youth communication€¦ · youth communication provides powerful, teen-written stories and...
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Youth Communication provides powerful, teen-written stories and capacity building support to help educators and youth workers engage struggling youth. Teachers, afterschool workers, counselors, and other professionals use Youth Communication resources to connect with the teens they serve and build their literacy and social-emotional learning (SEL) skills.
Since 1980, Youth Communication has helped marginalized youth find their voices and write transformative personal stories. Youth workers and educators use the powerful stories to engage struggling teens and show how their peers have made positive changes in their lives.
Our award-winning stories and curricula have helped educators engage more than 2 million youth—transforming non-readers into readers, non-writers into writers; and helping struggling teens learn the social and emotional skills they need to succeed in school and life.
Programs and Resources
Capacity Building Support for Educators & Youth Workers
Interactive story-based professional development, curricula, and coaching for adults who work with teens. Educators use the Youth Communication approach to improve the SEL and literacy skills of struggling teens.
SEL for MS
SEL for HS
Girls’ Empowerment
Positive Masculinity
Career Readiness
Writing Program for Teens
An intensive nonfiction writing internship and summer workshop for 50 New York City high school students and youth in foster care per year. Participants work full-time with a professional editor to develop personal stories about their own lives and reported stories about issues that affect young people.
Magazines
The teen writers’ nonfiction stories are published in one of two award-winning magazines, YCteen or Represent: The Voice of Youth in Care, which are read by hundreds of thousands of teens and educators in print and online each year. Hundreds of NYC public high schools receive free subscriptions to YCteen. ELA/SEL Common Core-Aligned lessons are included for select stories.
Capacity Building Support One-Day Professional Development Session In these sessions, participants will:
� Learn about the theories underlying the curriculum related to social and emotional learning and relationship building,
� Experience a lesson as facilitated by our expert trainer, and � Practice essential facilitation skills such as: active listening,
asking open-ended questions, facilitating difficult discussions, and creating a safe space.
Coaching Sessions In-person coaching sessions (at the program site) are an opportunity for debriefing, reflection and skill building once the participants have led several group sessions. The Education Director will use a rubric to observe and give targeted feedback to support the educator. Group leaders are encouraged to share areas of success and areas for improvement with the Education Director to improve the quality of the program and their skills over time. The group leader and Education Director will schedule session at a mutually convenient time.
Optional Add-On: Group Professional Development Session A follow-up group professional development session can be arranged following the coaching sessions. These follow-up trainings will be designed in response to the feedback provided in the individual coaching sessions. They will help group leaders continuously improve their practice. Participants will share best practices with one another and develop a supportive professional learning community.
Materials
Comprehensive Curriculum Guide Each Youth Communication program is based on a fully-scripted curriculum guide with story-centered interactive sessions. Each session includes:
� An opening activity to activate background knowledge, boost reading comprehension and set the emotional tone of the story,
� A read-aloud and story discussion in which students will practice active reading strategies, build comprehension, and develop fluency,
� An explore the ideas activity in which group members will make connections, build understanding, and rehearse positive behaviors, and
� A closing circle in which group members will make personal connections to the story and share their reflections and takeaways with each other.
Anthologies of True Stories Each participant receives a set of 10-12 anthologies to use with students in the group.
Adjustments to this package can be accommodated upon request.
Strengthen Staff Capacity
youthcomm.org/onmyway
Your community can partner with us to implement this story-based social and emotional learning program for $10,000
This investment includes: One-day on-boarding professional development session for up to 15 staff
• Up to 15 curriculum guides for facilitators • Up to 180 copies of the anthology for students (12 per facilitator)
• Follow-up coaching sessions throughout the first year of program implementation
Youth Communication can adjust pricing for individuals and small groups upon request.
YOUTH VOICE • GET AND KEEP JOBS
78% of teens said the program helped them understand workplace expectations.
• Prepare Teens to Get and Keep Jobs
• Strengthen Communication & Problem Solving Skills
• Increase Motivation to Read and Write*
• For Ages 14-24
PRICING
Learning on the Job • Getting Along
Managing One’s Life • Planning for the Future
On My Way includes 20 true stories written by teens, with lesson plans on the following topics:
• Advisory • Workforce Readiness
• Internship and Mentorship Programs
• Summer Youth Employment Program
Use On My Way for:
ASP
On My Way was especially effective for youth who would be the fi rst in their family to attend college. —Study of 1,500 participants
On My Way includes an easy-to-use, fully-developed curriculum to:
On My WayHigh quality, interactive PROFESSIONAL
DEVELOPMENT for high school educatorsIncludes Anthologies of teen stories + Curriculum Guide
TO ORDER, CONTACTElena Autin-Hefner: [email protected]
*Supports DYCD SEL, literacy, and leadership mandates.
AuthorsElizabeth Johnson, M.Ed. and Jillian Luft, M.Ed.
EditorMaria Luisa Tucker
Executive EditorKeith Hefner
Layout and DesignEfrain Reyes, Jr.
Cover PhotoInVision Communications, Inc.
Copyright © 2016 by Youth Communication
On My WayA Career Readiness Curriculum Guide
for Schools and Youth Programs
For reprint information, please contact Youth Communication.
ISBN 978-1-938970-06-1
Printed in the United States of America
Youth CommunicationNew York, New Yorkyouthcomm.org
All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted, no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without express written permission of the publisher, except for brief quotations or critical reviews.
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Table of ContentsIntroduction ............................................................................................................................................. 4
The Youth Communication Approach ............................................................................................ 5
Leading a Youth Communication Group ....................................................................................... 8
How to Use This Curriculum Guide .............................................................................................. 11
UNIT 1: Learning On the Job
Session 1: First Day Lessons ..................................................................................................... 17Story: “Rush Hour at Macy’s” by Sharif Berkeley ...................................................................... 24
Session 2: Letting Go of the Mask ......................................................................................... 27Story: “Quiet on the Job” by Danielle Wilson ........................................................................... 32
Session 3: Strategic Communication ..................................................................................... 35Story: “Inside the Boss’s Mind” by Otis Hampton .................................................................... 40
Session 4: Skills to Grow On ..................................................................................................... 47Story: “Growing Up on the Job” by Josbeth Lebron ............................................................... 54
UNIT 2: Getting Along
Session 5: Communicating Respect ....................................................................................... 61Story: “Keeping It Professional” by Desmin Braxton ................................................................ 69
Session 6: How to Talk So the Customer Will Listen ....................................................... 73Story: “Climbing the Golden Arches” by Marissa Nuñez ....................................................... 83
Session 7: The Power in Their Hands .................................................................................... 87Story: “High-Powered Jobs” by Evin Cruz ................................................................................. 92
Session 8: Responding to Conflict ......................................................................................... 95Story: “More Money, More Problems, at Modell’s” by José M. Jimenez...........................104
Session 9: Sexual Harassment ................................................................................................ 111Story: “Keep Your Hands and Remarks to Yourself” by Lavell Pride ..................................118
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UNIT 3: Managing My Life
Session 10: Expect More .......................................................................................................... 123Story: “Movin’ On Up” by Hattie Rice ....................................................................................... 128
Session 11 - Getting Smart About Money: Part I ........................................................... 133Story: “My Credit Card Gave Me False Security” by Zhanna Raymond ............................142
Session 11 - Getting Smart About Money: Part II..........................................................145Story: “A Guide to Drama-Free Banking” by Chantal Hylton ..............................................154
Session 12: Managing Stress .................................................................................................. 159Story: “Never Good Enough” by Chimore T. Mack ................................................................ 166
Session 13: The Power to Choose ........................................................................................ 171Story: “The Dragon Inside” by Desmin Braxton ..................................................................... 181
Session 14: Looking Forward, Succeeding Now ............................................................. 187Story: “From Slacker to Star Student” by DeAnna Lyles .......................................................192
UNIT 4: Planning for the Future
Session 15: Learning to Build a Career ............................................................................... 201Story: “How to Wow Employers” by Donald Moore .............................................................209
Session 16: Where I’ve Been and Where I’m Going ...................................................... 213Story: “Job-Hopping to a Career” by Samantha Flowers .....................................................221
Session 17: A College Experience That Fits ...................................................................... 225Story: “Community College: A Second Chance” by Jordan Temple ..................................230
Session 18: Discovering Your Spark, Following Your Passion .................................... 235Story: Story: “Rewriting My Dream” by Marsha Dupiton .....................................................242
Session 19: Finding Your Own Way ..................................................................................... 249Story: “Not a Stretch” by Eliza Dubisz ...................................................................................... 254
Session 20: Goals Into Action ................................................................................................ 261Story: “In the Driver ’s Seat” by Xavier Reyes .......................................................................... 265
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About Youth Communication ....................................................................................................... 270
About the Authors and Editors .................................................................................................... 270
Acknowledgments ............................................................................................................................. 271
Resources from Youth Communication ..................................................................................... 272
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UNIT 2: GETTING ALONG
Session 5
Story to Use: “Keeping It Professional” by Desmin Braxton
Story Summary: Eager to be noticed by his new coworkers, Desmin brings his “street self” to work. But after getting some critical feedback from his coworker and his supervisor, he realizes that his behavior is making other people uncom-fortable. He decides to make some changes in how he acts, and reacts, at work. Desmin learns that the way you get respect at work is by respecting others.
Learning ObjectivesYouth will increase their work readiness skills by:
�� Learning the importance of developing good working relationships throughout the workplace
�� Improving their communication skills so they speak in ways others can understand
Youth will build their SEL and literacy by:
�� Making meaning of text through group read-aloud and discussion
�� Increasing their ability to reflect on their sense of self and identity
�� Increasing their ability to cooper-ate and negotiate conflict to have positive relationships with diverse people in the group
�� Increasing their ability to communicate clearly and listen actively
Communicating Respect
Materials� Group agreements and agenda, posted� On My Way anthologies, one for each group member� Chart paper and markers
Preparation�� Read the story and session plan
ahead of time.�� Prepare the session agenda.�� Clear a space in the room for the
Opinion Continuum activity.�� Write “I” messages (in bold) on the
chart paper.�� Write definitions of “you” and “I”
messages on chart paper (optional).
�� Make two-sided copies of Ingredients of an “I” Message handout (pp. 67-68).
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GETTING STARTEDWelcome everyone and have them sit in a circle. Review the agenda (posted):
Agenda: Communicating Respect � Review group agreements � Opening Activity: Opinion Continuum � Read and Discuss: “Keeping It Professional”
by Desmin Braxton � Explore the Ideas Activity: “You” Messages and
“I” Messages � Closing Circle
OPENING ACTIVITY — OPINION CONTINUUM (8 minutes)This pre-reading activity will activate background knowledge to boost reading comprehension and set the emotional tone for the story.
1. After reviewing the agenda, tell the group that they are going to do an activity where they observe, listen to, and respect where others stand.
2. Stand in the middle of the open space you cleared and tell the group that you represent “feedback.” Explain that feedback can come in different forms. Critical feedback finds something wrong with someone, but doesn’t tell him or her how to fix it. Constructive feedback includes a person’s strengths and things he or she can do to improve. On the job, workers can experi-ence both critical and constructive feedback.
3. Have group members form an Opinion Continuum by standing either as close to or as far away from you as they wish. Where they stand represents how comfortable they feel when hearing feedback. The closer someone stands to you, the more com-fortable he or she is hearing feedback. The farther away, the more he or she prefers to avoid or ignore it. Once all group members have moved somewhere along the continuum, ask them to notice where other group members are standing.
4. Ask for volunteers to share why they are standing where they are. Tell group members that they may change their position if they are influenced by another group member ’s opinion.
ON MY WAY: A Career Readiness Curriculum Guide
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5. Thank group members for sharing their opinions and have them take a seat.
READ AND DISCUSS THE STORY (30 minutes)By practicing active reading strategies while reading aloud and discussing as a group, group members build comprehension and support fluency.
1. Introduce the story: Explain to the group that you are going to read a story by a young man who receives some critical feedback in the workplace.
2. Set expectations for reading the story: Sitting in a circle, group members take turns reading aloud. They should be given the option of passing when it’s their turn.
3. Read and discuss the story together: As group leader, you should pause the reading when you arrive at an open-ended question within the text (in bold). Ask the group this question and facilitate a short discussion before returning to the text.
EXPLORE THE IDEAS ACTIVITY — “YOU” MESSAGES AND “I” MESSAGES (15 minutes)During this post-reading activity group members will make connec-tions, build understanding, and rehearse positive behaviors.
1. Introduce the next activity by saying to the group: “Now that we’ve read the story, we’re going to do an activity where we learn more about a way to communicate that can help us get along and avoid conflict in the workplace.”
UNIT 2: GETTING ALONG
Tell the group to turn to p. 37 in their anthologies. (See the leader’s version in this guide for stories with discussion questions included.)
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2. Then, introduce the concepts of “you” messages and “I” messages by defining each term (you may wish to write it on chart paper and post it for reference):
�� “You” messages—Messages that attack or blame the other person. The receiver of “you” message may feel judged and defensive.
�� “I” messages—Messages in which the speaker communi-cates his or her own wants, needs, or concerns assertively. The receiver of an “I” message can feel safe and respected when responding to this message. “I” messages encourage focusing on solutions, not blame.
3. Read aloud the “I” message formula you prepared on chart paper:
�� I feel… (state the feeling)
�� when you… (state the feeling)
�� because… (state the feeling)
4. Tell the group they will now have a chance to practice turning “you” messages into “I” messages.
5. Have everyone find a partner.
6. When everyone has a partner, pass out the Ingredients of an “I” Message handout (pp. 67-68) to each group member.
7. Give group members eight minutes to complete the handout. Have them work together to decide which of the statements are “I” messages and which are “you” messages. Then have them try changing the “you” messages to “I” messages using the formula posted on the chart.
8. When eight minutes are up, refocus the group to share out suggestions for turning “you” messages into “I” messages.
9. Close out the activity by discussing how using “I” messages could have helped Desmin, his coworkers, and his supervisor. Have volunteers try out some possible examples using the “I” message formula from the chart.
10. Thank group members for sharing.
ON MY WAY: A Career Readiness Curriculum Guide
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CLOSING CIRCLE (7 minutes)In Closing Circle, group members make personal connections to the story and share their take-aways with each other.
Guide group members in a go-round share of responses to these prompts:
1. “What stood out for you in Desmin’s story, ‘Keeping It Professional,’ and our activities today?”
2. Finish this sentence: “One way using ‘I’ messages can help me achieve my goals is….”
UNIT 2: GETTING ALONG
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H A N D O U T
On My Way
67
Communicating Respect“Keeping It Professional” by Desmin Braxton
An “I” message expresses what I feel, what’s happened to make me feel that way, and what I need. We use “I” messages to speak only for ourselves and not for, or about, others. “I” messages reduce tension and prevent the escalation of conflict because they allow the other person to understand what the speaker is feeling. Here are some examples of “I” messages:
�� I feel frustrated that you called me out like that in front of everyone. Please speak to me privately if you have something personal to say to me.
�� I feel pressured when you chat with me while we’re working. I’d rather we wait until break time, or after work, to talk.
�� I want some time to think about this. I feel uneasy about giving you an answer right now. Let’s talk later.
Some statements are false “I” messages. They sound like “I” messages but they contain demands, blame, judgments, and accusations. For example, “I feel he should give me my seat back.”
Read the statements below. Put an “I” next to all “I” messages and a “U” next to all “you” messages. Then try changing some “you” messages to “I” messages.
1. I hope things go better for me today.
2. Shut your mouth.
3. I need you to just leave me alone!
4. Don’t tell me you understand. You don’t know anything.
5. Why don’t you let someone else have a chance?
6. I want to make sure I understand. Could you repeat that?
7. I really don’t like it when you touch my things without permission.
8. If you would just listen to me first, I wouldn’t be so mad.
Ingredients of an “I” Message
CONTINUED ON BACK
UNIT 2: GETTING ALONG
Session 5
H A N D O U T
On My Way
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ON MY WAY: A Career Readiness Curriculum Guide
FIVE STEPS FOR EXPRESSING ASSERTIVE “I” MESSAGES
1. Prepare the “I” message. Think about it ahead of time. Talk about it with another person. It may be a good idea to practice saying it.
2. Say it out loud. Use body language and a tone of voice that reinforces the message.
3. Wait a moment or two. The other person may not respond immediately. When the response comes, it may be defensive—the other person may offer excuses, attack, or withdraw.
4. Listen calmly to the response. Ask questions that encourage the other person to look for a solution. Restate the problem and ask, “What do you think would be fair?” or “What can we both do now?”
5. Look for a solution that meets both of your needs.
Note: Depending on how the other person responds, you may need to go through the steps above several times before reaching a solution.
CONTINUEDSession 5
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Keeping It ProfessionalBy Desmin Braxton
I got off the elevator feeling hyped and energized, my music turned up to the max. I made my way to my desk at a teen magazine where I work as a writer. My headphones were blasting so that everyone would know what I was listen-ing to. My pants were sagging, my beads all out. I wanted to look like a fly guy from the hood who was talented and confident. I wanted everyone to notice me.
People were staring and looking intimidated. After I got to my computer and started working, my editor asked me to turn the volume down because other people couldn’t concentrate. I did turn it down a little, but I got into a song and I started rapping it. I said out loud, “Wild out, hit with a bottle, stomp his #$@%! light out, wild out wild out, hands on deck, make a #$@%! pull the tool out…”
Soon, one of the editors told me to chill out. (At a magazine, the editors are your supervisors.) Then one of my coworkers said to me in a disgusted way, “That’s so unprofessional.”
Hearing that made me feel ignorant, like what I was doing was dumb. It felt like she was trying to embarrass me. It bothered me that she said I wasn’t profes-sional because I’d been working there longer than she had. I’d never had some-one say that what I do at work is not professional.
So I caught a little tantrum and started mumbling some cruel words underneath my breath about her. After that day, I would get angry when I saw her. Once she said, “You a clown!” She seemed like she was half-joking, but it still offend-ed me. I felt like she was calling me out and trying to degrade me.
This girl didn’t know me, and I didn’t know her. She was judging me just because of the way I acted. But working at my internship is usually my comfort zone, where I get away from people judging me, and from negative energy. It’s a place where I can relax. She broke my comfort zone by judging me and bringing negative energy toward me.
I thought about the incident for a few days. It was still bothering me, but I
Session Story: Turn to p. 37 in anthology
UNIT 2: GETTING ALONG
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ON MY WAY: A Career Readiness Curriculum Guide
Session Story
started to realize that this girl was at least partly right: I had been unprofessional lately at the office.
My job meant a lot to me. I had accomplished a lot, published several stories, and greatly improved my writing. Also, it gave me a voice to be heard as a youth. When I’m at school, home, or in the street, the majority of people don’t listen to me. I was inspired to work at the magazine to get my voice out. I didn’t want to lose that.
[“Besides offended, how do you think Desmin’s coworker’s comments made him feel? How do you think he wants people to see him or treat him?”]
I decided part of what was making me unprofessional was the way I dressed and the way I came in to work. I can’t walk into the office with my pants sag-ging so much that you can see what I’m wearing underneath. Playing my music loud was breaking my coworkers’ concentration.
I don’t know how people feel about my colors when I’ve got my beads all out, if they think I’m a gang member ready to bring the street mentality to work. Some gang members do wear beads to show their gang loyalty, but I wear them because they mean something spiritual. But I realized I didn’t need to do it at work, and that rapping out lyrics on the job might offend some people.
My editor had told me that the office was supposed to be a comfortable, safe place, and that’s what I wanted it to be for me. But I began to notice that I wasn’t making it a comfortable, safe place for some of the other people. This made me feel disappointed in myself because it wasn’t professional. I decided I needed to change.
[“Why do you think Desmin decided to make a change?”]
I knew changing would be hard because I was a street person with a street men-tality. But on the other hand, I had a professional job, and I was taking some street traits with me to work. There’s a time and a place for both. In the street you can’t walk around looking soft and wearing suits or you’ll look like an easy target for a crime. That’s why you must blend with the street.
READ-ALOUD QUESTION
READ-ALOUD QUESTION
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Session Story
But at work you don’t need to dress flashy or move a certain way. There should be no slang or cursing—every word you use is supposed to be proper English. In the street it’s different.
The street mentality is that if you get stared at, you stare back. Then words get exchanged and it may escalate. At work it’s not a big deal if somebody stares at you because you don’t have to worry about anyone challenging you or physi-cally hurting you. You can just go about your business and continue working. If someone says something that you don’t like, you just take it in. You can’t react and jump out of your office character, because it’s not the street.
Now my style has changed at the office. I’m straight professional. I always wear a button-up shirt. I don’t turn my music on so I don’t distract others or myself from my work. I changed the way I react to people to show people the utmost respect, even when they’re getting on my nerves.
The one thing I still need to improve at the office is just minding my business when other people are having a conversation instead of jumping in and mak-ing jokes. You never want to make a bad impression where you work. You want your boss and coworkers to see you as a colleague instead of the one who’s just playing.
I’m going to take this experience and practice for the future. If I went to my next job and hadn’t learned these skills, they would fire me for my behavior. You never know where you might get a job, and you’ve got to be prepared.
[“How do you, or would you, prepare yourself to be profes-sional in the working world?”]
Desmin wrote this story when he was 18.
READ-ALOUD QUESTION
UNIT 2: GETTING ALONG