You have to be in my network on facebook to see this. Either St. John's or Memorial University
I love this!
http://www.new.facebook.com/note.php?note_id=37075624174&id=789625211&index=0&
25.9.08
24.9.08
Looking For Youth Interested In Research
I'm looking for young people of all different backgrounds that would be interested in participating in a research group focused on youth empowerment and leadership in educational change. The commitment level of the group depends on how much you want to contribute, it's totally up to you. We'll interactively, creatively, and openly engage in discussions around what empowers youth to take action and be change makers in their learning environments. There will be workshops held focusing on different areas of this topic, depending on the interest levels. We will be able to express our stories in the education system through a variety of multi-media activities such as art, music, drama, or whatever you can think of! SWASP funding is in progess, which means whoever wants to commit will be able (if they wish) to receive 100 dollars a week for 8 weeks and a 1500 tuition voucher at the end of the year. There will be all different types of things to participate in, all at your leisure. Such things include retreats where we go away and focus on a specific area of interest, community building activities such as camping, bowling, etc. We will be working on a publication (perhaps a book or film) of our stories as advocates of educational change, struggle within the system, or whatever else we like. This group is completely flexible, and allows you a free space to be who you are and express your ideas. Everyone's stories' and opinions' are valued and heard. It's the differences of each of us that makes this research so rich- our experiences, feelings, stories and thoughts are the contributions we make and they everything that goes on in our day-to-day lives is relevant in some way. So check it out! No obligations- you can attend as much or as little as you like. Come and explore your ideas of educational change, and your evolving role as an educational change maker.
The first meeting this year is tomorrow, Thursday, at 11:30am at The Murphy Centre. Ask for Ann's room. You can call me, Linda, anytime if you have questions or would like more information or to set up a one-on-one chat with a group member to familiarize yourself with the field we are interested in! The possibilities are endless!
Hope to see some interest! I joined last year and it has really contributed to my future path and has opened up a whole new world of understanding to me! I am making a difference right here, right now, and you can too.
My number is 579 8509 or you can reach me by email at tellalikelystory@gmail.com or on facebook!
Cheers!
The first meeting this year is tomorrow, Thursday, at 11:30am at The Murphy Centre. Ask for Ann's room. You can call me, Linda, anytime if you have questions or would like more information or to set up a one-on-one chat with a group member to familiarize yourself with the field we are interested in! The possibilities are endless!
Hope to see some interest! I joined last year and it has really contributed to my future path and has opened up a whole new world of understanding to me! I am making a difference right here, right now, and you can too.
My number is 579 8509 or you can reach me by email at tellalikelystory@gmail.com or on facebook!
Cheers!
17.9.08
MUN
Ah. University. A breath of fresh air, a kick in the guts, and a 740 spinning out of control. There's so much going on, but so little at the same time. Everything I think and feel agrees with parts of me and disagrees with part of me (mind you, not equal halves). It's a whole new world. It makes you feel like a kid again. I didn't have that opportunity in high school, and now that I've reached a higher point of maturity in my life I can relax and start feeling like a kid again. Weird isn't it? That's not all that's weird. The academics are easy- phew. Breeze, they are. BUt you know what's hard? Making friends. The homework and studying and reviewing critisizing reflecting.. all EZ PZ. But interacting with others? Oh god, i need a manual or a tutor for that area of expertise. I do know a lot of people here, which is nice. I've been able to spend time with old friends which is wonderful. I think the best part about it all is that I can be myself. I didn't think so for the first week- I didn't feel like myself. And sorry to day, myself isn't really all that it's cracked up to be. To be myself, I enjoy sitting in the Breezeway, having a beer, studying, reading or simply ranting on about school. I can sit here and have a beer and listen to good music WHILE I'M BEING PRODUCTIVE??? It's like my two worlds collided into one, a merge of my favourite things in life. Books, and beer. It may sounds like an odd combo, but as long as I have these things which I love I think I'll do good here. I still want to move away, I still want to go to the Soo, but I think I will stay at Memorial forever. Perhaps spend the ENTIRE 2009 summer in Sault Ste Marie, babysitting my cousins and hanging with my family, but as of right now, I like it where I am. I like getting up in the morning. I like working after school. I like staying up too late watching House and then waking up at 7:30, I like how on Tuesdays and THursdays I can sleep until noon if desired. I like how there are fun things to do here. I don't feel pressured. I don't feel guilty. I feel great. I'm starting to feel thinner. I feel like I belong somewhere, as I sit here at a table by myself while everyone else is around mingling. I can sit by myself and feel like I belong, and that's an amazing thing.
18.8.08
New Love Old Love
People always talk about new love. They long for it, strive for it. New love. Ya know? The kind of love the tingles, puts butterflies from your diaphram to your espohagus and out your throat. The kind of love that is fresh new exciting spontaneous romatic. The kind of love the you find on a hot summer's day or a cool autumn night. The kind of love where morning kisses are acceptable, bills are picked up, roses are sent, and sparks are flying. The kind of love is the most fun. This kind of love makes you feel great. This kind of love is new love. New love, however, only lasts while it's new. Once you're in a relationship for a period of time things start to change. The love letters scribbled in ink on little scraps of napkin diminish. The romatic candle lit bubble baths for two, the spooning and swooning and showing off of one another, the reckless hopeless and utterly wonderful new sex seems less...well... new. LEss new therefore less exciting, less dangerous, less erotic.. You start to get used to one another. You start to take each other for granted. You start to become comfortable in your own skin again. You want something like new love again. You want to feel that spark, that flare, that excitement... but it's gone. It's no longer there and you are left on yet another search for that passion and desire.. It's not until you've found that new love 10 times over, have it dimish each time, only to find yourself in this endless cycles of sexual lustful demanding hide-and-go-seek, that you realize that new love isn't the only kind of love. When you go through these phases day in and out for a long time until you realize it's repetitiveness and unstoppable outcome, that's when it changes. New love is not the only kind of love. It's exciting, fresh, spontaneous, lustful, passionate, hot, romantic and all those other things that you strive for and long for, but it's not the only kind of love. It's when you realize this that you can have the other kind of love- old love. Old love. When the sparks die down, when the flare diminshes, when the romanticism fades and the lust vanishes. When you show you care not through a gift or a night of sexual extravagance, but through compassion and loyality. Old love is when you can be so tied up with all the busy things in your life and still have time to have tea together and a game of cards. Old love is not having to swoon and spoon but to be dependable and kind. Old love is everlasting. So even if you don't feel that spark, that flare, that romatic touch... don't get discouraged. Old love contains all the things new love contains, just in spurts at the right moments- like during hard times or grievances, weddings or births, vacations or getaways, or just special moments you share together. As long as you can experience new love moments during your old love relationship, you can last until time stops, until eternity ends, and until death due you part. There are different types of love, and even though new love be more exciting and picturesque, it's dreamy, and it will stay that way- a dream. So wake up, open your eyes, smell the roses, and please realize that what we have is truely old love, and you will never find better than that.
i love you mike.
i love you mike.
12.8.08
Mike
Dear you,
The days are long and the nights are even longer. I miss you, but I want to get over you. I want you around, but I want you to be you and be free. I love you more than anything and the hardest thing I've ever had to do was let you go. It was all for you. I could lie with you forever and never get sick of it.. Maybe one day in the future we'll have a chance again.. For now you need to be free so you can do wonderful things for yourself. I want to be strong. I want to be positive. But I want you here right now so I can cry and cry and cry in your arms. Even if we're just friends, that's all I need right now. A loving friend, a caring soul. Someone who cares if i spend the nights alone. I know you still care, but I need you here. I am not used to being alone, I prefer not to be. I know I can be if I really try, but why be alone when there are so many lonely people in the world? I love you and always will. I hope one day you'll come back to me, when you are ready. I can't promise I'll wait, but just expressing that to myself is going to help me get through tonight. Every song I hear, drama on ntv, passing moment, makes me wish you were here. I try to think positive. You're still in my life. You're still my friend, you're not dead and that I should be grateful for.. But i just miss us. I miss us already and it's been just over 24 measley hours. I guuess the first hours are the longest.
Bye Baby,
Linda
The days are long and the nights are even longer. I miss you, but I want to get over you. I want you around, but I want you to be you and be free. I love you more than anything and the hardest thing I've ever had to do was let you go. It was all for you. I could lie with you forever and never get sick of it.. Maybe one day in the future we'll have a chance again.. For now you need to be free so you can do wonderful things for yourself. I want to be strong. I want to be positive. But I want you here right now so I can cry and cry and cry in your arms. Even if we're just friends, that's all I need right now. A loving friend, a caring soul. Someone who cares if i spend the nights alone. I know you still care, but I need you here. I am not used to being alone, I prefer not to be. I know I can be if I really try, but why be alone when there are so many lonely people in the world? I love you and always will. I hope one day you'll come back to me, when you are ready. I can't promise I'll wait, but just expressing that to myself is going to help me get through tonight. Every song I hear, drama on ntv, passing moment, makes me wish you were here. I try to think positive. You're still in my life. You're still my friend, you're not dead and that I should be grateful for.. But i just miss us. I miss us already and it's been just over 24 measley hours. I guuess the first hours are the longest.
Bye Baby,
Linda
3.7.08
A Quote from the June 10th Transcripts
On making the current curriculum as alternative as possible
Ann: "See, you have opportunities within your own curriculum to be as creative as you can. So you can actually start with yourself, and then there's the bigger picture of just actually having a completely alternative program altogether. So it can go from one end to the other."
Linda: "Someone that relates to that is Trudy... the English and History teacher of the Murphy Centre, she is in the process now of creating a new History text for.... I think it's junior high school students, and her and i talk on MSN all the time and we had this conversation and she said, you know what Linda, I'd really like to create an alternative World History (to the group: summarizing what Trudy said, not quoting)- something that she was interested in and she was passionate about- but instead of focusing on the two world wars, the cold war and the Vietnam war, focus on Gandhi's teachings, Mother Theresa, and all the peaceful resolutions to the conflicts in the world.. She asked me if I thought if it would work. She said she had a friend in the Dept of Ed and she was going to ask him; and I said, well from my opinion, I myself would prefer to learn that (her idea of World History as opposed to the traditional World History). So, you know, maybe if it wasn't a core subject and didn't have a public exam, maybe where you start is at the bottem and you say, "okay well, this is what i want; this is what i feel passionate about" and as an individual she took on that task. For every individual..... maybe someone else likes geography. Someone else like.... well different people like different areas. That's where you acheive individualization, and so if she wants to come up with this alternative World History course, she could offer.. she wants to offer it at the Murphy Centre. She said it might not work because it's not a public course, so maybe she won't get a good response because a lot of other people just want to do what they've got to do; and I said, well, you know, Trudy, if you do get a... if you get it written and you do go ahead with it and you are teaching it because... she has voiced that she would take the time out of her schedule to create it and the time out of her schedule to teach it. So that's two obstacles solved. So I said, you know, if people did go to this class, they enjoyed it and they had a high success rate, high interest rate, you know, perhaps the Board of Education would see that as an indication that.... ok well 90 percent of the people getting 80 percent or over in this alternative course and why are they, you know, 65 percent of them are failing the core curriculum, maybe it'll be a wake up call and they'll re-evaluate what's what and make the alternative the core. And I said to her, if you start small, you do succeed and there is interest and success, then it can build and it can grow; that's where you get the individualization and as I was saying to Ann before at the Pratt Conference, thinking outside the system, thinking... radical thinkers. And i thought to myself, I agree with radical thinking and thinking outside the box, but from talking to Trudy, I've realized that you can actually create change within the system. Trudy is within the system under the Board of Education and she has to teach certain things, but she took it upon herself as an individual interested and passionate about something, to make a change from within the system, and I think that's really important. Don't forget the valuable things you have in the system as well that you can work with."
Ann: "See, you have opportunities within your own curriculum to be as creative as you can. So you can actually start with yourself, and then there's the bigger picture of just actually having a completely alternative program altogether. So it can go from one end to the other."
Linda: "Someone that relates to that is Trudy... the English and History teacher of the Murphy Centre, she is in the process now of creating a new History text for.... I think it's junior high school students, and her and i talk on MSN all the time and we had this conversation and she said, you know what Linda, I'd really like to create an alternative World History (to the group: summarizing what Trudy said, not quoting)- something that she was interested in and she was passionate about- but instead of focusing on the two world wars, the cold war and the Vietnam war, focus on Gandhi's teachings, Mother Theresa, and all the peaceful resolutions to the conflicts in the world.. She asked me if I thought if it would work. She said she had a friend in the Dept of Ed and she was going to ask him; and I said, well from my opinion, I myself would prefer to learn that (her idea of World History as opposed to the traditional World History). So, you know, maybe if it wasn't a core subject and didn't have a public exam, maybe where you start is at the bottem and you say, "okay well, this is what i want; this is what i feel passionate about" and as an individual she took on that task. For every individual..... maybe someone else likes geography. Someone else like.... well different people like different areas. That's where you acheive individualization, and so if she wants to come up with this alternative World History course, she could offer.. she wants to offer it at the Murphy Centre. She said it might not work because it's not a public course, so maybe she won't get a good response because a lot of other people just want to do what they've got to do; and I said, well, you know, Trudy, if you do get a... if you get it written and you do go ahead with it and you are teaching it because... she has voiced that she would take the time out of her schedule to create it and the time out of her schedule to teach it. So that's two obstacles solved. So I said, you know, if people did go to this class, they enjoyed it and they had a high success rate, high interest rate, you know, perhaps the Board of Education would see that as an indication that.... ok well 90 percent of the people getting 80 percent or over in this alternative course and why are they, you know, 65 percent of them are failing the core curriculum, maybe it'll be a wake up call and they'll re-evaluate what's what and make the alternative the core. And I said to her, if you start small, you do succeed and there is interest and success, then it can build and it can grow; that's where you get the individualization and as I was saying to Ann before at the Pratt Conference, thinking outside the system, thinking... radical thinkers. And i thought to myself, I agree with radical thinking and thinking outside the box, but from talking to Trudy, I've realized that you can actually create change within the system. Trudy is within the system under the Board of Education and she has to teach certain things, but she took it upon herself as an individual interested and passionate about something, to make a change from within the system, and I think that's really important. Don't forget the valuable things you have in the system as well that you can work with."
The START of a ROUGH DRAFT of the FINAL REPORT!
Vision to Practice
A. Introduction: Who are we?
Morgan Gardner is the principle research of a Vision to Practice research. Her passion around youth voice and youth engagement in education as been the momentum behind our efforts. Offering her expertise but allowing the group to be independent thinkers, a powerful team was formed. Morgan has created within us all a vision and an appreciation of youth voice, and a determination to rise above and beyond what we as youth thought we were capable of.
Linda Brown is a graduating student of the Murphy Centre. She attended the Murphy Centre from January 2007 to June 2008. Her experience at the Murphy Centre opened many windows of opportunity for Linda. Joining a Vision to Practice research group enabled her to discover her love and natural talent of active research and analytical thinking. She will be attending Memorial University in September in the field of biology and will continue doing research for many years to come.
Joey Bellissimo is also a graduating student of the Murphy Centre. His year at the Murphy Centre allowed many new friendships and opportunities to blossom. Joey discovered he had a love of active research, and has been a great contribution to our discussions and activities. Joey plans to attend MUN sometime in the future, and knows that active research will always be a part of who is he.
Deanne Power
Roger Patey
Tracey Stamp
Ann McCann
Carol Myles
Denise Hatchett
B. Purpose:
To empower youth to use their voices, and to be advocates in educational change. To inspire youth voice and create strength behind youth voice. To come up with a new way, a new curriculum, a new way of thinking- which allows youth to be decision makers in their own education.
C. Process:
Start date:
February 12th, 2008
Anticipated end date:
Wednesday, July 9th, 2008
Youth Participants:
Linda Brown, Joey Bellissimo, Deanne Power, Tracey Stamp, Roger Patey
Facilitator Participants:
Ann McCann, Carol Myles, Denise Hatchett, Morgan Gardner
Dates of the meetings:
1. Feb. 12, 2008 First meeting Morgan, Ann, Carol and Denise met
2. Feb. 29th, 2008 Second meeting, introducing the youth participants
3. March 4th, 2008 Why action research is important to us/ our vision
4. March 6th, 2008 Ideas for Change at the Murphy Centre
5. March 10th, 2008 Discussed details on changes that were important to us
6. March 12th, 2008 Deanne, Linda and Joey met to plan for Open Forum
7. March 13th, 2008 Cancelled due to a snow day
8. March 14th, 2008 Watched films on Youth Leadership in their own education
9. March 19th, 2008 Rich conversation about people's personal stories
10. March 20th, 2008 Various conversations; talk about why people love the centre
11. April 2nd, 2008 Joey and Linda went class to class to ask participants what changes they'd like to see.
12. April 9th, 2008 Discussed participant idea collection and impact
13. April 14th, 2008 Brought together all the information we collected from participants and put the ideas under categories we call the Wheel of Fortune
14. April 16th, 2008 Went into depth on ideas of alternative curriculums, art in the curriculum, and making the curriculum as alternative as possible.
15. May 30th, 2008 Planned an agenda for our retreat
16. June 10th, 2008 Our Retreat; Discussed upcoming plans for dissemination, final report, etc.
Places we met:
The Murphy Centre
The Presentation Sisters Retreat
D1. IDEAS OF PARTICIPANTS AT THE MURPHY CENTRE
Social Environment
quiet room for study, picnic tables, butt can, vending machines, water cooler, more food, couches, better parking, ice cube trays, change machine, quiet space, outdoor space for hanging, garbage can near where people hang out, childcare centre within school, spirit building activities
Student-Teacher Relationship
unified advisory process
Peer Relationship
lunchtime activities, hockey pool, rap sessions, promoting diversity, peer counseling, student council
Learning Content
more school books, music classes, computers, other language courses, GED, lunch time activities, book available for general interest, advanced courses, alternative curriculum alongside regular curriculum, how can we make the regular curriculum as alternative as possible, expand science curriculum, art, making curriculum relevant to student lives within regular curriculum, workshops, social curriculum, expand library curriculum
Learning Process
Programs outside of school, more classes per day, transportation, independent courses, J.C., workshops on critical reflection, recognize different learning styles, learning resource room, student voice in all aspects of learning, facilitator led academic ABE
Assessing Student Progress
Mutual Accountability
Awareness of the school system, self-advocacy, comment box to hear peoples opinions on the changes that are underway, bus passes or our own school bus, commitment to come to school, discussion of complexity around staying in school, fundraising, drug awareness, safety of ourselves and others, getting paid to attend school
Community Relationship
a float in the annual St. John's Christmas parade, day care, hikes, booth in Regatta, camping trip, senior sleepover, fundraising, peer-counselling
Health and Fitness
School nurse-medical advice, active living, healthy living, track and field, mini gym
D2. Brainstorming Most Popular/Valued Ideas
LOUNGE
-virtues project
-unity through diversity might mean alternate title
ALTERNATIVE CURRICULUM
-talk to Tim
-Should we do it here or start a new broader initiative
ART IN CURRICULUM
-Finding out what participants want
-Explore which art programs would be best
- Art outside the Murphy Centre (ie Community artrs project) would get connected somehow to the academic site
-Speak with Tim and Trudy
-An art group at lunch might be an idea
_Supplies ( how to make them available, locked cabinet, sign out,designated space)
- Would it be a high school credit course or an alternative or an integration into existing course)
-Explore why youth need art
MAKING CURRENT CURRICULUM AS ALTERNATIVE AS POSSIBLE
- How do youth already make curriculum alternative
- How do facilitators already make curriculum alternative
- Cooperative learning
-Where does funding come from
-Idea that we could try to get funding to develop a program to create 10 activities for each course that would make it alternative
- theme approach
- Could we make courses alternative for each individual
- Learning outside the textbook
- different styles of learning better accomodated ( more interactive, hands on learning, feild trips etc)
OPTIONS ON LEARNING
-Independent learning centre
-In class
-At home
ACTIVE LIVING
- issue of conflict resolution
SPIRIT BUILDING
JUDICIAL COMMITTEE
INDEPENDENT LEARNING CENTRE
E. IDEAS WE ACTUALIZED/INFLUENCED:
1.Collecting Ideas from the Murphy Centre community- When our group began we discussed the changes we'd like to see within our school. Then, when asked what changes we wanted to pursue, our group decided we'd like to ask the student body what they think. We created a bulliton board asking participants at the Murphy Centre the changes they would like to see, and then went further by going class to class to give a short presentation and collect ideas.
2.Lounge Project- The lounge is in the process of being very artistically painted with dragons and wolves, etc. There were meetings with Murphy Centre participants to talk about The Virtues Project and to allow participants to decide what kinds of things they'd like to see painted on the walls.
3.Murphy Centre Clean-up- Talk arose of the outside of the Murphy Centre looking dirty. Participants and staff at the Murphy Centre spent a few hours outdoors cleaning up garbage and cigarette butts and then had hot dogs for lunch.
4.Guitar and Drum Group- People talked about wanting to be able to do more things that they were interested in during times when they don't have class. Guitar group and drum group were both held at different lunch times for participants and staff to come together and experiment with instruments and music on all different levels.
5.Personal Changes within Participants-
6.Influence on others- Influenced facilitators to think more about youth voice, alternative curriculum, and alternative ways of facilitating.
7.Outdoor Garbage Can Moved- Our group brought up the issue that the outside of the Murphy Centre looked dirty. There was a garbage can outside but our group thought that it wasn't in a good location, and people weren't using it. With the permission from the Murphy Centre, we moved the garbage can to an area where people hang out.
8.Alternative Course in Progess- Our studies and involvement with the Murphy Centre inspired a facilitator to pursue an idea that she had. She is now in the process of creating an alternative world history course (a local course) which focuses on the peaceful resolutions to world conflicts, and also includes a lot of history that is left out of the traditional world history, such as the underground railway, Mother Theresa, Gandhi, etc.
F. The Personal Impact
G. Dissemination
Video
Report
Multi media bulliton board in Murphy Centre hall
Pictures
Presentation at Murphy Centre's September orientation
Presentation to different community groups with high numbers of marginilized youth
A. Introduction: Who are we?
Morgan Gardner is the principle research of a Vision to Practice research. Her passion around youth voice and youth engagement in education as been the momentum behind our efforts. Offering her expertise but allowing the group to be independent thinkers, a powerful team was formed. Morgan has created within us all a vision and an appreciation of youth voice, and a determination to rise above and beyond what we as youth thought we were capable of.
Linda Brown is a graduating student of the Murphy Centre. She attended the Murphy Centre from January 2007 to June 2008. Her experience at the Murphy Centre opened many windows of opportunity for Linda. Joining a Vision to Practice research group enabled her to discover her love and natural talent of active research and analytical thinking. She will be attending Memorial University in September in the field of biology and will continue doing research for many years to come.
Joey Bellissimo is also a graduating student of the Murphy Centre. His year at the Murphy Centre allowed many new friendships and opportunities to blossom. Joey discovered he had a love of active research, and has been a great contribution to our discussions and activities. Joey plans to attend MUN sometime in the future, and knows that active research will always be a part of who is he.
Deanne Power
Roger Patey
Tracey Stamp
Ann McCann
Carol Myles
Denise Hatchett
B. Purpose:
To empower youth to use their voices, and to be advocates in educational change. To inspire youth voice and create strength behind youth voice. To come up with a new way, a new curriculum, a new way of thinking- which allows youth to be decision makers in their own education.
C. Process:
Start date:
February 12th, 2008
Anticipated end date:
Wednesday, July 9th, 2008
Youth Participants:
Linda Brown, Joey Bellissimo, Deanne Power, Tracey Stamp, Roger Patey
Facilitator Participants:
Ann McCann, Carol Myles, Denise Hatchett, Morgan Gardner
Dates of the meetings:
1. Feb. 12, 2008 First meeting Morgan, Ann, Carol and Denise met
2. Feb. 29th, 2008 Second meeting, introducing the youth participants
3. March 4th, 2008 Why action research is important to us/ our vision
4. March 6th, 2008 Ideas for Change at the Murphy Centre
5. March 10th, 2008 Discussed details on changes that were important to us
6. March 12th, 2008 Deanne, Linda and Joey met to plan for Open Forum
7. March 13th, 2008 Cancelled due to a snow day
8. March 14th, 2008 Watched films on Youth Leadership in their own education
9. March 19th, 2008 Rich conversation about people's personal stories
10. March 20th, 2008 Various conversations; talk about why people love the centre
11. April 2nd, 2008 Joey and Linda went class to class to ask participants what changes they'd like to see.
12. April 9th, 2008 Discussed participant idea collection and impact
13. April 14th, 2008 Brought together all the information we collected from participants and put the ideas under categories we call the Wheel of Fortune
14. April 16th, 2008 Went into depth on ideas of alternative curriculums, art in the curriculum, and making the curriculum as alternative as possible.
15. May 30th, 2008 Planned an agenda for our retreat
16. June 10th, 2008 Our Retreat; Discussed upcoming plans for dissemination, final report, etc.
Places we met:
The Murphy Centre
The Presentation Sisters Retreat
D1. IDEAS OF PARTICIPANTS AT THE MURPHY CENTRE
Social Environment
quiet room for study, picnic tables, butt can, vending machines, water cooler, more food, couches, better parking, ice cube trays, change machine, quiet space, outdoor space for hanging, garbage can near where people hang out, childcare centre within school, spirit building activities
Student-Teacher Relationship
unified advisory process
Peer Relationship
lunchtime activities, hockey pool, rap sessions, promoting diversity, peer counseling, student council
Learning Content
more school books, music classes, computers, other language courses, GED, lunch time activities, book available for general interest, advanced courses, alternative curriculum alongside regular curriculum, how can we make the regular curriculum as alternative as possible, expand science curriculum, art, making curriculum relevant to student lives within regular curriculum, workshops, social curriculum, expand library curriculum
Learning Process
Programs outside of school, more classes per day, transportation, independent courses, J.C., workshops on critical reflection, recognize different learning styles, learning resource room, student voice in all aspects of learning, facilitator led academic ABE
Assessing Student Progress
Mutual Accountability
Awareness of the school system, self-advocacy, comment box to hear peoples opinions on the changes that are underway, bus passes or our own school bus, commitment to come to school, discussion of complexity around staying in school, fundraising, drug awareness, safety of ourselves and others, getting paid to attend school
Community Relationship
a float in the annual St. John's Christmas parade, day care, hikes, booth in Regatta, camping trip, senior sleepover, fundraising, peer-counselling
Health and Fitness
School nurse-medical advice, active living, healthy living, track and field, mini gym
D2. Brainstorming Most Popular/Valued Ideas
LOUNGE
-virtues project
-unity through diversity might mean alternate title
ALTERNATIVE CURRICULUM
-talk to Tim
-Should we do it here or start a new broader initiative
ART IN CURRICULUM
-Finding out what participants want
-Explore which art programs would be best
- Art outside the Murphy Centre (ie Community artrs project) would get connected somehow to the academic site
-Speak with Tim and Trudy
-An art group at lunch might be an idea
_Supplies ( how to make them available, locked cabinet, sign out,designated space)
- Would it be a high school credit course or an alternative or an integration into existing course)
-Explore why youth need art
MAKING CURRENT CURRICULUM AS ALTERNATIVE AS POSSIBLE
- How do youth already make curriculum alternative
- How do facilitators already make curriculum alternative
- Cooperative learning
-Where does funding come from
-Idea that we could try to get funding to develop a program to create 10 activities for each course that would make it alternative
- theme approach
- Could we make courses alternative for each individual
- Learning outside the textbook
- different styles of learning better accomodated ( more interactive, hands on learning, feild trips etc)
OPTIONS ON LEARNING
-Independent learning centre
-In class
-At home
ACTIVE LIVING
- issue of conflict resolution
SPIRIT BUILDING
JUDICIAL COMMITTEE
INDEPENDENT LEARNING CENTRE
E. IDEAS WE ACTUALIZED/INFLUENCED:
1.Collecting Ideas from the Murphy Centre community- When our group began we discussed the changes we'd like to see within our school. Then, when asked what changes we wanted to pursue, our group decided we'd like to ask the student body what they think. We created a bulliton board asking participants at the Murphy Centre the changes they would like to see, and then went further by going class to class to give a short presentation and collect ideas.
2.Lounge Project- The lounge is in the process of being very artistically painted with dragons and wolves, etc. There were meetings with Murphy Centre participants to talk about The Virtues Project and to allow participants to decide what kinds of things they'd like to see painted on the walls.
3.Murphy Centre Clean-up- Talk arose of the outside of the Murphy Centre looking dirty. Participants and staff at the Murphy Centre spent a few hours outdoors cleaning up garbage and cigarette butts and then had hot dogs for lunch.
4.Guitar and Drum Group- People talked about wanting to be able to do more things that they were interested in during times when they don't have class. Guitar group and drum group were both held at different lunch times for participants and staff to come together and experiment with instruments and music on all different levels.
5.Personal Changes within Participants-
6.Influence on others- Influenced facilitators to think more about youth voice, alternative curriculum, and alternative ways of facilitating.
7.Outdoor Garbage Can Moved- Our group brought up the issue that the outside of the Murphy Centre looked dirty. There was a garbage can outside but our group thought that it wasn't in a good location, and people weren't using it. With the permission from the Murphy Centre, we moved the garbage can to an area where people hang out.
8.Alternative Course in Progess- Our studies and involvement with the Murphy Centre inspired a facilitator to pursue an idea that she had. She is now in the process of creating an alternative world history course (a local course) which focuses on the peaceful resolutions to world conflicts, and also includes a lot of history that is left out of the traditional world history, such as the underground railway, Mother Theresa, Gandhi, etc.
F. The Personal Impact
G. Dissemination
Video
Report
Multi media bulliton board in Murphy Centre hall
Pictures
Presentation at Murphy Centre's September orientation
Presentation to different community groups with high numbers of marginilized youth
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