ENVIRONMENT YOUTH FAMILY HEALTHCARE
AND ARTS EDUCATION NON-PROFIT
GOVERNMENT , SUSTAINABILITY
COMMUNITY YOUTH FAMILY MANAGEMENT
AND WELLNESS
COMMUNITY AND AND ORGANIZING
AND EDUCATION POLICY
WELLNESS HEALTH
BALTIMORE FRANCISCAN CHESAPEAKE DEWMORE BALTIMORE CITY PUBLIC SCHOOLS -
CODE COURT IMPACT BY ART PEACEFUL WITH IN APPOINTED THE A YOUTH SCHOOLS HEART SHAKESPEARE SQUASHWISE
CENTER ARTS SPECIAL MEANS
ADVOCATES
HEALTHCARE ESPERANZA
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OF PLACE LEADERSHIP , IMMIGRANT HOMELESS DESIGN AND CENTER RISE . ZEKE JAMES CENTER
PROJECT AFFAIRS COHEN TORRENCE
SPECIAL EDUCATION : Jocelyn Liesel Jeremy
Shan : Ethan Fatima Christian Jonathan Wang Caroline Cionne Arauz Elzamzami Gu Paulisich Lee
Peer Intern Intern Peer : Mentor Jane Kate Slaughter Overbey
Sigrid : Siena Vallecillo Edson
Gates Colvin DeFazio
Intern Mentor : : Carlos Peer : Mentor Emma William
Abigail Kobi Mikayla Hélène : Laís Gamboa Quashie
Harrinee Khong Stacey Polen Girard Chua Santoro : Leisha Nadia Bocanegra Senthilkumar Tang
Sarah
Koye Winley West Oputa
Troy Ernest Judy Monique
Nawal Reah Jennings Dobson Vasilakopoulos
Maynard Rajeh Howell Cox
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: Yaneldis
Isaiah Charlie : Tracy Johnson Holcomb Nguyen Geiss : Maggie Julia Jen
Kirsten Jade Bert
Supervisor : Lydia Annie Wesley DiMauro Watts
McClary Malone Lewis Master
Annabelle Boullon Williams Jamison
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Working with the Village Learning Place has made for a very fulfilling summer . Every day was a different experience , and it was such a privilege to be able to see a fuller , more dynamic picture of the students as they changed throughout the summer - emotionally , socially , and academically . I went home exhausted quite a few times , but never with the feeling that I didn ’ t want to come back . I credit that to all the students and staff at VLP .
Being an 11 / 12 / 13 year old is something I haven ’ t done in ... a while . It was constantly fascinating to be reminded of my younger self , but being a tween in Baltimore during the iPhone era a couple years into a pandemic is a completely different world . The difficulties of online learning during the beginning of the pandemic left many students wanting more , and they found it on social media . Two years later , they ’ re tired of relearning things that they didn ’ t grasp online , and they ’ re fickle with their attention . They want to feel their progress immediately and move onto the next thing . It was so crucial to be genuine with every compliment and enthusiastic with every lesson to make them feel the pride of each little step forward and give them the motivation to go even farther .
It was also important to round out their knowledge of the world past just math and literacy ( although those were our main subjects ). Especially in Baltimore , knowing your history is paramount to understanding where you live . When briefly mentioning something about WW2 , one girl exclaimed that she never learned that because at school , “ all they talk about is George Washington .” A disappointing thing to hear . An important skill to learn for children is how to intuit the perspectives of other people , and books and social studies help make that happen . I was very glad to be in a classroom with Mr . Daniel , who also felt it was necessary to pause and explain historical contexts .
CIIP Bites gave me a lot of background context to add nuance to my experience at VLP . The meals that were provided to students at VLP were a perk , but their importance in the food apartheid made them vital . CIIP and VLP also both stressed the importance of college-going culture for Baltimoreans . Even just some experience at a college can make a difference in what opportunities are available , and the systemic and generational poverty that affects so many in Baltimore makes that a definite step up .
I was so lucky to work with an entire teaching staff of understanding individuals who were genuinely interested in helping the students cope with the difficult times in their lives and learn to appreciate the good times in their lives . I am very grateful to everyone at VLP .
Worked as a classroom assistant to 5th / 6th grade students attending the LINK Summer Program
Mediated conflicts between students using a restorative justice model
Prepared and led lessons for both small groups and individual students , and adjusted material based on individual need
Promoted student engagement during lesson and field trip supervision
Encouraged emotional and social development of students through virtue-based language and promoting teamwork
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