Make an Impact, Be Impacted

by Ondrea Goranson

The following is a touching journal written by Miss Ondrea, after she had been gone a couple of days to a trip to New York City. She captures the real, rewarding connection that many have experienced working with youth involved with City Impact. It is a relationship that goes beyond the classroom, and impacts not only the children, but the staff and volunteers that have gotten a chance to work with these students.

The precious relationships I’ve formed with our bright students this semester followed me across the country several weeks ago. Amidst the skyscraping hustle and bustle of New York City, amongst a sea of taxis, glittering neon and couture galore, I couldn’t help but be reminded of the kids at ILC.

The gigantic, blue M&M towering one story above the Hershey factory immediately reminded me of Madison, who “L-O-V-E, loooves” candy. The miles of boutique, designer shops filled with colorful purses and jewelry reminded me of our self-proclaimed little princess, Milandr. I couldn’t help but think Hope would love exploring the city, mapping her way through the endless maze of streets and subways. As I breathlessly viewed the spectacular Broadway performance of Wicked, (a musical based on the Wicked Witch of the Wizard of Oz) I longed for my Dramashop students to witness our countries most entrancing theatrical experience. And what child, or adult for that matter, could resist the monster indoor Ferris wheel in America’s largest Toys R Us?!

During my first trip to the “big city” I came to a greater understanding of how strongly the children really have influenced me this semester. I’ve often heard that students teach the teacher, and now I’m a true believer in that statement. Despite the instructive lessons I’ve refined this year—such as practicing more patience, implementing strict, constructive discipline and adapting to unforeseen situations—the genuine connectedness I’ve developed with these young people has been the most spiritually enriching experience. I have a deep desire to see these students grow and thrive in a world that doesn’t always give them the opportunities they deserve. I know that God has an intricate, lovingly designed plan for each of these children and it has been my desire to play what role He wishes in carrying out that plan this semester.

He has also used them in my own personal walk with Christ. Although I do not desire to be a full time teacher in my future career, God has reaffirmed the passion in my heart to show love to those who don’t often see the never-ending love He has for them. I have no clue where He’ll lead me on this road of life, but I know that His calling is undeniable. I can only do my best to seek, trust and follow Him, genuinely love others, stay true to His word and stand up for my belief in the forgiving, loving, trustworthy, all powerful, creator God.

What is an Impacter?

by Todd Bowman
Program Director

If one of you says to him, “Go, I wish you well; keep warm and well fed,” but does nothing about his physical needs, what good is it? In the same way, faith by itself, if it is not accompanied by action, is dead. (James 2:16-17)

If I speak in the tongues of men and of angels, but have not love, I am only a resounding gong or a clanging symbol. (I Corinthians 13:1)

At the Impact Learning Center, both youth and adults wear nametags which say “I am an impacter”. But what does this really mean?

Recently, I’ve been struggling with how best to help youth make the transition between the idea of being an impacter and practically turning the idea into a daily reality in their lives. At the Impact Learning Center, we talk with youth a great deal about making an impact and even ask them to write journal entries and set goals around this idea. But when pen meets paper, everything starts to get a little fuzzy. The question is how, specifically, can one make an impact?

I may have found an answer to this question on May 8^th & 9^th at the Hours Of Opportunity Conference in Kearney, Nebraska. About two hundred adults involved in after school programming were in attendance. During one of his sessions, the main speaker, Michael Brandwein, offered a question which he suggested if adults and youth answered every day would make the world a much better place. The question is “What is one thing I did today, that I didn’t have to do, which helped or showed sacrificial love to others?” After copying this question, in the margin of my notes I wrote “THAT is an IMPACTER!”

Impacters are others focused. They desire to serve. They love sacrificially. They make a positive mark on the world around them.

The most recent development at the ILC is for youth to write journal entries and set goals around this very question. This question will be prominently located on the forms they use to craft their journals and shape their goals.

Questions are powerful. When confronted with a question, our mind immediately begins searching for an answer. And what a great question for urban youth to be asking and answering on a daily basis.

At this point, I know some of you are feeling a tad uncomfortable. You might be asking - Where is God? Where is Scripture? You might be saying – This sounds legalistic. You can’t serve under your own power apart from Christ.

No worries. We have thought a great deal about how to ground our work in the truth of God’s Word and I will address this issue in my next post.

Opening Up

It has been about five months since we opened ILC’s doors. We welcomed Lincoln youth varying in age, race, gender, home life, school, strengths etc. It has been exciting learning more about the students, who they are and what they like to do.

Some students were very easy to get to know, and welcomed others to get to know them. Other students were reserved and shy making it difficult for teachers and peers in. But as the semester goes on, it has been rewarding in seeing these student flourish and participate in class with their teachers and peers.

Miss Anna, the Read room teacher for Grades 1-5, shares her exciting story of one boy in her room that opened up:

He has come to let me work with him during independent reading time and in the last week has raised his hand every time I ask a question, and I should add he always has the right answer. But, with that said, when it comes to sharing something that he has written or drawn he is very cautious, protective and unwilling to share. It’s almost like he just hasn’t wanted to be exposed in that manner. His work is different to him than just answering a question verbally.

Although I always give him the opportunity, not a single time this year has he been willing to share, until Monday, that is. I asked the others to share first and then asked him if he would like to share. He hesitated, and I’ll admit I wasn’t expecting him to answer. But then he picked up his paper off the floor, and very, very nervously and hesitantly began to read what he had written. I wanted to jump out of my chair and hug him like crazy because I was so proud of him for being so brave.

This may not seem like such a big deal, but it is just huge to me. For the first time this boy felt safe enough to allow himself to be exposed and vulnerable to those around him. I should add that what he shared was simple, but precise and different from what the others had shared. It was a moment that may have made my whole spring.

"People like me here."

by Jenna Gerstenschlager

Last week during team time when the group was writing Stamps, Keanu raised his hand. I went over to him and asked him who he wanted to write to today. I suggested he look through his stamps and write someone back that had already sent him a Stamp. He happily went through his pile of Stamps he had stashed at the back of his strengths journal. He looked them over and reread a few of them.

At one point he looked up at me and he said, "People like me here."

“Yes, we all love having you here,” I replied.

He continued, "When I first came I didn't know anybody, but now I have a lot of friends."

He had the biggest smile on his face when he said that. It made me wonder about what it's like for him at school, and how many friends he does have. Either way, I think it is so important that our program foster a spirit of acceptance and love amongst each other. I think the post office/stamp idea has been a great asset in accomplishing that.

Dramashop-Behind the Scenes

by Ondrea Goranson

It's amazing how two cardboard boxes overflowing with hand-me-downs, last year’s fashions and other miscellaneous, rarely used items can turn a classroom into a magical stage. Dramashop was full of eager faces and even more eager hands as I introduced two boxes of costumes and props to the first and second graders. The assignment was simple: create a short skit by using the various props and costumes in each box. I had several performance suggestions prepared, but it turned out to be completely unnecessary! As the creative juices started flowing, it was a pleasure to witness the students immerse themselves in a world of make-believe.

Milandra, Daddiz and CJ settled on a medieval theme, stemming from Milandra's assertion that she absolutely must be a beautiful princess. The boys gathered a trophy, Frisbee, bracelets, gift boxes and a baseball bat to present to their princess. Milandra declared Daddiz, sporting a pirate’s eye patch, to be her prince. Meanwhile CJ, who was pumping up with a ten-pound dumbbell, was to be her slave. The action escalated to a sort of wrestling match between the boys and after several moments I interrupted with, "End Scene!”

As the second group of students took the stage. Jurnee and Madison, decked out in pearls, purses, and sparkly pink shoes, opened the scene by reading a newspaper. I noticed Mickela, their third castmate, waiting patiently to come on stage.

"Oh my goodness!" Madison opened the newspaper and dramatically declared, "It's supposed to rain today and we have no umbrella!!" Jurnee's mouth hung open in surprise.

"Oh no! What should we do?"

"I know!" Madison smiled and pulled out an old cell phone.

"We'll call Mickela, I bet she has an umbrella." True to dramatic form, Madison used grand gestures to dial as Mikela jumped out from behind the white board. She proceeded to save the day by providing the girls with much-needed shelter from the hailing rain storm.

I found myself filled with joy as the students pranced around, such innocence and imagination at work! I thanked God for the opportunity to provide these children with a positive escape from a reality that is seldom filled with such carefree wonder. Together we experienced a moment of pure silliness and make-believe.

Playing Teacher

by Leslie Burchell

While I usually spend most of my time with the middle school students at the ILC, over the last week or two there have been a couple days when they weren’t there for some or all of the afternoon. This has allowed me the opportunity to get to know many of the elementary school-aged students better. And they are an amazingly intelligent, funny and energetic group of kids.

There was one activity in particular that I observed happening on multiple occasions amongst the elementary students. I thought this activity was very illuminating as to the effectiveness of the ILC. What I saw were students mimicking what they have seen their teachers doing over the past few months: sitting in front of a group of students and reading a story to them. This is remarkable for several reasons. For one, many of the students came to the ILC with a below-grade-level reading level and they now have the confidence to sit in front of their peers and read out loud to them. This indicates to me that significant progress has been made in improving both reading levels and attitudes toward reading. Secondly, this shows how much these kids look up to their teachers at the ILC. They see that the way their teachers act is a desirable way for them to act too.

As one of those teachers, it is encouraging to know that we are indeed having an impact on the lives of these students. There have been moments when doubts have surfaced and it has seemed like our efforts go unnoticed by them. But watching these kids model their teachers shows that it is indeed true that as we impact them, so they learn to impact others in their world.

Free Books!

Last Tuesday as the students from ILC were released, they raced over to the table. You would think they were giving out money or free food, for that matter. What was it? The sign on the table said, “FREE BOOKS.” The kids were ecstatic as they rummaged through the pile of books. From picture books to chapter books, all the kids were excited to find at least one that appealed to them. Most found more.

“The pile of books quickly dwindled as they found the ones they liked, in their frantic effort to be the first to find those prize possessions,” staff member Sarah Miller observed.

Each student got to take home up to three books. The books had been donated to City Impact and the Impact Learning Center by a variety of donors.

“I think there was a smile on every face in the gym that afternoon. A smile on each child’s face from the excitement of having a new book and a smile on the face of every adult at seeing the excitement of the kids about having their own books to read,” Miller said.

Questions, Questions and More Questions...

by Bethany Larson


“Where can you find the long centipedes?” “What kind of grasshoppers are in Nebraska?” “Does this one bite?” These are all questions that sixth grader TJ queried Miss Leslie about one day during Read Room time. Knowing of his interest in bugs and a desire for learning in general, Miss Leslie had found a bug identification book that TJ was engulfed in that day.

One of TJ’s top strengths is Discoverer and it is apparent to anyone that knows him. Some key phrases in the definition of Discover, according to Gallup’s StrengthsExplorer, and the ones that TJ most identified with are: Questions are in your mind a lot. You collect and connect information and ideas. You might be bored doing things the same way everyone else does because you like to find new ways.

When defining a Discoverer in his own words, TJ stated, “A person who asks questions and makes new ideas for the future.”

Questions are on TJ’s mind, and it is obvious in the classroom. Whether he is learning about people of the past who made an impact, or learning how to play a new game during Rec time, he is always asking questions. Even as I was at the computer typing this story, he approached me and asked, “What do tarantulas eat?”

Almost daily, TJ will ask if there will be time to read independently, as he knows that there is so much information to learn from the books in the Read Room.

“Sometimes I get bored in class and want to find a new way to do it so others are not always asking me questions on how to do it,” TJ said when asked how he sees himself as a Discover. “I like to learn things by myself.”

Who? What? Where? How? All questions constantly going through TJ’s mind. But I also had a question for TJ that we seek to challenge students with at the ILC. “Using your strength of Discoverer, how can you make an impact in your world?’

TJ referred to all the Discovers we had identified in the past that had made an impact, among them being Thomas Jefferson and Grace Hooper, who invented the computer.

“All the Discoverers in the past made and invented things that we use today,” TJ said. “They all had an impact.”

Ask TJ what he wants to be when he grows up and he answers with five more questions on different occupations. Eager to learn and eager to develop new things, TJ daily exhibits his God-given strength of Discoverer. At the ILC, TJ is consistently seen living out of this strength to gain more knowledge by asking questions, even when there is not an answer.

Tutor Connects with Student

by Miriam Heider

It has been a little over a month that we have had consistent volunteer tutors in the R.E.A.L. Room. It was pretty exciting for me to see volunteers matched up with students every week. Now that the excitement has worn off, and the mystery of the R.E.A.L. Room has been revealed to all the students, we are beginning to see some real learning happening. There are still some kinks that are getting worked out as volunteers grow more confident in their new position. Some great things are developing as I watch volunteers teach students how to read.

Reading instruction is obviously the major part of the session, but relationships are important too. As students work with their adult volunteers, they are learning to communicate, follow directions and resolve conflicts. One volunteer in particular has a student that gets very frustrated when she is unable to master her story in one session. This volunteer has shown great patience and kindness towards this young girl. The young girl, in turn, is warming up and learning to be more confident in herself when she approaches reading. No matter how badly the session goes, the volunteer will find something to praise the student for. Instead of walking away frustrated and angry, the girl walks away joyful and excited for next week. This young girl is learning that although reading can be hard and frustrating, it is also very rewarding.

Catching Others Using Strengths

by Bethany Larson

Trust is important to you, and you care about being seen as responsible and trustworthy. People count on you to do what you say you will do.

This is part of the description of Dependability, one of the ten strengths from Gallup’s StrengthExplorer. Over the past few weeks, the students have been learning what their top three strengths are by taking the StrengthsExplorer test. During their team time, students have also been learning about all ten strengths: Achiever, Caring, Competing, Confidence, Dependability, Discoverer, Future Thinker, Organizer, Presence and Relating. Reading about famous people with these strengths, making up skits that portray a particular strength, or discussing people we know that display the strength are all activities that have been used by teachers to help students to understand their strengths and others’.

When talking about dependability, third through fifth graders got to test out just how dependable they are with each other. With their backs to their classmates, each student would free-fall into their classmate’s arms, trusting that their classmates would catch their fall.

It has been great to see the students, now knowing their strengths, make connections with other students and staff. I have Dependability as one on my strengths. When the students were showing off their free-fall activity during snack time, I was volunteered by a student because, “Miss Bethany can catch us, she is dependable.” I’m glad the students are starting to learn how to identify strengths in themselves and others and make connections about how they can use them to make an impact.

Chaos Uncovering Secrets

by Anna Zach

If the average person had moseyed into the Relax Room on this seemingly normal day in April, I would expect to have seen expressions of perhaps cringing maybe even disdain on their faces. Why you ask? It may have been the mess of paper on the floor – an aftermath of a handful of students using construction paper to fashion mustaches, beards, teeth and uni-brows to tape to their faces. It may have been the sight of these very children dancing around the room with purple goatees and orange mustaches. Or it may have been the distinctive sounds coming from our newly founded percussion section, born from the crafting of tinker toys into drumsticks and mallets, and using a variety of surfaces to create some beats. Actually, to an innocent bystander, I’m sure it would have sound a lot like racket, a precursor to a headache perhaps. But amidst the chaos, something wonderful was happening. The often hidden and unseen personalities and interests of our children were coming into full view.

I feel it necessary to note that I am normally one for order. In my class I insist on straight lines and raised hands. So as things seemed to get a little crazy in the Relax Room my initial inclination was to reign in what seemed to have the potential for disorder. But, as I watched Madison, who initiated the facial accessories, put on a paper crown, beard, and mustache, I genuinely mused at her transformation into the character she had created. She marched around with her crown and gave little orders in a deepened voice to no one in particular. She was “king”. It was funny, really funny to watch her. And what was before my eyes was a little girl I had not seen before. It was then that I made a decision, I was not going to squelch what was happening. I wanted to see what other fun things would come of this. Well, interestingly enough a small of band of musicians got together in another corner of the room. These children had made themselves some drumsticks out of tinker toys and were using buckets, lids, stools and the wall as their drumheads. It was a racket. At the center of this group was Quincy. This is worth noting because as others came and went with varying degrees of interest, Quincy was focused. I watched him with his expression of concentration and I realized this was an open door. I made my move. I went over to him, picked up an abandoned drumstick and decided on a beat and then asked Quincy to pick a beat too. The look of concentration deepened. He was into it. I was so excited for this moment. Quincy doesn’t give out much information, that is to say he is generally very guarded. The beauty of that chaotic day was the unexpected peak into a secret place. I was let in on a little piece of who Quincy is, and I feel like that is a great beginning.