Get R.E.A.L!

by Miriam Heider

What does R.E.A.L. stand for? R. is read, E. is educate, A. is and, finally L. is listen. This represents what will happen in the R.E.A.L. room everyday. We will provide one-on-one reading instruction for all of our students that are in need of it. This instruction will be taught primarily from volunteers. Our method of instruction is the Carbo reading method. To find out more about the Carbo reading method you can go to http://www.nrsi.com/. Basically, it is a slow, purposeful reading focused on sight words and repetition. This improves not only fluency, but comprehension as well. We will be using pages of sight words and leveled stories with this method. It is a very volunteer friendly system that will require only one hour of training. After that one hour of training we feel the volunteer will be ready to effectively instruct a child! This lesson plan has been almost a year in the making and we have seen significant improvements in reading scores just in one semester.

These last three weeks have been spent assessing the student’s reading levels and introducing them to the R.E.A.L. room. We will have our first volunteer begin instruction on Monday! For the most part, the kids are excited. When I bring them into the R.E.A.L. room for the first time I can tell they are wondering what they are doing there. However, when I explain what will happen, they smile and ask more questions. The one-on-one aspect is very important. It will also teach the kids how to build relationships and work through conflict. Reading instruction can be very hard and slow-going, but I trust the kids are up to the challenge. I’m very excited to see how God will work in this part of the ILC!

As I have been getting to know the students at the ILC, God has continually been giving me insight into what it means to love people, in this case, young people. Working with inner city kids is a blessing and God has been revealing themes to me, in order to better relate to kids.

Being a man, it is important to work here. A lot of these youths do not have fathers and being able to talk with them, play with them, and show the love of Christ to them are all ways that help them see what it means to be a real man. Now, these themes God has been revealing are quite simple. I am not an educational psychology major or a child counselor major, but knowing how to read people and be empathic with them helps in this case. Two boys I've come in contact with both desire attention and the need to feel like they are important, yet the both communicate that in different ways. For one boy, he communicates that through the desire to be the best, especially at sports and on occasion, even wanting to help clean up after snack. He is very vocal and sometimes mean-spirited in a game. Just looking at these qualities and his demeanor tell me that he longs for someone to regard him as significant. Then again, who doesn't want that? In this boy's case, he doesn't know how to handle his talents, emotions, and verbal in a way that edifies people yet.

The other boy, on the other hand, is very quiet, introverted, and timid. Rarely does this boy eat a snack or speak up when playing basketball or soccer. In fact, he seems to be reclusive and in this, I feel, he really feels disengaged from the activity and not empowered to use the God-given abilities he has. One sad experience I had with him was when he was sent to our "Reroute Room," where kids go when they are showing disrespect or disregard for someone or an activity. At one point, after I asked him what the problem was, he started to tear up, yet he remained silent the whole time. I think it's hard for him to handle and express his emotions, desires, concerns, or even his side of the story.

Now, I don't give these two examples to be pessimistic or discouraging. Rather, these are things that I trust God to change. These are lives in which I see the possibility of reform! In whatever ways He desires, God is going to change hearts and minds and lips for His glory and I am fully confident in that.

You've Been Stamped!

“You’ve got mail,” is one of today’s most pleasant phrase. Whether sent through “snail mail” or via email, those cards or notes we receive, especially from those we admire, can make your day.

This week ILC students were introduced to the Impact Learning Center’s own post office. Each student was designated their own mailbox. Reach into the mailbox and you will find a “You’ve Been Stamped” card. These “You’ve Been Stamped” cards promote youth to communicate positively with adults and peers both within and outside of the program. This may look like using phrases such as: “I really appreciate when you…” or “Something I notice and really appreciated about you is....”

Students have the opportunity to write to another ILC student or staff member, where it will be “delivered” their mail box on the “Overnight Delivery.” Above is a “You’ve Been Stamped” card written by Kerri, a sixth grader, to Miss Leslie, her Read Room teacher.

They also can write these cards to somebody that is outside of the Impact Learning Center. Some people the students brainstormed to write to were teachers, coaches, janitors, moms, dads, siblings, neighbors, grandparents and the list goes on and on. They can then deliver this notes to whoever they wrote them to.

Just as it is excited to receive mail, the students are finding it is fun to write them as well. It may take a first grader the same amount of time to write one “You’ve Been Stamped” card as it takes a seventh grader to write four. Either way, the students are learning the impact a “stamp” of encouragement can make on themselves and others.

Do You Know How To R.A.P.S?

Rules are designed to help guide and assist us to be a part of a constructive environment. Rules are implemented to ensure safety, to evoke good behavior and to teach life skills. The ILC program follows basic rules that are stated through R.A.P.S. The sign above is placed in many of the ILC classrooms as reminders to the students on how they should behave.

R-Respect involves how you treat yourself and others in a non-destructive way.

A-Attitude includes having a positive attitude while at the ILC. You may not always be in a good mood, but you can have a good attitude.

P- Participation is expected. Everybody may not like all the activities we do here, but we do expect them to participate.

S- Speech should always be constructive and encouraging to other classmates, to staff or to self.

R.A.P.S has been implanted in other City Impact programs, such as Bible Club, so

many of the students are familiar with the rules.

Along with these behavior expectations, we will be introducing other “rules” or expectations that will teach students social and life skills. For example, last week during our team time, we discussed the importance of saying “Thank you” when you receive something. This week the students have been practicing, especially during snack time. Each student is expected to say thank you to the staff member that prepared the snack, and if they fail to do so, a portion of their snack will be taken away. This may seem harsh, but it is effective to teach the importance of being grateful of what is given to you.

Many of the additional expectations for rules that will be implemented have been inspired by the book The Essential 55 by Ron Clark. Ron Clark was the Teacher of the Year in 2000 and wrote a book on the rules he implemented in his classroom. To learn more about Ron Clark and his story visit his website www.ronclark.info/story.

A goal of the ILC program is to motivate youth to model a life of purpose and service. By teaching and expecting high standards of behavior, students will in turn set high expectations for themselves.

Art Shop: Get In Touch With Your Creative Side

by Jenna Gerstenschlager

When I was hired I was told to plan a workshop. The only guideline I had was for it to be in the realm of strategic games, visual arts, or science. I decided to start with something familiar to me. For the first nine weeks in the Impact Learning Center, my workshop will focus on visual arts. My goal is for the kids to have a positive, hands-on experience with art.

For our first project we learned about names and what each of ours means. Then the kids were instructed to write their names on construction paper and draw pictures around it describing things they like or like to do. It was a fun way for me and the rest of the kids to get to know each other.

Future projects will include making masks, constructing pictures frames, working with clay, and various painting projects. It's always so exciting for me to see how creative the kids can get with a project. It’s fun to see them take a simple original idea and make it their own.

What is your Read Room Schema?

by Leslie Burchell and Anna Zach, Read Room Coordinators

What is your schema about the IMPACT Learning Center Read Rooms? Confused by the question? Not quite sure what ‘schema’ means? Ask any of our first- through eighth-graders and they will tell you: schema is what you already know about something. It’s all the background knowledge you have from experiences, books, teachers, conversations, etc.

So, we would like to enlarge your schema about the Read Rooms by sharing a bit about what goes on each day. Our goal is to create an environment and experience where children have meaningful interactions with quality literature and learn to see themselves as good readers. During this time, we focus on the specific ways that good readers interact with a text not only while reading, but also before and afterward. In a nutshell, we are providing specific strategies that encourage these students to be active and thoughtful readers.

The Read Rooms are divided into three groups: first through third grade, fourth and fifth grade, and sixth through eighth grade. Our general framework includes a short lesson presenting the strategy through a read-aloud. During this time, the students sit together on the floor as the teacher reads the story. Before the story even begins, hands fly up, evidence of eager students begging to share their schema about that day’s book. As the read-aloud commences, hands continue to pop up as the students practice thinking aloud about the book. Next, the students have the opportunity to ‘go for it’ by practicing the strategy independently with books of their choice. Using sticky notes, they mark pages in their books where they have meaningful encounters with the literature. Each day concludes with the students coming together to share their successes with one another.

We are excited to have this opportunity to impact the students’ attitudes toward and relationships with literature. We view the learning that goes on in the Read Rooms as crucial to their development as life-long readers and positive impacters in their community.

We hope this brief description of the Read Rooms has expanded your schema and inspired the reader in you!

How Long Does It Take To Finish a Puzzle With No Sides?

Two sixth grade girls didn’t waste any time to challenge themselves the first day that they were at the Impact Learning Center. Mercedes and Lea, along with some other staff members, tackled a 500 piece jigsaw puzzle. That wasn’t the tricky part. On top of having 500 pieces, it had no sides!

Each day after-school, the girls spent their forty-five minutes of free-time, before the elementary students came, talking, laughing and fitting together the miniature pieces that matched the portrait on front of the box. Each day the puzzle was stored a little more completed than the day before.

Finally, the last piece was locked into place a week after it had been started. The 500 count was down to 499, because one piece had gone missing. But with teamwork, perseverance and a lot of smiles, these girls showed off their accomplishment with a beautiful picture. Good job girls!

Drama Kings and Queens

by Ondrea Goranson

“What is Drama?” That was the question I posed to my first through third grade students on our very first day of Dramashop. Immediately several hands flew up and I called on Amara, a bright eyed first grader bouncing with excitement.

“It’s when someone’s just being bossy!” she exclaimed. I saw eight tiny heads nod in agreement. I inquired further.

“Or when they always fightin’ with their boyfriend! Drama queen!” Jocelyn, an enthusiastic third grader pronounced to the class.

“Ok, that’s good. Can someone raise his or her hand and tell me anything else that comes to mind when you think of drama?” I watched their curious expressions and it took about two seconds of very serious contemplation before three more hands skyrocketed to the ceiling.

“Yeah! When somebody’s real mean and don’t share their toys and talk when the teacher’s talking.” Another voice proclaimed. I couldn’t help but crack a smile; these were entertaining, but unexpected responses. I then established that we weren’t going to be practicing that kind of drama in Dramashop. I also explained that drama wasn’t always such a bad thing.

The communicative arts, such as theater, speech and creative writing, are not only further a student’s education, but place an indispensable importance on the value of imagination. This day in age, it is far too easy to let the television and video games imagine for children. In Dramashop students’ creativity and imagination will be cultivated, explored and required.

Students will be introduced to a variety of lessons and activities that utilize drama. They will participate in improvisation games, reader’s theater and skit performance. In some cases, students will be assigned situations and scenarios that they’ll quickly rehearse and perform for the rest of the class. Props and costumes will also play a role in developing the student’s theatrical skills and understanding. Tongue twisters, warm-ups and a variety of vocal exercises intended to enhance clarity and diction will be practiced during each Dramashop session. Basically, it is my desire that Dramashop will provide an environment where students can be active and expressive without apprehension of judgment.

I cannot wait to explore the realms of theater and acting with these bright, energetic students. It is my prayer that each student will develop a newfound appreciation and love for “playing pretend”. This semester each student will discover new, fun, silly, exciting ways to express that imaginative energy through drama.

Meet Mr. Wale

My name is Adewale Olubodun (try pronouncing that!). I am originally from Nigeria, but was born in Atlanta, GA. I became born again when I was about 13 years old, even though I didn’t really make Jesus the lord of my life until about 2 years ago (How’s that for procrastination?). I am proud to say I have not looked back since then. I am a senior in Electrical Engineering here at UNL, and hope to graduate in December.

My position here at the Impact Learning Center is the Conflict Resolution Coordinator. I am in charge of the Reroute room. I also help setup and tear down the site daily. I have worked with kids since I was 16, and enjoy making a positive impact in the lives of the young.

Where We Call Home

The Impact Learning Center is currently held at Central Alliance Church in Lincoln. This has been the home of Bible Club for ten years. Bible Club is a ministry of City Impact that serves and ministers to over 120 kids ranging from preschool to high school. Learn more about Bible Club by visiting City Impact’s website, www.cityimpact.org.

Central Alliance Church is a central location to many of the schools, students and families that City Impact targets. Equipped with many classrooms, a kitchen and a gym, Central Alliance Church is a great fit for the Impact Learning Center. So far, two rooms are being used for the Reading with Meaning or Read Room; one classroom for Rotations, where Dramashop and Artshop is held; a behavior room, titled the Reroute room; the sanctuary for the tutoring room (a.k.a the R.E.A.L room); and the gym for the Rec room. Another room is also set aside as the Relax room, where middle school students can “chill” before the elementary students get there since, their school dismissal is later than the middle schools.

The ILC staff and directional team have created these names to distinguish each room that creates a fun and comfortable setting for the students. For example, instead of “going to the gym,” students “will ball it up in the Rec room.” Although these terms may seem foreign to outsiders, this common language helps create a bond with every member of ILC. Keep posted for explanations on the room names and what goes on in them!

Along with adjusting to the new rooms and names, students had to learn how they can and should respect the building and the things in it, for it is not our own. That includes cleaning up after snack, picking up any messes made and putting back things where they found them.

It is a blessing to have the staff and members of Central Alliance Church to allow us to use their building daily. Especially thanks to pastor, Paul Howard, for working with City Impact and cooperating with us so that this building can be used as a tool to impact so many students.

Meet Miss Miriam

My name is Miriam Heider. I was born in Chicago, IL and moved to Aurora, NE when I was 7. I have 2 brothers and 2 sisters and we were all proudly raised by my single mother. I remember coming to the Lord in my first grade class in Chicago, but my faith didn’t mature until high school. I went on a missions trip with my youth group to Urban Impact Ministries in New Orleans. It was there that I first felt that God had a purpose for my life and was actively pursuing me. After graduating high school, I interned with Urban Impact for one year. I then returned to Nebraska to attend the University of Nebraska-Lincoln, where I met my amazing husband, Joe. We were married in May, 2006. We live in one of City Impact’s target neighborhoods. We have been a part of City Impact’s Bible Club for the past 3 years and hope to someday be full-time missionaries in a Spanish-speaking country.

My official title for the ILC is Reading Tutoring Coordinator. I will oversee the R.E.A.L. (Read, Educate And Listen) Room. I will assess the reading level of the youth and train volunteers in how to effectively use the tutoring materials.

Putting the Pieces Together

With much anticipation and preparation, the Impact Learning Center (ILC) opened its doors for the first time. Students ranging from grades 1-8 were picked up from school and transported to Central Alliance Church, where the Impact Learning Center staff awaited there arrival.

As students arrived, they got acquainted with the building and with the staff. Since the middle school students get out of school earlier than the elementary school students, they had a chance to hang out until the elementary students came. During this time, the girls decided to tackle this 500 piece puzzle pictured above.

When the elementary students arrived, snack was served and then the students headed to their team rooms. Team rooms are divided into grades: 1-2, 4-5, 6-8. All three teams have a name representing some kind of impact. Team 1-2 are Drops, Team 4-5 are Prints, and Team 6-8 are Splats. Here rules and procedures were discussed, along with introductions. Eventually in this room students will get a chance to explore their strengths more, learn life skills, and participate in group building activities.

After team time students participated in a rotation of activities: Reading with Meaning time, recreation time, and workshop time where Miss Ondrea introduced her Dramashop. At 5:45, the first day ended and the students were picked up by their parents.

With day one in the books, all the pieces that were prepared months in advance were put into place to help make this first day possible. And as we stand back and look at the big picture of the day, it was a great first day.

Meet Mr. James

My name is James Pruch. I grew up in the Omaha, Nebraska, with my parents and younger sister and brother. I grew up in a Christian home and I accepted Christ around the age of seven. Still, this faith in Christ was more of a habit than a personal relationship as I got into junior high and high school. After my sophomore year in college, I finally began to realize that spiritual things and pursuing God were important. I rededicated my life to Christ in August of 2005 and thus began a faith journey that has been both challenging and exhilarating. During the last three years I have been involved with Campus Crusade for Christ and through this organization, God has used relationships I have made to shape and mold me to look more like Him. I am a senior at the University of Nebraska-Lincoln and will be graduating this May with a degree in Communication Studies and a minor in Religious Studies.

My official title with the Impact Learning Center is a site coordinator. I will assist the director in setting up and tearing down the program each day. Also, I will oversee logistical operations and help the teachers and volunteers in any way needed.

Meet Miss Sarah

My name is Sarah Miller. I grew up in Hickman, Nebraska, and graduated from Norris High School. From there, I went on to attended the University of Nebraska in Lincoln where I graduated with a degree in secondary math education. During my time at UNL, I was involved in Christian Student Fellowship, one of the campus ministry groups there. I grew so much during those years through activities and friendships with the people there. I had the opportunity to go on mission trips to Mexico over spring break and even went to Romania for a summer and worked with the children there. After graduation I took a bit of an unusual turn and accepted an internship in children's ministry in Grand Island, Nebraska. I knew that I wanted to work with kids and that God had really given me a desire and a talent for doing that, which is what led me to pursue the degree that I did in the first place, I just wasn't sure what setting I wanted to do that in. It was a wonderful experience working with the kids in the church there as well as in their after school program. I learned a great deal during my time there about working with kids and planning events and activities for them. I moved back here in September with plans of moving again.

As with so many things though, God's plans are very different than mine and it appears that I will be in Lincoln a bit longer than I had thought. I'm very excited about the work that He has given me to do at City Impact and with the Impact Learning Center. I love working with children and teens and am excited to see what new adventures and lessons this brings for me as well as the students involved. I have no doubt that God is working here and that we will see and experience wonderful and challenging things in the weeks to come.

Meet Miss Anna

My name is Anna Zach. I am a native of Long Beach, California, although I grew up and have lived in a variety of locations since. After graduating from UCLA with a Bachelor’s degree in biogeography I substitute taught in the Los Angeles Unified School District and eventually settled into my own 4^th grade class at Culver City Christian School. I was transplanted to Lincoln in 2003 when I married the most wonderful man in the world, my husband Daniel. The previous few years have found me traveling nationally on a full-time basis with my husband and his ministry. After an exhausting 3 years of travel, I now enjoy being exhausted by my pup Ringo.

I joined the Impact Learning Center in January 2007 and will be serving as the Reading with Meaning Coordinator for grades 1-5. My primary responsibility will be to teach reading labs.

Meet Miss Leslie

I grew up in Kearney, NE and moved to Lincoln in 2001 to attend UNL. I studied horticulture and graduated in May of 2006 with my Bachelor’s. I began working for City Impact in January of 2007 and I am getting married in April. I have four younger siblings who all still live in Kearney.

I love spending time with my brothers and sisters, my friends and my fiancé Travis. I am interested in development, particularly in the area of agriculture. I have worked with the middle school students at my church in Lincoln for the past couple years, which has instilled a love of working with kids. This experience, combined with the belief that education and literacy are important parts of personal and community development, brought me to work with the IMPACT Learning Center as the part-time Reading With Meaning Coordinator.