Spoken Word Workshops for Teachers
YOUTH SPEAKS presents
PROFESSIONAL DEVELOPMENT for SECONDARY TEACHERS
Series I: SPOKEN WORD 101 w/ Source Materials
Saturday, March 19, 2005 @ 11:00 a.m. to 1:00 p.m.
Facilitated by Youth Speaks Executive Director James Kass and
Artistic Director Marc Bamuthi Joseph
@ Youth Speaks 2169 Folsom St; San Francisco, CA 94110
Learn how to bring spoken word into the classroom with the confidence of Youth Speaks poets and mentors. This workshop will present tools and resources that you can use in your classrooms to bring spoken word poetry to life with your students. This workshop will provide an in-depth look at how to engage and inspire youth through personal narratives and stories that are unique to young people and the world in which they exist. Lead by the founding staff members of Youth Speaks and the Living Word Project, this workshop is not to be missed.
*Program will include source materials ideal for classroom usage.
Series II: Brave New Voices: INTEGRATION: SPOKEN WORD AND CHAPTER O.N.E (Oral Narrative Experience)
Thursday, April 21, 2005 @ 4:00 to 6:00 p.m.
Facilitated by James Kass, Marc Bamuthi Joseph, Hodari Davis, Aimee Suzara and Trevor Gardner
@ Youth Speaks 2169 Folsom St; San Francisco, CA 94110
This workshop is designed specifically for Chapter O.N.E. teachers as well as educators who want to learn how to utilize source material, poets and spoken word in the classroom. Find out how to mesh Youth Speaks workshops with California state standards and how this intersection leads to higher youth involvement in the classroom environment. As well, learn ways to use the successful Youth Speaks model as an empowering tool in your classes and school setting.
Chapter O.N.E. partners a team of Youth Speaks poet-mentors with classroom English teachers to develop an ongoing curricula that allows for both analytical and creative responses to books the students read during the school year. With a specific focus on oral poetics and storytelling, Chapter O.N.E. pulls emerging themes from the texts, and engages an entire new generation of writers and readers to respond to the books they read, so as to actively participate in the development of literacy. Through this program, the students create a series of texts and stories that become part of an active literary continuum. This "active literacy culture" drives learning, leadership, critical thinking skills, cultural diversity, and self-esteem forward to create a more open and engaged classroom.
Series III: YOUTH VOICE AT THE CENTER OF THE CLASSROOM
Saturday, May 21, 2005 @ 11:00 a.m.-1:00 p.m.
Facilitated by James Kass, Hodari Davis, Tomas Riley and Spokes youth facilitators
@ Youth Speaks 2169 Folsom St; San Francisco, CA 94110
One of Youth Speaks’ greatest strengths is our ability to keep the youth voice front and center in all of our educational and artistic practices. Learn how to utilize the tremendous energy that youth possess in the classroom by sharing leadership and responsibility in power and roles by directly engaging with their voice. Spokes, Youth Speaks youth advisory board, will share an interesting youth model because of the leadership, ownership and power that youth involved exude in and out of Youth Speaks. How does creating a youth centered voice in the classroom benefit and service the teacher, student and general environment? How does this youth centered approach affect the classroom and the canvas of learning as a whole?
Fee: $50.00 includes (1) workshop, materials and resources, MY WORDS CONSUME ME youth anthology and a Youth Speaks Teen Poetry SLAM t-shirt.
ALL THREE WORKSHOPS PRE-REGISTRATION PRICE $125
Pre-registration is encouraged because space is limited
Please contact Khalil Anthony @ 415 255 9035 ext. 18 or email me at khalil@youthspeaks.org to register or questions.
Also……….
TEACHERS and EDUCATORS: A special poetry reading for you and about you…
March 22, 2005 Open Mic sign-up begins @ 7:00 p.m.,
Show begins @7:30 p.m.
Café Royale, 800 Post @ Leavenworth
Smokers At Higher Suicide Risk
People who smoke every day may be at increased risk for suicidal thoughts or suicide attempts, researchers report. The exact links between smoking and suicidal tendencies remain unclear, however, and the researchers did not find any increased risk for suicide among former smokers who had kicked the habit.
Researchers at Michigan State University first interviewed the study participants, aged 21 to 30, in 1989. Follow-up interviews, involving nearly 900 people, were conducted in 1992, 1994 and 1999.
During the interviews, the participants were asked about their smoking history, whether they were current or former daily smokers, and any history of psychiatric disorders.
Over the 10-year follow-up period, 19 of the study participants attempted suicide and 130 reported having suicidal thoughts. Current daily smoking was linked to an increased risk of suicidal thoughts or suicide attempts, the study found, even after adjusting for factors such as prior psychiatric problems or any history of substance abuse.
Rates of suicidal behavior were highest among study participants who experienced depression at the start of each follow-up period, the researchers noted. They write that, although links between smoking and suicide have been noted since the 1970s, the exact nature of the association remains "unclear."
The findings appear in the March issue of the Archives of General Psychiatry.
For more information, the American Association of Suicidology has information about suicide warning signs.
Adventure Based Learning
On Tom Arnold's first day in Antarctica, he found himself part of a team undertaking the daunting task of constructing a snow wall to shield the group's tents from the bone-chilling wind. Struggling to perform the job on their own, the builders wondered why the others weren't helping. Afterward, it dawned on the five or six builders that the rest of the group had no clue as to what their roles should be. Arnold decided his own lack of planning had alienated those who wanted to help but didn't know how. "It increased the stress of people who already felt out of their element," he says.
Along with 17 other students, Arnold, 28, now a second-year student at the University of Pennsylvania's Wharton School in Philadelphia, spent seven days in Antarctica in 2003, during his first year of school. He believes his experiences as a participant in a pilot program for Wharton Leadership Ventures transformed his concept of leadership. He was no neophyte, either: Before going to Wharton, he worked for five years in management consulting and business development in California's Silicon Valley.
CHARACTER YARDSTICK. Such experiential learning programs have grown in importance as elements in the leadership-course boom at many top business schools. In 1990, for instance, Wharton's single elective class in leadership saw limited enrollment. Now, the school requires that all 1,000 incoming MBA students take the course. As a supplement, about 500 Wharton MBAs participate in one of 12 Wharton Leadership Ventures programs each year, traveling as far as the Himalayas or as near as the battlefields of Gettysburg.
Skeptics might question the notion that a trip to Antarctica equals more than just a highfalutin' vacation. But, says Mike Useem, Wharton professor and co-founder of the program: "The important thing is that it isn't just experience. It really has education before [the experience] infused into it, and after, through debriefing." A miscue in the classroom won't stick with you like getting lost in Antarctica, he says. In the classroom, a student rarely feels a palpable effect of another's leadership decision.
Arnold calls Wharton Leadership Ventures "mirrors in which you see yourself," because they challenge participants to make tough decisions in stressful environments. He's using his new skills to convert a team-based classroom project into his post-MBA career, something he says he couldn't have done prior to his experiences in Antarctica. Along with 40 other students, Arnold has started a company called Terrapass, marketing a service that allows individuals to pay to offset their cars' emission of greenhouse gases.
PIONEERS' OUTLOOK. Each Leadership Venture follows a similar formula. Like Outward Bound, the leadership programs place participants in a challenging [and often physically uncomfortable] but safe environment for learning. The difference lies in the design of these leadership programs; they foster solid connections between the business world and the adventure. "When it doesn't work, it's because there's no connection made," says Morgan McCall, leadership professor at the University of Southern California's Marshall School of Business.
In expanding Wharton Leadership Ventures to Antarctica, Useem trusted accomplished mountaineer and leadership professor Rodrigo Jordan to bridge the gap between the frozen continent and Wharton. Leader of a recent 60-day Antarctic expedition through unexplored terrain, Jordan is founder and head of Vertical LLC and has taught leadership to more than 120,000 people over the past 12 years, while moonlighting as professor of leadership at La Universidad Catolica's MBA program in Santiago, Chile.
Before heading out, participants discuss the real-life leadership decisions made by others facing similar situations. On the way to Antarctica, for instance, Wharton students hear a series of talks on the leadership challenges faced by the region's early explorers -- with connections drawn back to the boardroom. These lessons quickly take on new significance as the groups of students head out on daily treks. Difficulties always arise, such as the need to cross rivers and glaciers, requiring leadership and teamwork.
COMMUNICATION SKILLS. Extensive daily debriefing serves as the final, and perhaps most important, element of the leadership courses. In a safe environment, students examine the day's leadership decisions. "The exercise is a learning experience, but if you don't have the debriefing, then you're missing out on a lot. It's extremely powerful," says David Campbell of the Center for Creative Leadership, a nonprofit institute based in Colorado Springs, Colo.
Campbell says students invariably gain more appreciation of their place in a whole organization after one of these programs. They also begin to focus on themselves as whole individuals, and interpersonal skills naturally improve. "I learned that interpersonal relations are important no matter what the environment," says Axel Lapica, a student who completed Wharton's pilot program.
Of course, students needn't necessarily travel to the ends of the earth to leave their comfort zones. The Marshall School of Business uses weekend retreats, and other MBA programs are looking into less rigorous alternatives to the Antarctica-style expeditions. Indeed, Jordan and Vertical are already working to develop outdoor adventures with MBA programs at MIT's Sloan School of Management and NYU's Leonard N. Stern School of Business. Other top schools are considering starting programs, too.
FORGED BY ADVERSITY. The participants themselves often make for the programs' strongest proponents. "I can safely say that learning how to deal with people will get me further than any case I've learned about in class," says Arnold.
When his professor offered to make him COO of Terrapass, Arnold immediately remembered his ice wall experience in Antarctica. Together, the students in the company decided on a flat leadership structure, with focus groups to handle finance, accounting, and other departments. Arnold now believes that most people perform best in a system of their own creation, forged from personal leadership experiences. That way, no one gets left out in the cold.
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Wellness Center
Christy Parsons (Wellness Coordinator) is available daily.
Ian Enriquez (Youth Outreach Coordinator) is available daily.
Sheening Lin (psychologist) is available daily.
Emi Koga (Japanese speaking counselor) is available from Tuesday to Thursday.
David Thompson (psychologist) is available Mondays.
Kory Okun (relationship counselor) is available Tuesdays.
Wayne Hayes (counselor) is available Tuesdays.
James Guay (therapist) is available Wednesdays.
Zhanna Goldfine (Russian speaking counselor) is available Wednesdays.
Rebecca Peng (Mandarin speaking counselor) is available Tuesdays and Fridays.
Jane Steiner (Tobacco Intervention Coordinator) is available on Tuesday. Lincoln no longer has a school nurse.
Derek So, Pauline Ong, and Henry Ha (Cantonese speaking counselors) are available on Wednesday and Thursday.
Peer Tutoring available 7th period and after school in Bungalow A.
Health Idol: Round 3
The third round of Health Idol began with last year's winner Will Morthole and his senior male counterpart Will Griffith at the bottom of the pack. Things quickly turned around for Morthole in the first part of the competition as he scored within the top 3 for the dexterity challenge after bumping off junior Rusilah A in a tie breaker round. An outstanding performance was achieved by physical education coach and woodshop teacher Hugh Stickney who made 11 shots out of 12! Over twice the score of all but one of his opponents (junior Winfield Ye scored 7 out of 12).
The next challenge was a health quiz. The competitors were split into four groups of four based on age and were tested for their health knowledge as it would be inmportant for them as ambassadors of health to know what they were talking about. Once again, Mr. Stickney dominated the challenge by scoring equal to his three opponents combined!
Will Morthole's performance this round was enough to keep him out of this week's Emergency Room. However, Will Griffith returned for a third week in a row. This time he was joined by freshman Kevin Ding, junior and last year's third place contestant Nick Don-Doncow, and math teacher/athletics director/last year's second place contestant Kenyatta Scott.
All four had tied for last place and had to compete in a sudden death health quiz challenge. Two would recieve health warnings and two would go. The first question was based on nutrition and Will Griffith answered correctly. This is his third health warning in a row! The third question was on mental health. Scott and Don-Doncow both answered correctly, eliminating Kevin Ding from the competition. The fourth and final question was also in mental health and Don-Doncow answered correctly, eliminating Mr. Scott in a shocking turn of events.
Last year, Nick Don-Doncow single handedly robbed Mr. Scott of the victory by voting for Morthole to win the competition. Once again, he has taken the victory away from Mr. Scott, so we may have to wait another year to see where this story goes.
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