RISK Learning Center

After a month of job searching, trying to cook, learning a few yoga poses, journaling, walking around Fremont, and going out to eat grilled cheese for lunch, Polly (my mentor from SEA) helped me learn about a job opening at Peace for the Streets by Kids from the Streets (PSKS).

PSKS is a partner site of SEA, and they share similar values.  PSKS has been around Seattle for 18 years, working with homeless and at risk youth and young adults.  There are lots of different programs, community building activities, outreach, case management, the list goes on for a while.  The idea for almost every program at PSKS came from the Core, a self-governing group of active and involved PSKS members who meet once a month to discuss the fulfillment of the mission and vision of PSKS.

My program, the RISK Learning Center, is a GED program for 16-25 year olds.  RISK stands for Re-Inventing Steps to Knowledge.  It's a low barrier program, students are expected to meet a minimum 2 day a week (6 hours) attendance requirements.  The school day is planned in a student centered way, and is intentionally left flexible to meet diverse student needs.

I love all the students I've been blessed to work with already.  They are all incredible, intelligent young people who have some story of being told "no" by society in one way or another.  One of the first questions I get when people hear about my job is, what are the students like when they walk in your door?  Do they carry anger, agression, behavior problems because of the way they have been treated?  While the students definitely carry baggage, they come to RISK dedicated to learning.  I am impressed by the hard work and commitment I have seen.  So many students come to me at the end of the day and ask for homework.  One of my volunteer tutors describes homework as a chance for the student to see how much they can do without the teacher present.  The students are eager to prove their progress and accomplishments are their own.

One of my favorite times of the week is the days when Cadence shows up early so we can listen to the lastest song he's created.  He uses some free software online to mix different beats and lines.  I ask one day what the difference between electronica and techno are.  After Cadence explains, I respond, "Ok, so electronica is more melodic, and techno is all about the rhythm and tempo."  Cadence raises his eyebrows a bit, "I guess."  His reaction cracks me up.  I explain that I'm classically trained in music, but I'm intrigued by Cadence's musical creations.  This is a classic example of my relationship with these students.  I don't try to pretend I'm anyone else but who I am, but I hope I make it clear that I'm open and supportive of whoever they are or what they're interested in.

The balance of my program is perfect for someone with my teaching style.  When Olivia, the previous teacher, trained me, she set me up for success.  She left me with a structured school day full of meaningful activities.  I also get a lot of flexibility in my teaching.  One of my tutors called me a hummingbird, flying around the room and hovering with each student for as long as needed, only to be called somewhere else at a moment's notice.  She sees how helpful this can be for the students, to be able to adapt to each of their individual needs, which is important in a GED program where someone is writing essays, someone is working on fractions, and three more students are learning algebra.

I can switch up the schedule when needed or desired.  We have art on Fridays with a volunteer, and on December 21 my co-worker David told myths about the end of the world, then taught some students how to make their own planets with spray paint art.

I enjoy being open to all the different student needs, but I can also tell I'm still treading water.  I need a little more time to get my feet under me and be the most creative teacher I know I can be.  When I have more planning time (next summer?), I hope to create a few lessons that highlight the key concepts of the 5 GED tests.  One of my tutors is wearing a "Punctuation kills: Let's eat Grandma" T-shirt on Tuesday, so I'm going to use this opportunity to try structure the day with a group grammar lesson!  Let me know if any teachers reading this have some good punctuation games or activities.