the pictures to prove it!!!

Reflections of High School Youth Ambassador - The Fears & Excitement of Graduating High School

Finishing high school and getting ready for college is definitely one of the most exciting parts about the transition from teenager to adult, but it's also one of the most nerve-wracking. It's scary to think that all of those years of grade school will eventually trickle down into just a few moments of opening college application results and walking across a stage in a cap and gown.

There are various inevitable fears and excitements that come along with graduating high school. We students understand that once the school year ends, our lives will never be the same. Naturally, it may sometimes be hard for parents or mentors to understand what's going through our heads as we prepare to say goodbye to the comfort of high school. With this in mind, I conducted a survey amongst my peers, asking them what their fears and excitements about graduating high school and moving on to college are.

Although no two of my peers had the exact same response, our fears and excitements seem to generally be the same. As much as we are excited to experience new things – make new friends, visit new places, and be grown up and independent – we are also scared to leave the comfort and familiarity of home and the everyday rituals of attending high school. We are afraid that all of our hard work will not be enough to get us into our dream schools, or that we might not like it when we get there.

In about a year or so, I will be the first in my immediate family to attend college. At first, although I was thrilled to be on the path to achieving something that no one in my family has achieved before, I felt alone in the whole ordeal, and was intimidated by the high school to college transitional process that awaits me. Thankfully, the Youth Ambassadors Program, which understands this situation very well and is aware that there are many students out there who are in that same situation, has been here to provide me with the guidance that I need to walk down a path that is unfamiliar to both my family and me.

Through my experience as a Youth Ambassador, I have come to believe that some of the best ways to make the transition from high school to college less frightening and more exciting for students is for parents, teachers, counselors, and/or mentors to work together to offer advice to students about graduation and college. Hearing about the experiences of others can be comforting. Answer any questions that students may have, since learning about something and being more familiar with it can help make it seem less intimidating, and provide college tours for students to various campuses so they can decide what they like and don't like, thus preventing the fear of uncertainty. And, if you are a parent that has not attended college, remember that senioritis (the bug that causes high school seniors to lose interest in high school) will definitely be in the air and your son or daughter is counting on you to prevent them from giving up or losing sight of their goals.

All in all, it is important to remember that although it can be stressful, graduating high school is a very exciting journey, and a perfect memory-making time for both students and their loved ones.

 

Djellza Ramadani 

Reflections of a High School Youth Ambassador - What could be better than providing community service?

When students realize that impressive academics is only one characteristic of a well rounded and successful student, they begin to value learning experiences outside of the classroom, such as community service, much more. Community service is one thing that, as a High School Youth Ambassador, I have devoted much of my free time to.

 

I believe that the act of serving the community gives students like me a learning experience that is just as valuable, if not more, than a classroom learning experience. During the course of my high school years, I have participated in countless community service projects and have held positions of leadership on the advisory board of the Newseum (news history museum) in Washington, D.C. and the Youth Ambassadors UNICEF Club. I value community service greatly and can honestly say that the community service projects I have participated in have helped shape who I am today. I believe in the quote by Gandhi, "Be the change you want to see in the world," and have personally witnessed that with the right plan, a lot of hard work, and big hearts, even a few high school students can get together and make great things happen.

Some of my most cherished high school memories are actually those from community service events that my friends and I have participated in. Whether we were making ConKerr Cancer pillowcases to deliver to young cancer patients in local hospitals, fundraising to help alleviate the troubles of water shortages in less economically developed nations, or advocating against teen dating violence within our own community, we were always excited to participate, anxious to learn, and pleased to be making a difference.

Knowing that something I do, no matter how small it is, can benefit the life of someone else is what keeps me willing to continue participating in community service projects, yet, when volunteering, I not only get the satisfaction of helping others, but I am also able to learn more about myself (my skills and interests) and the world around me. One instance where community service has helped me become a more informed citizen is when the Youth Ambassadors UNICEF Club was advocating the importance of water and the affects of water scarcity in less economically developed nations.  In order to successfully advocate this, it was necessary for me to learn all about it; learning about how hard a basic necessity like water is to obtain for some people inspired me to conserve more water and stop taking it for granted. I have enjoyed participating in community service projects so much that I have even based my career plans for the future on it and am planning to continue to serve the community for as long as I can. Mother Theresa once said, "I alone cannot change the world, but I can cast a stone across the waters to create many ripples."

I am proud of all of the community service that I have done as a High School Youth Ambassador and am also proud to be a role model for younger students, such as my two little brothers. I am glad that they can learn, from me, the value and importance of community service, not only for the community, but for their personal enrichment as well.  I owe a lot to the school faculty and sponsors who were willing to devote their rare free time to guiding me and my peers through community service projects. None of it could be possible without them. Consequently, I believe that community service should be strongly encouraged in all schools, and am thankful for the community service opportunities that were given to me as a High School Youth Ambassador.    

Djellza Ramadani

 

Reflections of a High School Youth Ambassador - Pressure from Parents to Pursue a Certain Career Path, Not Good

Many students are very fortunate to have their parents involved in their academics. However, for some of them, this is both a blessing and a curse. I understand that parents want the best life possible for their children, but unfortunately, many of them, without even realizing it, mandate a career path for their child that the child may not have any interest in whatsoever. They do this rather than guiding the child to discover their own interests and select their own career path.

This is especially the case amongst many immigrant families where parents immigrated for the sole purpose of providing a better education, and hence a better life, for their children. This was the case for me. Growing up, I was pressured by my parents to excel in academics, which, I must admit, did result in me earning better grades. However, I always felt that there was something wrong with me because I liked reading and writing instead of math and science, which is what my parents wanted me to like. They pushed me to win science fairs and master my times table, which I was neither good at nor fond of. Before I was even ten years old, my parents had instilled in me that in order for me to be successful in life, I would have to grow up and become a doctor. They didn't care what kind of doctor, they didn't care how many years of school it would take, and most shockingly, they didn't care if that was what I wanted or not. It wasn't what I wanted.

During this time, I felt so trapped in school, and trapped within my own life. I pretended to be interested in things that I wasn't interested in, just to make my parents happy. I never shared with them the beautiful poems that I scribbled in my notebook on boring rainy days or the fairy-tales I wrote that my little brothers seemed to enjoy so much, for the fear that they would laugh in my face and tell me that I was wasting my time. My parents finally realized that I was not wasting my time when my grandmother called from Europe one day. She was in tears because of a poem that I had finally gathered enough bravery to write on a Mother's Day card for her. It was then that my parents saw just how much joy words on paper could bring to someone. From that day forward, I was never again ridiculed for preferring to read fairy-tales instead of my science book. I shared every story and every poem that I wrote with my parents, and I didn't have to pretend any longer. I was able to enjoy school more; I was no longer trapped. I greatly valued my parents guidance, but I think I valued their trust in my intuition even more.

I sometimes wonder how my life would be different if I were to pursue the career path that my parents want me to. I would have missed so many life changing opportunities such as enrolling into the International Baccalaureate Program, which is one of the best decisions I've ever made, or even joining Lyrical Storm, a poetry performing group. I honestly don't think I would be as happy or as confident in what I want to do in the future as I am today. Because of this, I find it particularly disturbing when I ask one of my peers what they want to be in the future, and they respond with "a doctor" or "a lawyer," and then when I ask them what makes them want to take that career path, they admit that it's because of their parents. There is an incredible amount of pressure on them to meet their parents irrational expectations, and I sympathize with them because I was once in that same situation. I find this so unfortunate because I feel that life is so short that everyone should live it doing a career that they enjoy. I believe that people should put more worth on their happiness than on their salary. The next Picasso may be somewhere getting ridiculed for pursuing his interest in art. The next Beethoven is probably being told that he is wasting his time on the piano. I strongly encourage parents in to guide their children to pursue a career that makes them happy and not just one that will pay well.

Djellza Ramadani

 

Reflections of a High School Youth Ambassador - Introductory Post

In Reach is so pleased to present the first of many posts capturing the thoughts of one of our most beloved students and summer intern, Djellza Ramadani (affectionately known as DJ), whom we have watched grow into a wonderful young lady since seventh grade. It is our hope that, if you work with students, you will continue to be inspired by her posts and, if you don't, that you will be encouraged to become a mentor, collaborate with a local program to participate as a speaker, for example, or make a financial contribution to one of the many committed community-based organizations like In Reach that work with students every day to prepare them for college, work and life. Enjoy!
~
Excited that it's almost over yet sad to see it ending. This is the emotional roller-coaster that many high school seniors will go through as their high school experience comes to an end. I am Djellza Ramadani: a proud Youth Ambassador and, you guessed it, a newly promoted senior in high school. I remember first claiming and rooting for my graduating class, "the class of 2014," back during my freshman year. At the time, my graduating year was no more than a number to me, and, like many of my classmates, I did not expect time to ever pass by as quickly as it has. Now, I realize that the year 2014 is right around the corner, and I've got to be ready for it.

Thankfully, my experience as a High School Youth Ambassador has provided me with a college-ready mindset. I can honestly say that I am emotionally prepared to conquer my final year of high school and also successfully plan out a path toward achieving a secondary education. To get the most out of my high school classes, as well as to challenge myself, I enrolled in the International Baccalaureate Program at my school (Parkdale High). The incredible abundance of assignments and pressure to excel in them encouraged me to make my schoolwork my ultimate priority, which is fortunate since colleges take academics into great consideration when admitting students. However, this was not enough for me; I wanted to do more and experience more. Although my commitment to my academics made it difficult for me to participate in many extra curricular activities, I knew that the Youth Ambassadors program would be worth it, since it would enable me to broaden my horizons, learn things I can not learn in my school textbooks, and ultimately become a more well-rounded person.

Participating in the Youth Ambassadors program also gave me a sense of self-satisfaction since, as a Youth Ambassador, I was given the opportunity to not only help others through community service, which was very important to me, but also to get to know myself better. I was able to realize where my strengths lie as well as develop new skills in areas that interest me. Because of everything that I have accomplished as a Youth Ambassador, I can confidently claim that I want to pursue a career in public relations/journalism in the future. I would like to be the voice of one of the non-profit organizations that I was introduced to in the program, such as UNICEF, for example. I realize that the future is truly in the hands of my peers and me, and we've got to make it as great as we can.

I know that I have a long way to go before I can have my dream career. However, I can now better understand the steps I have to take to get there. Coming to this understanding was a journey of its own, and my next journey will be taking my final steps as a high school student. It would be my pleasure to share this experience with you. The world around us continues to change, but one thing remains the same: everything must be done one step at a time.

 

True Love, True Reality Reception

In Reach Raises Awareness about Teen Dating Violence
 

 

 

Hyattsville, MD |  On February 15, 2013, In Reach’s Youth Ambassadors held True Love, True Reality, a Teen Dating Violence Awareness Reception and Program to recognize National Teen Dating Violence Prevention and Awareness Month which included awarding the winners of their first county-wide poetry competition.

Statistics show that nearly 1.5 million high school students nationwide experience abuse from a dating partner in a single year, or roughly 1 in 3 teens.  “The Youth Ambassadors are amazing and have worked really hard to raise awareness about such an important issue. The poetry contest and the reception have allowed us to reach communities throughout Prince George’s County.” said executive director Ms. Toni Smith.

Congratulations again to our True Love, True Reality Poetry Contest winners and Honorable Mentions:

First Place - Justina Molokwu, senior, Parkdale High School, for Broken Cycle of Tears

Second Place - Marie Iyomahan, sophomore, DuVal High School, for Dashuri (Albania for Love)

Third Place - Bethel Babayemi, freshman, Eleanor Roosevelt High School, for The Many Faces of Love

Honorable Mentions - Amber Patton and Maria Lorditch of Bowie High School and Damilola Adeyemi of Largo High School

In addition to the winners, congratulations and thank you to the Parkdale artists who provided the beautiful artwork for the awards: José Lima Rosas, Joshua Newman and Jamilet Cordan.

A special thank you Dr. Judy Dubose, Director of the Prince George’s County Department of Family Services - Children, Youth & Families Division for bringing greetings and Ms. Dannielle Glaros, Chief of Staff, Prince George’s County Council Member Eric Olson’s (D-3) office for presenting the Youth Ambassadors with a Proclamation and making our program a successful and memorable event. We could not have done this without your support. 

In Reach would like to thank all 23 of the Poetry Contestants:

Bowie High School - Maria Lorditch, Amber Patton, Coco N. Terry

Frederick Douglass High School - Noelia Cruz

DuVal High School - Marie Iyomahan

Fairmont Heights High School: Karim Kambo          

High Point High School - Karina Escobar

Largo High School - Damilola Adeyemi, Nnedi Agubokwu

Laurel High School - Cierra Major

Parkdale High School - Christian Bautista, Elvin Cruz, Elmer Hernandez, Deon Magnus, Justina Molokwu, Jissella Urquilla

Potomac High School - Ja’Kwan Craddock

Eleanor Roosevelt High School - Bethel Babayemi

Suitland High School - Gabrielle Durant

Dr. Henry A. Wise Jr., High School - Gilberto Hernandez, Maryam Siddique, Patrice Sykes, Diamond Ward

Read more about the True Love, True Reality Project, view event videos and pictures, download the poetry souvenir book, and sign up for the mailing list on our informative teen dating website, www.truelovetruerealitypgc.inreachinc.org.

The Youth Ambassadors, based at Parkdale High School, offers students a variety of opportunities to become college and career ready, build financial literacy life skills, and engage in meaningful service learning projects, like this one, to address the issues that directly impact them.

Based in Cheverly, MD, In Reach, Inc., is a tax exempt 501 (c) 3 nonprofit organization designed to prepare students for college, work and life. Founded in 1999, In Reach envisions healthy, productive and prepared young adults in every family.  

 

 

Memoirs of a Teacher

By Tanaya Gable
A recount of my experience as a visiting teacher at a Charter school in Philadelphia during the 2011-2012 school year.

In the few months I have worked as a teacher, my outlook on the operation and foundation of what Charter Schools are has changed completely. Before, I believed Charter schools to be a saving grace from the public school system; brought about by people hoping to revolutionize education and the school system. Growing up in Maryland, a state that is a lot less charter friendly than the city of Philadelphia, I based my ideas about Charter schools on second hand information. Having lots of family from the District of Columbia and hearing how many parents had opted to send their kids to a Charter school to escape the frustrating antics of what the public school system had to offer can be attributed to much of what I believed. Now, just two months after working as an English teacher in a public Charter school in Southwest Philadelphia, a lot of what I once believed has changed.

I must say that in this city, Charter schools are very much a business. In my experience, the agenda is less about revolutionizing the school system and more about protecting reputation as a means to gain funding. In February, I was brought in as a visiting teacher at a reformed public school (whose name I will not disclose), now finishing up its first year as a Charter. I was assigned to teach a senior seminar class; a life skills class designed to prepare seniors for life after high school. In my mind, I imagined teaching this class would be a breeze. I quickly began designing lesson plans, creating surveys and working towards building a solid relationship with my students in order to help them as much as I could.

I quickly realized that my perceptions on what the ideal classroom setting would be were completely incorrect. For the most part, none of the students were where they needed to be academically. From reading skills to writing skills to critical thinking skills – even note taking skills – these students had been deprived of their educational rights. Getting them to understand some of the most very basic skills of the classroom setting in general was a battle. This was only the beginning. I had so much in mind for what I wanted to explore with them. From college applications to resume writing and interviewing skills – all of which were areas I had been psyched to learn about is high school – were of no concern to these students. It was clear that many of the students had been pushed through the school system for 12 years and at the end of their last year in high school, they were unconcerned with being challenged in any way. Many of the students were disrespectful, disruptive and resisted being helped whenever possible. The dynamic was very different than what school was like when I was in 12^th grade. Because of this, I struggled with figuring out how I could teach people who didn’t want to be taught.

Apart from finding solutions to helping my students, I was forced to face the harsh realities of the intentions of the administration and the school itself. After having several conversations with different staff members, I quickly learned that the seniors were not on the top of this list when it came to priorities of the school. During PSSA testing, the standardized assessment given to students in public school in Pennsylvania, the truth came out. The 11^th graders, being the grade level that tested, were the clear focus. Since the AYP is measured by the reading and math scores of those students who are tested, the seniors – being at the end of their last year and on their way out the door – were of no contribution to the overall progress of the school and the funding it would receive. This fact was no secret.

It became even more evident when I heard stories of the teachers that preceded me. The class I was now teaching had been through a laundry list of teachers throughout the school year, leaving the students with little to no guidance and no structure. When I was brought into the picture, I received no grade book, no roster, and no measure of progress of any of the students in the class. There was no one shadowing me to keep track of the student’s work or progress or grades. When I would ask questions or inquire about how students would be graded, I received cookie cutter answers and often times got no information at all. Because of this rocky road, it was a challenge even getting the students to trust that I would even be around long enough for them to care.

The biggest struggle of my position came with the senior projects. As with any group of graduating seniors, these students were to complete a final research paper on a topic of their choice, which would count as a graduation requirement. I saw requirements for the papers change on every level, from paper length, structure and style to even the due date. The school granted an extra month for students to complete projects on top of the 6 months of preparation they had already been granted. Because the paper counted as a graduation requirement, it made sense that the school would change many of the requirements to keep the numbers of failing seniors from skyrocketing. Large numbers of non graduates would be a bad look for the reputation of the Charter Company. Because this was the first reform year for the school, it was important for everything to look peachy. Teachers in the school informed me that we were basically lying to the students by telling them that not completing the paper would result in non graduation. How could they even think of failing so many students who, for the most part, hadn’t had a steady teacher for more than three months at a time (less than that in some cases)?

There was no accountability on the student’s part at all. During common planning periods, I would hear tales from other teachers about the school’s failure to step in and take the proper disciplinary action. Students could do next to nothing and not be penalized in any real way. These were teachers who had been working in the school for a great deal longer than I had.

In addition to this, I battled with accountability of students versus the social and cultural realities that many of them were facing. The neighborhood in which this particular school is located is not the best. Students who come from communities like this one – rich in crime, violence, drug activity and poverty in general – are mere products of their environment. Many of the homes that these students come from are dysfunctional. There is little to no guidance, no positive role model, and no reinforcement for progression or success. How can one expect children coming from environments plagued by so much negativity to thrive in a classroom; especially considering the racial structure of many school systems that group kids towards failure. The problem stretches farther than this one school.

The reality of the situation is that every day, people of color in this country are being robbed of their constitutional rights. By not being afforded the best possible education and educators, they have been stripped of any hope to succeed. When you encounter high school seniors – some 19 and 20 – who have no idea how to send emails, could care less about obtaining jobs or attending college, or students who can’t even write papers, you find a generation that is academically handicapped.

Although I am no longer working as a teacher at this school, my time there provided much insight for the work I hope to do in the future. Because so much of what I plan to do focuses on connecting community and literacy, I think that it was almost destiny to be granted this particular experience. Although the journey was challenging, it was rewarding as well. I learned to be less judgmental in interpreting the attitudes of young people (in this city especially) and was challenged to tackle personal goals like patience, will power, determination and leadership.