#Playbox: Welcome guest into your space.

at Nov 28 we have class at the Youth in Action site. I felt very challenged to create a playbox without knowing exactly the size of classroom we would be. I made up this game where I divided the class in 2 groups. the group would choose one of their members to be blindfold. I created a mine space and gave 1 questionnaire for each group. Each group would also have one student assisting the blindfolded student. The goal of the game was ask a question in a way you were would be guessing the answer. If the person said YES, the team would be able to give the blindfold person a instruction to move without stepping in the mine. Example: You don't like oysters? if the person said “Yes, I dont”, the group could say “Okay, name of the new guest, move one step to the right”. 

The goal of the activity was being able to say the name of the guest enough times that everybody in that group would now her/his name, and also being able to know a little bit about the guest. :)

#2 HBS holidays lanterns

I had the opportunity to participate of this event of kids from second grade from HBS school. I do coach kids with different ages but I rarely interact with them outside of the soccer field. What I found amazing about this event is that I could see a lot of the things I have learned from YDEV courses. The way the teachers talked to the kids, and always assisting them but not doing the work for them. Also, being able to treat each kid differently and being patient with their personality. I worked with 2 girls and one of them gave me every instruction to build this lanterns with so much detail that it was scary. It is funny how we are not used to listen to kids being so mature, or more important, how we do not teach kids to be this way although they are more than capable to be. The other girl was so sweet and although she was not that great on building things, she was create on giving attention to guests and helping them as much she could. I really enjoyed working with the kids . I believe the teachers and instructors are doing an amazing job with all he kids. 

#1 Event: Light on after school conference

At lights on after school conference I was able to attend 2 amazing lectures. First one was about Advocating in school and the second one was about non profit organizations. Although I am not a teacher I really enjoy both lectures. The first one give me a lot insights about the importance of everybody in staff being in the same page and believing in the same philosophy. Also, it gives up some guidelines to help us to get the community involve to advocate in the school issues. It gave us options on partnership that can be created in the school environment. I had never seem schools logistics in this matter so it was very interesting. The second lecture was about to non profit: Rosie’s girls and Downcity design. This was about advocating for change through partnership. This lecture was just amazing. I did not how many people are out there trying to help the community and finding way to get youth to grow and learn life skills. I was amazed with the strength and faith both women had on their organizations and how passionate they were about their work. It gave me hope that one day I would be able to start my one non profit organizations. I have this hunger to help the community but I never new how to start, so this lecture definitely helped me as youth worker. 

#8 YDEV anchor.

Community and Care.

After reading Victoria dissertation I do look with a more flexible view towards my teaching style and other people style. We are not the same and we did not grow up in the same way. Also, our priorities are different. At some point I thought I was not able to show care to my players. I am very serious coach during activities and act like a kid outside of the field. I am afraid my kids could think I did not care about them, because I do. Way too much. I realize I show my care on the way I talk to them, I treat them as ay other human being at any age. Also, my care goes through my expectations. They have big dreams now because I was able to make them believe then can play in a different style and play in any level they want. My care is also shown through empower them to become strong girls and women. 

This goes vert along with community anchor. Accepting differences, overcome mistakes, treating failure differently, being aware of how much you can influence others, respect your peers and play for them. I still feel I want to go beyond this and help them to see over this spoil wall that they live. This will definitely be one of my plans for next year. 

#7 ideology inventory

 From the Ideology inventory I learned that I lie on positive values and also critical. Although I got the scores towards positive, and I am very proud to be a positive persona and positive influence for youth. I also know that after years work wit youth my teaching philosophy has shift towards critical as well. I feel lately I become more fan of a the critical analysis of learning than actually the exciting part of it. I still treat my players with positive mentality, but also concentration, determination and focus is a huge part of my sessions. 

I hope one day I can excel my teaching and being able to have a better balance between critical and positive. I feel a lot time the external fact influence on how we treat the kids. How much pressure is under the work and how much freedom we have. My work became more critical when I had less time with kids, so every minute become crucial. Also, the urgency of the work. I still try to keep the positive environment when I feel the energy is low, but definitely need to improve in this aspect. 

How do I care?

# how do I care?


Similar to Pep guardiola, one of my biggest inspiration, I follow my passion and do I  love.

Keep learning is a big thing to provide the best for youth.

Emotionally engaged, I care for the level of expectations and try to think about all players and find ways to get the best from all of them.

I worry about the way I talk, dream and act in the purpose of caring and how could empower the in the girls.

I care through motivating creativity and creating a safe and smart space.

Watch this video of my hero:

Care me!

"ANY DAY COULD BE THE DAY WHERE YOU DRASTICALLY CHANGE SOMEONE ELSE'S LIFE FOREVER" (pg. 234)

The articles shows that there are several way that teacher show care and care about students. Some teacher believe in their abilities to impact students life, others are just "being there" to guidance and support the student. Some of them advocate for their beliefs to support other students beliefs. Others don't hide their differences with the expectations to show that being different can also means being successful and still have a sense of community 

"We really can impact some children where they live in a way no one else can and maybe no one else ever could"/ 

Some teachers believe their appearance shows how much they care about their students. The nicer they dress more important it is. Other teacher would like to provide something the students probably don't have outside of the class room, such as love, friendship, support, organization  and cleanness. A learn area should be clean, organized, and safe.

On my work site I see caring been shown as personal relationship. Very close relation coaches with players with a lot respect. Just today I had a parent who asked me to meet with his daughter to talk about her anxiety. I sad for 1 hour to talk to her about how sometimes she can't leave the car because she is so nervous to play the game. Other times I believe we show care through the way we talk to them, and how out of our way we go to help to provide knowledge and structure to help them o succeed.

My personal youth business (SKEFFIT) is starting a partnership with a charity youth project in Brazil. The goal now is helping the girls from FC Boston understand and support different cultures and backgrounds.

Also, making sure they appreciate what they have here and everything their parents works so hard to

provide. They should try to do the same towards other communities and other kids with needs.