May 19, 2020

Gratitude, put simply, is thankfulness in your heart and mind — a sentiment that often leads to a desire to give. We see this everywhere today. People, including students, want to give something back to those who are doing the most. Frontline medical professionals and grocery workers are receiving an avalanche of gratitude through signs and songs, ad campaigns and social media blitzes. How can 21^st CCLC programs “give back” right now? One answer: citizen science.

Citizen science is a form of crowdsourcing in which everyday people give their time and energy to help scientists conduct real science experiments that could make the world a better place. Check out Y4Y’s Citizen Science course to learn how to incorporate citizen science into your afterschool or summer program. The course will inspire you to use virtual learning to get your students started on a meaningful adventure in learning and giving.

There are many resources on the internet to connect your students to global citizen science projects. Currently at the forefront of people’s desire to give back is how they can help combat COVID-19. Citizenscience.org compiled a number of resources and suggestions on how to contribute. The University of California, San Francisco is performing a citizen science project around the disease. They’re asking for adult participants, so this is a great way to engage families.

Concerned that this topic might be too much for your younger students? Never fear! There are many citizen science projects to choose from. Zooniverse asks volunteers to observe animals in the wild. Scientists have developed an online game to speed a cure for Alzheimer’s Disease. Scistarter.org (website may not load in some browsers) has a searchable bank of projects, many of which are feasible during quarantine.

Y4Y course tools that may be of great use while you’re interacting with students virtually include the Student Engagement Tips for Grades K-12, More Citizen Science Resource Links, and the Family Participation in Citizen Science tool. One of the most important things you can do for students is give them opportunities to contribute. Citizen science is an ideal way to do just that.

May 19, 2020

If you work in a 21^st CCLC program, you give of yourself daily for the noble purpose of helping young people reach their full potential. With widespread school closures this spring due to COVID-19, you kept giving — calling and texting students to check in, creating activity kits for delivery with school lunches, hosting Family Fun Hours and virtual story times online — while trying new ideas and technologies to keep students engaged. Decades from now, many will have good memories of a difficult time because of your efforts.

But there’s one thing you might not be doing well: Taking care of yourself. Y4Y shared a few tips for self-care during an April 1 webinar on supporting staff and families during school closure when you’re working from home:

• Stay active (mind and body).
• Get dressed each day.
• Eat healthy.
• Get plenty of sleep.
• Connect with others.
• Make time for yourself.
• Be realistic.

At first glance, these ideas might seem pretty basic. They are! In fact, they’re the “infrastructure” of self-care. But just because something is basic doesn’t mean it happens on its own. The basics deserve your attention, and you deserve the basics.

If the idea of taking a day or an hour for yourself seems foreign, here’s something to keep in mind: Just because it’s called “self-care” doesn’t make it “selfish.” In fact, the opposite is true. If you allow yourself to become depleted, you won’t be able to support others.

Give yourself the gift of time. It’s the gift that keeps on giving.

Tip: Check the Y4Y Discussion Board for the April 1 webinar and click on “How to Practice Self-Care” for a graphic that will remind you to let go of the things you can’t control, like predicting what will happen or the amount of toilet paper at the store.

April 20, 2020

There’s no shame in the comfort of sameness. The desire to join others who have similar experiences and interests is natural. That’s why there are groups and clubs dedicated to everything from genealogy to fly fishing to Bigfoot. It’s not an issue unless it keeps you from welcoming new people and experiences into your flock. The trick is to realize you have something in common with every person you meet.

In 21^st CCLC programs, no matter how diverse your staff, you all have one thing in common: a desire to serve children, youth and families. Y4Y’s new Creating a Positive Learning Environment course helps you define your shared goals and create a place where everyone — students, families, partners and staff — feels welcome, respected, appreciated and engaged. That kind of program environment enables your staff and students to do their best work, regardless of their diverse interests and backgrounds.

Respecting individuality while pursuing common goals is a time-honored way to value diversity while building community. For example, organizers of Multiracial Heritage Week dedicate a week each June to “a celebration for all people” that “highlights our similarities, not our differences.” If your staff uses Y4Y’s Building Student/Educator Interests Questionnaire, you’ll see ways students are alike and ways they’re different. The new Y4Y course can help your staff create a positive learning environment where birds of all feathers can flock together to help one another soar. 

April 20, 2020

What if the language you grew up speaking didn’t have its own alphabet? What if people tried to “borrow” from another alphabet but it didn’t work well, so written messages were hard to decipher, and no books or newspapers existed in your native tongue? Would you decide to create a new alphabet for your language? Would you start working on it at 14, along with your 10-year-old brother?

As incredible as it sounds, that’s exactly what brothers Abdoulaye and Ibrahima Barry did in Guinea (in western Africa) about 30 years ago. Their alphabet is called “ADLaM,” and if you enter that term into a search engine, you’ll find articles and videos about it. An article in The Atlantic tells the brothers’ story, shows the alphabet they created, and explains how some of the 40 million speakers of Fulani are reaping the benefits.

Intrigued? Chances are, this amazing story would intrigue your students as well — and it could give them a new perspective on language and literacy. There are several online videos featuring the creators of ADLaM that you could watch and discuss together. A virtual “watch party” and discussion could be the springboard to a variety of fun follow-up projects or activities. Some students might be inspired to learn a new language. Others might want to create their own alphabet, or think up solutions to communication problems in English, or find out more about other young inventors who’ve made the world a better place. Some students might write a story about a world without written language, or draw a picture that tells a story. The possibilities are endless!

If literacy is a focus for your program team, the Introduction section of Y4Y’s updated Literacy course is your passport to knowledge. You’ll tour the four components of literacy (reading, writing, speaking and listening). You’ll also discover how literacy instruction has evolved over time, its benefits, and how it fits with 21^st CCLC program goals.

Exploring new ideas together with your staff and students reminds them that the world is an amazing place, full of creative people and unexplored possibilities. Stories like that of the Barry brothers can inspire all of us to grow wings and soar high!

April 20, 2020

If the mere thought of public speaking makes your students wish they could fly out the window, they’re not alone. Many people say it’s one of their top fears. Yet nearly everyone has to do it, whether they’re making a presentation at school or work, responding to questions at a job interview, or agreeing to “say a few words” at a social gathering. The ability to speak in front of others has new significance in these unusual times, as students and teachers alike meet via videoconference. Many find themselves virtually in front of dozens or hundreds of people, with their own face staring back at them from the screen.

Don’t let your students’ fears hold them back! Your 21^st CCLC program is the perfect place to give reluctant students the individual attention, support and practice they need to become confident speakers. Here are some ways to help them stand and deliver, whether virtually or in person:

Assure students that “nerves are normal.” Even experienced speakers like actors, teachers and politicians often feel nervous before a presentation. Share tips for feeling prepared and in control. For example, students can write a script or cue cards; practice on their own; and ask a teacher, friend or family member to listen and give feedback. If you know community members who are good speakers, invite them to share their secrets for getting past the jitters.

Provide direct instruction. Help students see public speaking as a set of skills that can be developed by anyone willing to try. Show them ways to select or write engaging material, and to deliver or perform for a target audience. If there’s a speaker’s bureau or Toastmasters club near you, consider partnering with members.

Share models and demonstrations. Share short YouTube presentations on various topics of interest to students. After each one, ask if there was anything they especially liked or disliked. Prompt them to look for things like the speaker’s confidence, energy or enthusiasm; audience awareness; clarity of speech; vocal variety and volume; pacing, movements or body language; and selection of words and images. Focus on just one or two aspects at a time.

Provide opportunities for practice. Start small. One-on-one interviews, small-group activities, and full-group discussions allow students to practice speaking in a familiar, low-stress environment. Readers theater is a good way to get students used to speaking in front of others. Community projects and showcase events give students a chance to speak in front of family members, school-day staff and others. You can match speaking opportunities to each student’s age, interests and skill level so that everyone gets a chance but doesn’t feel overwhelmed. For example, students might deliver a short scripted welcome message on family night, perform an original “spoken word” poem during a variety show, explain and demonstrate the results of a science project or be part of a panel discussion. (Remember, all of these things can be done virtually during this time of school closure.)

Create a low-stress, high-support environment. Some students may jump at opportunities to speak and perform in public, but others may want to run in the other direction! There are many reasons some students may not feel ready or willing to speak in public. For example, some might feel extremely self-conscious because they stutter or have some other speech or language disorder, don’t speak English as their first language, or have severe anxiety. Group presentations that include nonverbal roles like writing a script, creating a visual aid, providing tech support or serving as a sign language interpreter give everyone a chance to participate. By giving students voice and choice, you can provide opportunities and support without making them feel pressured.

The ability to speak in public is a literacy skill that can benefit every student. See Y4Y’s new Literacy course for tools and resources related to speaking and the three other components of literacy: reading, writing and listening.