Introduction
Last updated 10/16/2018
At a resort in the Bahamas, the
Templeton Foundation held a workshop for some genius
scientists to discuss the, “lofty philosophical concept of
purpose”. Billionaire Sir John Templeton asked the
scientists, “What I want to know is – how can we inspire our
young people?” (Evolution is for Everyone by David Sloan
Wilson, P 298) I was happy to hear that a foundation cared
enough to ask the question. However, the problem was the
question. We are all born inspired, enthusiastic,
neurologically ready and willing to learn and explore our
universe. The problem is adults and schools are squelching
that natural inspiration and inclination. How can we protect
children from adults that squelch their motivation, from
making their quality of life abysmal? Is that too harsh?
Sometimes the truth hurts.
On the Front Porch (my porch) is a 20 year old. He seems
unusually lost about the direction of his life, so I asked him
what his goals were. His answer was, “to be alive”. This
doesn’t surprise me. When I started the Porch 15 years ago the
goal was to help the kids to really “live” in all aspects of
the word. It was maddening to sit in grant workshops writing
empty goals like “to teach art to inner city youth”.
What I wanted to write, in all honesty was “whatever you
people will give us money for, so the Porch can keep these
kids busy in a positive way!” Back to the young man on the
Porch, he’d been in and out of the Porch since he was about
10, with large gaps as his family moved around like
gypsies. He’d been our teen helper with a golden heart.
When he was just 12 years old, he very willingly would pull
the wagon, with one of the little girls who had a disability
sitting inside, all the way to the community center. He has
always been helpful, when he was around long enough to
participate in Porch activities. He helped us and we
tried to help him. The one time he got in trouble I went
to court with him as emotional support; we tried to help him
study for his GED. So some five years have passed and he still
doesn’t have his GED, but he has a baby now! Here he is
a young father with only a basic level of education, because
of all the missed school and no ID. The complex set of steps
between birth certificate, social security card, and state
identification were hoops he could never make it through on
his own. What future does he have?
Now he keeps glancing off the porch, watching his back. He
tells me he is enrolled in a quasi-nursing career program,
that he doesn’t know the name of, in a nearby basement. I am
sure this program makes money off of people with little
promise that they will find a job later. His family has been
moving even more often than when he was young. He doesn’t
sleep much now that he is trying to negotiate being a father
without a job and no job opportunities. He has been in and out
of other programs besides the Porch, like a program for teens
to learn to live independently. He is at the age where he will
fall into the abyss of adulthood in Detroit.
He has no phone, so I posted the name of another independent
living program on his Facebook. It’s a program that can
help him change his life. He has not responded. All the Porch
can do is be here for him and others. I told him if he wanted
to study for the GED on the Porch he could come anytime. I
just wait and hope he surfaces from the underbelly of Detroit
again.
I heard this song. And while it is not my reality, it is the
reality of so many young people like the young man that the
Porch tries to help. The singer/song writer Wyclef Jean says
it very succinctly in his song "Next Generation":
“We are the next generation, we ain't
scared to die
The only thing I fear is the after life
Cuz I don't know what's there on the other side
But I pray the Lord forgives me, gives me one more try...
Whoa, we the next generation, look at what we facing
The kids raise themselves, all kind of temptation
Flowers and candles decorating all the pavements
No, the perpetrator ain't seeing no arraignments
Nobody cares about the feelings of the poor..."
It’s like adults have bought
this cheap net with these big holes in it and are fishing for
the kids who need help. The fishermen are foundations and
professors and school district administrators. They keep
putting the net in the water to catch the kids who need help,
yet they get nothing over and over.
The kids that truly need the help are like minnows. They keep
slipping through the net. I have told many of the
“fishermen” through our grant writing and at meetings that
they need to get a better net. They aren’t listening or they
aren’t hearing us when we tell them they are wasting their
resources. It’s a vicious cycle: they fish, they get
paid, so they fish some more. It should not be enough that
they produce a fancy report for their board members,
taxpayers, and the newspapers showing all the fish they catch.
The kids I see on the Porch are the ones that need help, yet
they seldom receive any. (At least a couple of generations in
Detroit, slipped through the net and never received help.) All
the fancy reports are fish stories!
This book is about one group of children in Detroit, but it
reflects the unmet needs of many children from varied
socio-economic backgrounds. The Porch has offered activities
for urban children: after school on the street, at community
centers, and at schools for twenty. The Porch does its work
with few resources in a neighborhood made up of primarily
lower middle class and poor families. There is now more
parental participation but there used to be little to no
parental participation. As kids get into their teens we find
ourselves competing for their attention against the lure of
the imagined “fast and easy money” they can make on the street
selling drugs or committing crimes. It’s a violent environment
however, by building on the strengths that are in the
community and stretching available resources as thin as
possible, the Porch has given many children a better quality
of life. We have done this by helping them find their own
skills and sense of fun while educating them and helping them
see a better future for themselves.
Through the years we worked to help children and stumbled upon
the simple answer for saving them. The intent of this book is
first to explain the background of the solution for children.
Then to help you understand poverty and the challenges
children face. I will explain ways we have tried to alleviate
it and then to explain the solution to you. If you skip to the
main answer for all children, you will never believe it. It’s
too simple. You must read Chapter 2 to really understand the
depth of the experience this is rooted in. For too long
it was like we were blindfolded and playing pin the tail on
the donkey, but just never quite won the trip to the treasure
box. Eventually though listening, we struck gold.
About Chapter One: Setting
the Background
The Porch. If you are a kid, you grasp everything about the
Porch fully after your first visit. You knock and a lady comes
out on the Porch with whatever you want to do. Her house is
like a piñata full of games and things to help you with
homework, only it’s always outside. Other adults come by
to teach you things or help you out. Sometimes you need a
permission slip for stuff. She wants to talk to your parents
and know your family. You meet other kids there. She makes
some key rules clear and other adults back her up. You can’t
talk about other people, cuss at or make fun of someone else
or put your hands on others. The Porch grants wishes to learn
or try just about anything that is not actually dangerous or
outrageously expensive. School is important; being nice to
other people is required. Discipline will be followed up on,
i.e. she will go talk to your mother, your older brother or
your great grandma about your improper behavior. She will find
someone in your family who cares about you and talk about what
you’ve done and not always just for the bad stuff either.
There are things the kids want to know, things they want to
try. The Porch is fun, so most kids decide to come back.
The Porch has tried so many types of youth programming because
we have been availabilists – that means we do whatever is
available because we have never had a lot of money. We keep
the kids busy and get them to try new things. From all these
experiences, the Porch has come to a conclusion about what
kids need. And no, it’s not currently being given to children
because resources are not being given to programs like The
Front Porch that meet individual children’s needs.
About Chapter 2:
Understanding Poverty and Solutions
Poverty
and the Porch. Understanding poverty isn’t merely statistics
and academic reports. I did not grow up with many resources
and so I have tried my best to explain this to those who
have grown up with more and may overlook many of the
challenges children face. Often this plays out, sadly, in
the political/funding/academic arena, with children being
given programs and services that are superfluous, while
their basic needs are not being met. Many programs target a
piece of their life, like a program for technology for
girls, but children need programs that treat them as whole,
individual human beings with particular needs. I’ll help you
understand and hopefully we can change things for the
better.
It’s like this: as the gap
between the rich and the poor increases and as these two
groups inhabit increasingly isolated areas, so does the gap
of understanding of poverty. More economically advantaged
understand less and less about what poverty means and how to
alleviate this. As I watch funding initiatives, I see that
the people who are directing foundations and even just
regular well off individual donors are guided by their own
very often misguided understanding of poverty. Their
perspective is becoming an increasingly errant viewpoint.
While donors may be good intentioned, read up on poverty,
look at research, they don’t live next door to poverty. They
don’t know what poverty means on a daily basis. They may
volunteer once a year at Thanksgiving at a soup kitchen,
write a check once a year, show up at a quarterly board
meeting or tutor once a month. These are all good things.
Not everyone has a 100% mission driven life. However the gap
in knowledge remains.
To not understand can be very harmful to poor communities,
especially to poor children, the most vulnerable population in
poverty. This can also mean that people with resources make
unprofitable investments in solutions that will not work.
There is no substitute for spending a large amount of time in
the neighborhood you are trying to help and talking to the
people in those neighborhoods who are FROM that neighborhood.
I am not talking about some suit-clad suburban paid career
executive director of a non-profit. I am talking about
the neighborhood lady to whom all the kids go when they are
hungry. And how exactly, would you go about this? You are
already doing it by reading this book. In addition, it’s about
being aware that the largest non-profit organizations
are not where you are going to find this. You are going to
find these folks by asking the lowest paid people you interact
with – maybe you work at a bank. Do you chat with the janitor?
These things are not normally happening in this country. You
know the janitor gets paid next to nothing. Maybe you remember
them at the holidays. Do you understand managing a household
budget at minimum wage, no health insurance and raising one or
more children alone like that? Give it a try. Make the budget
spreadsheet. And on top of that, what about doing that in
place like Detroit, where there is little public transport,
many awful schools, and rare grocery stores? Why would you
want to imagine the nightmare that makes their every day?
Well, if you want to help people effectively, just as if you
would approach a new market in a new community/culture that
you wanted to break into to make money, you would have to
understand the economics and the culture or you would probably
fail. I am unclear why this logic is not applied to the world
of philanthropy. I think many years ago when big
philanthropists started with nothing, they understood poverty
because they experienced it. As their philanthropic career
progressed, they would almost instinctively understand when
the executive director of the foundation was trying to sell
them a load. Nowadays most of them only have the meager and
expensive resources of academic reports and census numbers,
but the real every day common sense understanding of being
poor is an unknown. Misinformation and incomplete
understandings have led humanity down a very dangerous road.
In this book, there are several examples of how children
themselves, parents, our group and others deal with poverty
affecting children. I am hoping to help you understand it
better.
These children do not belong to a subculture of the United
States. It is an equal and increasingly different culture
altogether. Even calling it a subculture is insulting – how
would you like it if middle or upper class American culture
was a sub-culture of lower class culture? And considering how
necessity is the mother of invention, much style and artistic
culture comes up from the lower class, so actually that would
be more accurate. However, any way you slice it, they are all
judgmental terms. We are all created equal here, right? The
culture I will describe to you, a culture with few resources
is not any less than the other cultures in the world. If you
never plan to try to help or donate, and are not just even
curious about how the people who live in those “bad”
neighborhoods you pass on the freeway, then please don’t read
on. However, if you are involved or interested in
understanding or helping, this book is essential.
About Chapter 3: The Answer
And yes, we do have the answer, the way to give children the
ladder out of poverty systematically, one by one. The Front
Porch has come to the conclusion over all these years that
many children need advocates: one person who ties their whole
life together and makes sure they are not slipping through the
cracks. Yes, I know, it’s too simple. Yes, I know you are
asking why this person isn’t a parent. There are some parents
who are just not going to advocate for their children no
matter what incentives or punishments you give them. Many
parents need the advocate as much as their children. If they
will not advocate for their own children or if they are not
capable, there is no reason for children to suffer. An in
depth explanation is in this section. No, an “advocate” is not
a volunteer mentor, nor a tutor, nor a teacher. An advocate is
not a “program” that is a scatter shot of whatever kids turned
in their permission slip or who fit in certain categories set
up by funders or programs or neighborhoods. If every child was
given what they needed instead of what lazy, cheap adults
thought they should get through group programming, funding
initiatives etc, with every succeeding generation there would
be more and more excellent, happy parents with well-adjusted
happy, educated, curious children. On the Porch we have
learned it’s rare to find children who could not be helped
with the right combination of supports. The actual logistics
of advocacy is in chapter
3. It is surprisingly uncomplicated and if it’s done
right and should be less expensive every year for each
individual child, for the younger brothers and sisters of
those children and for each succeeding generation, causing a
ripple effect of alleviating the suffering children in
poverty.
This section contains an overview of Advocacy including the
history of the program, how it meets the needs of students,
parents, schools, and social workers. There are also
participant reviews of the program and our statistics. There
is also information about supporting programs. These programs
are necessary because the advocate cannot do everything. Many
of these programs already exist. They may not be thorough,
accessed by all the children who need them consistently and
are not connected together around each child. All this equals
unparalleled support for children and youth, a rigorous tool
for the evaluation of children’s services and activities, and
a job program for some neighborhood parents who have a heart
for children and some basic skills.
And so…
It is our job as
adults, whether we are parents, teachers, politicians,
administrators or just community members, to be sure each
individual child gets the support they need.
Chapter
1
Fairy
Tale On The Porch:
A Little Brother’s Grimm Gone Gangster & A Little Sesame
Street
Once upon a time, in the most violent city in the violent
United States, I sat on the 4 foot by 4 foot porch of my
lifelong home. It was in the neighborhood that at one time was
the home of the infamous drug dealers the Chamberlain
Brothers, White Boy Rick and near Young Boys Incorporated. It
was where the rich kids from Grosse Pointe would buy houses to
use as locations for drug deals. I grew up unaware of these
facts in the middle of it, sheltered in private school,
backyards, and after-school activities. I grew up playing from
dawn to dusk in a school where play was important for class
time, recess, and lunch. My early years were spent in
sandboxes making mud muffins and in refrigerator box houses.
All I ever wanted to do was play with the other neighborhood
kids.
In college, I spent a semester abroad. I was lucky enough to
be accepted to a program that would transport me past the
liquor stores and used car lots to live next to a castle. In
that city, reading was a popular recreation in a country with
about 100% literacy. I could walk home at 5 am alone. I was
among the kids from the “best” universities in the country,
enjoying learning the concepts of civil society. Ghetto girl.
Two experiences there struck me. I took a trip to a former
concentration camp. I arrived on a rainy November day and the
city was deserted. In the museum, a woman whose mom was nurse
who was killed with group of kids she was caring for was
giving a lecture. All around on the walls were crayon drawings
of the kids who were in that camp, many of whose lives ended
in Auschwitz. There were many artists sent to that camp and
one of them was a teacher of children. She looked beyond the
situation and her own suffering and got the kids to draw and
express their feelings about their time there. She looked at a
really hopeless situation and decided to give the kids art
therapy. I was in awe of her inner strength and her
commitment to children and creativity.
The second experience was when I accidentally got on the train
to the former Yugoslavia instead of back to the university I
was attending. I saw sadness in children I had never noticed
before. It was the sadness of children returning to a war torn
place full of unhappy adults. When I returned home, I was
doing an internship where I assisted an immigration
caseworker. The caseworker told me the story of the family who
in the middle of the war in the former Yugoslavia, these two
parents had nothing to give a child whose birthday it was.
They found a pencil, wrapped it up, sang and made a big deal.
The child was thrilled with the pencil because they really
just wanted their birthday celebrated, war or not. This gave
me a basis for my later work with children, about the needs of
children. Laptops and video games pale in comparison to
attention.
When I returned home I was suddenly aware of the constant
gunshots of the war I was living in. I probably should have
been a Peace Corps worker, but something told me that the best
way to help people is to help the people whose culture you
know the best. I took a peace studies class on non-violence
and began to realize that although violence was normal to me
in the past, it was now unacceptable. I began to do my
university homework on the porch. I was extremely disturbed to
see the backdrop of my neighborhood, a place full of hiding
spots and sidewalk squares for four-square, becoming a place
where childhood was an endangered species.
I sat on my porch and children came by. My mom was a
neighborhood lady who had always lent out the bike pump and
delivered the community newsletter. So I knew some of their
parents. The kids were bored. Many of the children didn’t know
how to play. The girls spent their free time talking about
each other, and the boys fought and pretended to be in gangs.
Kids would run by or drive by with guns shooting. Mostly at
night, but often enough in the day time to keep everyone in
the neighborhood living in a constant low level of alarm. I
was scared for the kids. It was especially bizarre for me
because I had an internship at the mayor's office. I would go
from the super secure office overlooking the river to my home
where I was scared a stray bullet might get me between the car
and the house. Myself, the kids and all the neighbors got used
to it in a sort of continuing post-traumatic stress way. No
one was coming to save us. It seemed the police or other
enforcement made things worse. There were police dogs, the
tank, and the swat team in the bushes, the white men sitting
in their unmarked cars and the helicopter with the searchlight
overhead. The shooting just went on and on. Many of the
neighbors believed in having a future for the children they
saw outside. They turned to each other to try to make this
happen. Through these relationships, one kind grandma’s
cupcakes, water fights, the occasional block club party, some
donations, a garden and library books, the bullets became an
annoying background for the children playing. Drop the Uno
cards, run to the backyard, and get down. Wait a couple days
for the trouble to pass and finish the game. Crawl to the back
of the house at night when there is shooting, lay down, and
discuss it as a group the next day. It became sadly normal,
almost mundane. A lot of those kids are older now. Some chose
that lifestyle and some didn’t. Some of the younger kids
openly make fun of the kids who chose that lifestyle, with a
wicked dark sense of humor that could only be appreciated by
other residents of the neighborhood and maybe refugees.
Through the years, with a lot of support, I built this
outgrowth of a block club into a nonprofit organization, The
Front Porch.
White Lady
I am white. I wondered how this would play out. Detroit
kids who are white, African American, Latino, Asian, Arab are
all Detroit kids. I realized that at my grade school reunion.
There are some cultural differences, but the environment
shapes kids into a certain kind of kid – the cultural
institutions, the spots for kids to play, a sense of not being
safe sometimes, the strong sense of community makes you into a
certain sort of person with an extra spine and a great sense
of humor. After so many years, I began to realize it was
really good versus evil in a very comic book sort of way, and
race has meant very little for the Porch. Our first board had
one of the moms on it that was African American and worked for
a civil rights dept in the government. Another was the African
American dad next door. They believed in me and the idea and
were so kind to help make the Porch possible for the kids in
so many everyday ways – as simple as lending a card table or
allowing the kids to use their backyard or talking with other
parents.
The worst racism I came up against was when people were just
using race to make me look bad because they had some ulterior
motive, which was usually money/community power, or that they
didn’t want to do the work required to help the kids.
Sometimes African American people are justifiably suspicious:
“What you doing with these kids?” Older people, both African
American and white, were almost always supportive because they
know all kids need the same things from adults - skin color
means nothing, but childhood means a lot. Younger people have
very little racism. Part of the reason for that is just the
passage of time. Also, a lot of those younger people grew up
isolated from most white people. One of the teenagers now, who
rarely left the boarders of Detroit except to visit down
South, said she never experienced racism. On field trips, I
was very aware of the racism, esp. when the Porch just
started. I knew I had to be very protective of the kids and if
I saw someone looking at them or about to say something
negative to them from negative assumptions, I was sure to be
right there. Being white was sometimes useful as a buffer, a
shield for them. I used it anytime I needed to. Over time, I
became horrified by that “those poor black kids” attitude
people take and some foundations expect in their grant
applications. I hated when folks would assume I was their
social worker on a field trip, when I was really their
neighbor and in some cases damn near a part of their families.
I hated to write that sappy crap about “underprivileged
children” because first, I was one of those kids and also I
had met enough kids in rich suburbs who were “underprivileged”
in the sense that their parents were emotionally neglecting
them. The suburban kids I met often didn’t know how to
interact with each other. They weren’t jumping rope, sitting
on the porch with a neighborhood grandma, or spending time
with a billion cousins. I felt bad for them when I would visit
the sterile suburbs.
My being white sometimes worked against the group. One time, a
national African American magazine called because they were
having a charity fundraiser in Detroit. They had found the
group on the Internet and saw that it was founded by a woman,
so they wanted to feature the charity along with others, until
they found out I was white. Basically the African American
magazine denied African American children the chance to
benefit from the money. The assistant director, Ms.
Karen, went to bat for me, called the magazine back and tried
her best to convince them to take the group into the event,
but there was no changing it.
Growing a Nonprofit
Becoming a nonprofit and finding support was a perilous road
with no map. It wasn’t built from an initiative, a trust fund,
or university research. Just one woman, begging around for any
help I could. I started with the people I knew were already
helping. There was a neighborhood association, AWARE, in my
area. Drugs were drowning the neighborhood and neighbors were
losing their sense of safety. The neighborhood association met
in a local church basement, with all hard-working people on
folding chairs wondering if their possessions would still be
in their houses when they returned. While concrete changes did
not come from these meetings, the relationships that were
formed granted a sense of power to those who attended. The
meetings served as a much-needed support group.
I started to call block club meetings with the neighbors.
While the attendance of the adults dwindled, the children
remained. The perseverance of the children may have had to do
with the cookies served at the meetings. However, something
unexpected came about. Neighbors began to donate books,
craft materials, and advice.I brought out crafts and games for
the kids on the porch. For two years, we used whatever was
available. Most of the materials were recycled from garage
sales or donations from attics of neighbors. The kids began to
play, to create a safe place in the midst of a war.
The leader of the local community group suggested we ask to
use the nearby local senior center/transportation company in
the evening. It was a storefront which seated about thirty
people. The basement leaked and smelled horrible when it
rained. The tables were rickety and many of the chairs were
broken. I attended an endless set of meetings during which
they grilled me about what I planned to do with
children. In the meantime, we used the library, which was over
a mile away. My sister, a librarian who had lived on the same
block, helped from the beginning. Through her connections and
the kindness of other librarians, the library gave us meeting
space. My sister brought books and got the kids on the street
to participate in the summer reading program. The books from
the library supplied the group with activity ideas. At the
library, the kids did treasure hunts through the stacks and
raced around the world in the atlases using latitude and
longitude clues. I wanted them to know that the world was
bigger than their violent neighborhood. I wanted them to know
that living under constant threat of being killed was not
normal or acceptable.
I took a multicultural class at a local non-profit,
recommended by a board member who knew the people at that
group. In order to get insurance before using the senior
center, a board member from that group wrote the Porch a
check. While this seems like a small business matter, we
learned through trial and error that it was essential to be
indoors to have regularly scheduled programming. The senior
center also told the group we had to be a 501c3 nonprofit
organization. So I took a class at the local accounting
nonprofit and filled out the forms. A friend donated the money
for filing and a few months later, the group was a
501c3.
At the senior center, the kids got to have a fabulous time.
There were computers on high speed internet, a printer to
print out homework, a cabinet of games and educational
resources, a kitchen and a pool table. The kids would do their
homework then choose what they wanted to do: play pool, help
cook community dinner, play on the computers, just sit and
talk and listen to music, do whatever activity was planned for
the day. It might be anything the kids requested the week
before or some idea the adults had or an opportunity that
presented it self: movie making, ballroom dance, making paper
flowers, or playing wiffle ball at the park across the
street. Regular programming like a photography class for
8 weeks never worked well. First, because I don’t think kids
are really serious about any activity and they shouldn’t be –
they are kids. And second, they didn’t always show up
consistently so building on programming from the week before
was frustrating and nearly impossible. The kids made messes
and irritated one senior center director (carpets and large
groups of children never mix). Fortunately, the director over
the whole group was friends with the mother of a neighbor. He
knew the nightmare stories of the neighborhood and protected
the group from being kicked out for being sloppy. The center
offered to write a Neighborhood Opportunity Fund grant for the
group- this is money that comes from the federal government
(HUD) through the city. It took about three years to get the
first contract through. Alone, the group never could have
accessed that money. It was a political process and it was a
reimbursement grant. The group had no money to start the
reimbursement with so the community group fronted it for the
group. The money came painfully slow through the city, so the
whole community group (low-income/senior transportation,
senior center, and The Porch) was always on the edge of
financial collapse. The group as a whole got a loan from a
local bank to fill in the gaps when the city was not
reimbursing in any timely manner – months became years.
Essentially, the community group was loaning the city money.
When the community group threatened to sue the city, the city
responded by saying they would never get that grant money
again.
At the community center a woman from the advisory board
convinced the group to bring the kids to the neighborhood
recreation center. At that time the neighborhood between the
group’s neighborhood and the recreation center was not safe to
walk through. Eventually, it was less scary and the group
started to go there. At first, they rode bikes. Then they
began to have a formal summer program. The community center
hired staff for them, which they could have never done on
their own budget. They walked the mile and a half there
because the community center’s buses wouldn’t accommodate the
group during business hours and they got a bus ride home.
Everyone got used to the walking. The pool was still
nice despite the rusty showers. The director kindly let them
use the activity room (a room with peeling, prison-blue
walls). Sometimes the workers who used the room in for day
camp resented the group using it, bringing more kids there in
the evening hid the fans from the group during scorching
Detroit summers. Eventually, the group stopped using the room
and just had classes outside on the lawn. Except one time a
science program brought the bats that needed darkness Outside
the classrooms were blankets set far apart.
Later, the city knocked down the long condemned, asbestos
filled building and put up a new center. The woman and the now
assistant director of the group went to every meeting about
the new center. Trying to get input into the center was
extremely difficult and the most painful community work I ever
did. I arranged a meeting with city’s contractor architect and
the people at Ford who worked on making Ford projects Leeds
certified to see about the possibility of making the building
Leeds certified. The architect submitted plans to the city and
they said no. At one point, the architect could no longer
speak with me because the head of the project wouldn’t allow
it and would not return my calls. Eventually the building was
done, with a much smaller pool than the community had before.
The director of the project said if the group didn’t take the
smaller pool, there would just plain old be no recreation
center. One African American man would come to the meetings
and say that there shouldn’t be a pool or a skating rink
because African Americans don’t do that. I even found an
African American Olympic skater to support the cause to no
avail. Another community leader let me in on the secret that
sometimes people are paid to go to community meeting and force
certain views. My hair went gray early with such nonsense.
While that administration was found to have incredible ethical
problems, anyone doing community work would cite that the
greater crimes were the ineptness of the staff he hired and
their complete unresponsiveness to the community. It was as if
the community wasn’t there at all.
So the finished building pool was built sloppily with no
drains in the floor around the pool. I was always suspicious
about the financing of the building and if it was all above
board. When I was a kid, they were supposed to have expanded
the old recreation center, but I heard that that money had
been stolen back then. I was trying my hardest to make sure
that wouldn’t happen again. At the opening the mayor noted
that the pool was too small for someone his size. I laughed
crazily out loud. There was nothing else to be said after so
many years. After only one year, there was mildew in the
drains of the pool where caulk was pool put in. The slippery,
dirty floors of the locker rooms didn’t have the tile laid
down. In the following years, the staff there tried
still to dissuade the group (and many other children) from
coming into the center and having the nerve to give them work
by treating them like something out of a scary fairy
tale. There were occasional bright spots – a couple of
years there were great swim staff and there were a few staff
members who with kindness of steel were always kind to our
kids. The director tried to get the group to pay to use unused
rooms in the building. The group took out the outside blanket
classrooms again. Then the recreation center got a grant from
a national swim organization to give swim lessons. Bizarrely,
the swim lessons that used to be free now had a fee. The kids
never wanted to go there they were treated so badly. Myself,
the Porch staff and volunteers did their best to mediate.
Detroit summers are too hot to not swim. Eventually, the group
stopped trying to deal with the recreation center. Summers
were spent at the community center and on field trips and
walking to nearby parks and walking to the water park 2 miles
away.
Then the community center finally collapsed financially. The
community group stopped paying the heat, which the group dealt
with. The kids said it didn’t matter and just kept their coats
on. Many of them were used to months without heat. Then the
center lost insurance. The adults decided that mattered. The
building was repossessed by the bank for the bad debt caused
by the city’s lack of repayment and the bad administration of
the center by the staff there. The bank would not donate the
center to our group unless we paid the back taxes, which of
course we did not have. The bank went after the kind center
director's personal assets. The bank instead left the building
vacant, blighting the community.
Over several years, we noticed that kids were not doing well
in school no matter what they did. So the assistant director
started visiting the kids at school. Homework assignments were
relayed to after school staff, parents were talked to when
they came to pick up their kids. The group had struck gold.
Kids understand the program right away. Adults (funders in
particular) sometimes can’t grasp the fact that one consistent
person can weave a child’s life into something amazing. The
advocacy program was born with the help of the assistant
director who was involved in the local parent group, a
particularly helpful program officer and grant requirements
that required and assisted the group in stepping up their game
as an organization. This is explained in full in the section
on advocacy.
Over the years, one of the hardest things to deal with has
been the overarching what I call the “culture of failure”. In
Detroit, for so many years there have been less and less
opportunities for the people who live here, an often corrupt
government that operates on a system of bribes and a network
of relationships more akin to the third world, where survival
is by any means necessary. This becomes a culture of failure.
Failure is the rule, not the exception. Parents pass this down
to their children often unconsciously. They will just not turn
in the permission slip for tutoring. Make sure a kid has
chores just when the bus for the field trip is leaving. There
are many ways parents will make their children fail because
they were denied opportunities themselves. Sometimes they
don’t see the value in opportunities. Sometimes they deny
their own children the opportunities because something in them
still hurts from being held back. Even teachers pass on the
culture of failure to their students. Some kids try and try
and no matter what they do, the teacher finds fault with it.
As of now, the Porch went back to
where it started. No building, no staff. The Porch runs
on a different pattern than other groups because of it roots.
The Porch is about working around individual children’s needs.
It’s not about kids fitting into a “program”. I saw the
ginormous gap between research and the application of that
research, and even the application of common sense in
children’s programming. For several years I worked at a
university center for children that was funded by a giant
local foundation and watched as the world of self proclaimed
super geniuses (professors) dealt with slices of children –
research on this type of kid or that, a program for middle
schoolers, one for pre-schoolers, for kids who liked
technology, for kids who were gifted, studies for this group
and that group. But whole children, that concept is not
something that was being addressed.
When The Porch started, we didn’t understand the scope of what
children need to be given to choose NOT to pull a readily
available gun from their hands and decide that the most
accessible entrepreneurial activity – the dangerous and sad
career path of informal pharmaceutical/weapon sales – may not
be their best choice.
The group certainly didn’t change some kids’ minds. All I can
wonder, is if the group knew now what we know now and had the
resources, could we have gotten them to change their paths?
Sometimes, I thinks when they look at me; they think maybe
they should have chosen a different path. For a few kids it’s
a family business with no way out, but surely even then they
can still work some community college classes around their
busy underground economy schedules!
Even the most hardened criminals don’t want their kids to grow
up with the violence and the lack of opportunities they had.
They want to be treated with respect as parents, they need
parenting advice like all parents and opportunities for their
children. They want to go on field trips and to be able to
communicate effectively with teachers.
I am sickened to see how resources are allocated to children.
The Porch has always stretched every penny until it screamed
to get the money directly towards children and to see how
children are being treated is horrifying. It's time for adults
to act like the grown-ups that kids expect them to be. For the
Porch, it has been about helping children and families facing
insurmountable odds and volunteers/staff/and meager resources
filling in the needs, one child at a time. This means giving
children a trained adult in their life that checks in on them
and gives them anything they need. No, it’s not simply
mentoring. No, it’s not for volunteers. It’s too simple for
most adults to grasp, but kids get it right away. They know
it’s what they need. Adults have been failing children all
over earth and its time to own up to it. With insufficient
resources, underpaid dedicated staff, and amazing volunteers,
The Front Porch has been making childhood better for hundreds
of children in a drug war zone, but has never been funded for
all we need to offer at once.
The Porch has learned a lot about poverty and the urban
underground economy, how people deal with the challenges it
presents and how to help to lift children out of the cycle.
Over the years, the other volunteers and I have been lucky to
have been a part of some many children’s lives, often it
seems, welcomed into their families. It is from them that I
sat on my Porch and learned what is written in the pages
following and to them I owe gratitude.
*A few parts of this part are also in the book Where Do the
Children Play Edited by Elizabeth Goodenough.
Chapter
2
Stories
of Unmet Needs
(And How The Porch Tries To Meet Them)
In all areas of children’s lives there needs to be
improvement. This list breaks it down for you with a story to
help you understand it, the issues and possible solutions. The
stories are real stories but sometimes mixtures of different
situations. In order to explain some of the basic issues, I
will compare what a lower middle (and up) class family might
have to deal with on a daily basis to what a poor family in
Detroit deals with. If you are not poor, please think about
the following section as you go about your basic errands each
week if you really want to understand poverty.
If you come from a positive perspective on helping people and
understanding poverty, please skip to the basic needs section
below. If you come from a negative perspective on helping
people and a political background that doesn't believe in
social programs, who lives with the very not compassionate
view that children need to pick themselves up by their own
bootstraps, I caution you to not take a negative spin and use
the information in this chapter for negative purposes. This is
an honest look at needs and services available with
public/foundation money. If you look at the different needs of
the economically disadvantaged and see how programs aren’t
working and use it for an excuse to cut the program you don't
understand humanity. A program, poorly designed or missing the
essential piece of access to the service, a program designed
by some academics who have a lot of data about what people
need, but have no idea how to be sure people access the
service, no understanding of local barriers to a national
program, then it is passed by lawmakers who don’t bother to
just run it by some of their constituents who will be eligible
for the program to ask them as experts if the program will
work, then – SURPRISE! The program is a flop! Then it is a
chance for people who don’t believe in using pooled money to
help society as a whole to say, “See nayhh nayhh social
programs ARE a waste of money.” This is wildly unwise.
Children still need glasses, food or tutoring. How they are
delivered may be a waste of money in the program that is set
up, but they still need to be provided. If you think it is not
the larger society's job to provide basic needs to other human
beings whose parents are not providing them, I would be happy
to discuss with anyone who feels that way to explore them,
their lives, their opportunities, the opportunities their
children have had and we can compare it to the kids on the
Porch. For example, in the book, the Outliers: The Story of
Success by Malcolm Gladwell, he explains how Bill Gates had
access to computers because the mother's club at his school
bought a computer for the students to use. He got a jump start
on the 10,000 hours of exposure to a subject that makes a
person an expert. (P 35) I will change your mind. I guarantee
that anyone put in the life situations many of the kids on the
Porch have lived, these same people who have the cowardice to
cut programs would be the same people who would cry and give
up.
An example is if a parent in a child’s life is a drug addict,
there are not the same resources as if they were well off. In
a different program I worked in a girl had a mother who was a
drug addict. Her family was well off. Her life spiraled out of
control when her mom was using, the same as a child in the
Porch. She went to family counseling, her dad could take time
off work to take care, her grandma was well off and in her
life. The girl on the Porch - no one in her family saw the
need for counseling and even if they did, no one had a car to
get her there, and the bus would never be able to get her
there on time on a school night in the limited hours left in
the day. When her life spiraled out of control, there was no
support. Her grandma was an addict too. She didn't know how to
give any extra support. She could just get her to school. At
school she would get suspended. It would go in spurts which
directly followed her mom's using and stopping schedule. Her
father was in jail so there was no other parent to take her to
counseling. While both the girls had problems, the chances of
the Porch child making it through the classes she needed and
getting her basic needs met through the rest of the family
were slim to none. There is no changing the addiction, and
sometimes the only supports they have are the ones from the
community at large. Her support (counseling and any other
basic needs that were not met with the absence/using of her
mother) should have been based at school so it would be a
place she was already at. Ideally, poor children whose parents
have intermittent addiction problems should have the
opportunity to go to a weekday boarding school (just like rich
kids) so they can have the regular school schedule and basic
needs met.
Government and nonprofit programs need to be accountable, but
not burdened with unnecessary paperwork or awkward funding
that is poorly designed for the people who it is supposed to
help. For instance, children in Detroit are supposedly
tested every other year for their vision. Then a letter is
sent home if they need glasses. Sending a letter "home" in
Detroit (where the neediest kids are moving all the time),
asking parents to have to get on unreliable public
transportation, to access a government benefit they might not
even know they have, to take the time and effort is too much
for some parents. Some schools take kids to the eyeglass shop
as a group to get them. There really should be a mobile
eyeglass shop for the city. I suspect, after seeing how
many kids do not have glasses that need them, that this
impacts the literacy rate in Detroit to such an extent that if
a study were done, all institutions involved in this would be
embarrassed.
Some people could say, “See, taxpayers pay for those public
health eye evaluations and parents do not take their kids to
get the glasses, even though they are free. That program
should be cut.” WHAT? NO. What is wrong with
politicians sometimes? It means you FIX the program, don’t use
it as an excuse to cut a needed program. That same politician
has eye insurance paid for by taxpayers, why shouldn’t
children so they can READ? Some people can only read this page
because they have glasses paid for by taxpayers depending on
their job. Get a spine, I say to these people. Get on the
yellow brick road and find a heart, a brain and some courage
and be a mensch. Broken programs don’t belong in the garbage
if the need is still there – they need to be looked at – by
community, politicians and academics and FIXED. Gracious. Who
would deny a child the chance to see and read?
BASIC NEEDS
A HOME
Eviction and homelessness
One large family was staying in a friend of a friend’s house.
Something went wrong and they knew they would have to leave.
The kids stayed until the last minute, until all their stuff
was carried out in the street when their mom was not home. I
found them sitting on all their stuff on the lawn, waiting for
her to come home. What could I do? They had to wait for her to
see where they would go the next night. I bought them pizzas
and checked back to be sure their mom came for them. There are
a few families that move from house to house, dodging
eviction, sometimes this is so often that kids accept it as
normal. I used to wonder why they didn’t treasure the art
projects they made or treated furniture at the center with
such disregard. Well, if your stuff ends up on the lawn
regularly at 3 month intervals, there is no reason to care for
it.
Occasionally, there are families that their houses burn, more
than once. Thanks to social service agencies that give money
for burnt out families, some families are perpetual abusers of
this system. They should not be giving cash out. Instead, they
should offer a lovely stay at a shelter. That would certainly
cut down on fraud.
There should be some system in place for evictions of families
with children. A van from a shelter should just come and pick
them up on the last day. Families who are evicted from rental
properties (of whom many are single parents) move around
the city, putting children in the position of changing schools
frequently sometimes with their records being lost, their
special support services interrupted or just plain ended.
Children also suffer the trauma of leaving a place where there
may be a social support network they will have to rebuild in a
new neighborhood, in addition to the horror of having all
their belongings put out in front of their house. There needs
to be special rules for evicting families with children, with
transportation to a shelter and a meeting with a social worker
on the day the court comes to evict them.
Section 8 (rental payment housing assistance)
One rental family had to move because the owner of the house
let it go into foreclosure, while the family was still paying
their Section 8 money. As it turned out they were overpaying
the Section 8 money and the owner never told them that.
Section 8 needs to be more tightly regulated. If people are
not able to make their section 8 payment, social workers
should be called in. Sometimes this is $25/month or
$100/month. People with addiction problems cannot afford
section 8, if you know what I am saying. Just about everyone
else can. This is a red flag for the children in that house
that should be followed up on by social workers.
Right now, there is a stalled waiting list and a lottery to
get Section 8. This is nearly criminal since there are so many
empty houses and so much need in Detroit.
HEALTH CARE/DENTAL CARE
At one of the billion awful meetings I have been forced to
attend, I was sitting next to a doctor who complained that
when they parked the immunization van in a nearby neighborhood
on a Saturday, not one parent brought their child to it. Did
she know to come after noon when everyone is up? Did she know
that Detroit is relational – that means it had to be that
someone in the neighborhood knew someone on that van, who
would then tell other people? Trust and institutions are not
always one package, rarely they are for African Americans. Had
she had a relationship with the schools there, told parents
the day before through the schools? Nope. So why would they
expect anyone to bring their kids? The fine art of the
relationship precludes anything else in Detroit and in many
communities. Yes, it’s a lot of emotional labor, staff time,
smiling and chatting. But you can’t be perceived as a cold
white person or bourgeois African American person and expect
people to trust you to help them.
The kids who have seen the mobile dentist have always come
back with a good experience. At the local elementary school,
the mobile dentist was up there on the auditorium stage and I
got a wave from one of the kids with a hygienist cleaning her
teeth. It is a really positive and much needed service. There
is probably one dentist within walking distance from the
school. Having it at the school makes it so easy for parents.
They just have to sign the slip, not drive anywhere or make an
appointment etc. If kids have non participatory parents, there
is still a chance for a tooth cleaning then. Often the parents
do not get the permission slip because it is in a crumpled
ball at the bottom of their book bag. Just because school
staff sends a paper home does not mean that parents get it.
This form should be filled out at the beginning of the year
when parents come up to register to minimize any confusion.
Some children are not forced to see the mobile dentist/doctor
because of bad experiences of their parents. There needs to be
a trust relationship built between the service provider and
the children they serve. If they could come before the
scheduled date, do a presentation, play a game, explain what
they do, and get to know the kids, children may be more likely
to tell their parents it is a good thing. We find parents
discouraging their children from going for routine dental
cleanings, only to subject kids to dentist visits when they
are in pain. It wouldn’t have to be the dentist him/herself
coming out to classes and parent days, maybe a hygienist or
outreach person from the service. The mobile health care
should also be able to treat the whole family and come to the
school on days parents are there to establish a reputation and
relationships. There is such poor public transportation that
even getting to a doctor is a problem, so having health care
at school is paramount.
SAFETY
Shootings
Sometimes, the shootings happened when the kids were on the
Porch. It was hard. The worst, absolute worst one was when I
was trying to connect the kids with the kids at the local
refugee shelter. They had much more in common with those kids
than suburban Detroit kids. Two refugee children from Rwanda
were visiting the Porch, talking with the kids. Thankfully,
one kind older teen who knew we were outside had heard there
was about to be some shooting and let us know. One teen
volunteer and my mother took care of the Rwandan kids in the
house and distracted them with a game; while I and one dad
lied to the kids and told them they were bad and all in
trouble and had to go in their houses right now. I hurried the
Rwandan kids in the car and drove off just before the shooting
and ambulance came (that was back when ambulances still came
here). Many houses in the neighborhood have been shot up a few
times.
What is the solution to the shooting? I will say this, the
amendment for people having the right to have arms, if you
read it all the way through, is about having "A well regulated
Militia, being necessary to the security of a free State, the
right of the people to keep and bear Arms, shall not be
infringed.", not shooting near a game of Uno about a
disagreement about the underground economy. American
forefathers turn in their graves every time the kids and I
have to get down and run from shooting.
Living in an area where there is an out-in-the open
underground economy versus the hidden suburban underground
economy gives me very practical views about it. I am also
aware that this is nothing new or particular to current
generations. This border town has long been a city with a
healthy underground - like the Purple Gang. However, there are
particular things that are bothersome to neighbors about
people participating in the underground economy in Detroit.
The stupid “War on Drugs” with the raid is a waste, because it
ALWAYS comes back. It’s really just a business, with gangs
like little Avon clusters with the consumers having an undying
need for the product for Pete’s sake. So the problems just
calm down for a while and come back.
On the Porch we just focus on helping kids see the positive
things about themselves and that they can choose another path.
If at all possible, we have tried to give teenagers jobs so
they have another option, but lately we haven’t had the
funding and there are no other jobs for teens nearby. From all
sides the underground economy makes urban children pawns in an
unsavory international train wreck that we just hope children
don’t choose.
Any crackdowns should be on those participating in the
underground economy who allow their business to affect quality
of life in a neighborhood through the constant threat of
violence (terrorism, actually), shooting up neighborhoods and
the extra business speeding traffic brings to residential
areas endangering children. If cleaning up urban neighborhdoos
focused on getting them to run their businesses in a more
community friendly way, stop shooting in neighborhoods and use
a storefront with adequate parking instead of a house for
their business, or only allow regulated selling a certain part
of the city that children are not allowed to go to (like in
Europe), life would be much safer for children. The kids and I
can tell you from lying on our bellies waiting for shooting to
stop; the way they are dealing with it now hasn’t changed it a
bit in all these years. From the trenches I can tell you the
“War on Drugs” has been one big fat joke on taxpayers.
Debriefing is an essential part of working in a violent
neighborhood. Kids need to talk about what they were doing
when the shooting started. How they felt about it. Was it
fair? Is it like this everywhere? Why does this go on here?
They need to think it through critically and work through any
emotions. While it can become regular, there is always some
amount of alarm to work through. We learned through the years
to not let neighborhood chaos be an excuse for kids to not do
their homework etc. Those sorts of everyday things keeps a
sense of normalcy and makes stronger kids. I remember once
when we went to a beautiful garden on a field trip about 45
minutes from home. Someone in the parking lot turned on their
motorcycle and it sounded just like gunshots. The kids and I
all squatted down we were so used to it at that time. Again,
we had to talk it through.
Our field tips to haunted houses/cornfields were specifically
to counteract real fear. It sounds crazy, but even I , who
live in the same environment, know that there is something
oddly therapeutic about going to a place where you are
engineered to be scared at your own will. Maybe some
psychologist can explain it, but this is wildly our most
popular field trip. In a neighborhood that has its share of
real nightmares and kids who have lived many nightmares, to be
really actually scared at a fake situation is surprisingly
therapeutic. This is super expensive though. We are always
looking for a funder for this trip $200 for the bus and
$15/kid admission.
CPR Classes
CPR/First Aid classes do something amazing for teens. Is there
a more empowering life skill than the ability to save
someone’s life? Lessons are expensive but they should be free
for teens that are economically challenged. It should actually
be a required school class. We found someone to give the kids
safety classes. The only way this worked was in one long day –
we have a problem getting the same kids two days in a row
because of lack of parental participation to be sure they
return. We actually paid some of our older teen helpers to
come. Other kids could come and get community service hours if
they wanted. For kids inclined toward health professions, it
was a good chance for them to see if that is something they
would really like to do. We needed them for the staff too, so
no one lost in the deal. I can’t say enough good things about
this. Especially in a city where calling an ambulance is a
sketchy gamble, this skill is even more valuable.
TRANSPORTATION
Public Transportation
One of the teens was pregnant, trying to be a good little mama
and get to her pre-natal care appointment on a hot summer day.
The hospital is about a 10 minute drive from the neighborhood.
The one bus that could take her there blatantly passed her up.
Someone somehow eventually came and picked her up to get her
there. Neither she nor her boyfriend have a car. Imagine every
errand of their life once that baby is here. A nightmare. I
almost cry when I see teen moms waiting for the bus in
Detroit. In Detroit, it can be zero degrees and the bus may
never come.
If you live in Detroit, you may have seen our group by the bus
stop when it was 90 degrees in summer. Kids asking when is the
bus coming. Checking the schedule. Everyone sweating. It
was supposed to be here a half hour ago. And if you drive by
an hour later, maybe you’d see us walking for 2 miles to the
water park because the bus didn’t come. I turned to one of the
suburban volunteers and said can you imagine trying to get to
work on this? Impossible for the kids and adults alike.
A tool of ghettoization, of oppression, the Detroit bus
system. Transportation has been a particular irritating
challenge. The buses are rare and off schedule.
Some of the kids went ice skating for the first time. Their
own parents saw how much they enjoyed it and wanted to take
them on their own. The parents didn't have a car. The kids
could only go on the weekend because of school. The weekend
buses rarely come and now they are cut even more. It takes at
least two buses to get downtown (a 15 minute or 7 mile drive).
The cost of the bus ride is $3.50 round trip per child. There
is a student fee but they would have to get a student card
that they can only get at a place that is another bus ride or
two away. They can't just get it at the school. And it is not
free, it is a $2 card. They don't have one. So, on a day cold
enough for ice skating, who would want their child out waiting
for a Detroit bus that may never come in the cold? Or how
about where they change buses, maybe somewhere desolate? Even
though there were teenagers, would you let them go without
you? Then it is $9 for each child to skate at the only ice
rink they can get to in the city from here for 2 buses.
Really? Even if you are a mom who wants your children to try
new things, its nearly impossible. When I take them there and
they see the suburban kids doing the ice shows at the festival
and I see this longing look in my kids eyes, I am so sad and
disgusted. I know there is not an equal opportunity for them
to be a figure skater or any sport that requires a parent to
drive them anywhere. They are cut from the opportunity in the
first breath. When I see a group of economically disadvantaged
kids on a field trip acting a way that is odd for the event or
activity they are doing, I know its because they get so few
chances to try anything new. They are so cheated.
Solution: Run the buses like they should be in every other
city on earth. I always tell the kids that Detroit is the only
city on the planet with buses like this. They need to
understand that how those buses run is not normal.
School Transportation
Kids who move mid-year or who no longer get along
socially/academically in the school they are at need free
transportation. Free bus passes are extremely difficult to get
from schools. Reduced fare still makes it $1.50/day to go to
school ($270/year). Many parents do not have that. In
addition, it involves giving children cash. They do not always
spend it correctly. In their out-of-school hours, this also
ghettoizes them. Many cannot afford to get to events, other
family member’s houses, the library, or friends houses. If
kids get a bus card to ride for free and lose it, they cannot
get a new one.
Solution: ALL youth get bus cards with photo to ride for free.
This also gives the youth accountability for how they act on
the bus. They would be no anonymous rider. There needs to be
the ability to cancel a lost card and get a new one. Cards
should have photos on them. Their student ID can have a strip
on it to use on the bus. Coordination between DDOT and DPS.
Group Transportation
Transportation for the kids for trips was always
complicated. The van company was poorly run, and even as a
constantly complaining board member, I hadn’t realized I was
up against a group of people whose friendships far outweighed
their long range vision for the community, a common issue with
corporations and non-profits everywhere. The bus was
consistently late, and often not scheduled for when we asked.
It often just depended on who scheduled the trip for us. Some
of the staff hated the extra work and so would be sure to mess
up our trips. Sometimes it was just raging incompetence, and
sometimes it was maliciousness. The individual bus drivers, on
the whole, were incredibly kind to us. Sometimes they would
even come with us as chaperones and they were fabulous. I
think the kids really got a good sense of community when the
fun bus driver was on the mountain bike behind them in some
woods.
Solution: For Detroit or other transportation-poor cities,
centralized free transportation should be available for youth
groups. This takes away lots of issues: auto insurance,
training and oversight of drivers, licensing, maintenance etc.
Buses could be used efficiently by dropping off one group,
then going to pick up another and returning to pick up groups.
Groups could call for a bus/small van up to 3 days in advance
to schedule field trips or appointments. Youth would always
need to be chaperoned by adult in their group or parent.
Services should be evaluated by groups and sent to an
independent evaluator.
Bikes
Kids love to ride. In the city though, parents would let kids
out of sight with their bikes rarely. Ironically, the only
kids I can think of that were allowed to ride wherever they
wanted were the neighborhood bike thieves. Lol! There is more
on bike theft in the behavior section. They could only
do the long bike ride with an adult and no parents were
volunteering. My theory is that people in Detroit drive crazy
because so many people cannot afford driving school and just
take the test at 18. This makes a bad situation for bikers.
Bike lanes should be made to connect recreation centers,
schools, parks, and libraries. Helmets are certainly not
popular in Detroit. Bikes and helmets should be available for
free for all youth groups to get around with free bike riding
safety lessons. There is more about appropriate biking
programs for recreation and an exemplary one in the biking
section on recreation.
The Walking Bus
The walking bus, where kids are gathered by going to each
house and them joining the other kids on a walk to a
particular destination, is the most efficient
transportation/exercise/relationship builder I know of. We
would do the walking bus to the community center. If I would
have just gone up to the center and waited for the kids to
show up, there never would have been kids. We were never the
group who had a majority of parents that dropped off.
Sometimes we would go and knock on doors. Once the kids got
into a routine, it was usually better. Programming has to be
consistent for kids to be able to keep up with the schedule
themselves.
The value of walking with children is underrated. This would
be where some of our most important conversations would take
place. There is nothing to do but talk. Throw a wagon in there
for fun for the kids. It has turned out to be better than bike
riding, where conversations are difficult to be heard. Kids
would interrupt each other to get a chance to speak with the
adults or teen volunteers to tell them about their day.
Walking also improved their behavior considerably on the way
to the center. Getting that energy out before doing homework
was essential to our behavior management. For a short period
of time, the bus picked up the kids and their behavior was
atrocious. Even if the group had one million billion dollars,
we would never ever go back to the bus. You would think that
walking, sometimes in the dark, in Detroit would be dangerous.
Only once did a crazy lady come after us with a broom, and
that was only after one of the kids egged her on. It was quite
funny, but a little scary since I was responsible for the
kids. I assure you that a majority of evil minded people and
most adults avoid any large group of children. They repel all
adults – like a many armed yelling, laughing busy monster.
A lot of people have commented how people in Detroit don’t
cross the street properly and walk in the street. Walking with
the kids gave adults a chance to explain the rules of walking
that most people take for granted because they walked with
parents as children – kids just don’t walk with parents
anymore – and I don’t think Detroit is the only place this is
happening. Some kids were used to walking to the neighborhood
discount grocery store only out of necessity. This also partly
explains the obesity problems.
When it was too snowy, we put the stuff for the day’s
activities and food on the sled and would drag the sled up
there. We would bring an extra sled for the kids to pull each
other up there. We would never allow bikes. Bikes have to be
everyone or no one because kids inevitably get ahead on the
bike which is super dangerous at streets. Kids also learned
that regardless of the weather, you just keep on going. If
it’s raining, you put on a raincoat (we provided), if its
snowing, you just keep on walking (we kept extra gloves and
hats). Only less than 20 degrees, lightening, hail and
tornadoes would make me cancel the walking. Over 90
degrees is also dangerous, but on the way to the water park,
kids were willing to suffer. On snow days, there were still
kids ready, overly ready to go to the center. Parents were
always reluctant to let their kids walk at first, but once
they’d see all of them in that group all the time, they
realized that kids were safe. No one was bothering that mob
with the wagon, the bags of groceries, pots and pans and art
supplies.
DIRTY CLOTHES
The issue of kids coming to school with dirty clothes on is
far more complex than you might first expect. There are
kids whose only way to wash clothes is in the bathtub then
they hang them up to dry. There have been several kids like
this. A more creative solution one parent thought of was to
keep going back to the charity that gives away clothes and
then wear the clothes until they were too dirty and then throw
them out. Then there is the “inside out” theory, that if you
wear your clothes inside out, they don’t look as dirty. There
are the kids who are not wearing socks in winter – because
their socks are so dirty they can’t wear them anymore.
The closest Laundromat is about a one mile walk. If folks
can’t afford a washer or they had a washer and their extended
family wrecked it, washing in the tub or walking to the
Laundromat (or if you are lucky you have a car or ride) are
your only options. If there is no money to do the laundry, no
time, or just adults without the motivation, clothes stay
dirty. When we came across kids like this, we have offered to
them to bundle up their clothes and we will take them to the
Laundromat to wash the clothes. None have taken it up. We have
toyed with the idea of trying to get a washing machine
donated, but we aren’t sure how long it would be taken care of
if the family didn’t buy it themselves and value it. This is
surprisingly one of the most difficult issues we have dealt
with. As it is, we reluctantly give clothes to kids who need
them and space it out so if they are throwing them out, newer
stuff doesn’t end up in the garbage with older clothes. One
school had a washing machine that they would wash the kids’
school clothes in. That was good. We would have liked to have
had one at the community center. This one needs a solution
that we haven’t been able to figure out yet. Maybe a
laundry card like a food stamp card. Maybe schools need
washing machines and dryers. There needs to be a washing
machine and dryer or a laundry service that will wash
uniforms. Maybe families without washing machines/dryers could
then be encouraged to apply to a program for free/low cost
washers/dryers.
AFRICAN AMERICAN HAIR
People who are not African American usually don’t understand
the importance of this to African American people.
Historically, African American people have been coerced by
white people to want straight hair, mostly from the roots of
racism in the country and the fact that most hair care product
companies that cater to African Americans are owned by white
people, so there is a financial stake in continuing this
constant daily oppression. In this endless and expensive
pursuit, African American kids, mainly girls, whose hair is
not carefully cared for with chemicals and hours of work are
mercilessly teased. Whatever your opinion about it, the fact
remains that children are teased to a level that could only be
equated with the teasing that comes with an actual disability
in other cultures. I am not joking, not overemphasizing. This
is why children whose families are economically disadvantaged
need the chance to get their hair done for free. Maybe there
could be coupons to local barber/beauty or in-school hair day
for kids who need it. Natural hair styles should be promoted
in school for the health and self-esteem of the children,
mostly African American girls.
NUTRITION AND BUILDING COMMUNITY THROUGH FOOD
The community center often smelled like seasoned chicken
cooking and fresh cut cucumbers because the teenagers were
setting up a salad bar for the younger kids. Near the
holidays, looking in the barred windows, you would see a room
crowded with adults and children, glue and glitter, paper
plates and cookies decorated by enthusiastic children. Teens
had walked through the snow to the local grocery store (the
bus company would not schedule a bus for them) and bought all
the food for the group. More came to the center and an adult
helped to cook up the meal for 40 for the holiday party that
was full of gifts, craft projects, family portraits and food
proudly made by young adults and whichever younger kids the
older kids deemed worthy to help them. At least once a week,
another adult volunteer insisted that the kids sit down and
eat all at one time. Community meals were a wonderful
part of everyone’s days, back when we had a food budget and a
center to cook in.
Having a food budget allowed us to control what they ate. This
was also nutrition class only there were no worksheets or
videos to watch, nothing to read – the experiential learning
of cooking and eating. Kids picked the menu within specific
limits and in getting the limits they learned about nutrition.
We were always finding new ways to get them to try new foods
and healthier ways to prepare the foods that they normally
ate. It was a challenge that sometimes included the classic
crying kids at the table who wouldn’t try a bite of something
they didn’t eat before. Getting them to eat fruits and
vegetables was a special challenge, but we figured it out. We
found that cutting up fruit changes kids’ relationship to
fruit immediately. Fruit is always easier to get kids to eat
than vegetables, so there were a couple of teens in charge of
the smoothies. We would just get some bags of frozen fruit (so
it wouldn’t spoil in case no kids showed up or we could keep
extra if more kids showed up), strawberry and vanilla yogurt
and different juices and let the kids pick what they wanted.
At one point we participated in the state’s after school lunch
program. Fruit came in the packet. Kids were just throwing it
out. When we brought out the knife and cutting board, and
offered to cut up the fruit, the kids ate the fruit.
We would often have a salad bar. But the ranch dressing had to
be rationed or 1. there would be none left and 2. all the
health of the salad would have disappeared. We even had a rule
to eat the romaine lettuce before seconds on chicken. If not,
kids would eat the chicken off and throw out the salad. We
would get a selection of other veggies and the kids could
choose their salad. I think we even made a rule that they had
to pick something else besides meat for the salad.
They were not allowed to bring junk food to the center. They
got one or two warnings, after that, their food was taken from
their hands and given back at the end of the center time. Then
it just evolved into that junk food going into the garbage.
This sent a ripple of fear through the kids. They warned each
other. It had to be done. Kids in this neighborhood constantly
had a sugary cheap juice in their hand rotting their teeth,
and candy or the 25 cent bag of chips clogging their arteries.
Sometimes there were adventurous eaters, mostly kids who had a
cook or chef in their family. I would let these kids choose
new dishes and lead the way with the food, like sushi. My
favorite nutrition moment was when we really had so little
money at the end of our time at the center that chicken for 20
was out of the question. I experimented with some tofu. I
drained it, froze it and then thawed it and then asked one kid
who could both cook and keep a secret to put Shake n Bake on
the tofu and pan fry it (I hadn’t figured out how to bake it
right yet). The kids put this on their salad and asked for
more. Later though they said they didn’t much like that
chicken. I know it’s because they had some unexplained gas
(tofu is soybeans). Some of the kids there that night know now
the secret. They still squint their eyes at me and say, “Jean
made us eat tofu.” But then they’ll say it tasted
like…chicken.
We also had a breakfast sandwich competition where we got lots
of breakfast sandwich ingredients and the kids built their own
sandwich and whoever had the healthiest sandwich won a prize.
We added up the calories of each piece from a nutrition
website. We tried serving hot breakfast off the Porch. We
would take their order, fruit, an egg sandwich and a yogurt
stick. This was just for a few kids for it to be convenient.
Kids want a hot breakfast, not cereal. Also the cereal doesn’t
provide the protein they need to not feel hungry for the long
important learning time to lunch. School breakfast should be a
required part of the morning for kids. It should be hot and
tasty so they want to eat it. Fruit served should be fresh and
cut up. “In a study involving hundreds of inner-city
elementary school students in Baltimore and Philadelphia, it
was found those who ate breakfast had 40% higher math grades
and were less apt to be absent from school or tardy. Those who
did not eat breakfast were twice as likely to be depressed,
four times as likely to suffer from anxiety and 30% more
likely to be hyperactive.” (Rewire your Brain by John B.
Arden, PhD John Wiley and Sons, Inc. 2010. p 93)
Ms. Karen would make them lunches to take when she would visit
them at school as a part of the Advocacy program. It was her
cover for going to visit them. Most kids hated the school
lunch. I had only one good review of lunch and it was some
bizarre DPS lunch that kids had to pay for to get the good
lunch. Awful. So we were always giving them cut up fruit or a
whole piece, a sandwich with veggies, meat and cheese on that
wheat bread that looked white, and a granola bar or trial mix
and juice. We found the books Eat This, Not That helpful to
explain good eating to kids and parts of Fueling the Teen
Machine books with them. But mostly, we found just not
allowing outside food and giving them food was the only way we
could address the food issues. Sometimes they had
behavior problems because they were hungry. Maybe they were
late for school and missed the breakfast program or are just
on a hunger strike against the school lunch. I would like to
know the actual number of kids just refusing to eat, who are
hungry, because school lunch is so awful.
How many times have we seen kids just drink pop for breakfast
or lunch? One million times. We just outright forbade junk
food years ago, based entirely on our observations of behavior
change. Turns out, we were right. “When researchers from Yale
University gave twenty-five healthy children a drink
containing the amount of glucose found in most soft drinks,
the rebound in blood sugar boosted their adrenaline to more
than five times their normal level for up to five hours. Most
of these children found it difficult to concentrate and were
anxious and irritable. Similarly researchers in Finland
assessed the effects of sugar consumption on 404 children ages
ten and eleven. They found that withdrawal, anxiety,
depression, delinquency and aggression were twice as frequent
in those who consumed 30 percent more sucrose in the form of
soft drinks, sugary snacks and ice cream.” (John B. Arden,
PhD, Rewire Your Brain, P 97)
I’ve had a lot of problems with other adults who worked with
the kids – getting them to follow the same guidelines that the
kids have. I couldn’t have volunteers showing up eating a bag
of chips when I had just snatched a bag and threw it out from
a kid. Adults are quite attached to bad eating habits and it’s
hard to get them to realize that children learn more from
observing and mimicking behavior than by rules blasted out of
adult mouths full of chips.
In summer, we give the kids a lunch. Our times didn’t match to
the free summer lunch program so we have always had to pay for
it from our budget. The program started at around 3 pm and for
most of them, getting up at 12 or 1 pm, this was their first
and maybe only meal of the summer day. Plus, we took them
swimming and walked a couple of miles. They got a sandwich,
fruit, and granola or the “granola bar bar”. We had tried to
get them to eat trail mix, but they were throwing out certain
pieces (raisins filled the garbage). So we got individual nuts
and dried fruits and put them in separate containers. A teen
helper would dish out a few spoons full in a baggie so they
could pick what they liked. Then later they got another piece
of fruit or granola. And they were still hungry. Ms. Karen
would always say “Because they are hungry for food Jean. They
are just eating chips and candy”.
And water. It was hard to get kids to drink water instead of
juice. In summer we insist on it. At the center and in lunches
they got juice. The 100% juice was expensive but it was all we
went with. And there was almost never dessert offered. If they
weren’t eating candy every minute of every day (like passing
the candy shop on the way to the center – this church
fundraiser shop was a fight every day!) I would have loved to
be baking desserts regularly with them. Once in a while we
would try different things like cupcakes, a taffy pull, ice
cream and holiday cookies. We also made pizzas. The kids would
partner up and we would use the packaged pizza dough envelopes
for each pair, cheese and sauce. Then we would have a pizza
bar where kids could pick their own toppings. They loved
making those, but it always made us get out of the center at
10 pm which made no adults happy.
So basically vegetables should be in ranch. Fruit should be
cut up. There should always be choices with requirements on
fruits and veggies.
For the Summer Lunch Program and the After School Suppers
through the Child and Adult Food Program, we needed to have a
public refrigerator. Once the community center closed, we no
longer had that. So our worsening poverty as a group made that
poverty solution inaccessible to us. Hmmm…
The meals also include milk. This meant there was a
considerable amount of milk in the garbage. An explanation for
this might be that 75% of all African-Americans lactose
intolerant. (http://www.umm.edu/digest/lactose.htm) The
milk should be lactose free for the kids. It was a fart
festival in there after those lunches.
The only way the community dinners were possible were with my
non-stop trips to the grocery store. Two to three trips a week
for the evening meal plus one-two trips for the lunches Ms.
Karen made for the advocacy kids. The amount in gas and time
was insane. I have a deep seated angst for going to the
grocery store now. It was hard to find good meat and produce
and all the ingredients for any recipe nearby. Produce and
meat delivery to youth groups would have been helpful. A great
program was at the old recreation center. A local produce
company delivered boxes of very beautiful fruit to the
recreation center and they gave a free piece of fruit and a
granola bar to the kids as they got out of the pool. Kids will
eat anything when they get out of the pool so it was
brilliant.
Another food related problem groups have is sharing the
refrigerator. It seems small but the refrigerator and kitchen
was shared at the community center with the seniors, the
employees and the kids. A war can be started with a fridge in
a community group. There should be a program for groups to
apply for fridges and there shouldn’t be questions as to why
each group in a building needs their own fridge. Just think
about the fridge at work – everyone works with someone who
leaves food in there forever or eats other people’s food, only
imagine that on a group level. Yikes. Sometimes the extra
fridge is about keeping a good relationship and not even about
food.
We were always worried we weren’t making healthy choice for
the kids. So we contacted a local urban university and the
head of the department very quickly they came back with a set
of recommendations for snacks for the kids and answers to our
questions about what we had been feeding the kids. That is a
great partnership opportunity – between food science
departments at universities and children’s groups.
Neighborhood Food
If I walk a block from here, the healthiest food I could get
would be a Subway sub. At any liquor store, there is no fresh
fruit, and some are downright nasty places. Healthy food is
not cheap or available in neighborhood. Healthy food should be
put on ice cream trucks, at party stores, after school, and at
Coney Islands - subsidize it to be cheap. These should be
tasty healthy choices.
In order to do grocery shopping, a family has to carry bags of
groceries at least 6 blocks if they do not have a car. If they
do buy a newspaper for coupons, the neighborhood newspapers
have less coupons than the ones in the suburbs. If the parents
have a low literacy rate, they don't know how to compare
prices. If they do, they can only be angry because two
particular chains of local grocery stores rob them blind.
GOVERNMENT CHECKS
Kids who have a dead parent or who are special needs get a
check. And those kids need those checks to survive. Those
checks are also sometimes misused by the people they are in
kinship care with. Adults will use those checks for their
needs or the needs of their own children and not help the
child who the check is intended for. These checks need to
come. They also need to be better regulated, with visits from
social workers to check and be sure those children are getting
food and clothes from that money. It may mean a voucher for
clothes, and then a check to be sure the size is the size of
the child in question. A visit to that child at school would
be ideal because if the family is stealing the money from the
child, they may be scared to tell the tale at home. I know
this is ugly, and it is not all the time. I have seen this
same thing happen to rich friends who were minors, whose
parents die leave money, so realize this is just what some
adults do, rich or poor, but children don’t have a lawyer to
call and complain that adults are dipping in their money. It’s
been going on forever. (Haven’t you ever read the little
princess?) A social worker is the only one who’s going to
know.
YOUTH PROGRAMS
Programming sessions
We had a photography class that was a service project for the
local university students. It was wonderful except for the
fact that our kids came regularly to nothing. Any program,
like the local Extension’s nutrition program, that required
kids to come a certain amount of times, didn’t work. When
people get paid to design a program, they need to consider the
fact that there are children whose parents don’t say, “Oh,
little Johnny, its time for photography class. Get your coat
on.” Our program was often whatever kids remembered or walked
by that day. Yes, I know it makes building on previous
teaching difficult. But if it turns out some kids are able to
show dedication, have a second session for those kids.
Really in an after school program kids have about a 10 minute
attention span for someone talking at them. Adults forget that
children have been at school all day listening and doing what
people say. It is mean to expect that same behavior for more
hours of the day.
Programming Schedule
Dance classes were always hard on us. Kids would never show up
for each practice. The few kids who did were frustrated by the
drop in kids, but we wouldn’t have enough kids to make a
program if just the two or three regular showing up kids would
come. There always needs to be tracks, and even this doesn’t
always work. There always need to be a drop in class going on
so that kids have the chance to try it, or come back three
weeks later and try it again. Then the other level is for when
kids show the ability to get to class and fully participate.
You see these are two barriers. Maybe kids want to come, but
they had to clean up or watch little brothers or sisters. I’ve
seen too often parents actually sabotage their child’s
participation on purpose. Again, it’s the icy fingers of the
culture of failure that exists in Detroit. Kids also had to
get to the class, which meant the walking bus for us. There
had to be a volunteer to head that up, so it wasn’t just
paying the dance teacher.
Rules
The rules to the Porch (and I think good rules for life) are:
keep your hands to yourself, don’t cuss at other kids, and
don’t make fun of other kids, no secrets, and no junk food.
For the center there was a lengthy list mostly having to do
with the building, homework time, eating, and free time.
If there is a charge for something, we are sure to make a "per
family" fee so that big families can participate.
How to Treat Youth
Many times on field trips where there were other youth groups,
I saw adults who were just taking up space. On the Porch I
expect the other adults and teens who are with the children to
participate and be engaged fully in the activities. Do I need
to say it? Children learn by example. That whole having an
adult conversation over children who are already attention
starved is unacceptable. "Models persuade far more effectively
than words. For example, in one set of experiments, children
were exposed to an adult model that preached either greed or
charity to them in a persuasive sermon. However, that adult
then wen on to practice with greedy or charitable actions. The
results showed that the children were more likely to do what
the model did than what the model had said." (The Lucifer
Effect, Dr. Zimbardo, P 451)
Maybe because the Front Porch has always been short on adult
help it has its own sort of life as far as empowered children
go. If anything sometimes the children act too much in charge.
In the end though, allowing them to decide where to go on
field trips what activities to do, how things should be done,
what the rules are, make them healthy contributing members to
society. It makes them better co-workers, students, and
critical thinkers. I know that Front Porch kids, the children
lucky enough to have gotten many pieces of the Porch in their
lives may be considered challenging to the adults in their
lives who come from a background of "seen and not heard". On
the other hand, Front Porch kids accomplish amazing things
like miles and miles of biking or walking, scientific
discovery, pushing the limits of their creativity. Front Porch
kids are "becoming", not merely existing.
An example is one girl who spent weeks and weeks off the Porch
for directly cussing adults out, time and time again. Finally
she had come to photography class and made it through. She was
explaining to her sister in the darkroom all the steps
involved with clarity and certainty. She had become a teacher,
she was not just there. Just taking up space, just angry.
Adults are encouraged to never make promises they cannot keep.
Getting most projects done is never as important as managing
the relationships that are going on around the project. It is
unbearable to see the perfect science project and the
miserable kid.
Adults are encouraged to ask children questions, not just tell
them things. Helping kids think things through is a million
times more valuable than just telling them information. I
think about 80% of the time, kids are not listening to what
adults are saying to them anyway. The more questions you ask,
the more they say, the more they have to think and the better
people they are.
Programming for different age groups
Teenage time was especially important. We found that a mixed
age group made a boiling cauldron of sometimes troubled teens
sharing their bad habits or picking on kids. We divided it up
into 7-12 and 13-18 days, and then the third day would be for
all the kids who behaved on the first two days.
Different activities have different age levels to indicate a
rite of passage. No children do not need some dumb made up
ceremony for a rite of passage. At 7, children were allowed to
go to the community center. No, not at 6, not at 6 1/2. At 9
they can start going on bike rides. These are developmentally
appropriate boundaries. We started with everyone coming and
over the years have ironed it all out to make it so all the
kids are happy. They give children something to look forward
to. Some parents would try that garbage "If my 6 year old
can't go then the 10 year old can't either." This would always
just remind me that although parents have children they are
not required to learn anything about child development nor are
they required to understand that groups of children are very
different from the few children that are their own. Children
also act very differently in groups. How many times have I
heard parents say, "He doesn't act like that at home."? Of
course he doesn't. there isn't the girl he likes there, the
boy he is trying to out-do, the friend he is trying to
impress. All parents should take the opportunity to spy on
their children in group activities to understand how their
child is developing socially.
Programming Partnerships with Colleges
Colleges have a lot to give children but they are not
organizing their students to do that. We know for certain the
med school students are hungry for the community service for
their own ends, but there are many other college students who
would help out children if the opportunity was presented in
the right way.
We participated in a service learning project with the
university. College students came to teach art at community
organizations. They were employees of the university so the
organizations didn’t have to have staff, except one paid or
volunteer liaison to the group of kids. The groups had to
attend a few useful meetings about the classes. The art
classes themselves were the idea of the group of nonprofits
who had come together – the community actually decided
themselves what to do with the federal grant money given to
the university. The program offered a chance for the dancers
and photographers to show off their work at a show at the end
of the program. There was also an arts retreat for kids from
the groups who were particularly inspired, where they got a
day of arts and dance classes to sort of sample new art forms
from Mexican dance to printmaking.
Another example of university involvement is through one
individual student’s initiative. At High/Scope we had met a
student from a university an hour away that got her student
group from public policy to fundraise for our group. A few
folks from the group came and the kids taught them how to do
some art projects.
The head of the nutrition department at a local urban
university got her students to review our food choices for
their nutrition content to suggested meals and snacks for us.
It would be great if for more groups they got the students to
help groups plan healthy food for the kids. Students who don’t
know what projects to pick for their undergrad, grad school
and PhD projects would be doing a whole lot of good if they
had a way to speak with a group of nonprofits who could guide
them to do very useful projects that would benefit the
community. This is a match that is rarely explored with both
sides losing out.
In general, kids love college students. That they are in
college is automatically a good influence on the kids. College
students are old enough to be responsible but young enough to
be a load of fun. I cannot emphasize enough how this link in
communities needs to be strengthened.
POLITICS
We just stay away from politicians. A wise community guy told
us to get what we could from them when they were running for
office and when they first get in. After that, there is no
use. We just stayed away, especially after one particular
government official. He came to the street once with his thug
bodyguard to help clean up the alley with the kids. We had
planned to meet with him early to clean the alley and then a
trip to the annual fishing day after. He ran hours late, so we
stayed long enough to pick up some trash and wait for the
press that never came, then got on the waiting bus and went.
His people showed up only once in all his time at the
community center. There was no help getting any money back for
the community center and that is what the kids needed. I
recommend the children's book Brundibar to understand children
and politics.
Youthspeak
The kids participated in the Youthspeak program where youth
express their concerns to a panel of politicians. One of the
kids who was usually full of bravado, climbed under the chair.
I’d say the net gain of something like this was zero for the
kids. I know it makes adults feel like they gave kids a voice,
makes politicians feel like they did a good thing, but kids
from our neighborhood, where everyday was a struggle, having
the word senator before your name doesn’t really mean much. No
titles mean too much.
COMMUNITY SERVICE/TEEN EMPLOYMENT
There was a time when kids delivered newspapers in Detroit and
had jobs at local stores. There are no more kids with paper
routes and jobs for teens are few and far between in a city
with such high unemployment – adults have taken the jobs. The
Summer Jobs Program takes fewer kids every year. The Porch has
provided jobs and community service opportunities for youth
and learned quite a bit.
Teen assistants
When we still had funds to pay older teen assistants, we
educated them in play, safety and CPR. The younger kids looked
up to them, even openly criticized their job skills and
thought that they would have those jobs when they got older.
The funding disappeared, the community center closed. A couple
of kids turned to the underground economy because there are no
other opportunities here. The Porch was it, and we no longer
had the funding. It was a beautiful thing to watch kids grow
from children learning to read, to be the ones helping little
kids read, to see the sense of play we carefully cultivated
pay off when they would play games with the younger kids, to
see them learn to cook or manage their paychecks. To see them
contribute certain recipes from home or use methods with the
younger kids their parents used. To see their parents proud of
their children gaining responsibility. To see children gain
parenting skills from working with the younger kids in a
structured environment of the center. Really, priceless. Not
all the kids were suited to working with younger kids. These
were coveted positions that were given once the adults agreed
that a teen was kid-friendly and responsible enough to take on
the challenge. At one point, we had just 1 adult volunteer and
just one teen. We had especially difficult kids too, to finish
homework, cook dinner and play. She was an amazing volunteer.
And helping them while finishing homework, cooking dinner and
playing was truly a hard task.
I used to spend a lot of time looking for other adults who
would take care of encouraging play and childhood. I hadn’t
realized that the greatest prospects for this job were the
Front Porch kids themselves. They have higher expectations of
what a neighborhood should give them and they know to give it
to the next generation of children. There also needs to be
coordination of matching opportunities with students. Schools
need to follow through. There should be one number students
and organizations can call or a website where matches can be
made.
Community Service and Teens with Jobs
The older kids who were helpful to kids would come up to the
center on the younger kids’ day. At some points we gave them
jobs – but paying teenagers has, every single time – been a
bee’s nest of problems. I will spare you those nightmares, but
lets just note that then you are dealing with the kids and
their parents, with liability of some teens who no matter how
well behaved most of the time, may lash out and punch a kid
who is sincerely obnoxious, but an older teen would hold back.
So we put the younger teens in a community service race.
Whoever got the most hours in the first half of the school
year, second half of the school year, and in the summer, would
get a gift card or money or a trip or whatever we decided on
for that year. Below is a test made up by a younger teen
helping a grade schooler read. Look how she even graded it and
put I am proud of you at the top of the page!
community service
I think that a gift card and a trip that they choose is the
best way to reward them. I enjoyed spending the time with them
on those trips – they were the best behaved kids, kids who
would appreciate the trip, and helped them bond with peers who
were most like themselves. It was understood that once they
were 18, they would have the chance to get paid at the center.
When we would have teens aged 18 and up, there was a routine
that they followed and a checklist, so the adults there
wouldn’t have to always be telling them what to do. The teens
would divide up the jobs at the beginning of the after school
session.
Reminding them they were almost every day marvelous, hard
workers was important. It was not a job like McDonald’s for
them. No, it included a heap of emotional labor, patience,
help breaking up fights, cooking, doing activities they
themselves may have never done and then helping the kids with
them. It included walking with them, talking with the kids,
helping with homework that sometimes they didn’t understand
themselves. They learned parenting skills, how to play and let
loose a little if they hadn’t when they were kids and regular
job skills like being on time and filling out a time sheet,
keeping records etc. I found them much easier to work with
than adults because a lot of them came from a Porch
background. They didn’t have some of the barriers adults
would. On the Porch, you just have to participate. ‘I don’t
eat that’, ‘I don’t do that’, or ‘I can’t’ are never accepted
and there was always a fierce little woman that would give
kids the opportunity to go home if they wanted to stay
unadventurous or non-participatory. This became something the
kids began to pass down and warn other kids about. Through
peer pressure, kids tried sushi, ice skating, and art museums.
There is no comparison to the look in the eyes of thankfulness
from families that you have helped. It’s a special gleam that
I think is normally for life saving folks, but every once in
while, when the barriers for families just keep popping up and
you just keep jumping the hurdles and take them with you, they
really appreciate it. I think kids doing community service get
some of that and they can feel the power of altruism, of doing
good, of giving, and they become community participants, not
just consumers or takers.
community service kids
The above is from a group of children who did community
service to help the kids on the Porch. And they really did. A
local community college partnered with a suburban grade school
to collect book bags, books, etc. for our kids. I found this
little note inside one of the boxes from the suburban kids.
Makes me cry. For all the times I havent been able to find
adults to help when I needed, here are these well off grade
schoolers ready. There can never be enough community service
projects for kids of any age. Teaching children to give,
whether they are rich or poor, should be a required part of
their education.
Job training at school/jobs
VoTech is excellent, but limited to certain grades. Keep
Votech as excellent as it is, but expand it to 9th grade to
catch kids before they drop out. Allow 12th graders to take
classes. Be sure it can accommodate all the kids who want to
be in it. VoTech requires uniforms bought by students. There
needs to be a scholarship fund for uniforms, or make a way for
outgoing students to sell their uniforms to incoming students.
BEHAVIOR
Behavior is a direct reflection of parenting skills. Very
often we have had to deal with parents who wanted minimal
engagement in their children’s lives for assorted reasons. We
had to find ways to control behavior when, if we called
parents, nothing would be reinforced or there would be just a
whooping. We had to find ways to address behavior that were
immediate and effective coming from essentially, a third
party. The only way this could be done was on a child by child
basis since every child was coming from a different level of
parental engagement and parenting style.
I am always confused as to why parents think they know how to
perfectly adjust children’s behavior when they have only had
one or two children. They may have gone through years of
school, but yet they think with going through all the
developmental stages with one child that they are doing it the
best way possible? There is also the issue that children
act differently in a group than they do at home. How many
parents of only children have looked at me sideways when I
explain something insane their child did to show off? Parents
don’t know this side of their children and most children are
cagey enough to hide it as soon as their parent is sighted.
My best predictor of how a child will behave is where they
stand in their family. Youngest, oldests and only children
have predictable behavior patterns. This has given me a leg up
on their actions for years. For some reason, it is crystal
clear when kids jump rope. I can watch kids jump rope for
about a half hour and tell you who is the only, oldest, middle
and youngest. Only children generally have the worst social
problems, obviously because they don’t have to deal with
siblings. Having older siblings always makes kids more willing
to play and just go along with the program, which on the Porch
(and in life) is super important so the games can go forward.
Oldest children are often the bosses and sometimes, if they
are left inappropriately early in charge of younger siblings,
are very difficult to manage in a group. I have seen them just
walk away, frustrated because they couldn’t run the show. Once
they understand that the benefit of not running the show is
that they can be a kid and don’t have to have the
responsibility, they are very comfortable with letting go.
Middle children are funny – often ho hum about things and it’s
hard to get them to say what they really want to do. If they
are distant in years from other siblings they may act like
only children, but if they are only children who grow up with
close cousins, they are saved from that path. Youngest
children are usually super happy to be included or crying for
their way.
Even though there are so many variables that affect behavior,
we only been able to include what we have found made the most
impact on the kids. Please also see the section on nutrition
to understand that the easiest way to improve the quality of
life of all children and their behavior, to save adults from
their behavioral issues is as simple to give them a good
breakfast and lunch and as little sugar as possible. We are
not sure why this isn’t a top priority for schools and parents
- it’s easy because we’re fully in control of this part of
their lives.
One way we had the kids correct their behavior was to explain
why their behavior was wrong. Here is one child's explanation
of their behavior. This is one of the best ways we have found
to deal with behavior changes.kid's letter in trouble
We asked the child to write this note with the threat that it
would be given to the girl's mom the next time she used the
bad word. She never said it again.
Here is a little essay about wearing a seat belt and cursing.
The important part was for the child to say something
meaningful about what they had done wrong. We never nit-picked
about grammar and spelling because these were always written
during free time and when the amount of words required were
written with some meaning, they could go play. There is a time
and a place for grammar and spelling and essays helping them
correct their behavior is not it.
THE SCHOOL SOCIAL WORKER/GUIDANCE COUNSELOR
The school social worker or guidance counselor is equal in
importance to the teachers or principals. To overlook this in
schools is so very wrong. People who can afford outside
intervention for their children (like those clinics for rich
kids in Colorado, or a summer at a “special” camp for kids who
have issues) need to stop cutting this out of public school
budgets . Just because you can’t afford help doesn’t mean you
shouldn’t get help. The school social worker may be the only
contact a person has in their life with any sort of mental
health help. This is to prevent kids having more serious
issues in the future. It should be a cornerstone of the
American educational system, along with advocacy is to support
children as whole beings that we as a community are caring for
and meeting their needs. This emotional labor is undervalued
mainly because it is associated with women. Think of how
quickly some robotics programs are funded versus the merciless
cutting of school social services.The emotional labor is
associated with women and therefore the roles of social worker
and guidance counselor are undervalued and robotics is
associated with male occupations that are overvalued. By
choosing to not fund necessities of life for children based on
sexist foundations, we do both future women and men a
disservice. Emotional guidance is essential for some children
to succeed at school. To overlook this is beyond foolish.
We have come to understand that a student may talk to a social
worker once informally, and then parents must sign a slip for
regular appointments. Many parents don’t sign for many
reasons. We suggest that this slip be signed by all parents
upon registration to school, so that the slip is not just in
times of trouble. A mom is not going to sign the slip when her
boyfriend is beating the kids. But if you encourage her to
sign the slip at the beginning of the year on neutral
territory, then when bad things happen, kids are free to get
the help parents are reluctant to reach for.
In the African American culture, social workers are called
“the people”. They are seen as a part of a system that
steals children. They are part of a white system, which steals
children from their homes, from their African American home.
Agree or not, there is a reluctance of African Americans to
involve “the people” in the lives of children. Part of this
fear is founded on horror stories from a broken foster care
system, and this is a real fear. While there are many good,
kind, wonderful foster parents, this is not always the case.
And sometimes it’s the whole process or system that doesn’t
work. Even sometimes when kinship care happens, it is just to
the most money grubbing family members. Yes, people will steal
the money the state gives to buy a child groceries and let
that child beg to the neighbors for food and the money is used
to pay a new car note. This doesn’t mean that money should be
taken away from social services. It means there should be more
money for checking up on foster children.
Changing the culture of seeing social workers as “the people”
is not so difficult. With paraprofessional advocates who come
from the same neighborhood as the kids and who are the link to
the social worker, and with the addition of voluntary boarding
schools for kids who have parents who love them, but whose
lives are not together, there can be an establishment of
trust. Until then, neighborhood ladies with meager resources
take up where the people leave off.
NOT BEING IN SCHOOL – BEHAVIORAL CHOICES
Exclusion
Kids who misbehave are excluded from school, giving them lots
of free time out of school, and putting them behind on class
work. Exclusion is just school mandated truancy. Truancy is
the gateway crime that leads to worse offenses. Why encourage
this?
Solution: In house detention with tutoring and counseling.
Lots of kids who misbehave are also not doing well
academically or have issues at home. Why not take care of all
of it at once?
School Truancy
Truancy is known to be the gateway crime for kids. In Detroit,
there was truancy project that came and went. Inconsistency of
these kinds of programs is so damaging to kids. They need
discipline and consistency, especially when it is in rule
enforcement. This does not happen for the kids in Detroit.
Kids in middle and high school are able to come and go out of
school and classes as they please. Security and hall
monitoring is lax, consequences of skipping are null. There
should be effective hall monitors and security.
Heighten consequences. Tighten rules on how many times
students can skip, be sure these are being enforced at every
school, especially at high schools.
JUVENILE COURT
Teachable/reachable moments: the police stations/juvenile
court
Police stations and court waiting rooms are the perfect
environment to provide more help to youth who have now proved
they have some issues that need to be addressed
ASAP. There should be a social worker at each police
precinct 24 hours/day who visits each juvenile. Although this
may be a little evil on my part, I know that parents are more
scared of social workers digging around in their lives than
judges. This may even act as a deterrent for the children of
parents who feel that way. In another respect, I have
heard parents say they asked for help for their child and
didn’t get it from school or the court etc. If the social
worker is there and can make a plan that is followed through
with, then this complaint would disappear.
There should also be a “Parent Helper” at the juvenile court
waiting room – this person is like a mix of a librarian and a
social worker to find the resources a parent needs, given to
them and followed up on. This may be a book or a DVD (perhaps
linked to the public library), a pamphlet, a place to
go/appointment/transportation voucher for the help needed. In
the waiting room, DVDs should run about how to parent teens
mixed with DVDs done by teens (like the Mix It Up videos by
PBS) explaining dealing with peer pressure etc. Those
could be made at schools across the country and broadcast in
the waiting rooms. This could even be a dedicated channel that
could be running in juvenile court waiting rooms across the
country. The Parent Helper would also keep track of the types
of help parents are asking for statistical reasons to be able
to tell the court and the city what services are lacking.
At school, all children from middle school on up should be
given a once a year workshop on their rights if they are
stopped by the police. This is essential for a fair and just
juvenile justice system.
Advocacy
Give parents, judges, teachers and principals the chance to
give youth an Advocate at school. The are trained and
supervised adults who visit them at school. A more detailed
description is available in Chapter 3. One time, when we went
to court with one of the kids, the judge asked us if there was
room for more kids in our program. She may have been impressed
that in between car theft incidents, the young man was
volunteering in the summer program. We don't have the
financial capacity to take more juvenile kids like that. I was
so sad to say that. If you would like to fund advocates for
these children, just let us know. We would love to work with
the justice system to help kids make good choices when they go
back to their neighborhoods.
Balanced and Restorative Justice
A shift to Balanced and Restorative Justice would be a good
change for the community. Institute Balanced and Restorative
Justice for juvenile offenders in Detroit. This type of
justice will work in Detroit because of the very forgiving
culture of Detroiters. It was already implemented in Wayne
County.
Bike Theft
Bike theft is usually the first experience of major theft for
kids. It’s not seriously addressed from a victim or
perpetrator standpoint. We have seen this be the first step
toward car theft. Bikes should be IDed, police or other
programs should make an effort to recover stolen bikes. They
should have a social worker visit child who is perpetrator and
make perpetrator apologize to victim and restore justice.
(BARJ)
Car Theft
This is a rite of passage in our neighborhood, spread through
generations of kids in local middle and high schools. Car
thieves were often bike thieves to start, and before that,
victims of bike theft. The solution is first, to take action
against bike theft (above). Also, police/convicted car thieves
who are incarcerated need to come to school to talk about it
to 5th graders and explain the consequences. There needs to be
some peer deterrent for the kids who do steal cars.
Prevention
Walking to and from the community center also allowed us more
interaction with parents because the walking bus would take
the child right to their house. If there was a problem that
evening, we could speak directly with their parents.
Sometimes, I would hold off on the discipline talk until we
were in front of their house. This kept the child calmer at
the center after whatever incident, and if kids were angry,
they would try to run home sometimes, which was forbidden.
Rarely would parents come to pick up kids with behavior
problems, so we adjusted to figure out how to balance showing
the other kids that the other kids’ behavior was unacceptable
but then keeping the kid in trouble calm enough to make it
through the rest of the evening.
We modified behavior several ways. Some punishments were: Time
off, cleaning up after everyone else after eating, and writing
about why their behavior was unacceptable. We tried hard to
not give them the time off. Kids who have problems don’t need
to go back home into the environment that made them into the
fighting monster they were, but sometimes there was no other
choice for adults’ sanity and to scare the other kids off and
teach them that unacceptable behavior doesn’t go well in a
group. Writing was the best because they had to explain why
they were wrong which is crucial.
Here is an example of what one kid wrote, pointing out where I
failed to intervene to stop the escalation. It’s amazing when
kids have the chance to fully express themselves, what adults
can learn from them. He had to write a certain amount of
words, so you may find it repetitive. He is also very smart
and funny, so there is some tongue-in-cheek when he starts
preaching at the end about bullying.
“Why people should not fight. Fighting is very wrong and not
nice to do. Let me tell you something that happened to me it
was yesterday. It was 1/9/08. It was this boy he kept talking
all that junk to me and my friend on the low but you didn’t
see him but you saw us. And when he was playing in the States
game and he was talking junk. So I told you but you just
looked at him. So when we was playing Pit my sister said
whoever get the most cards win. So I got all the cards and he
tried to grab them from me so I jump at him and he hit me in
my face so I up and hit him in face as he charged at me.
Fighting is wrong for people to do that is not the way to
solve your problems and when you grow up you can go to jail
for that. God didn’t put us on Earth to fight or to try to
kill someone. He put us on the earth to love one another and
to care for someone else. People I’m telling you to please not
fight or bully someone else. Bullying is wrong and people
should not do it. If you bully someone that means you are a
coward and have no home training. Imagine if someone bullies
you.” A masterpiece from a kid who fought often and fierce
from his football training background. Almost every physical
fight I have ever broken up was from boys who were in
football. Needless to say, after having been dragged around
the community center in the middle of a fight, I have grown to
despise youth football. I am a little, strong determined
woman, but enough is enough.
We also tried this punishment: write X amount of times: I will
not call people names because everyone has a right to be
happy.
WHY AREN'T PARENTS ENGAGED?
In Detroit there are so many reasons and so many levels that
the most important thing to understand is that first you have
to know why individual parents aren’t engaged.
1. How parents have been treated by school staff. Having
advocated for kids, not all teachers are respectful, some have
been downright infuriating. This, for a parent who does not
have the means to move, and neither the skill set neither of
conflict resolution nor the skill set of complaining up the
ladder to get a teacher fired, flat out discourages them. They
have to send their child to school, and some just withdrew.
And while you can sit there and say how, I can tell you that
if you were attended those same schools and were treated
disrespectfully about your education, were not successful in
that education, and maybe have some addiction problem; there
is no way you could deal with it. Some parents just move to a
different school hoping for some better treatment, but they
move with the same resolution skill set, which means they will
encounter the same issues over and over without resolve.
2. There is a generational issue in Detroit. Parents who did
not get a good education at DPS cannot pass down the need for
a good education to their children. They half heartedly send
their children to a place that for some of them was a
nightmare. They need help in how to advocate for their
children and to be able to better their reading and math
skills so they can help their children. Some parents are young
and don’t have the older guidance many people from previous
generations had. Many are young single parents with little
outside family support and little hope for their own future.
It is unreasonable and downright silly to criticize what is
now a couple of generations of people for their
parenting/educational skills when they were not taught
themselves. Yes, this means intervening and picking Detroiters
up is more difficult. But it is certainly not impossible. All
those parents want better for their children, but they just
don’t know how to get it. Please read the section on advocacy
to understand how other adults can intervene and help.
3. There are rare cases where parents really don’t care.
Outside of addiction and mental health problems, there are bad
parents. But there are just as many really bad parents in
Detroit as there are anywhere.
What people see is a generational effect mixed with poverty
and a bad school system and poorly run city. This mixes up to
provide the illusion that Detroit parents don’t care for their
kids. This is not true.
ADOLESCENCE IN THE CITY
Old School Discipline Meets Modern Teens
Her grandmother sat across the room on the couch frustrated.
She just couldn’t understand kids these days. Why did her
granddaughter want to be out past 10 pm? Why was she acting so
rebellious and disrespectful? After an hour of discussion,
things had calmed down. Her granddaughter wanted to run away,
stay at a friend’s house...away from these too strict rules.
She was sitting on the other couch, staring at her grandma,
wondering where she would go. Would she house hop? But that
involved sex for money? Her brother, would he let her stay at
his apartment, but she really didn’t get along with his baby
mama. Once the discussion was done, she thought she’d stay
home another day before leaving. That program the mediator
mentioned didn’t sound so good. It was too far away.
Strangers. Maybe they had worked things out a little…
The traditional whopping is still alive and well in Detroit.
Parents are often shocked to find out that if they whoop their
children when they are young, it doesn't work so well when
they are teens, and are almost always hit back. In every high
school, it should be required for parents to come to a
workshop to learn alternative teen discipline and just how, in
general to deal with teenagers (and this should be for ALL
parents in the country). I tell parents that teens are
like elderly Alzheimer's patients. They don't remember
anything, they aren't who they used to be, and if you expect
them to be, you are just going to be angrier and more
disappointed every single day of their adolescence. For girls
it starts it the deep dark scary year of 13. Some girls start
earlier and some later. Moms who get wrapped up in fighting at
this age will not recover quickly. When there are many other
pressures (like poverty) this will set up a pattern of
fighting where a girl will run away. Hopefully it is to a
family member's house, but I have seen them just disappear. I
do not know for sure (and maybe I don't want to know) if they
have disappeared into Detroit's robust underworld of
prostitution. For boys it starts a little later, and usually
at about 17 it is at its worst. For all the court costs of
incorrigibility and the other crimes that are committed
because parents of adolescents are just bewildered that a
whopping doesnt work anymore and they are asking who is this
kid I raised...required workshops on adolescence is a small
price to pay for a change in mindset.
As an aside, whooping comes from slavery. It comes from the
white people who were slave owners/bosses who were from white
herding cultures which are generally more violent than
agricultural cultures. (See the book The Outliers by by Macolm
Caldwell, P 167) So many African American and white people
from the South hold this belief in whooping and look down on
people (African American and white) who do not believe in
whopping their kids fearing they will turn out bad. Sit in a
courtroom with teenagers and see if the whoopings worked on
them. They don't. They don't care anymore and realize they are
big enough to beat parents back.
Homeless Teens
Homeless teens in Detroit are not under bridges and
overpasses. Sometimes they end up at shelters. For the most
part, they are staying at someone’s house. Maybe it is a very
good friend with a kind family or maybe it is in exchange for
sex or babysitting or whatever money they have however they
can make it. Detroit is a community in this sense, and a
ruthless place to be homeless in another sense. Detroit (and
everywhere there are teens) needs weekend or overnight respite
shelters in every neighborhood for teens to go for a break
from the often serious disagreements that arise from this very
difficult developmental time. We need 24-hour family mediators
for teenagers and their parents who will come out to do
emergency house visits like an EMS. Modern adolescent
development is at odds with old school child-rearing practices
and results in many unnecessary incorrigibility court
proceedings and more complicated issues such as running away.
Detroit needs to work with High/Scope Adolescent Development
and Common Ground Sanctuary to develop this program. It could
be advertised on unused bus ad slots and at middle and high
schools.
When we have tried to get kids into shelters and independent
living programs, they are always full. For kids have had it,
this phone call is the worst. They end up with whatever family
member will take them without the extra supports given at
these programs. These need to be funded with much more money.
They need to just come and pick these kids up and take them
when they are open to getting help.
Pregnant Teens
A school for pregnant and parenting teen girls, but none for
boys? Why aren’t there required programs for pregnant and
parenting teens at each high school? There are some fine teen
fathers out there who would use the information in parenting
classes and there are some not so good ones who could use a
little help. Either way, they shouldn’t be overlooked.
Girls who have pregnant teen sisters, from my observation,
should have emergency intervention sex ed. Girls who get
pregnant very early (middle school – first year of high
school) are possibly victims of sexual abuse at home to be
sexually active that early. That teen pregnancies “run in the
family” may not just be mimicking, or just seen as normal, but
may be that an abuser lurks throughout/within the family.
While it’s great that there’s a school for pregnant teens at
all, there should also be the opportunity for teens to stay at
the high school they were at with a day care either at the
school or within walking distance that is in partnership with
the school. Those teens should be in the child development
class that most schools already offer, along with another
class specifically on parenting for teens or a mandatory after
school program for them that includes a lesson on birth
control. From my observation of conversations teens have had
about sex with the sex educators and things I have
unfortunately heard from kids, just because a girl gets
pregnant it doesn’t mean she knows anything about her own
body, about sex, about birth control, or even why she got
pregnant (same goes for boys). They live with a lot of
misinformation, unsafe sex due to myths and lack of access to
free birth control. It is simple to clear up with maybe 2
hours of sex education, a $15 book so they have something to
read if they forget, and a source of free condoms and advice
at or within walking distance from school. It’s so little to
prevent such huge problems for these poor kids and adults are
NOT providing it.
Stress
From my observations, many urban teens smoke weed to relax
from stress. Adults are not teaching them alternative ways to
deal with it and so they are taking the only option they have.
We had one “dealing with stress” day. One of the neighborhood
moms was a masseuse and she had a great packet of worksheets
about dealing with stress. They had sheets like checking off
boxes of things that were regular stressors and making a plan
on how to deal with stress differently or better than they do
now. The kids got lavender incense to take home, a 10 minute
back massage, and some other items for stress relief.
Teenagers need this. Stress management is an integral part of
becoming a healthy adult.
For the teens, we also had “quiet time”, which was actually
meditation time. (Meditation is taught…in some public
elementary schools where, some studies show, it boost
concentration and harmony and even improves grades...”
The Scientific American Brave New Brain by Judith Horstman,
John Wiley and Sons, P 33 ) Once the kids were settled and
before homework time, we dimmed the lights and had time for
them to just be quiet for 5 or 10 minutes. Many youth do not
have this luxury at home. If they live in a house with
extended family, quiet time is precious and rare. A lot of
kids didn’t know what to do in the quiet or would be irritated
that we were doing it. It was great for them. It changed the
whole tone of the after school session. “one of the best
things we can do with kids from kindergarten on up is to show
them breathing exercises. These engage the parasympathetic
nervous system; this slows things down, relieves anxiety, and
helps with focus….Breathing helps restrain neurons that
control fight-flight response. It’s all about calming down the
body and the brain. We know kids need to have their bodies eat
the right things. We can also help them learn to master
emotions.” ( The Scientific American Brave New Brain by Judith
Horstman, John Wiley and Sons p 51-52)
We also started playing low classical music during homework
time. The kids, again, were angry at first, but got used to
it. It made the atmosphere in the room much more pleasant.
After homework time, the kids could always put on the radio to
almost anything they wanted, so they were fine with that odd
music for a short time.
High/Scope
High Scope, a research organization, had a teen youth
development section. What a marvelous experience, the 4 day
retreat was for the kids with the other kids groups. The
Institute for Ideas gave kids who were naturally more academic
from the neighborhood the chance to go away for a month with
other academically geared youth. They had a wonderful time
without TV, with group meals and learning so much. It
certainly wasn’t a place for troubled kids or kids, who had no
structure, but it was a place for kids whose families didn’t
have the money but had intellectual children. There are kids
now I would love to send to that but it doesn't exist anymore.
DEALING WITH PARENT’S ISSUES
Substance Abuse
There is one mom in the neighborhood who is so, so funny. If I
was in high school, I would sit at her lunch table. She loves
her kids and they are generally honest and good hearted.
However, she has an addiction problem. Every year of their
lives has gaps, when she went into rehab, when she came out,
when she was using at home. This can be reflected in their
report cards. They would be miserable in foster care, but they
need structure she is in no way giving them. They are just
like many kids who are economically advantaged may have
parents that disappear to rehab for months on end but maybe is
replaced with a nanny or an aunt. What would happen if rich
kids’ parents don’t go to rehab, are just there day in and day
out, not being parents but instead being addicts? The saddest
part is that many addicts do love their children, and they are
often fun interesting smart people who just have a problem.
Addiction wreaks havoc on a child’s’ life, particularly when
it comes to a daily schedule. Kids whose parents are addicts
need to be able to enroll in a boarding school where they can
have regular homework time and meals that is not available at
home. At the very least, at school there should be a class or
time with a counselor to talk about the problems that
addictions causes children.
Incarcerated Parents
My dad is in the Harlem Globetrotters. He’s in Iraq. He’s down
south. No, he’s in jail. I have heard every kind of thing.
Sometimes kids act worse when parents come out, some when they
go in, but this affects so many kids in this area. This is not
addressed anywhere at all. Most kids need a mentor, uncle,
older cousin to fill in that spot ASAP as the parent goes in.
They need time to write letters, free stamps, trips for
families to prisons, and a frequent workshop at school in
dealing with feelings about it.
Behavior Resources
DEALING WITH GRIEF FOR CHILDREN AND TEENS
One of the Front Porch kids went to prison. She was with us
for a few years, moved away. She had moved here soon after her
mother died and she was in the custody of a relative, who was
also chronically ill. There was a lot of anger in her from the
grief of the loss of a mother she loved dearly. Her father was
still in her life sometimes. Sometimes kids explain their
situation with “you wouldn’t believe the stuff I've been
through”. She clearly, desperately needed grief counseling.
She had already violently lashed out at a kid at school. I
asked in her family, no one was taking her to grief counseling
(you see, no one in the family was going to get the help they
needed and weren’t going to take her to get something they
themselves weren’t ready for, or understood the importance of.
It wasn’t because they didn’t care). I tried to take her to
the free grief group at the local hospital. The woman who ran
the group (and here I would like to drop a name because I am
still and will forever be angry) treated me like something was
wrong with me. If I wasn’t in her family, why would I want to
bring her to a grief group? She said I couldn’t bring her. Yup
lady, that is one girl in women’s prison that is particularly
your fault. She was a great fun kid who needed help but in the
end did something serious and ended up in prison. I always had
a feeling more awful things were happening to her, but I could
never pin it down. She went back and forth from her aunties to
her dad’s in the suburbs and after she moved away for good -
she had come back once and she had said the school counselor
wanted her to go to regular counseling, but she didn’t. Again,
mental health services should be offered right at school.
There was no support to make her go, no adult to check the
time and see when the appointment was to drive her anywhere. I
wished there was more we could have done for her. Once kids
moved, they didn’t call and there is no good public transport
to get back. Below is a pair of glitter wings she made.
wings
Grief is the root of a lot of angry kids. Losing a parent or
older brother/sister can emotionally cripple kids. SO rarely
is this addressed by adults. Adults nearby are often dealing
with their own grief and kids are frequently left alone to
figure out how to let it out. Often that is through violence.
In school counseling or after school program counseling is the
best plan of action. It needs to be something the kids and
parents can access without driving to a separate appointment.
In Detroit, most kids will just not get there.
Grief Resources
CHILD SEXUAL ABUSE
One of the older kids told me her teen sister could not be
picked up by the man who usually picked all the kids up –
their mom’s boyfriend. She seemed deadly serious. I called her
mom and she didn’t pick up. So I just didn’t let the teen get
in the van at the end of the day. The man cussed me out, and
as I walked all the kids home, he drove along side us,
threatening me. I do not know how we got home. All I know is
that in the end, the boyfriend finally went away and their mom
took them to counseling. I have had suspicions about
girls who seem “fast” or oddly withdrawn at an early age, but
that’s the thing about sexual abuse. For adults, it just has
to be a gut feeling unless you live in the house. The signs of
child abuse, the ones that an after school provider could see,
are symptoms of so many different things. In Detroit
there is no one talking to the kids in a preventative fashion.
There is no one going to talk to groups of kids about how to
tell if they are experiencing it. There are plenty of videos
and books teachers could use. But this doesn’t seem to be a
priority. Then, once the door is open, to what non-existent
social workers? Some schools have a part time one. If they
were to start a program like that, they would have to budget
in an army of social workers for what would surface. And boys
– I suspect that in the gangster world, there is something
going on, maybe leaked out of jail into neighborhoods. I don’t
think boys are safe from the onslaught of abuse. I’ve met boys
who had been rescued from abuse. How did they let people know
it was happening? Their behavior was just atrocious. Just
angry all the time. How many boys in Detroit fit that? But
again, there is no one “tell” for the after school provider.
There needs to be the openness at school for them to be able
to talk about it. It needs to be a change in culture. Often, I
think in the African American community, the fear of a system
that is racist (like social work/foster care system is
perceived and often actually is) overrides any of the good it
would do in calling. They are not seen as help, but as
enemies, child snatchers, and unfortunately, in many cases,
children face abuse in these broken systems as well.
This subject should be part of a regularly scheduled workshop
or class. It could be paired with other topics, but it needs
to be made into an issue the kids feel comfortable enough to
speak out about, with time directly after to speak one-on-one
with a social worker.
“In 1996, amid intense debate over welfare reform, Joe Klein
revealed in his Newsweek column the ‘secret truth’ that the
majority of unmarried pregnant teenagers were not ‘just
amoral, premature tarts’ but victims of child abuse by older
men...Actually this ‘truth’ was no ‘secret’; long known to
welfare experts and advocates, it had not reached wide public
awareness because of what Klein himself called the ‘prevailing
mythologies about teen pregnancy”. (Slaying the Mermaid: Women
and the Culture of Sacrifice by Stephanie Golden,1998, Random
House, NY p 230)
FRIENDSHIP
The importance of friendship coaching cannot be emphasized
enough. Children who do not know how to play lack social
skills. If they are neglected or abused, they lack social
skills. I think often, kids who grow up in an urban setting,
being just closer to more children have some advantage in this
area. But then there are also more conflicts. People are
always talking about needing to teach children conflict
resolution, but the foundation of that is friendship skills
and manners. Without these you cannot resolve conflict. If you
are lucky, it is your brothers, sisters and cousins who
coached you in friendship, but not every kid has socially
skilled siblings/family nearby. It is a simple intervention to
just having an adult who is skilled at playing and identifying
play issues. I know this sounds not serious, but it is very
serious. It is the root of bullying, of isolation and it is
the social skills they go into middle school with. There is a
set of rules to behaving in a group and once kids get a few
basic things down (like upon entering a group, not immediately
trying to take over), children will have an easier time in any
social situation. Many are not learning to play, the primary
place to learn social skills. They should be taught to play
games at recess, in gym, or in class (educational games) and
their behavior monitored or corrected. Kids do not have social
rules so etiquette should be taught.
Disagreements should be mediated and mediation should also be
taught, with mini-Balanced and Restorative Justice (BARJ),
where victims and perpetrators work toward a repairing harm to
the victim and rebuilding relationships in the community so
that victimized youth are cared for and perpetrators have real
accountability.
The real test for kids in their relationship was one
particularly relationship building exercise that is not one of
those engineered “new” games. Making it out of a corn maze is
a feat of relationship. We actually should have some sort of
workshop for the adults who lead the groups through this. The
kids love this.
Friendship Resources
PLAY
Through the years, playing has been a constant on the porch.
Whether it is after tutoring, during tutoring with educational
games, on the street, or waiting for the bus, we try to play
all the time. Why? There are so many reasons for kids to play,
especially these days. When I say play, I don’t mean in front
of a screen. I mean interacting with other children directly.
One day one of the children who was not afraid to use her
imagination was talking on an imaginary phone. Another girl
who never used her imagination was on the Porch with her,
looking at her like she was crazy. I took the imaginary phone
from the first child and pretended the imaginary friend was
talking about the girl with no imagination. The girl with no
imagination took the imaginary phone from me and told that
imaginary girl off. Play is so important to becoming a well
balanced and happy grown-up.
Most of our communication comes from our body language and
through play children learn how to communicate, social rules,
even some manners are transmitted though play. Even our
culture comes through the games older kids pass down. This
heritage is at best weak, and many of the children who are
left dangling in front of a TV screen are asking for problems
later. In the Porch neighborhood, this wasn’t so much a
concern because those games are expensive. The Porch
neighborhood is generally more social than most suburban
neighborhoods, as Detroit culture and African American culture
both tend more toward interaction than towards keeping to
yourself (with the exception of one type of teenage girl in
Detroit who just stays in the house all the time). In this
way, Porch kids will forever be richer than suburban kids in
at least this one respect. We tried to make our emphasis on
play more formal by having a play training with the teens who
were working for us.
One of the teens had been in the program from when she was
small. She was 16, sitting through the training and answered
every question right and light bulbs went off in her head
connecting what she did as a kid and why it was part of the
program and how important playing was. The training involved
learning what is listed below, watching parts of the Promise
of Play and learning how to play the games in the games
cabinet. This section is full of quotes because there are
plenty of people who can tell you better than I about why and
how play is important.
What is play?
Play is defined by “these unique features: it is intrinsically
motivated and self initiated, process oriented, non-literal
and pleasurable, exploratory and active, and rule governed”
These features make play both a process and a product. As a
process, play facilitates individual understanding of skills,
concepts and dispositions: as a product, play provides the
vehicle for children to demonstrate what understanding of
skills, concepts and disposition." (Packer, Isenberg, Joan and
Quisenberry, Nancy. 2002, Fall Play: Essential for All
Children, Childhood Education, v79 I 1 p 33(7))
Why do children play?
To develop creativity and imagination, do better at school,
promote positive emotional states, reduce stress, for
their brain development, build social skills, experience
independence, learn the boundaries of risk, the benefit of
parents through making a better neighborhood.
“Psychologists and a battery of studies say
childhood play is crucial for social emotional and cognitive
development and it’s pretty important for adult brains as
well. In fact, studies show that children and animals that do
not play when they are young may have behavioral difficulties
later. These experts…are talking about something they call
free play: imaginative and rambunctious fooling around that
involves moving – jumping, running, wrestling – and aimless
and creative actions. Boston College developmental
psychologist Peter Gray theorized that play developed early in
human history to foster cooperation and sharing and to
counteract aggression and selfishness. But there isn’t much
free play today. Concerned about getting kids into the right
kindergarten as well as college (or protecting them from the
dangers of the streets), parents are sacrificing playtime for
more structured indoor activities. As early as preschool,
youngsters’ after-school hours are now being filled with music
lessons and sports and, not much later, with digital games,
texting and the Internet. All of this takes away imaginative
and rambunctious cavorting and face-to-face contact that
foster creativity and cooperation.” (The Scientific American
Brave New Brain by Judith Horstman, John Wiley and Sons, p 66)
“The importance of just playing is
sometimes difficult for adults to understand. Our first
question is always who won or what are you making? Children
involved in building cardboard boxes may change their minds
umpteen times about what they are making. For them, the
important thing is the process of piling box on box, of
watching the glue drip down the layers, of having it fall
apart and starting again. They are happily engrossed in
creating. Why would they want to finish? Therefore in thinking
about the nature of play and its meaning we need to be
conscious of the child’s involvement in the process, rather
than stressing the end product of play. This may involve the
leader in seeking our or creating play situations where
winning is not the aim of the game but where everyone has a
chance to participate and where involvement is what is
important.” (Canadian Council on Children and Youth National
Task Force on Children’s Play, 2, Play Section)
For school, “more imaginative children are
better behaved, more expressive emotionally, more cooperative,
and better at their schoolwork." (Sutton-Smith, Brian.
(1997). The Ambiguity of Play. Massachusetts: Harvard
University Press).
Play promotes “cognitive growth (language,
problem solving, strategizing, concept development”. ( Packer,
Isenberg, P 33-37)
The effect of play on emotions is profound.
“Play is not the opposite of work. The opposite of play is
depression.” (Sutton-Smith, Brian, The Ambiguity of Play,
1997)
“Play and play contexts support
intrinsic motivation that is driven by positive emotions.
Positive emotions, such as curiosity, generally improve
motivation and facilitates learning and performance by
focusing a learner’s attention on the task. Negative emotions,
such as anxiety, panic, stress generally detract from
motivation. Curiosity, flexible and insightful thinking and
creativity are major indicators of the learner’s intrinsic
motivation to learn, which is a large part of a function of
meeting basic needs to be competent and to exercise personal
control. Because play is intrinsically motivating, learners
perceive it to be interesting, personally, relevant,
meaningful, and appropriate in terms of their abilities and
their expectations of success." (Packer, Isenberg 33-37)
“ Play is an intrinsically adaptive feature
of our human condition. Pretend play serves the child well for
self entertainment and for assimilating the complexities of
the world, but is also the foundation of a long term
incorporation and consolidation of a major human
characteristic; our human imagination, our capacity through
consciousness to form experiences into stories to manipulate
memory representation of our physical and social worlds into
new scenarios. We can travel mentally though time and space
not only entertain ourselves in periods of stress with the
hope generated by such imagined exploration.”
(Goldstein, Jeffrey. 1994. Toys, Play and Child Development, P
7)
Play helps children in “mastering emotional
traumas”. (Packer, Isenberg)
Play serves as a stress reducer. Once when
I was teaching children to build a snow fort a car sped past.
The children jumped into the safety of the snow fort saying it
was a drive-by. They were laughing but they were working
through their real need for safety when it really does happen.
“Preliminary support was found for the notion that playful
children might manage their environment through play to
achieve a desirable emotional state. The playful school
children in this study showed themselves to be quite effective
at restoring a happy equilibrium when their environment posed
a source of distress. While play again showed itself to be a
powerful way to reduce anxiety (all of the anxious children
returned to the baseline comfort following play), the more
playful children achieved this to a greater extent than the
less playful children.” (Barnett, Lynn. 1998. The Adaptive
Powers of Being Playful. in Play and Culture Studies Volume 1,
P 101)
Children play to develop their brains.
“Neuroscientists believe play is necessary for emotional and
physical health, motivation and love of learning. For the
brain, play is a scaffold for development, a vehicle for
increasing neural structures”. (Packer, Isenberg, 33-37)
"By eight months of age the infant makes
1,000 trillion synaptic connections, but after that period,
the synapses attenuate if they are not actually used. By ten
years old, a child typically has only 5000 million
connections. It is theorized that this is to ensure enough
‘extra wiring’ for adaptation to any kind of environment in
which the child is reared…The brain has these connections, but
unless they are actualized in behavior, most of them will die
off. Play’s function in the early stages of development,
therefore, may be to assist the actualization of brain potent
ional without as yet any larger commitment to reality. In this
case, its function would be to save in both brain and
behavior, more of the variability that is potentially there
that would otherwise be saved if there were no play”
(Sutton Smith, Ambiguity of Play, P 225)
Children play to develop their social
skills. A million times, I am not kidding you, the first
question I ask of parents of children with outrageous social
behavior is, do they have friends they play with. The answer
99% of the time is no. Every child needs friends outside their
family to play with and deal with. Without this, they will.
have endless problems at school. There is no substitute. “Play
builds social skills: sharing, turn taking, cooperation and
leadership. Play builds the components for emotional well
being: joy, creativity, self-confidence and so on. Deep
meaningful play…does not happen in an adult led activity but
rather through the fluid action and interaction of children as
they disconnect from fixed classroom routines and take charge
of their own behavior, time and space. Play is the primary
process through which children experience and internalize the
world around them." (Strickland, Eric, The Power of Play,
Scholastic Early Childhood Today, v14 No 6 P 36-43) "Play is
vital to the development of empathy, social altruism and the
possession of a repertoire of social behaviors that enable
those who play to handle stress, particularly humiliation and
powerlessness." (www.playwales.org.uk)
Children play to experience independence.
In play children learn to be “autonomous in a way they cannot
be anywhere else." (Sutton Smith 114) In other words, adults
need to butt out of play and leave kids to themselves unless
they are hurting each other. This is very difficult for most
adults to understand. "Children always seek to have their own
separate play culture." (Sutton Smith, Ambiguity of Play, P
125) They will have things that they do every time. Adults
don't need to mess this up. Set yourself as an anthropologist
someday and just quietly observe. You will learn more about a
child from how they play than at any other time.
Children also use play to experience the
boundaries of risk. “Although adults criticized children’s
informal outdoor play as idleness, it taught children
quickness of mind, self-confidence, and the ability to cope
with all kinds of people and situations. It was associated
with a certain amount of risk and risk taking in the positive
sense of these concepts." (Haplern, Robert, When School IS
Out, 1999, P 9) "If safety is the adults’ prime goal, children
will never learn to extend themselves, to take sensible
instead of foolhardy risks, and to know the satisfaction of
achieving the impossible. The child's opportunities for growth
experiences are often dependent upon the adult's
understanding, appreciation, and provision of a variety of
opportunities for play. Children need to be allowed to be play
indoors and outdoors, to be quiet and noisy, to be
constructive and destructive, to run free, taste, touch, feel,
smell, see and experience the world around them. Children are
never allowed to mess with mud, water and sand, never allowed
to get dirty, miss another growth experience...the greatest
growth probably results when the adult serves only as a
catalyst int he background, making it possible for play to
occur, but allowing children to determine its
nature."(Canadian Play Leadership Training, 2) One of
the kids had brought a gun to school as a youngster. He was a
tough kid who was play deprived. However, when we went on a
bike ride and the other kids went ahead to an unfamiliar area,
he didn't go and catch up. He stayed back and waited for them.
In a violent environment, the importance of play in this
respect cannot be underestimated.
Children playing outside also has a benefit
for adults. For adults in the neighborhood “having children
out and about in the community is an important contributor to
the quality of life to the community. Inner city youth might
be less afraid of public spaces if they were out together,
using them together. The visible presence of children
contributes to adults own sense of investment in the
community." (Westland and Knight, Playing, Living Learning: a
worldwide perspective on childnren's opportunities to play,
1982.)
What happens when kids are play deprived?
On the Porch, the kids who don’t know how to play – boys fight
and girls talk about each other and fight. It’s that simple,
if kids do not know anything positive to interact with other
kids, they will fight. If they have a list in their head of
games to play, they will play. These behavior is
symptomatic of the absence of knowledge of those games. Also,
depending on how old the kids, how long they have been
interacting without games, the behavior is harder to reverse,
but not impossible. I have seen 18 year olds who were play
deprived deeply involved in a board game up at the center –
sometimes more than the little kids they are with. The longer
they haven’t played, the worse their conflict resolution
skills will be, so the more important there is an older teen
or adult there to teach that kid how to mediate the conflict.
When kids take things too seriously in games I always first
figure if they are only children or spaced far enough from
their siblings to be an only child, or were they play deprived
when they were younger. Only children have a lot of simple
tells, without even asking. Above all other things, this
determines their play behavior. After watching hundreds of
children I rely on this more than any other indicator of
behavior to help me understand. Only children will frequently
barge into the game or be the complete shrinking violet.
Middle kids will have more ambiguous problems and youngest
will do anything (which is sometimes dangerous) and just want
to be included. They are often prone to cry more than middles
or oldests. So as an adult my reactions are different. When an
oldest or middle cries, I take it a little more serious. A
youngest or only will have to tough it out. Usually, that
slows up the crying within a couple weeks, and makes them more
socially skilled. Sometimes play coaching, is teaching kids
how to enter a group – watch them play for a while, ask if you
can play and do whatever they. I teach them to watch
other kids and then do what they are doing. Don’t try right
away to lead the group. There is one girl who I worked really
intensely with and she always smiles when she says, “I have a
lot of friends because Jean helped me." It was true because
kids at her school knew that I knew her. When she was absent a
lot they asked where she was in the most concerned way. It was
lovely to give the gift of friendship. How many more kids need
that? It made her entire life different because there was
nothing she wanted more than friends. I think most children
do. Friendship coaching should be a regular part of school.
(See Rooftop School's part of the video, The Promise of Play,
The Heart of the Matter, Episode 3)This would also ease up the
teacher’s burden of conflict resolution. When kids can’t play
they sometimes take inappropriate risks.
Play leaders
I won’t go too much into this, but the importance of adults in
children’s play is three-fold – 1. conflict resolution 2.
supplies for play 3. to play with them. If its free time and
you choose to participate, you need to change your mind. Drift
over to the right side of your brain and be prepared to be
bossed. Depending on the kid is whether I will agree to it.
Whether or not I will agree to play depends on the child. If
they are an only child or just an all around bossy kid, I will
stand up to them for my play ideas to teach them how to play
better. For kids who live oppressed by bossy kids in their
lives I will indulge them in playtime where they are the boss.
Its is surprising how many time I have had to lead kids into
an imaginary world. I will ask “Well, if we are on a boat,
where are we going?” because many kids now can’t create a
story for themselves. It takes a few times for them to get it,
especially if they haven’t been read to a lot of played with
in the imaginary sense.
Here is another adult's example. “A geography professor played
the part of a caveman at a children’s museum exhibit and
observed, 'I was part of the play of children and their trust
enfolded me in an enticing and carefree sense of belonging. It
was as if my doing nothing of any great important, we were
doing the most important thing that the particular moment
could enable'." (Aitkin, Stuart, Playing With Children:
Immediacy Was Their Cry. The Geographical review 91 (1-2):
497) When we allow children to imagine freely with adults,
they simply reverse the power relationship and insist they be
in charge." (Sutton-Smith, Ambiguity of Play, 172) Some
adults think they have to be so grown up around kids. Nothing
could be further from the truth (except in cases where
discipline is called for). “The quality of children’s lives
can improve if they can observe playfulness in adults, as
playfulness can determine one’s attitude toward life”
(Erikson, 1972)
Bullies
Whilst bullying is all the rage – bullying prevention takes a
million different forms. But after years of bullies, they are
usually kids who at home, are bullied by someone there.
Bullies are the kids who hurt the most and should be
considered strongly for counseling, not punishment. The core
of a bully is their home life and the inability to play with
other kids effectively. It should be addressed as counseling
and play coach issue. Punishing these kids (aside from the
sake of showing the group it is unacceptable) is not only a
waste of time but makes one angry kid angrier. Maybe they
can’t understand facial expressions correctly or exaggerate
the effects of acts on them and this leads them to retaliate
to an slight perceived but never given. As well, the bullied
are often kids that don’t play well with others and need play
counseling too. This is just a car crash of two children who
are not getting the support they need from the adults around
them. “Play deprivation raises human beings who are isolates
who crash into each other through shooting or emotional
violence." (Promise of Play video, Episode 1) This behavior of
the bullies and the bullied is usually seen early in their
lives. Rarely have I seen a spontaneous bully, unless it’s a
kid who has had a dramatic change (improperly handled divorce,
parent death) and is not in counseling . When there are news
reports of high school bully violence, I just look to the
adults around those kids, particularly the staff at the
schools they are at, and wonder why they didn’t help correct
it so many years ago. How often have I heard, “But I told you
and you didn’t stop him” before a fight broke out at me and
other adults. Most of us are guilty. The signs, the simmering,
the sometimes secret ways kids attack each other – something
is always showing at least it’s shadow. We think we don’t have
time, or it’s petty, when its not. It's children asserting
their right to live in peace, it's children looking for help,
it's children lashing out for something wrong at home. It
takes a lot of self discipline, on an adult’s part to pay
attention and address this. While this is in part a parents
fault, the actual symptoms usually show themselves in group
behavior. How many times have I heard parents shocked at how
their child acts in a group? At home children act differently
than in a group. Parents have to accept this, and teachers and
school staff who see this must correct it at its first signs,
usually in grade school. You are lying to me if you think this
is different. You are lying to yourself and other people so
much that your pants are on fire.
Etiquette - Bullying - Conflict Link
Children are not being taught manners. This is adding to this
crisis. As children learn to be social, there are no longer
rules. Then adults scratch their heads ask why kids are in
conflicts all the time over the littlest things. Any school
that wants to prevent bullying will institute etiquette
classes. How can we be perplexed at children who have no
social skills when they do not have any rules? I am not
talking about which fork here, I am talking about saying
excuse me or how to use doors correctly. It would just take a
couple of workshops to change the culture of a small school.
The Mind your Manners game is still good for younger kids.
Play Resources
GROWING UP/SEX/RELATIONSHIP EDUCATION
Sex education
Our first sex education seminar was in a kind board
member/neighbor’s backyard on a hot summer day. Somehow I
corralled all the kids back there. A very kind man from the
health dept’s education program who understood that while
backyard sex ed was unorthodox, it would work. He came
and sat on a stool while the kids sat on the grass. Kids
pulled him to the side after to ask questions they didn’t want
to ask in front of the group. I’ll never forget one little
kid, who under no circumstance was leaving the backyard even
though he was much too young to be there. When the educator
described one disease, the little boy laughed and said aloud
to his friend, “Hey, didn’t my brother have that?” Oh Dear!
The educator had the gift to smooth over every embarrassing
situation and make the kids at ease. The educator went on to
educate in Africa and back again to Detroit. The kids were
full of questions. He reappeared years later and came and
talked with the kids. I discovered that later he was shot
multiple times in Detroit and killed. Another unsolved murder
in Detroit of a enormously kind man who saved a lot of kids’
lives through his gift for talking about this difficult
subject, patiently and tactfully answering questions that
would have been impossible for most adults to string the words
together to explain. A couple of times, the kids were spoken
to about STDs and safe sex. Condoms were another cup of tea.
Sex educators were skimpy with the condoms and we don’t know
why. At times I knew we should be giving them out, but we
didn’t have the budget for it, nor enough individual donations
to pay for them. Condoms are expensive; there are no two ways
about it. At the local drug stores, they are locked up. It
seems a shame to stop youth from stealing something that would
protect them from diseases, doesn’t it? I’ve heard that they
give them out at the local city health center, and even if
that is true, that is $.75 to $1.50 each way for a youth to
get there. The questions kids would ask were astonishing. It
showed how very little they knew about reproduction and when
boys would ask questions, it showed that was really going on
behind closed doors with girls was horrifying. I can only
figure adults are shutting their eyes to these obvious issues.
Another good sex ed session was when the peer educators came
from another group and teens explained safe sex with the help
of a trained adult. Then they played games like sex trivial
pursuit with the kids. Even just a circle discussion was
invaluable to kids. We also started to give out a
permission slip to kids to get a book on sex, a brochure on
sexually transmitted infections and their symptoms. We also
give out books for younger kids about their changing bodies.
We made movies one day where kids had to role play getting
pregnant or testing positive for HIV and telling their
partners/friends/families. That was exceptional. Also, when we
go to the library, the sex ed books are pointed out and
included on treasure hunts. The Sxetc. Publications from
Rutgers University were good for discussions and the sxetc.org
website is one I show teens because it answers their questions
without them having to ask anyone. There was also a project
through the local children’s hospital that was not so
understanding. The community center would not allow us to use
a closed in office for HIV testing, so I suggested a car. This
also opened the door for kids who would never go to the
center, but would be on the street. The hospital and the
rougher kids reluctantly did it, but the hospital would never
come back. The kids were supposed to go down to the hospital
to get results. I think they said even a taxi would come get
them. But that is not understanding Detroit. Those kids never
went to get the results. It had to be immediate while you
still had those children in your clutches in order for the
program to work. It was also a good opportunity for the kids
to have one-on-one education and the chance to ask questions
in private. Those kids were the kids that program was intended
to reach but the hospital was not willing to conform to the
method of outreach that worked. They said it was dangerous. I
am not sure how. I had known the teens since they were kids
and I stood on the Porch to be sure everything went ok for
both groups. WHAT EVER! I could never figure out how to give
out condoms anyway. They are so expensive that I know kids
would sell them. And if they were free, they wouldn’t be given
any respect. I think that a subsidized condom is a good idea
for youth. It’s sad that the peer educators and their free
condoms were not allowed on school grounds. It’s sad for all
the kids who now have sexually transmitted infections
and babies due to that rule. It’s sad there is not a nurse
there to give condoms out and to educate them often on the
subject. Another interesting sex ed tactic, is that if
there are kids adults feel are not so much at risk (maybe
their parents have educated them, they are goal oriented or
they have an uncommon wisdom for their age) it is important to
educate them about educating other kids. They can save other
kid’s lives. They just need the right education about it and a
book/pamphlets to keep as reference or to lend out. The local
shelter for girls had peer educators and the kids we worked
with found them invaluable. Even college kids are great so
teens feel more equal with them and more comfortable to talk
about the subject.
Relationships
Kids need a time to talk about relationships. Romantic
partners need to be taught how to treat each other. With so
many bad adult relationships as examples, children need the
chance to talk about, role play, and learn words to describe
their feelings about relationships. We had ballroom dance
lessons for the kids. One kid, who I was pretty sure had sex
with one girl, could NOT HOLD HER HAND TO DANCE. Chew on that.
They can have sex but not hold hands. I told him if you can do
her, you can dance with her. Ballroom dance lessons are
priceless for tweens. Even with one workshop so much changes
for the whole relationship of boys and girls. It changes them
individually too – they are getting a life skill, exercising
parts of their brain they may have not used before, learning
to be respectful – not just to their partner, but to the
others on the dance floor. It is a chance for some kids who
may be shy to come out of their shell a bit. Maybe they aren’t
good at anything in this area, but they can dance. It’s good
exercise. It is in a lot of ways, life changing for kids. It
was especially good when two of the older teen helpers were
dance partners and they were examples of maturity on the dance
floor. It also teaches kids a bit about how to touch the
opposite sex (or the same if gay kids wanted to dance
together), not just grope. To be a little romantic. To kids
without involved parents, learning to be thoughtful,
considerate and romantic is not a lesson they learn anywhere.
But in ballroom, these are necessary ingredients to not
embarrassing yourself in front of a group, a tween and teen’s
daily mission. This should be at least one semester of
physical fitness for kids, combined first with hygiene class.
BOOK LEARNING
PARTICIPATION
On the whole, the main observation I have made is that
children want to talk, not listen. To act, not watch a play.
To dance, not watch a performance. To play a musical
instrument, not listen to an orchestra. To read aloud, not
listen to adults read to them. Children are starving for the
chance to express themselves. To have their voices be heard,
to be creative. Once children are made to feel comfortable and
safe through a few simple rules and supportive adults, they
want to participate, not observe. How many times have I told
people, do not bring a speaker in! Give children something to
do where they will take a skill with them, not someone else’s
words. Let them ask questions and follow their interests. They
don’t really care so much for what you are trying to teach
them. An astute observer of our style of getting information
across explained that we were following a more Reggio-Emilio
style of teaching. It is regrettable that this style of
teaching isn’t applied in Detroit, where children, if left to
their own, fiercely independent way of thinking, could
experience this sort of learning that suits them; instead of
trying to fit them into a learning pedagogy that fits them as
well as a glass slipper fit the stepsisters.
READING
Encouragement and opportunities to read are the number one
academic priority of The Front Porch. If you need some
statistics to make you cry, here you go (From Proust and the
Squid by Mayanne Wolf):
"By five years of age, some children from impoverished
language environments have 32 million fewer words spoke to the
them than the average middle class child." (P 102)
"Children from impoverished environments used less than half
the number of words already spoken by their more advantaged
peers."(P 102-103)
In a study "in the most underprivileged community, no
children's books were found in the homes; in the low-income to
middle income community there were, on average, three books;
and in the affluent community there were around 200 books." (P
103) We find this is true on the Porch. Just recently, a fifth
grader who is having a problem in language arts explained that
she has one book at home.
In another study, "children who come to kindergarten in the
bottom twenty fifth percentile of vocabulary generally remain
behind the other children in both vocabulary and reading
comprehension. By grade 6 approximately three full grades
separate them from their average peers in both vocabulary and
reading comprehension." (P 103)
Getting children to read isn't rocket science. We have done it
for years. At the community center on Thursday nights, before
free time, the kids knew they had to read. There was a pile of
library books on the table. They had to find something that
remotely interested them and a partner they could at least
tolerate, or at least not hit. We asked them what kind of
books they would like and provided them Buddy reading was
always a part of homework time. Kids would pair up and take
turns reading to each other for a set amount of time.
Sometimes there were kids who couldn’t read well, so we would
put them with a teenager or move them sort of away from the
other kids so the other kids wouldn’t see them struggle. In
extreme cases we would get a skilled adult to come in and
tutor kids who couldn’t read at all. It was all about
adjusting to each individual kids needs. This also let the
older kids showcase their reading skills. They showed they had
something of value to someone else that was not a material
possession – their reading skills.
We have a reading race every summer. The kids compete for
three prizes at the end of summer and participate in the
Detroit Public Library's Summer Reading Program. A trip to
library or reading on the Porch is required before going on
trips to swim or bike etc. It works.
If you have ever taken a group of kids to the library, you
know it’s magic. Maybe it’s just the Detroit Public Library,
but you can almost hear something click in the universe. We
love to have the treasure hunt, which is a nightmare for the
clerks who put the books away (which is easily taken care of
by pre planning and helping to stack the books by their
categories, apologies and maybe even some cookies for them.)
Each pair of kids has a paper in their hands and they are
racing through the stacks of books. “Poetry”, one is saying to
the other. Another is looking for a book on crocodiles. They
are trying to look over each others shoulders to cheat. They
are racing. They are also learning where all the books are in
the library and how to research. How do we give this to kids?
With trips to the library. They are inexpensive and
invaluable. How to do a library trip and to do buddy reading
is below.
Library Trips
How to Organize the Trips
Description: Buses take kids during the school day to the
library as a part of their reading class. Preparing for the
trip: In preparation for the library visit, students are given
library card applications by their teacher. Kids who have an
outstanding bill at the library can fill out a one-page
application for amnesty up to $40 explaining why it is
important to return books to the library. Amnesty is a
one-time only opportunity. The library is paid the bill from a
small fund once the application is. Teachers can get library
cards for their groups. If books disappear, they can apply to
the teacher amnesty fund within limits. At the library: The
librarian introduces them to the library, reads a story or
does a reading activity with students. Kids with library cards
or completed applications can check out books or return books
they have. Children choose their own books and read while at
the library. Needed Items:
School
Bus
Amnesty fund
School commitment
Librarian commitment
Letter from librarian about trip
Teacher commitment/permission slip
management
Teacher Amnesty
Fund
Coordinator
Stipend
Preparation and Promotion
Librarian or coordinator introduces program
through the mail or in person and may come to a staff meeting
at school.
Teacher and librarian coordinate date of
visit.
Librarian sends library card applications
and letter to parents to teacher(s) 3 weeks in advance of
visit.
Librarian picks up the applications or they
are sent to the library 2-3 days before the visit so library
cards are ready.
Teacher announces and promotes library
visit.
Optional
Extra credit assignments from school for
using the library. Something signed by librarian stating
student found a book about something they enjoy. Students
wouldn’t even have to get the book out, just in case their
library card has fines.
Announcements at school PA of library
programs – Librarian commits to send/call/email announcements,
school commits to announce them
Buddy Read – when class visits library,
teacher gets an armload of books for her students. Older kids
read the books with younger kids back at school.
Book bags to help keep special hold of
library books
T-Shirts
Library Card Protector
Family programs in the evening at the
library, promoted at the school library visits and on the PA
at school.
Buddy Reading
First graders read books to fifth graders, who help them when
they need it. At the end of the semester, fifth graders are
recognized for their community service with a certificate and
first graders are recognized for their reading ability with a
certificate at a Buddy Reading pizza party. All children get
to pick out one book from an assortment of new books to take
home. Needed Items:
Books for School libraries for partner read
or books from library (this would include a teacher commitment
to return the books)
Pizza Party at end of semester (Pizza
and juice)
1 Book each child can take home
Preparation and Promotion
Reading teachers from 1st and 5th grade
coordinate days. Every Friday for example.
First grade reading teachers purchase books
or go to library and get books
Fifth grade teacher has a little training
with 5th graders about how to help the little kids read them
the books. Rules about not making fun, helping sound out,
alerting teachers to kids who cannot read the level of books
provided or who need more challenging books.
Party at end of semester – order an
assortment of 5th and 1st grade books or let kids pick them
from the scholastic catalog.
Coordinate day and place for party. Make
certificates. Invite parents.
Order pizza, buy juice, plates, and cups.
Ideal Tutoring for Reading
Kids need individual attention in this area. In-school
tutoring, reading with older students, directly after school
tutoring at the school itself. More attention paid to
test/care for reading disabilities. Method of teaching reading
should include phonics (many children we work with cannot
sound out words, it should NEVER be cut from the curriculum –
it is borderline ABUSE to remove teaching the ability to sound
out words from children’s lives) and games to make reading
fun. Boys should be given material to read that interests
them. Every school should have a school library and trips to
the public library ($40 per class). Increase partnership with
libraries to hire in mobile librarians whose whole job is to
go to school, promote the library, read stories, bring reading
activities for older youth and bring bookmobile. Youth often
have fines they cannot pay. Make an amnesty fund they can
apply for. Kids need books to take home to keep and each
school needs book clubs.
This is the information we give our reading tutors:
Questions to ask yourself about each child that you are
tutoring
1. Do they know the alphabet?
If not:
We have an alphabet card game for them to
play. It is just like fish only the matches are letters in the
alphabet. There are two sets of the alphabet in the pack. Two
kids can race to put their alphabet in order.
Sing the alphabet song. Pay close attention
to the part “LMNOP”. Many children do not really know what
letters they are singing.
We have uppercase fuzzy letter cards that
kids can trace with their fingers. Some kids learn better by
touching letters. There is the three-lined paper for writing
letters in the folder with the mouse on it in the box. You can
have them trace the letter with their finger, make its sound,
and have them write it out.
We have a booklet of each letter with a
coloring sheet and a place to practice writing each letter.
This is very useful if they are having problems with just a
few last letters.
We have wipe-off boards for them to
practice writing the letters. They may like working with the
marker for a change.
We have I Spy Bingo with the alphabet on
it.
We have foam letters and glue. They can
make their name or words that are important to them (for
example: dog, cat, mom, dad, love…)
2. Do they know the sounds each letter makes?
If not:
We have phonics flash cards you can use with them. Make two
piles – what they know and what they don’t so they can see
success and you can go back through the ones they know. It may
be helpful to write down the ones they do not know for the
next week.
If so:
You can play Sequence with them. There is a board with
pictures in squares. First ask them to go through all the
pictures with you aloud so you all agree on what to call each
picture. Each kid gets different colored chips. The kids pick
a card which is a letter and then match the letter to one of
the pictures.Give everyone a prize for playing.
3. Do they know the sound that the digraphs and blends ("th",
"bl", etc.) make?
If not:
Use the blends cards that are in with the phonics cards. Go
through them a couple of times then go through them covering
the pictures and just saying the sounds.
4. Can they sound out whole words?
If so:
We have cards that the kids can put three
cards together and it makes a word and a picture. Have them
sound out each letter.
We have sentence building puzzle cards
where each piece is a word so they can make a sentence. There
are sample sentences on the bottom of the
box.
We have flash cards of whole words in the
blue box of sets of flash cards
We have rhyme bingo. Just be sure to go
over what the pictures on the cards are with them (a train to
one child could be a choo-choo to another)
5. Do they know site words?
These are just the little words like “with” or “is” that they
should just memorize and know when they see them. We have
flash cards for those and magnets of them they can arrange.
For all levels:
We have three sets of cards that have pictures on them. Ask
the child to pick 3 or 4 cards and tell you a story. Some of
the cards can be grouped and have an obvious story but
encourage kids to mix them up and use their imagination.
Encourage them to make up a beginning, middle and an end. At
any level of reading the kids can do this. If there is more
than one child, put the cards face down and have one child
pick a card. They can start the story. Then the second child
picks a card and continues the story. Then you pick a card and
continue the story.
Eyeglasses
One little seven year old boy stood out in the hallway crying
that he wanted his mommy. I was warned ahead of time that he
was having a lot of problems in school. He couldn’t take one
more minute of homework. He looked like he was drowning. The
astute tutor realized that he couldn’t see well. Kids who need
eyeglasses are not being noticed. Some of the kids in our
group have gone for years without being noticed. We found out
that when they are tested at school by the health department a
letter is sent home. Bam. That’s the end. Then parents are
supposed to follow through. What if they don’t? What if they
move a thousand times and that letter never reaches them? What
if they don’t have transportation to the nearest eyeglass
place (none are in walking distance)? Is it just too bad, so
sad for kids who struggle? There should be a more efficient
way and certain way to deliver this essential service. Kids
who are missed go for years and miss learning experiences and
fall behind, all because adults haven’t made sure they don’t
slip through the cracks. There should be an eyeglass-mobile
where children’s eyes are tested and glasses given on the spot
or a field trip to the eyeglass shop. There should be a second
trip in January for kids who have broken their glasses or if
their lenses popped out. More attention needs to be paid to
testing children’s eyes systematically and a firm, certain
follow-though. Also, their eyes should be tested the day they
register for school.
Writing
Kids are not writing well at DPS. This is the weakest area for
almost all the kids I have seen. The ability to express
oneself through writing is nearly a human right. Aside from
reading, teaching should focus on learning to write a good
sentence, a good paragraph, then on writing a whole paper.
Institute more phonics/spelling exercises to improve spelling.
Many kids in our program cannot spell because they cannot
sound out letters and blends.
We are lucky to have come across kids who have written despite
the poor background they have gotten in writing. This is a
story by BM, who also came up with the story of Brother Bee in
the Garden section of this webpage. She was promised a
scholarship from a local urban university when she was in
middle school. She is an adult now and we called to follow up
and they denied that it was ever offered. Not true. She was
cheated.
dancer story
This is another story by one of the kids.
grandfather cat
ACADEMIC SUCCESSES
There is a lack of recognition for kids who do academically
well and those who are beating the odds and for teachers who
are doing a good job. There should be awards for kids who are
nominated by teachers or other involved adults and teachers
nominated by students and parents. Recognition in the press
like how little towns list the honor roll. It would be very
easy with the Internet now. The local elementary school had an
honors dinner that was sponsored by some individual donors and
businesses. This seems to be a very good match for the
business donation. Employees can come help with the event.
There could even be scholarships given out. More businesses
should direct their giving directly to the children who are
achieving at low income schools. They are being overlooked,
especially the youngest achievers..
Example: Beating the Odds Scholarships from Wayne County
Neighborhood Legal Services
GED PREP
A group of boys sits on the Porch; They are sweating through
their clothes, chasing the disappearing shade around on the
porch, with a notebook in their hands. They are studying for
the GED, while they are working for a stipend. Two are older
teens and one is younger. No, they didn’t go take the test.
The summer program ended before they finished and their
stipend ran out. You see, there are some kids who drift
soundlessly from school around 9th or 10th grade into never,
never land. Maybe they get by stealing small electronics,
selling drugs, stealing cars. These are not the roughest kids
– they are kids who are directionless and if caught, they
could have taken a different path. I was against paying them
to study, but I realized NOTHING else would motivate them.
Typically they have a parent who has mental health issues, is
in jail, or has an addiction problem. Usually victims of
neglect, the most insidious of all problems children have.
They have no one guarding their interests, steering them
through particularly difficult adolescent years that need a
firm hand to keep them on track. No one is making an effort
for them. It doesn’t mean that their parents don’t love them
from jail, when they are sober or in moments of cognizance. It
does mean that there is no consistency or support for the
future. These are most of the GED kids. They fall in and out
of all the local adult ed programs. They need Advocacy (see
Chapter 3) more than any of the other kids. They need to have
someone there, who even if they decide to disappear into the
underground economy for a period of time that they know there
is someone to support their academic efforts if they decide to
climb out if it. We have had kids come back 3 or 4 times
in-between trying out the local adult ed programs to get a
lesson or a GED study book. That is hope when we hand them
that book, from out part and from theirs. Below is some
algebra from one of the kids.
math
Then there are teens that would do better moving at their own
pace through classes because of home situations such as
staying home from school to watch younger siblings, inability
to get to school, or lack of desire to be in social situation.
On line classes would suit them best. Michigan Virtual High
School (www.mivhs.org) costs money, offers no scholarships,
and must be approved by school youth goes to. Many youth do
not have the funds and not all schools work with MVHS. There
should be scholarships for classes, the ability for after
school programs to have kids in the program and get credit
without approval of their school, or for all schools to be
required to review/accept the credits, particularly for failed
courses.
COLLEGE
Understanding High School is the Key to College Success
When the porch was beginning, a kindly professor (a former
president of the UAW) welcomed the kids into his university
class on labor studies. The kids sat at the back of the room,
restless, but stayed through the whole thing. The goal was to
demystify going to college. There were no formal avenues for
kids to have this experience. We hoped that they would see
people just sitting in the room listening and answering
questions and not be scared to say that that is where they
were going, since many of them didn’t have people nearby who
were going to college. Did it work? Early college experiences
must be good in some respect, but if the local high school
doesn’t seal the deal with actual prep for college – it’s a
wasted effort. And in our neighborhood, the local high school
prepared kids for nothing. Kids sat in hallways, bribed
security guards with fast food hamburgers from a nearby
restaurant, and didn’t have homework. For years kids didn’t
graduate because their credits were a tangled mess no
counselor was watching over. Sure, there were a few good
teachers at that school, but that was a major reason
generations of children have not succeeded in the
neighborhood. The elementary schools were not horrible, the
middle schools were off the hook and high school barely
deserved the name school. Rather a building full of teens with
adults getting paid. At a local university, they were
desperate to find just a few kids to fulfill their scholarship
requirements. Kids who were bright were not inspired to
continue education. You really couldn’t blame them.
First kid going to college
Yes, you just have to do it all for them. Hopefully their
school counselor will help you. We used to aim kids toward 4
year college. But we have realized that community college is
much more accessible for them to start out. This has nothing
to do with skills and abilities. Detroit kids are just as
smart, just cheated by their school system. The bill comes
when they leave the cocoon of DPS and are with other kids. Our
kids learned this because one of the kids was in private
school. Kids aren’t stupid. They realized her 5th grade math
was equal to their 9th grade math when they were on the Porch.
They knew they could have done it if they had been given that
work. They knew they were cheated.
TUTORING
Kids do not access tutoring because some tutoring programs are
not at their school and are at after school hours, having kids
walk home in the dark or not get picked up with other kids.
Tutoring should be during school hours at a resource room at
every school. It should be at the school site. It should be
something teachers can require students to attend for their
grade. Tutors can be trained kids who are in older grades or
kids brought from the high school. There could be a workshop
for teachers to give the older students before school starts
again in fall. A workshop for kids interested in being tutors
would be offered in the first two weeks of school and tutoring
starting the third week of school, no later.
CLASS SIZE
Everyone knows this: class size is too big. If schools are
unable to obtain funding for smaller classes, have classes
broken into groups. Use support staff and older youth doing
community service to provide more attention for each child.
Example: The Front Porch did partner reading, where 4th and
5th graders are partnered with 1st and 2nd graders. The
younger kids read to the older kids who help them sound words
out. The older kids learned responsibility, sharpened their
reading skills, and gave back. The younger kids got much
needed individual attention, feedback, and skill building.
MATH
Math could be taught through games and manipulative, with book
explanations. It should be taught in multiple learning styles.
Once kids are in middle school, every school or after school
program should have math help. Parents forget the stuff - most
cannot remember or know how to do math past 5th grade. There
should be in-school tutoring. Slow the pace down and do
homework in class. Do not give homework in this class. Do not
allow kids to move forward until each section is fully
understood. Incorporate games and computer software. There are
lots of possible partners for this. Kids do not know
multiplication tables. Reward for kids once they memorize
them. Make it a rite of passage.multiplication
Math Resources
COMPUTERS AND TECHNOLOGY
Computers – it’s all about access to them. I watch how many
crazy things highly paid computer professionals who want to do
something charitable with computers do. It’s a world of a
thousand requirements and programs groups have to fit into. No
one is coming to groups asking, how can we help you? computer
house
Since we no longer have a center, this is our computer house.
A folding table covered for one kid. It is covered because it
is cold outside and because crackheads walk by who might get a
notion to steal the laptop. No, we have no Internet. There is
no wireless. You can imagine when I have sat in technology
meetings about non-profits how aghast I am when they are
talking about something like Skyping when we don't even have
the Internet. This reflects the situation of many individuals
in the neighborhood as well. Many kids have laptops but paying
Internet bills is always questionable and intermittent at
best. For all of us. When I go to a coffee shop with wireless
I always feel like I have entered another century. This whole
website, our whole business, and all homework research is
built on turtle dial-up that we can't quite get outside to the
Porch. It is a magnificent feat.
How did we do it at the community center? We just had some
monitors donated from one of my friends who worked at
community college, some CPUs we bought with pieces of grants.
The Internet was provided by the center since they already had
it and we just used it in the evening. We bought a printer –
we only had one on purpose. Kids will print freaking
everything and ink is so expensive – no one is giving ink to
non profits. There had to be tight control on the printer cord
to prevent frivolous printing. A teenager would sign the kids
up for a computer. There was never enough time, according to
the kids, for each of them to play games or check Facebook
etc. – and this is a common complaint at libraries from the
kids as well. The computers all faced out so everyone could
see what they were looking at. The importance of technology
use for kids is way overrated. The computer is a tool invented
by people who didn’t have computers, but who could read, think
critically and were intrinsically motivated. I think those
things are much more important for adults to give kids. They
can figure out the computer once they have all those things.
Again, when we tried to have regular computer classes, the
kids were not all showing up all the time. On ideal days we
had just one adult to show individual kids who were interested
how to do things. On teen nights, sometimes when there weren’t
too many kids, we would have impromptu web design classes etc.
What could we have used? Free Internet, free computers, ink,
free technical assistance, and free software. I don’t really
understand where all these computer nonprofits care coming
from with their requirements and programs. Teachers at local
schools assign computer typed homework before children have
had typing lessons. Students should be required to take typing
class (and the school should provide it) at a certain grade
and allow requiring typing assignments only after that point.
Teachers also assign computer/Internet homework to youth who
do not have access to a computer, printer or transportation to
the library. At the local library, fines of $10 or more make
it impossible for a youth to use the computer and their time
is very limited on the computer. Teachers should give ample
time for students to complete computer based assignments at
school. Here are some essentials we would have liked to have:
Really good educational children’s game
software/websites. Possible Partners: Some corporations to
donate it, and some group of kids to evaluate it, or some
group who already does evaluation
High Speed Internet Service – youth non
profits need free high speed because kids are the fastest with
changing technology and most frustrated with the
old-fashioned. Possible Partners: Any Internet provider.
Free computer instruction for youth
Typing Instruction- Possible Partner: Mavis
Beacon Typing software.
Internet safety - Possible Partner: Local
Sheriff Office. I had read that one local officer got the list
of names of the kids he was presenting to and looked them up
on line before going to the workshop and scared them all by
knowing way too much about them when he came to speak at the
class. Fabulous and brilliant!
Web Page Design - Possible Partner:
Library.
Searching for Information - Possible
Partner: Library.
Enrichment workshops - Newsletter editing
Possible Partner: graphic design firm or local college. Movie
making/editing - Partner: MOLLIE (Grand Rapids Mobile Film
making) or
SCOOP.
SCIENCE
Ride by the Porch on a nice spring day and you will see a
group of kids huddled around the sidewalk volcano for learning
about pH, or maybe doing a fish dissection under a shady tree
with a book to explain each part and what it does. If I tell
this one group of girls I have a bucket of dead things from
the science supply, they get excited and can’t wait to get
their hand on a scalpel. For little kids we just plain old
just bringing out magnets and letting them experiment with
them to help them find a sense of wonder with the natural
world. When I see these complicated grants for helping kids be
more scientific, it puzzles me. Every child is born curious.
Adults usually just kill it.
frog dissection
This is a group of girls who requested this. They will
actually text the Porch and ask to dissect something. The kids
LOVE science and we try to explain that science in school is
not really what science as a job would be like. Science
funders need to take a good hard long look at what they are
funding. Many a day I have watched the kids discover and learn
and observe and thought how some university probably has a
million dollars of funding to teach urban kids this stuff but
have so many hoops to jump through to get to the program (a
ride there, a specific time etc.) that many would be
scientists have relegated themselves to the underground
economy without a peep, without making a discovery that could
save lives or a species. It breaks my science heart.
Kids want to do experiments, not worksheets. They don’t want
to read and answer questions. And I don’t think most
scientists on earth would want to suffer that. Kids LOVE LOVE
the experiment. It should be the core of science. After have
them read because they will want to know to get the answer.
For kids who have a low reading level, science experiments are
a way for them to show their scientific intelligence.
The goals of Front Porch science have always been 1. To get
kids to love science. This is done with experiments and by
following THEIR interests, adults answering THEIR questions
and helping them explore the environment they live in.
2. To finish their science homework and science fair projects
for school.
The Science Fair
I passed their building of a local corporation who was
involved in chemistry many times and wondered what they did
for charity. I saw them at the State Fair with their own
program that kids had to come to – which ended up with the
teacher actually driving the kids to the program because
parents wouldn’t couldn’t. I explained to Mr. Professional
Chemist that if they would just send volunteers to school to
help kids with their science projects that would be fulfilling
their goal. He said to contact him and I did. No response.
Their program was failing, they got the community advice they
needed, but wanted to do it their way. That is what happens
when you don’t ask people what they need – he didn’t ask
science teachers in nearby schools what they needed, instead
just implemented this cookie cutter approach to outreach.
Wrong. Sadly. And so the local schools science experiments
went on as lackluster and as painful as they were for kids
whose parents want nothing to do with it. And honestly, being
the substitute parent for so many of these over the years –
its too hard. What they hell are they thinking making this
some “opportunity” for parent involvement? Are they trying to
make parents insane? It’s not fun for parents. This is
something that needs a teacher all the way through from
beginning to end. And the emphasis on how it’s presented?
Really, to make kids so aware of marketing a science product
when they don’t even understand the scientific method? It
should be on a dollar sheet of board. No freaking $5 boarder
on a $8 board that is at no store in the neighborhood. Write
it out so people can read it. Don’t spill food on it. Bam!
Show me some scientific thought, some research, explain what
happened, discover something new. Don’t, DO NOT, make the
presentation cute. It should be without parental help. It
isn't really fair when kids who have doctors as parents are
competing with kids whose parents can't read or who just hate
science fair projects (AKA the majority of parents). It could
be done with a teacher or with volunteer from that chemical
company or from the bazillion people in the science community,
from college students to PhDs, taking them step by step
through the process. This is no place for parents. Ask
parents to take a walk around the neighborhood to look at
nature or something accessible. Really, this is what part of
grade school science fair board should look like if kids
themselves do it without worrying about the external appeal of
their discovery. I cannot emphasize enough how unimportant the
display is when it comes to teaching children about science
and discovery.
Science Museums
First, they are expensive. I understand that our local science
center started as a store front with hands on experiments for
the kids with people to explain. The importance of people who
explain cannot be underestimated for children and science. I
see that engineers, corporations and scientists like to fund
some giant fabulous superscienceinator material object, but
what kids need is really simple experiments and brilliant
staff to explain them. I know its conventional American wisdom
to buy kids stuff and this should serve them well. It doesn’t,
not in any subject, they need adults. Especially in science,
they need explanations. They need adults there who can answer
questions. They need highly educated adults. One of the kids (
a genius) asked, when the local university neuroscience
program professor wisely had a brain he brought around to kids
(freaking brilliant), “are the memories still in there?.” The
professor paused, looked hard at him and said, “We are working
on finding that out.” No, this is no simple task, manning the
simple science experiments at science museums. It could be
more difficult than the PhD defense. Better to have a store
front with some kitchen experiments and highly paid skilled
staff than some behemoth of a building with broken experiments
and missing signage – which makes a great assumption that the
children and adults doing the experiments will read and
understand the sign. Not so. We have taken a lot of science
trips. Here is my take on the ones I can remember:
The Zoo is OK for the kids. We put a
treasure hunt together for this one too.
Kensington Metropark has a great farm
center, way better than the zoo’s. Their nature trails are
nice and their maple syrup program is exceptional. The kids
really enjoyed that trip.
Seven Ponds Nature Center is really far
away but the interpreters are so good there that the kids
learn so much in a small space. Again, I emphasize that staff
makes science for kids, not fancy exhibits and expensive
buildings.
Stony Creek Nature Center and Metro Beach
nature centers are both nice centers with nice displays, but
the staff are not always out and about for the kids to ask
questions to. They always love the taxidermed animals.
Ann Arbor Hands On Museum. As always a
great museum, but again, shortage of wandering staff to
explain things. We were there on an event day and everything
was so crowded it was hard to see what was going on.
U of M Natural History Museum. The huge
amount of the taxidermed animals and bones. A trip here leads
to one fabulous treasure hunt. The best day there is when the
college kids are volunteering and roaming around to answer
questions and doing experiments. That was something I think
from NASA and some of the best use of tax money I have ever
seen.
Cranbrook Science Museum. Again, a lack of
roaming folks. At one exhibit a long time ago, they had
actually staffed it really well and that spoiled me for any
other science exhibits. Once you experience that, with a
person to answer all the kids’ questions, you can’t understand
why they don’t do it all the time. It was not one of their
more expensive exhibits, something where the kids built a lot
of things, but it was interactive and had people and hands on
stuff. Way better than things in glass cases or electronic
things where kids are essentially just hitting the buttons
because they can and learning NOTHING. The bat show and the
little nature trail behind are bonuses, as well as the native
American longhouse presentations are excellent. With all the
rocks/minerals we do a fabulous treasure hunt with those
gemstone playing cards. The room where the kids can climb
inside the tortoise shells and look through the microscopes is
often the highlight of their trip.
On the one trip to Chicago we managed, we
went to the Museum of Science and Industry. The airplane
hanging from the ceiling was a hit and the Titanic exhibit is
something they will remember forever and went to again when it
came to Detroit. The kids loved that museum.
Science Resources
The Garden
One of our first main projects was a neighborhood garden. I
had taken a neighborhood mediation class and met an urban
gardener named Gerald Hairston. My grandmother lived one
street over and had an urban garden. Our family always had
something growing. The whole eastside of Detroit has always
been filled with backyard gardens. Gerald suggested that I
make a garden with the kids. I found the closest empty lot on
a relatively safe street. We started each growing season with
an archeology dig, by burying different objects in the newly
turned soil. Here is how the kids would mark off on a grid
what they found. Then they would have to conclude what sort of
site it was.
archaeology dig
A woman on the block let us use her family’s water. Her kids
and some others down the block started planting. Eventually,
most of the kids on that block worked in the garden and did
more and more of the planning for the garden. We got compost,
plants and seeds with help from City’s farm-a-lot program. We
had a garden party at the end of each year. This is an
invitation to the party.
garden party invite
In the third year of the garden, one of the kids from next
door wrote a youth grant to the Community Foundation. We got
the grant and put in fruit trees, a pond, and lots of roses.
(The teen grant writer is now a sergeant in the military.)
There I began working with Ms. Karen, a mom of one of the kids
who gardened. The first time she helped out, a kid went after
another kid with a shovel and she stopped him. (This boy who
wielded the shovel, partly thanks to Ms. Karen, grew into a
responsible adult) This bad first experience did not stop her
from helping out - she directed programs regularly for the
Porch. The garden was never perfect. We had only a few adult
volunteers. One neighbor would complain it was a mess. Kids
came and went as they pleased. The garden mom became sick and
moved. We had been paying for water from the neighbors on the
other side. Eventually they cut off the water after they got
the money. The neighbors further down let us use their water.
We used wagons and coolers on wheels. This infuriated the man
next door, who ripped apart the garden in the middle of the
night. That ended the garden, much to the pain of the many
children and adults who had worked on it. I still
remember two of the most involved kids sneaking over there,
rescuing some vegetables for a final garden meal, and picking
the last surviving flowers. Even though the garden was
destroyed, children were later able to put small gardens in
their backyards, gained good eating habits, and for years
remembered the sense of community and the scientific knowledge
they gained. Now there is still a small garden in front
of The Porch, with strawberries, raspberries, potatoes and
flowers for the butterflies.
The Front Porch also hosted Rooted in Community, a conference
about food security. This was drawn by one of the kids from
another group similar to the Front Porch who we worked with to
make it happen. ric
A great gardening field trip is to a U-Pick place. We went
twice to Rowe's Strawberry Farm. It was fabulous. The kids
can’t pick enough of them. Then we made strawberry pies on the
porch afterwards. Kids are really adept at making pies. Also,
the Detroit Agriculture Network and the local extension
offered a workshop on Seed Planting. Just a few kids went, but
we counted it as community service. They enjoyed themselves
and their plants grew when they went home.
Children's Garden Resources
Animals
Animals and children are a natural pair. I will never forget
the day the little group of gardening girls had a funeral for
“Brother Bee” a big fat bumblebee they had found dead in the
garden. They are adults now and still remember that. They had
completely imitated the adults they had seen at funerals,
using play to understand their world better. Dead or alive,
kids love to learn about animals. I always keep some dead bugs
in jars and we have a dead bat in jar. As mentioned earlier,
we always keep some animals in formaldehyde for them when they
are ready to dissect or watch. Regardless of how I feel about
animals rights (I have been a vegetarian since I was a teen
and did my master’s thesis on conserving Asian elephants),
zoos and dissection animals give children an understanding of
biology that they cannot get any other way. Each year we got a
pet. We began with three ducklings from the 4-H. Mack, Jack
and Pat. The kids put them in the baby swimming pool in
front of the house. A grandma down the street would come with
her granddaughter twins. The little boys, who normally had pit
bulls, held the ducklings and took care of them. The ducks
went to live at the farm program at the school for pregnant
girls (Catherine Ferguson Academy) in Detroit. We raised
butterflies several times over the years. The kids were always
amazed to see them come out of their cocoons and touch
them.butterfly
We had a beloved gray rabbit named Forever.
bunny
We paid for the local bat conservation group to come out.
Also, the kids went to a couple of presentations of groups
that bring exotic animals to groups. They ADORE this. Sadly,
we have a zoo here that believes in minimal contact of people
and animals, so this is the only chance children get to really
express their biophilia (love of life) with animals. We had a
worm bin which the kids watched like they watched TV. We are
starting to keep bees. Keeping animals means dealing with dead
animals, but it is so well worth it in the end for the kids.
Animal Field Trips are always enthusiastically attended. Here
are some we went on:
Michigan State University – the Bug
House: Nothing compared to this trip with their giant bugs for
the kids to be horrified at. I only wish this was in every
city. A fabulous assortment and a bright PhD student who was
doing research to answer all the kids’ questions. A place
unlike any other on earth.
Michigan State University – Small Animal
Day was great for the younger kids. They got to go see lots of
animals and learn a lot.
Science At School
There should be hands-on activities, basic scientific concepts
should be taught and class should not move on until
understood. Bring in more outside presenters like Greening of
Detroit, World Wildlife Fund, Mobile Metropark, Cranbrook or
the Detroit Science Center. Provide science teachers with
support staff to gather hands-on materials get ideas and
schedule presenters.
RECREATION/LEISURE
FIELD TRIPS
I found that field trips had to build a sort of field trip
momentum. At first, just a few kids would show up, then more
and more the more often and regularly scheduled they were.
Remember many parents weren’t looking at the calendar for the
kids; the kids are fairly independent in this area The kids
whose parents were watching the schedule pretty much held up
the sky for the rest of the kids – showing up made the next
trip possible, and the next. Taking kids we hadn’t seen on the
porch or at the center was almost always a bad idea. They had
to learn first that there were rules to the Porch and they
would be followed or there were consequences. Here are some of
the historical places we went and things we did.
African Heritage Cultural Center – a great
center focuses on the positives of being descended from
Africa, of all the contributions Africans made to the body of
intellectual knowledge.
Detroit Historical Museum - the kids love
this museum, esp. the basement and the assembly line when it
is on.
The Henry Ford
The Octagon House
First Baptist Church – Underground Railroad
Second Congregational Church – Underground
Railroad
Fort Wayne
Dossin Museum – The barge itself is enough
and the knot display where they can learn to tie knots. The
kids love to play on the ship.
CULTURAL EDUCATION
We found people from different cultures that we knew and asked
them to come and share their culture. Some people charged a
small fee, some people came for free. One friend of a friend
came to a neighbor’s big basement and to a packed crowd; he
explained the rite of passage in Nicaragua of boar hunting. A
librarian came and cooked Chinese food and we had a Chinese
new year celebration. The kids put on a dragon costume from a
box and explained the history of Chinese new year. They would
also go have Mexican food and ice skating in the Latino part
of the city and the lovely neighborhood skating rink. There
they met a lot of Latino kids. It is always hard to find
places where the porch kids could mingle naturally with kids
from other cultures. Detroit is sadly very monoculture except
in some spots. One clerk at the local library was Hmong and
she explained about her culture. Food and the chance to meet
kids the same age are the best cultural mediums. Teenagers
mixing up is a great way to mix up kids because they are so
social at that age.
A man who was part native American and part African American
came to speak with the kids about their heritage, since many
of the Porch kids, having roots in the south, were mixed with
Native American. We also had the opportunity to go to an
Indian camp in Northern Michigan, where the kids got to spend
the weekend with the Native American kids there. The
subject of black and white people has come up less and less
through the years. It used to be more of an issue, but as
Detroit became more monoculture, kids experienced it less.
We found that eating foods from other cultures was a great
bridge for kids to learn about other cultures. We also played
a game from UNICEF called Lingo, which is a food BINGO game in
different languages. The youngest kids would always pick up
the words the fastest.
These are places we have field tripped for cultural education:
Harvest Festival Pow Wow
Benehana
Mexicantown
Grand Traverse Band Youth Camp
SPORTS
Athletics Taking Up Academic Time
School athletes are not reaching their full academic potential
because schools let them slide. Solution: Students on school
athletic teams should be monitored by an independent program
and independently tested.
After School sports are too intense – too long, too many
days/week Solution: Make a legal maximum number of hours youth
can practice.
Sports we field trip to:
Bowling
The Garden Bowl: The great thing about bowling is that it
appeals to athletes and non-athletes as well. It is very
inclusive, individual but yet a team and not too expensive.
The kids consistently want to go bowling each summer.
Ice Skating
Ice skating is always welcomed as well. There is a rink
downtown that is VERY expensive and there are no real group
rates. There is a neighborhood rink on the southwest
side that is great because the kids can mix up with the kids
in a different neighborhood and different culture and it’s
very cheap.
Fishing
Del Ray Pier Fishing Day
Spring Valley Trout Farm
Outdoors
Kensington Metropark - Farm center,
nature trail
Gallup Park, Ann Arbor
Belle Isle – amazing place. We had a whole
summer program here while they were building the new
recreation center. We got dropped off at the intersection of
racquetball, tennis, nature trail, baseball diamond, and
basketball courts. The kids split up and tried different
things. The bathroom situation there is always questionable
though, which kills a lot of plans. Even if they don’t cut the
lawn and it’s covered in garbage, the kids still have a good
time. The kids notice, though, and will call it junky and have
the impression they live in a crappy city. We can't get there
anymore because they stopped the bus that crosses the bridge.
Sledding
City of Detroit Balduck Park is great. It would be better if
on snowy days there were a bathroom, and for sale: hot
chocolate, cups of soup, extra gloves and hand/foot warmers.
Swimming
Kids LOVED the Swimmobile (A semi converted to a pool, filled
by the fire hydrant, pulled in for block club parties). It is
an easy community builder. We were told it went into the
garbage dump because it was not up to health standards of
having showers and it was too costly to run. The city was
using a forestry truck only on weekends, paying overtime to
the staff. Our kids have written to the City Council about
this issue. Solution: Get a new one, with its own truck cab.
WHAT URBAN KIDS NEED TO BECOME SWIMMERS
We have struggled for years to get African American
neighborhood kids to take swim lessons. We have made a list of
what we have found they need.
1. For girls - THE major barrier for African American girls to
swim is how to care for African American hair in the chlorine.
This would be in the form of a waterproof poster for locker
rooms and an online brochure, free haircare products.
Hairstyles that are good for swimming. Swim caps are not
enough. Seasoned swimmers know how to change clothes under a
towel without anyone seeing. Teach this skill. A poster with
this skill.Donate shower curtains.
2. Vending machines with inexpensive swimming stuff - basic
suits, swimming caps, soap, towel, lock. For kids with no
support at home for swimming, the ability to have these things
at local pools is essential. Nobody's driving them to go get
these things.
3. Encouraging drop-in lessons. Kids without parental support
do not attend lessons regularly, but will come back some days.
They need to be kept track of with a chart and their name so
they do not end up in group one every time they show up. This
frustrates them and turns them off. Kids who need the
recreation center the most in our neighborhood do not usually
show up for such a rigorous schedule. It wouldn’t be necessary
to completely get rid of those old-fashioned style lessons –
there are still a few kids and parents who would find that
sort of schedule acceptable, but the schedule needs to include
drop-in style lessons offered as a stepping stone to more
regular lessons. Without this stepping stone, you will have
lessons that are not filled to their capacity and children who
come for open swim and have no idea how to even float. We
think this is cheating kids. Solution: Post a chart with the
kids’ names listed who come to the drop in lessons. Have the
different levels listed and have the instructors mark off
where the kids are. When and if those kids return, put them in
the group they were previously in – just one minute lost.
Lessons should not be a full hour – kids no longer have that
attention span. You could also fit more lessons in with
smaller groups that way. If centers offered 4 drop in sessions
each week, about ½ hour each, they would have more kids in our
neighborhood who would have at least swimming basics. During
drop-in swim lessons, they could also then have a sort of
“commercial” for the old-fashioned swim lessons.
4. Visits from African American swim champs. Where are they?
Photos of great swimmers from the local rec center/pools on
the wall. They need to see themselves in this sport.
5. The YMCA is too expensive for the neighborhood kids and too
far away. The membership fee deters most disadvantaged kids
and youth groups from using their services. In Detroit, most
kids go to the free rec center, to the cheap county waterpark
or the nearby suburban pools if they are lucky enough to get a
ride.
6. Recognition for the swim teachers in urban areas. Their job
is so hard. The ones at our local rec center free lessons have
finally taken our advice and switched to drop in lessons. Two
beginning swim instructors had a very long line of kids
waiting for their turns. They are incredible and need to be
recognized. They also need more training on games through
which they can teach swimming through play.
7. Prizes for kids as they move up each level. For kids
without parental support, this might help them return to
lessons. Like how libraries do a summer reading club with
prizes for so many pages read.
8. Make swim lessons a required part of another sports
program.
9. Lifeguards to school classes in spring to talk to kids
about water safety, fear of water and upcoming swim lessons.
10. Water safety curriculum for school and benefits of
swimming.
11. Encourage swim buddies - bring a friend to swim
lessons. Maybe a reward for recruiting a new kid to lessons.
Particularly good for teens.
12. Encourage swimming early - before puberty. When kids wait
till puberty, there are 1000 issues to get over before you
even get to the fear of water. Better to start in 3rd of 4th
grade - not middle and high school beginning swimming.
How many girls flunk swimming because they will not change
clothes and get in a swimsuit? Too many. Grade schools might
need transportation to pools.
13. Free swimsuits for needy kids. Cute ones. One with skirts
for teen girls. One per summer or they will waste them.
14. Drop in swim races. Kids without parental support do not
show up for swim meets or the prep regularly. But occasional
drop in races allow them to show their skills.
15. "Commercials" for swim lessons during open swim - when
they give the rules. Encourage open swim and swim lessons to
be side by side in swim schedule.
16. This is how an urban kid would progress:
a. child comes to open swim, sees commercial for lessons.
sticks around
for lessons after.
b. comes more and more to drop in lessons
b. shows up regularly for lessons
c. comes to drop in races
d. comes to regular swim team
e. lifeguard training
17. rename swim "lessons". I don't know what you could call
it, but we lose a lot of kids at the name. They say, "I
already know how to swim". No, they don't.
18. Be careful with any partnerships through which this money
flows. In detroit, it has a 90% chance of going down the drain
before it reaches kids.
19. Partner with an environmental group to test the beach
regularly on Belle Isle, Detroit. This urban beach has a
reputation of being dirty and discourages urban kids from
using it. This reputation could be cleaned up if it was tested
daily/weekly and posted and results put on a phone
line/internet.
Field Trips:
MetroBeach Metropark - Great pool
Chandler Park Aquatic Center - Our
second home in summer. A small friendly water park.
Stony Creek Metropark – Great park with
everything we could hope for
Red Oaks Water Park - Hard to keep track of
the kids there and it spoils them for the other parks
Bike Riding
Trips for Kids – a now defunct program in Detroit for kids
that was FABULOUS. They took kids on mountain bike, street
bike rides, hiking, canoing and snowshoeing. They provided
everything. You just had to show up with your kids, which is
how most specialty equipment laden programs should be. They
had volunteers who loved the sports they were teaching the
kids. They used local parks which exposed kids to a lot of
places they could never get by bus and their parents were not
taking them, to activities they could never do without
instruction. The volunteers they brought were excellent. The
program should have been funded by a foundation, but since
they were so smart with their resources they couldn't get the
funding they needed because their budget was so small! When
they stopped our group and the other groups who accessed them
lost out. They were accommodating, organized and accessible.
There is no way our group could have organized many of those
trips without the technical skill, the cost of equipment and
the extra volunteers and knowledge. There are some people who
should get a full time job helping kids, and the man who ran
that program should have been given a salary by some group –
but sadly there is no collective fun (AKA knowledgeable
foundations) who would fund their group like that who
benefited so many other groups. The loss of that program hurt
the kids. The kids still ask when we are canoing again or
mountain biking. We had lost our transportation which knocked
us out. They should be funded for staff and volunteers, and as
long as a group provides chaperones, permission slips,
prepared kids, every youth group should be able to access this
program.
Saturday Morning Rides have always been a great field trip. We
always go at about 8 am on a Saturday morning before traffic
gets bad and head for the very wealthy nearby suburb. We stop
for breakfast and then head toward Lake Saint Clair.
Bike Loan
We hesitate at giving away things. Ever. It is complicated.
First, is it fair to all the kids? Then will someone sell it
away from the kids? Will the kid sell it? Remember, if it’s
between keeping on the heat and keeping the bike...or worse,
between crack and the bike, crack always win. It’s not so easy
to just be Santa to economically disadvantaged kids like you
might think. You have got to think it through. So we decided
on a loan of used bikes to kids who we have known for a long
time who are not packing up soon.
Renting Bikes
In Chicago on a field trip, we rented those bikes built for
four. FABULOUS for team work and just enjoyment and exercise.
In the past we have been forced to rent bikes nearby when
buses wouldn't let us put them on to take to a park. This is
outrageously expensive for groups.
ARTS
Movie Making
Catman. The kids made the best movie about this broke down
delivery truck that creeped us all out when we’d walk back
from the center. Catman lived in the truck. He chased kids. It
seems like every movie was a monster chasing kids, which was
fine with me. I have the rule that you have to be 13 and super
responsible to hold the camera. Then I’d bring out the
costumes we’d gotten for dress up at 80% off after Halloween
or donated clothes, the kids would dress up and the movie
would begin. Some kids would be clueless, bit some kids are
natural directors and I’d let them rule. If I didn’t it was
like pulling teeth or there would just be one long fight. On
the porch, there is never planning for tomorrow because I
would never know if those same kids were coming back. The
camera came with editing software and I never could find a
teen who was interested enough to really get into it. Those
specialized interests are hard to find kids for. But sometimes
you find kids who have specialized interests but don’t have
the equipment/volunteers. We found hairdressers who were also
makeup artists. For a reasonable fee, they came and
demonstrated how to make kids into old people and get scars.
The crowd was restless. They all wanted to do it or get one,
not watch.
Art Field Trips We Have Enjoyed
Detroit Institute of Arts – should be free
for groups of kids. The make and takes are usually good. The
Noel night gingerbread man is so old and crusty! Again, a
treasure hunt always make this trip better for the kids.
Noel Night
Universoul Circus
Matrix Theater
Millennium Center for Community Theater
PuppetArt
Alvin Alley
Music
One time workshops, again, worked best because we would never
know if the same kids would return. We focused mostly on
drums. One place nearby would give inexpensive workshops on
buckets. The kids loved that. Once we had a friend’s husband
who was a Bongo player come and show them some basics. Music
is hard because you need instruments. We never ran across a
singing teacher, although we would have liked to have a singer
workshop.
Clay
One very famous pottery place, mostly because of the education
coordinator there, would always work with us. If we were
outside on blankets, they would still come and teach. In the
dilapidated recreation center on the floor, they came. They
never complained. They just made amazing pieces with the kids,
took them to get fired and brought them back. Their
flexibility made it possible for the ancient art to be passed
onto our kids.
Now Defunct Detroit Festival of the Arts Children's Artist
Market
For many years we participated in the well run Detroit
Festival of the Arts Children’s Fair where kids made jewelry
on the Porch and then sold it at the fair downtown. It
was one of the most brilliant ideas for children in Detroit,
or perhaps the earth. I had seen something like this in Prague
in the area near the castle for disabled children, but the
Children’s Fair here was a conglomeration of great
coordinators through the years and a careful board. Really
they were people who sincerely cared for children and made
sure each child got the most out of it they could. It was an
artist’s market where kids could get a table and chairs for
about $20 for Saturday and Sunday at the Adult Art Fair but in
the Children’s Area. It was situated between the area for
grown up artists and the children’s activities. Kids from
Detroit, from youth homes, and kids from suburbs would work
sometimes all year to set up a booth to sell their artwork.
The artwork had to be approved by the art fair committee and I
think they had the hardest time making sure parents weren’t
doing it for the kids. Our group always made jewelry. The kids
would start a couple of months ahead and first, try to grasp
the concept of making something to sell, then to learn that it
shouldn’t all be what they like, but what they think would
sell. They had to think through how to set up the table, what
to price things, how to make the signs, and how to approach
people. There were a few kids who came year after year and
they guided the younger kids. We brought a cash register but
always had an adult with the bulk of the money. It was an
amazing growth experience, the amount of skills they learned:
marketing, quality control, and how to run a business
basically. And on top of this, the kids took turns leaving the
table to explore the art fair, enjoying puppet shows, seeing
the adult artists’ jewelry, making everything that was
available in the children’s fair, this included being on TV,
making a mask or a paper bag hat or doing a science
experiment. It was a true festival of children, a chance for
them to have a place in the city that was fully aimed at them,
by a group of very caring adults. They stopped the whole Art
Fair, and no foundation had found it worthwhile to pick that
up. I just saw some foundation had sponsored a group of
artists and so they get their art fair, but the kids in the
neighborhood who still ask when it is got nothing. It is an
awful shame.
Art on The Porch
Kids love to be taught a skill and then let loose. Make and
Takes that are like "put this piece here and that piece there"
are not good for children. They need to be free to create. The
photo below is of the kids sitting on the sidewalk (the Porch
was too sunny at that part of the day so we had moved to the
sidewalk under the shade of the maple tree) making friendship
bracelets. They were taught the basics and let loose with
whatever colors and knotting they wanted to use. They also
learned to put beads in it. It's always best to just leave a
big messy pile of supplies and let them go. Most adults don't
get this. Teaching art is about teaching basic techniques and
from there, its all about the right side of their individual
brains. Its about teaching them to let go and explore their
imaginations.
bracelets
This is from one day of dress-up at the center. We always do
dress up - we do it now at the elementary school. It is chaos
but it is where young fashion designers are born. It is an
escape from the reality of Detroit life. It is just a whole
lot of fun. Across the yucky community center carpet there
were many a runway shows hosted by wonderful MCs. Teenagers
helped the kids put their designs into reality and helped them
organize the backstage (the tiny kitchen).
CHESS
The local elementary school had a chess team. The kids would
learn chess on the Porch and practice here and then go to the
after school program. It ended when the teacher’s personal
life didn’t allow any more time for the club. So many urban
kids love chess and it is so good at helping kids develop
planning and strategy skills and is a great outlet for kids
who may not like other team sports. It is cheap and should be
an option for every child.
FINANCIAL EDUCATION
In the cool shade under the tree in front of the Porch, the
teenagers stood around the man from the local bank (back when
banks were still in the neighborhood). He explained some
basics about banking and the kids patiently listened.
Another day, the teens at the center played the “Take Stock”
game, buying and selling shares of Yahoo and Nike. They also
went through a great set of worksheets from the Youth Sports
and Recreation Commission where they learned how to make a
personal budget and write checks. An example is below.
checks In the summer, in the dank room at the old recreation
center, they each picked a real stock and watched their stock
in the newspaper each week – whoever’s stock gained the most
over the length of the summer program got a cash prize. On the
Porch and at after school at the local elementary, little kids
play store with a cash register and some plastic fruit with
masking tape price tags. The Children’s Fair also was a great
place to teach about buying and selling. Their favorite game
was Pit, which is actually about selling commodities. The game
is a screaming riot and a great entrée into teaching about
trading, bull and bear market if you can get them to stop
playing it long enough to listen. The Price is Right Board
game has a million possibilities if there were a children’s
version. It gives them a good idea of how much things really
cost. Monopoly and Life are excellent for learning many
financial concepts – but only with making them count out money
– no electronic crap that takes the learning experience of
counting away. I have seen kids go from no understanding of
making change to being ready to work in a bank after a few
games of Life out of the sheer desire to win. On the Porch we
try to use that American competitiveness to the kids’
advantage to motivate them to learn faster.
The kids’ most favorite way to learn about money was, guess
what…to get money. We made up a “Money for Grades” program.
Kids had about a month into the school year to sign a
permission slip/financial agreement along with their parents
and then according to age, there were different amounts of
money they got for different grades each semester. High
schoolers got the amount of their GPA with the decimal moved
one place to the right. (3.0 = $30) The hitch was that
they had to leave half in the “bank” for a month and we would
give them an insane amount of interest (25%) in order for them
to quickly learn the advantage of investing. We had to put a
cap on how long they could leave the money in there for the
savvy kids who got the point and realized they were making
money off doing nothing. Once, a local small smart foundation
backed this, then an individual donor but we haven’t been able
to secure funding since. Parents and children’s money are a
tricky combination. Some parents will take money from their
kids. We ideally would have liked to set up credit union
accounts for them, but this would have involved: transporting
the parents and children to the credit union – there is no
credit union/bank within walking distance. Every time they
wanted to make a withdrawal or deposit they would have had to
be transported there. Parents have to sign for the kids and
can touch their money. If kids have parents with no boundary
about children’s money, they will take it. If they have an
addiction problem, they will probably take it. By the bank
being on the Porch, parents couldn’t take it and didn’t try. I
don’t know about once the kids got home with the money though.
There is only so much you can do. We think this would be a
great program for all schools to do. The money invested by the
kids could go directly into a scholarship fund or savings
bonds. It is a lot of administration: adding up the actual
cost of their grades, figuring the interest and disbursing the
money at all times of the day/night. Having it every semester
was cumbersome however it gave us the chance to ask them what
they did with the last money, was what they did with the money
worthwhile – a sort of financial debriefing was very
worthwhile. In addition, it gave us a chance to see
their report card, find out if there were any problems and
address them. Financial education should be in
school. At least one workshop in grade school, one in middle
school and a whole required class. American kids need to have
these skills and so many have none.
PRIZES
Prizes are great for when there is no intrinsic motivation or
when kids can’t grasp the long-term goals. It is never food.
Teaching kids that food is a reward is to set them up for
possible obesity. It is always little stuff. We keep a wooden
treasure chest full of prizes. We put a time limit on how long
kids can be in there because they will shop in there forever
if you let them. Our favorite little prize is tattoos and
stickers. They come in such an assortment and are cheap. Kids
really like the chance to choose.
SUPPLIES
When kids do not have a lot of material things, they sometimes
appear to be greedy when they are offered material things. The
way to combat this is to show that the group has a short
supply. We never stack a cabinet full of notebooks where they
can see, because they will ask for them every day. We keep
them where they cannot see them so they are always in short
supply to their eyes – and honestly they are, we can’t be
spending all the grant money on supplies – but they cannot
grasp that. They also come to learn that whatever they ask for
that is reasonable for school they get. They know there will
always be something for them. It’s the same for games and
toys. Often kids don’t take care of things. Maybe they move
every 3 months and everything is thrown out anyway, maybe no
one supervises their playtime and older brothers and sisters
wreck everything anyway. Maybe in their little hearts, they
have given up on trying to keep anything nice anyway. This
needs to be taught. It means more time spent on putting things
away and taking care of things, of not looking at everything
as disposable. This takes a whole lot of patience, but is not
impossible to turn the tide on this attitude. I always explain
it to them like this: how do rich people stay rich? By taking
care of the things they have so they can use the money for
something else. Schools also have unreasonable expectations of
supplies such as the tri-fold board which Is at least $6. That
is crazy. Educational staff needs to refocus learning on
learning and not on expensive presentations.
BASIC NEEDS FOR YOUTH ORGANIZATIONS
DIFFICULTIES AS AN ADMINISTRATOR
As an administrator of a non profit, people are always
impressed at my job title. But really the hard parts are not
what anyone would ever expect. There are so many parts of
running a nonprofit that I have endured that were painful to
myself. A lot has to do with the “culture of failure” that
exists in Detroit. I suspect this is an outgrowth of racism. I
don’t think a lot of the bad things have to do with racism at
me. To the contrary, I found the people who worked to be sure
the kids did not get what they deserved were African American.
Sometimes I took it personally, but rarely because I was
white. It always just felt like it was at me. Ms. Karen, the
former assistant director, would always say, don’t take
it so personally. I lived under attack most days with the
kids. And it wasn’t from the kids, from their parents, from
all the drug dealers and crack dealers in the neighborhood. It
was from the people who were getting paid to help the
community itself. I learned administration by the seat of my
pants. The only workshop I took that really helped was the TAP
program at the YSRC, nonprofit admin, where they gave us
actual evaluations to use with employees and other pre-printed
and adaptable things and gave us access to people who knew how
to answer questions like, what can you ask in a job interview
etc. The kinds of buisinessy things that you hate to have to
learn but to keep going, you do. I used to cry doing the
federal funding NOF paperwork. It was so complicated. The
bookkeeping seemed like such a tremendous responsibility. I
have never had a lot of money personally, so the thought of
making a mistake and having to pay was a guillotine over me
once a month. I had to go to what seems like a million
workshops of the logic model or whatever flavor of the month
foundations and academics decided that nonprofits were
woefully deficient at. I began to get the distinct impression
that these folks thought that nonprofits were generally
stupid. Time has told the tale and really it’s the other way
around. Academics and foundations needed to be listening to
nonprofits, not telling them what to do. To be giving them
what they needed, not what they think they needed. Sure census
and other demographic information can be useful, but those are
extra tools to add to LISTENING to the people and groups they
are trying to help. If there was one thing that constantly
brought success to the Porch, it was the connections we had
from the beginning. We did not evolve in a vacuum. We evolved
in a community where we received lots of support: the library,
community group, senior center, the block club, and neighbors.
Over time, we grew to understand what kids needed the most,
what would make them succeed no matter what. It stood out loud
and clear. This is the advocacy program described in Chapter
3. There is a gap in the ideas of relationships. A volunteer
from an affluent suburb next to Detroit was telling me that
his neighbor was on the board of three foundations. From that,
I was to infer that he would “talk” with them about our group.
Because that’s how the game goes. If a relative of mine didn’t
work with his wife, I would never have the opportunity of this
connection. That’s how the world of foundations and giving
works. Yet when it comes to foundations funding groups, they
pretend that there are no connections in the community where
the socio economics are lower. How many times have I had to
sit through meetings on “How to market your
organization”? I actually got into a full on fight with
a man telling me to market the Porch the same way people
market pop. I keep explaining to these people that word of
mouth suits us. That there is a marker written schedule on the
door. I used to leave the schedule on the phone message but
kids weren’t really using that. Texting and Facebook have
become more useful, but not all the kids have access to phones
or the Internet all the time. For most of them it is
intermittent. Word of mouth is magic in my neighborhood. I
sat, eyes glazed in the workshops about our logo, mission
statement blah blah blah. I actually used to write and do all
that stupid annual report/logo/marketing stuff for a
university center, but I am pretty sure that people attended
our events because through the ever fluid and open
communication that is the specialty of the social workers who
attended our events, they heard they were good. Back to the
story about the immunization van that came to the park and no
parents came up to it. I am sure that doctor uses connections
and relationships all day between her assistants and the
funders who fund the mobile van, but yet when it comes to the
flip side of the connections in the ghetto, they are rarely
used, undervalued and by doing so, it disrespects one of the
strongest aspects of the neighborhoods (and one of the reasons
I love Detroit.) In Detroit, if you talk long enough, somehow
you know somebody. If you are savvy and think it through long
enough first, you will be able to find the connection faster.
While this of course leads to more corruption in Detroit, it
is also strength. I am also finding this connection is the
same in the suburbs around Detroit with our suburban
volunteers. The same dynamics that are at work in an affluent
neighborhood that decide which charities are funded on what
they know sharing information is the same in the communities
that are economically disadvantaged, if not tied even more
tightly together by economic necessity? The same reason the
immunization van pulled up and there were no families there is
the same reason how we will send in a letter of intent to a
funder who has no personal connection to us, will toss the
application aside.
The community center
In another universe, the staff at a community center would be
“what can we do to help you – volunteers and kids?” The staff
there found us a burden. When the community center started, it
was just a transportation company, housing development (that
never happened) and a senior center. At different times,
different staff members wanted us to disappear. A group of 25
kids is never welcome anywhere, honestly. And some of those
kids didn’t have what is called in the neighborhood, home
training – like kids who would put paper towel in the toilet
clogging it up. Or sometimes we wouldn’t have adult volunteers
or willing kids to clean up and so the center would be left
with glue on the table or dirty dishes in the sink. We weren’t
perfect, but we were also constantly being tried for crimes of
the center. Sometimes the paperwork for grants would be
purposefully and maliciously left for months. The extra burden
of the hour of paperwork we had to do submit each month was
just too much to ask, I guess. We did not contribute
financially to the center. In retrospect, we used the center,
at most 3 evenings a week. We were never allowed in there when
the transportation company was working, so never before 5 pm.
So it was sometimes we’d be there till 9. so really 12 hours a
week we used the center. It’s quite the difference when a
nonprofit has a hired staff, people who didn’t volunteer for
years etc. to make a nonprofit work, versus those for whom it
was just a job. There were bright spots, though. The founder
of the center always had our back and was the only reason we
were not thrown out. Yes, really, a youth group that was,
really every day, accused of not putting the garbage out when
they would leave the back door locked. YEARS of this
uncontrolled criticism made us and the kids resent that staff.
They had a lot of fucking nerve to treat volunteers and kids
that way while they were getting paid to work for the
community. CRAZY! So as you can imagine, running, before I
would go to work in the morning to be sure the center was in
shape because I was too bleary eyed from the fight two kids
had the night before to be sure the center was spic and span
has caused quite a few clumps of gray hair for me.
The community center allowed the kids to have parties.
Parties are community building. They looked forward to the
Halloween Party each year. As you may know, Halloween has been
a troubled time for Detroit for a couple of generations now.
The chance to celebrate with games, put on costumes and cook
made the kids very happy. Simple things. halloween
LESSENING THE "BUSINESS" BURDEN
The list of things below would make life a lot easier for
nonprofits. In retrospect, we have had to waste a lot of time
not helping children and learning to run the business side
through experience, workshops and Internet research. Non
profits should be able to excel at community work and lessen
the “business burden”. There needs to be a one-stop shop, a
place where non-profits get every service they need for low
cost/free. This would provide economies of scale for
non-profits, cutting the amount they pay for services,
allowing funders to use their money more wisely and nonprofits
to do more good. I am suggesting that funders take up the
model we use on The Front Porch to help kids to make a
successful helping relationship between funders and
nonprofits. When our group helps kids, we ask them what they
need. We give them that and they are successful and they come
back for more help. Because of our past experiences, we often
know what they may not know what to ask for, so we suggest it.
Usually, they find it a good idea and take it. Funders should
be asking nonprofits what they need, have high and realistic
expectations of them, and provide the tools for them to be
successful so that foundations, in turn are successful. This
is how it would work: A consultant would meet with
organizations that became members. The consultant would have a
checklist of what all organizations should have to be well
functioning administratively. (The Youth Sports and Recreation
TAP program has this list already). The consultant would work
with the organization to get to know their needs and provide
them. Non-profits would at last be evaluated by their
organization and program skills, not just by connections,
fancy grant writing and an expensive audit/evaluation that
many groups cannot afford. Making financial, personnel,
computer, transportation services available as packages or
singly can save overhead and time for groups. They could be
offered either as a part of the grant, free, low cost, or as
part of a membership. A simple survey of non-profits would
decide this. Offer the services as part of a grant – like in
the TAP from the Youth Development Commission program. If not
part of a grant encourage participation by: offering groups a
bonus for taking advantage, pay individuals to participate
(thereby taking the burden of paying the hours from the
organization) or pay the groups to cover the participation
hours. If registrants don’t show up, no money. Each program
should be evaluated by participants. It is important that
there is one contact point to access these services. The
difficulties nonprofits face are: to find the services, find
quality services, find the money to fund the services, the
time to take advantage of the services, and technical
assistance after. This is what most groups need and
would be available by membership:
Insurance
ANI-RRG does a good job, but it’s not free. It is still a
large part of any organization’s budget. Child Abuse Insurance
costs more than liability insurance. This should be brought
under control by having a system in place for POLICE to do a
free and thorough clearance for the organization’s
staff/volunteers. Why not the organization? Because then they
have too much data on the people. A letter from the police
would be much better. One, free path would assure children
have the best protection possible.
Financial Services
Accountants: Shared accountants that provide bookkeeping,
audits, 990. Issue: Bookkeeping is time consuming if you are
not a professional. If the group does its own, they still need
a bookkeeper to just look over their process and methods and
offer advice. Solution: Retired bookkeepers. Issue: Cost and
ability to use accounting software Solution: Free software,
training, and technical assistance Possible Partners: TechSoup
for software
Audits/990s: We don't really get the whole thing - foundations
decided non profits needed audits. Where is the foundation to
PAY for the audits? It is a gamble for non-profit,
especially smaller ones, who don't have government grants
where auditing funds are a part of the grant. For example, If
our group gets an audit, we are eligible to apply for grants
from many more funders. Maybe we will get a grant. Maybe not.
Maybe that was $3,000 annually we could have spent on field
trips, advocating for kids at school, healthy food or
insurance. We don't like to gamble with our donor's money. As
we understand it, auditors of non-profits have to go through
expensive training to do non-profit audits. It is not
something that they often donate because of the cost of being
trained for it. The organizations who do individual low-income
taxes for free know that this has been a gap in needs for
nonprofits for a very long time. It is nonsense that charities
should have to fundraise for this. Of course accountability is
important, but charities funding a profession (the CPAs who
are trained specially for non-profits) is certainly not what
people have in mind when they write donation checks to
charities. Solution: We are just guessing on this spider's web
of an issue. Foundations or CPA-related charities fund the
accounting programs that do individual low-income taxes to do
non-profit audits/990s. Or have the IRS contract with
these trained CPAs to do non-profit audits for free. Or
have the training for non-profit CPAs funded from a foundation
or the government. Possible Partners: CPA Associations,
Foundations
Payroll. Issue: The cost of payroll service, selecting one,
and knowing if what they are charging is fair Solution:
Have a professional evaluate services or tell us how to
evaluate rates and services and get us a discounted or free
rate
Banking/Loans: Credit Union: One geared just for non-profits.
Loans for money such as NOF and the group force to make that
money flow. Business Reference Book: The Michigan Nonprofit
Management Manual is no longer published, but yet was the most
useful resource I have seen in all my years. Bring this back
and update it, put it on line, for every state! Allow access
by a small fee or by membership or free for nonprofits.
Include financial policies and procedures in a Word document
that can be changed by groups.
Templates: There should also be a free template of policies
and procedures. (financial, data security etc.) There are many
on the ANI-RRG website for members and they are EXCELLENT.
Legal Issues
There should be an attorney on retainer for questions/cases
for groups of nonprofits.
Fundraising
There should be made available to nonprofits professional
grant writers. There should be FREE assistance, templates, and
social connections to program officers and board members of
foundations
Government Money: NOF funding is issue
ridden for groups. Solution: Groups need a loan upfront to
access the NOF funding, then an advocate to help them keep
their funding on track with the city and HUD. Larger groups
should be writing for more federal grants that are then shared
with smaller groups.
Foundations Budgetary/Audit Requirements:
Many foundations only take applications from groups who have
large budgets/audits. Solution: Make more accessible by
offering free/low cost audits and lowering budget
requirements.
Foundation Funding Initiatives often cut
out groups from particular areas or who offer specific
services. Solution: Through limiting, sometimes
groups/programs are created just to fill the funder’s
requirements. Organic programming that evolved from
established group’s core work often gets lost. Most human
needs are being met by groups in the area. When data indicates
that there is a lack of services in an area (not serving
enough people, not in the right area etc.), funders should
meet with the groups already providing those services and
assess the groups’ stability. If stable, funders should ask
them what they need and give them money, resources, partners,
or advocacy as needed. This makes the difference between
building capacity in the community and getting short-term
results
Corporate Funding: Finding corporations who
give money is very difficult. The only library in Michigan
that offers the full foundation center database is at MSU.
Other libraries have the cheaper version. Solution: Offer
groups funding to search the expensive database, or search it
for “children” and “Michigan” and offer that information to
all local non-profits for free.
Individual Donors Issue: Grassroots groups
do not have access to wealthy donors. Individual donors are
the meat of funding aren't they? But if your group is really
made of up the people who are in need or not so wealthy, you
do not have access to wealthy donors. Solution: Find ways to
mingle executive directors of groups with wealthy, upper
class, and upper middle class donors
Personnel
HR Assistance: Helps to set up hiring,
discipline and firing processes
Staffing: a “hiring hall” set up for staff
because non-profit staff jumps around so much and may be
part-time working at 2 or 3 organizations. The employer would
be the hiring hall and benefits would stay there. Basic
training provided. This is not just useful for after school
staff, but also for art, music, karate etc. instructors. This
would also allow them to more easily piece together a living
from helping children. I have never gotten paid as a director
of the Porch. Often I was working full time in addition to
three nights of after school programming, then informal time
on the Porch and field trips on Saturdays. I am unsure how
other groups fundraise enough to have a full time director,
since it is such a huge portion of the budget.
Employee Handbook: Master copies of
employee handbooks are very expensive. Solution: It should be
available on Internet in Word to adjust. Encourage DESC to
finish this and publicize it. Possible Partners: DESC is
working on this.
Legal Consultation on Employee Issues:
Needing legal consultation about employee issues. Solution: A
lawyer on retainer that is shared by many small groups.
Employee Disability and other Insurance.
Issue: The cost of employee insurance, minimum fee ($750) is
too much for small groups – they are getting charged the same
as groups with many more employees Solution: Free insurance
Possible Partners: State of Michigan, ANI-RRG
Cost of drug testing Solution: Free Drug
Testing
Cost of employee health care Solution: Free
health care
Low wages for youth workers. The ability to
pay employees a decent wage so we can keep good employees.
Solution: Foundations that take this into consideration. Some
sort of monetary award groups could nominate their youth
workers for. Winners could have their picture in the paper.
Cost/time involved in background checks.
Fingerprinting is $60 or $70. It is free to police check on
ICHAT from State Police. There is a fee in each city to get
police check. Solution: Work with government agencies to make
it all free and streamlined.
Cost of training and employee time spent in
training. Solution: Free or low cost training Types needed:
Risk Management - Possible Partner: ANI-RRG, Food Safety -
Possible Partner: Detroit Health Department, Schoolcraft or
OCC Culinary, First AID/ CPR/AED and Safety: AED Machine
and lock box, First Aid Kit, emergency radio, first aid
instruction book, policies in Word for group to adjust,
Bookkeeping, Basic Child Development (for ages group deals
with), Group Management (Like Classroom Management), Creating
a Helping Relationship and Finding Help
Transportation
Shared transportation for groups. School buses, Mini-buses,
Mini-vans, car taxi-like service. Very low group fees for
public transport.
Building Management
Consulting with buying, utilizing government programs,
inspectors, repair
Networking
Nonprofit directory and Networking: A website listing all
services provided by city
Evaluation
Evaluators that would help set up internal evaluations or
provide external evaluations, Feedback/Cohesive Group:
Foundations could use this group to learn about what
nonprofits need from them by asking them.
Computer Assistance – Administrative
Running a computer lab is always more
trouble than what we bargain for as non profits. We often make
bad choices such as fixing up donated computers which can cost
more than getting new ones. Often monitors/keyboards are
readily available from donors. Just the CPU donation is
important.
Tech support/hardware repair and support
line for free. Free training for organization to do basic tech
support itself.
Free Antivirus software.
Free website design/domain name/ hosting
and training for maintenance.
Lessons for staff: Youth Internet safety
Lessons for administration: Searching for
grants, managing your lab, accounting software, database
management
Free Pick up and disposal of old computers
AND SO....
I think by the end, you might be saying to yourself, wow, this
group really has it down pat. Really knows what kids need.
Yes, this is the question I have asked myself all the time in
meetings with funders. If anything, it reflects on them, on
how they fund, on their paradigms, their philosophies, their
ethics. Afraid its just not putting them in a very good light,
is it? We have sent them all our lists of what we wanted for
kids, asked them for money and got nothing back. We remain in
the vast stressful land of the mini-grant. It’s a sad
commentary on how children are being treated. However, we
continue on and our most important lesson learned is in
Chapter 3.
Chapter
3
The
Answer: Advocacy
LONG LOST TRADITIONAL SUPPORTS
Many years ago in this neighborhood and in neighborhoods
across America, children had two parents in their families.
Extended family usually lived nearby. Neighbors had no fear of
getting in one another’s business, whether it was disciplining
children or giving them dinner. Generally, it is a different
world. Now, parents divorce, one moves away. Extended families
go across the country for warmer climates or jobs. Neighbors
keep to themselves. Extended family and neighbors were the
safety net for kids who weren’t so happy with their home life.
That has disappeared. The Front Porch works to bring that back
through advocacy. If the recommendations here for putting an
advocate in children’s lives who need them are followed, that
strong social fabric can be woven again. The basis for the
fabric are people who are getting paid to be in children’s
lives. However, as the person positively impacts that family,
many children in the next generation will not need an
advocate. This is an investment like bonds. Slow growth, safe
and with a certain steady return.
In Detroit, because of economic factors and racism, the social
fabric has been shredded. However, there is still enough of
the warm community feeling that made Detroit special to
resuscitate it. There are a couple of generations lost in
Detroit, but it’s not too late. This is about intervention, an
intervention of love of unparalleled scope. Advocacy is the
belief that the neighbors who have the love to give can indeed
help the ones who are lost find their way out. The way to
reweave this social fabric is through children. They need it
the most. They need a sense of community, not the sense of
hopelessness that is beginning to be handed down through
generations. Adults have an unpaid debt to children for a few
generations. They don’t simply need random educational group
programming. They need more adults who care for them as
individuals because that is the only thing that can save
children.
HOW DOES ADVOCACY WORK?
Advocacy is easily understood one child at a time. One little
boy needed a bigger intervention than most of the kids.
He was in the back of the room in a public school, in the
dirty shirt, with the undiagnosed learning disability, which
got him in fights everyday because kids were making fun of
him. He shoots dice really well because that’s what he’s
learning at home. He tells me, when he is reading letters
upside down or backwards that he really knew the answer, he
was “just playin”. There are programs to address every one of
his needs, but his parents/caregivers were not successful in
accessing them. His teacher had too many kids with too many
problems to address them all and teach at the same time. The
principal was not noticing because the administration kept her
so busy with outrageous changes that she had little time to
notice him. The social worker that is shared with another
school had not noticed because of her caseload of hundreds of
kids. We found him in our after school homework help. He was 7
and did not know his letters. We noticed. We advocated for him
– talked with his mother, uncle, and teacher and helped them
all do the things that he needs. He is a different little boy
after 3 months of Advocacy. The request his mother made for
his Individual Education Plan (for special needs kids) seven
months before is finally submitted, his uncle has found
support from us in helping him catch up to the other kids.
When he started at homework help, he could not sit still long
enough to put together a matching puzzle. Last week he taught
another little girl how to do it! Not magic, not some insanely
funded research, not some special program tested at some fancy
university - just advocacy, just one adult observing a child
and connecting all the dots in his life.
ONE CHILD AT A TIME. EVERY CHILD. INDIVIDUALLY.
Advocacy is elastic and flexible. It fits to each child’s
needs. It’s not any sort of blanket program that kids have to
fit into. Making programs that kids are supposed to fit into
is inappropriate nonsense thought up by cheap adults who think
that children are herds or populations or cohorts. Children
are individuals who, without individual help, will not
succeed. This help is not unreasonable to provide. It is
systematic and easily implemented. Because each child is
different, it costs a different amount depending on the amount
of time the advocate would have to spend with each child.
Advocacy means there is one person who is monitoring them,
communicating between parents, school, and after school. This
unburdens less serious cases from the social worker. Kids
sometimes need to vent or talk with a caring adult at school
about problems they may have in school or out of school. For
example: when they are excluded. School social workers have
too many restrictions and are too busy.
Does it remind you of anything, perhaps, rich kids might have?
A life coach? Hmm... Would I suggest that every kid have
access to such a resource? Oh yes, I am!hapterWhat you will
read is the idea that children simply need one adult in their
life that is solely focused on them. Yes, I know, this should
be a parent. But very often, this is not a luxury a child
gets. Sometimes parents have problems, sometimes parents don’t
know what to do. Sometimes parents don’t have the support and
knowledge of grandparents who can guide them. An experienced,
trained advocate for children can help parents, children and
families live happier, healthier lives. There is a methodical
way that this person can be in their lives, a structure and
organization. A very efficient and thorough way to deliver all
the services and activities a child needs. Am I talking about
a structured way to pay an adult to give a child the attention
they need? Yes, that’s it. And every child’s fondest wish is
to be paid attention to and given what they need. Sadly, this
is not happening. Read on and you will find out how this can
be given to every child.
This plan is for every child because it speaks to the one
thing they need more than anything else: adult support. It’s
not about programs and initiatives. It’s about giving children
the support they need in a specific structure with not one
child slipping through the cracks. NOT ONE! If we do this now,
every succeeding generation will need it less and less until
the idea of advocacy seems archaic, from a dark time when
adults were clearly not doing what they needed to for children
to live happily ever after.
BITS AND PIECES DO NOT WORK
If you do only a piece of this, it won’t work. Children
deserve every part of this plan to get the quality of life
they deserve. Most pieces of the following program exist; they
are just not coordinated around every single child. Does that
sound daunting? Insanely simple but yet difficult? Yes, I do
mean kids just need an extra adult in their life. Stop humming
and covering your ears. I know it’s easier to just say, “Kids
just need a laptop or a new school building, or a new teaching
method.” Sometimes, as adults, we have to accept that things
are not so easy. The truth will hurt at first, but then the
light is blinding. Adults need to stop doing more expensive
research on advancing teaching methods, worrying about how
technologically advanced kids are or a program for this or
that particular one part of a child’s life and realize that
children in the US are starving for attention. Adults need to
take note of their whole life and help them in the specific
way they as individuals need it. They shouldn’t have to luck
up on that one inspiring teacher or the friend’s parent who
listens. No, they need to be given that person who is trained
to help that child succeed.
HISTORY OF ADVOCACY
From 1995 to 2004, The Front Porch had been offering an after
school/summer program and activities on the street in Detroit.
We found that no matter how much homework help and no matter
how many enrichment activities we gave to the bright youths in
our program, they were still not succeeding at school. Yes, we
tried all sort do the youth programs that were supposed to
save urban children: karate, art classes, conflict resolution,
after school programming, on the street games, at school
tutoring, dissected fish on the sidewalk, walked for miles and
miles to get to field trips, gone on trains, airplanes, camps,
museums, and played 1000 games, learned about wild boar
hunting as a rite of passage in Nicaragua in a neighbor’s
basement, STD prevention in a neighbor’s backyard, movies in
another neighbor’s driveway, making cupcakes on the porch in
winter, a hundred snow cones from real snow, jars and jars of
pickles made on the porch, dress-up, movie making, putting on
puppet shows, the programming mentioned in the introduction
and much more. We are on call anytime the kids need us. We
find them anything they need. It has been anything from
calling the ambulance for grandpa because they didn’t have a
phone, mediating a friendship crisis, finding a board for
their science project or making paper mache – all this has
preserved childhood in a mean, mean city. We learned that to
really save them there needs to be one essential component:
one constant adult who is there to advocate for them.
MODELS
Advocacy grew organically from our other programming, but as
it formalized, we found one model and stumbled on another once
we had established the program.
We used the “Connexions” program in the UK as a model to build
off of. They explain:“For many children and young people,
there are significant barriers to learning at school. They
need extra help to be able to make the most of what education
has to offer. Their difficulties may arise from many different
reasons: problems at home, emotional trauma, abuse, low
self-esteem, bereavement, bullying, learning difficulties,
speaking English as a second language or poverty….for some the
help needed is not simply more or better teaching, but the
kind of one-to-one support for their social and emotional
development which is beyond the curriculum focus, role,
skills, and capacity of some teachers. In recognition of this
and as part of the move toward inclusive education, many
schools have employed learning mentors, Connexions personal
advisers and a range of other support staff. These roles were
established to raise the achievement of vulnerable children
and young people by addressing personal, social and emotional
issues which may act as barriers to learning….By bringing in
relevant professionals to provide support to vulnerable
children and youth people, teachers will be freed up to
concentrate on what they have been trained to do – teach.”
(Support Staff in Schools by Vanessa Cooper, National
Children’s Bureau London, UK 2005. p 1 ) “Personal, social and
emotional development is at the heart of raising education
standards and support staff have a key role to play in this
aspect of education.” (Support Staff in Schools by Vanessa
Cooper, p 49)
In addition, many of these low-income African American
children had attended Head Start. We had no idea we had
developed a version of what Sarge Shriver and company had
dreamed up so many years ago. While we realize that Head Start
is nearly sacred in American educational circles, we dare to
speak to a piece of it left by the wayside, much to the
disadvantage of American children.
“From the beginning, Shriver was very concerned to follow up
with Head Start Alumni to measure whether their IQ gains and
other intellectual improvements would be sustained several
years down the road. Discouragingly, the evidence tended to
suggest that these gains eroded over time. This led Shriver to
create a supplemental program called Head Start Follow Through
whose aim was to provide older poor students with the same
nurturing intellectual and social environment they had gotten
through Head Start.” (Sarge by Scott Stossel, p 426)
The Front Porch was surprised to learn about this
serendipitous program. We had no idea of his program and did
ours on mini-grants and in-kind donations, from a porch in
Detroit, listening to the suggestions of children, parents and
teachers. Just because children reach age 6, they should not
lose the support they had as a pre-schooler!
OVERVIEW OF ADVOCACY
The Front Porch’s Advocacy Program speaks to a child’s most
basic need, a developmental asset, to feel valued and
supported by the adults around them.
(http://www.search-institute.org/system/files/40Assets_MC_0.pdf)
This program is the missing link for children – linking home,
school, after school and the neighborhood into one community
that supports them. It integrates student support in the form
of an Advocate who provides an individual child with 360
degrees of support for their lives. The Advocate forms a
bridge between parents who are reluctant to be involved with
school and teachers. Each child is asked what they need and
assessed for what they need each week at school and then
given, whatever that child needs to succeed. Youth receive
help with homework at homework help after school, school
supplies, and basic needs assistance such as uniforms, coats,
and hygiene supplies. If parents ask for advice or support in
addressing school issues, the Advocate aids them. The Advocate
responds to the child’s parents, cousins, older
brothers/sisters, grandmas, aunts, or uncles who ask Advocates
to help the child in specific areas. Parents and caregivers
like grandparents, uncles, or older siblings feel supported by
the Advocate in their endeavor to care and then have more
energy to give to the child. They finally have a cheerleader
to provide support for the hardest job on earth – raising a
child. Advocates support caregivers in front of the children
so children know they are facing a united front. The child
knows that their Advocate is connected to their parents and
teachers. There is no slipping through the cracks, no hiding
homework and no need going unmet. The Advocate is the thread
that holds it all together for students in the program. In two
years, the payoff is good grades.
WHO IS THE ADVOCATE?
This person, who is recruited from their own neighborhood,
will sit in class with a child, do extra work with them that
teachers recommend, come to after school homework help and
work with the child and talk with parents when they pick the
child up, be sure they receive the special services they need
such as eyeglasses or speech therapy. There is also very
individualized help. There are many aspects to this. It has
been taking the time to find out what adult in a child's life
is involved in supporting them and the Advocate encouraging
that person, being sure they talk with a social worker when
needed, getting a bike donated for a child who is overweight
but likes biking, and providing art supplies for a child who
likes to create in their spare time. Advocates discover social
issues a child has and can address them through friendship
coaching and other methods. No "program" can provide this to a
child but an Advocate can. The relationship between the child,
their family, Advocate, teachers and after school help is key
in a child’s success, blending the often separate parts of
their lives into one balanced whole. From a child's
perspective, being valued and having individual needs met
makes them want to succeed and become intrinsically motivated.
This is a successful, viable and easily replicable program
that is an outstanding innovation in education, parenting
engagement and social service delivery.
WHAT DO ADVOCATES DO?
Our advocates have done everything from supplying a birthday
cake, to visiting the doctor with the child and parent, going
to a court date, to sitting through science class to keep the
student on task. We work with individual children – which is
what the schools are composed of. As each child improves
the school as a whole improves. By working with each child we
break down barriers to education. Barriers we have seen are
everything from being sad about not having a good birthday
causing a child to not participate in school to not being able
to stay on task and learn in the classroom. Since we
work in coordination with the schools and are independent of
the schools themselves we are not affected by political and
economic issues that affect working with a school system as a
whole. We are also flexible enough to follow students
from school to school; a relationship teachers and principals
do not have the luxury of even contemplating. We also
found the possibility of great benefit in offering Homework
Help after school at a school where a group of children we
Advocate for. We take other children also, and then in turn
started advocating for some of them.
GOAL OF ADVOCACY
The main goal of the program is help children feel they can
succeed in school, to provide them the necessary intellectual
confidence to be intrinsically motivated in school. All
support programs should pivot off the advocacy program. This
program gives children access to most of their needs through
one point of contact – the Advocate. For example: if they need
a coat, they are not getting it from some nameless faceless
program. They are getting it from someone who cares about them
and who will ask them their favorite color. If they need help
in math, the Advocate tells the after school coordinator and
the child will be playing math games after school or being
tutored in it. Youth and parents feel they can ask for help
and be treated respectfully and get real positive change.
NEEDS MET
This program addresses a number of needs.
Student Need: Coordination of services for
individual students - resources are available but not
accessed. Approach: Advocates for individual students. In
order to effectively deliver services to youth, they must come
through one person with whom they have a positive
relationship. The Advocate helps youth access the services
they need. Advocates are well-trained in accessing available
resources and forming a positive helping relationship with the
child and their family. Children are assigned an Advocate. who
makes sure they get the services they need and are checked on
in the classroom. Student Need: A listening ear that is not
the school or family itself. Approach: An Advocate, someone
who understands their whole life, not just school issues.
Children at every level can benefit from it – gifted youths,
youths who get C’s that can be A’s, and the learning disabled
alike benefit from the added individual attention. As
one student in the program noted about her advocate, “they
make sure your grades are good and keep in contact with all of
your teachers. If your grades aren’t right, then they make
sure they talk with your teachers to settle the conflict or
tutor you constantly with any help that is needed.”
“Apparently the brains of babies and children need other
people, especially parents and other caregivers, to learn.
Social connection and interaction, scientists are finding, are
importation to early learning. Children take in more
information by looking at another person face-to-face than by
looking at a person on a big plasma TV screen. Children also
learn what’s important in their environment by watching where
a grown-up’s gaze goes, which helps them figure out what’s
worth paying attention to.” (The Scientific American Brave New
Brain by Judith Horstman, John Wiley and Sons, p 64)
School Need: To improve grades and
behavior. Approach: Advocates get help for teachers with
youths who need extra help and resolve other issues outside of
school that distract youth. One special education teacher
noted that a student in the program’s participation increased,
said it was an excellent program and asked the advocate to
come back two days/week. Another teacher, who never saw
the parent of one of the children in advocacy, thanked the
program for the time we invest and noted that student had
improved with her participation.
Social Worker/Guidance Counselor Need: Many
of the smaller issues are taken care of by the Advocate. In
the 2011-2012 school year, the Guidance Counselor at the local
elementary school added advocacy to the resources she uses
when intervening in a child's life using as needed for the
child, the teacher, the psychologist, social worker and/or any
other school staff who is involved in a child's life. She
simply adds them to our list of children we pull out of class
once a week. Parents sign the permission slip for us to be
involved and we learn from the counselor, social worker,
teacher and the student themselves what sort of help they
need. Sometimes, students themselves refer themselves to the
program and ask the councilor to join up. Kids know when they
are having difficulty in a subject and are happy to know they
can get extra help.
Parent Need: Help in advocating for their
child and meeting their needs. We have found that many parents
in Detroit are reluctant to advocate for their children
because they went to Detroit Public Schools and had a negative
educational experience. Often they do not try, are tired of
trying, are shy or attempt with negative strategies such as
yelling at the teacher. This type of parent engagement is
about meeting parents where they are at. On a logistical
level, Advocates see parents when they are already at school
picking up their child or at other times parents are already
up there. Advocates call parents and talk with them, get to
know them one-on-one. It is about building a relationship not
a “program”. Advocates help parent learn to advocate for their
child successfully and the parent then sees their child’s
needs met. One parent came to give his son lunch one day and
found him in tutoring with his advocate. He was thrilled to
see him getting the extra help and used the opportunity to
publicly tell his son how much he loved him and wanted him to
succeed. He gave the advocate his phone number. This is
crucial. If the child knows that parents are making the
connection, that they care, and that they have communication
with the advocate, they feel supported (and watched!). One day
in the hall he was about to get in trouble and he saw the
advocate coming down the hall, he stopped. You could see in
his eyes that he knew there was a direct line to dad watching
him.
After School Program Need: Information flow
between after school and school. The advocate coordinates
information about what the child needs directly to program,
particularly regarding homework and behavior
HOW IT WORKS EXACTLY
Resources the Advocate provides as needed:
Identifying individual needs and meeting
them.
Time to visit the youth’s school, sit in on
classes, visit home, afterschool activities, or counselor
Communication with teachers about homework
and class issues.
Basic needs items (uniforms, hygiene, etc.)
and school supplies
Lunches, snacks to bring on visits
Transportation vouchers to counseling,
school, and after school activities.
Short term tutoring at school
Referral and follow up to get youth into
needed tutoring, after school activities and counseling
Someone who listens and follows through
Advocates follow the same children through their school years.
Advocates are given a number of youths depending on the level
of advocacy they need. The number of hours each coordinator
works is on a ratio basis depending on the level of needs of
the youth on their caseload. There are generally three
different levels of intensity needed: intense, medium and
low. Intense needs a ratio of 1:4. Intense services
include sitting with youth in class for long stretches and
one-on-one tutoring. Medium services need a ratio of 1:10.
Advocates occasionally sit in on classes and help with
homework. Low services need a ratio of 1:20. This just
includes checking in on class and being sure that youth are
understanding everything and keeping communication open
between school, student, caregivers, after school and any
other services the youth uses. Examples of services they
coordinate/funnel/assist/help student navigate with for
students/caregivers: mobile doctor, mobile dentist, mobile eye
doctor, speech/hearing, tutoring, social work, after school
programs, gifted programs, special needs programs, community
service, technical training, counselor visits, college
applications, transportation, juvenile court, and in-class
assistance. At the beginning of the year, students set
academic goals and explore the steps to meet those goals.
These are revisited as needed by the advocate through the year
and shared with caregivers.
Some children need to stay in the program. However we have
seen that at the end of year two, many children do not need a
very intensive intervention, which may open more time for the
Advocates to take on more students.
Can advocates be volunteers?
That is a big fat no. Advocacy is during the day and it has to
be consistent and rewarded and trained for. They need to be
paraprofessionals. They are a little bit like family, a little
like a social worker, a little like a teacher, but just enough
to link them all together.
Why not just volunteer mentoring?
Mentoring is a nice idea, but it is not a trained position in
their life, full of resources.
Why not just tutoring?
If you are a tutor and if you are paying attention, you will
notice that there are lots of other problems going on in
children’s lives than understanding academic subjects. It is
wrong, WRONG, to just turn a blind eye. As a responsible
tutor, you have to communicate with the teacher and with the
parents. This, well, makes you, an advocate.
Why not just after school programming?
Because after school programming is not enough either. After
school programmers cannot just be in their space. They need to
know how kids are doing in school, talk with parents about
behavior and homework and interests and issues.
Why not just other support programs?
All the other support programs are, of course, needed, but
Advocacy is the main dish. Its time to stop rearranging the
deck chairs on the titanic. Time for a paradigm shift and
consideration for a paragon of children’s services. I am
saying that funding, first and foremost should go toward
advocates, and then to the support programs. The support
programs will be MORE needed and used because children will be
identified who need particular programs. The programs that
will die off, however, will be those that are parts of
funder’s misguided initiatives. This makes like a free market,
driven by demand for programs. No longer yoked by what
funder’s initiatives are or research initiatives. Its not that
research isn’t useful sometimes, but at some point, enough
already. For example, we know that kids who have a parent in
jail need help, but certainly not every child who has a parent
in jail is getting extra support geared toward helping them
overcome this. At some point, its time for the paradigm shift
to be: use resources to APPLY the knowledge we have to every
child. Once we catch up – when there are no hungry kids, no
ignored kids, no kids who are lacking mental health services,
then we can worry about more and more research.
Recruiting Advocates
Advocates are recruited from parents at school, parent groups,
Title I meetings, local community groups/neighborhoods and if
needed, university students. The primary source of Advocates
is the community from which the children come. This would
benefit the community as a whole because the trained Advocate
then will add to the neighborhood – the ability to find
resources, conflict resolution, leadership, and communication
skills. This also would provide jobs in depressed areas. First
asked will be the parents in the local parent groups, then
local nonprofit staff, local community groups, Title I Parent
Meetings, neighborhood clubs, and if needed, local
universities. Easily they could be Americorps. They would be
assigned to children and make, ideally, a two-year commitment
to those children.
Recruiting Children
Children are recruited from the youth who are already in our
advocacy program and the youth who are in classes that the
Advocates have visited in the past. Sometimes children see the
Advocate with other children and ask to be in the program.
Teachers also refer students who need advocacy. Teachers have
actually chased our Advocates down desperate to talk to them
about certain youth who we know from the after school program
but who have not enrolled in advocacy. We even had a teacher
try to get help reaching the parents of a youth who she knew
had come to our after school program once in a while. We have
found the first half of the school year, particularly the
first two months, is crucial to their success the rest of the
year.
Advocacy can be for every child who is: bullied and there is
no one advocating for them, going without eyeglasses because
no one noticed and signed them up for the free eyeglass
program, sitting bored silly because they are gifted and
unrecognized until they are labeled a troublemaker. Then there
are the children whose parents are going through a rough time:
they are preoccupied with finances, going through a divorce or
illness. Maybe children lose a parent because of jail, rehab
or even death. Who fills this gap? If no one in their life
steps up or knows how to help a child with these issues, the
substitute caregiver becomes drugs, alcohol, a gang, or the
TV. At adolescence, the advocate is invaluable. An Advocate
who understands teenage development can translate a teenager’s
“insanity” into plain English for parents at their wits end.
There is a place for an Advocate in so many children’s lives.
Parental Participation
Parental participation in school was almost non-existent
regardless of our efforts before we started the Advocacy
program. So we decided to get parents’ permission to visit the
school as representatives of parents, as Advocates of
children. We found that working with parents helped the
parents get more involved in school matters and empowered them
because we are careful to not overstep our boundaries and to
be supportive of their needs and understand their limitations
without judgment. Detroit has many parents that are third
generation Detroit Public Schools. Most of them did not have a
good school experience and therefore are not good advocates
for their children. Understanding this makes advocacy even
more urgent and important for the next generation of children.
And why aren’t parents_____________? I know you are
asking this. Shouldn’t their parents or families be taking up
for them? And you can say that 1 million times, but you can’t
legislate, pay, bully, or beg parents/family to participate
fully in their children’s lives. And unless your family is
perfect, you can even look at your own family to see where
adult conflicts might be preventing children from getting the
support they need. And you know what? That is OK. None of us
are perfect. This is another benefit to the Advocate. They
don’t have that long standing grudge with Auntie, they don’t
think the kids dad should have never married into the family,
they haven’t already lent money that hasn’t been returned so
they aren’t giving any for that child to get a coat etc... I
don’t think I need to go on listing the billion ways in which
families conflicts end up harming children. An Advocate is a
neutral force for a child. Having advocated for a lot for a
lot of children – whether it was sitting calmly in a living
room of angry adults and one adolescent or speaking with a
fake smile to a teacher who was ignoring a young mother, its
sometimes difficult to stay neutral. It is necessary to not
get involved and make those barriers that the child may have
in other parts of their lives because of negative
relationships between adults in their lives. Saying “Why don’t
parents__________” is not fruitful for the child. And if the
parent doesn’t do what they should, someone has to! There is
only one childhood for goodness sakes! Other adults need to
step up and provide the help if they really care about
children and the future.
Parents Reviews of Advocacy
We were worried parents would be looked at as interfering, but
we hadn’t realized how much parents (and teachers) wanted this
extra person in their lives. One parent took up advocating for
their child fully once they saw us do it. He graduated from
high school. Two single parents were chronically ill and
appreciated the extra help. It’s really just about how you say
things. A majority of parents already know the issues their
children have. Sometimes it’s a matter of knowing how to
follow through with the issues at the school, navigating often
difficult systems or getting through to a particular staff,
and sometimes parents just need encouragement, praise and
positive reinforcement. Where else are they getting that if
grandparents are not there and they are raising a child alone?
Nowhere. People complain all the time about how parents act,
what they don’t do, but for many parents, particularly in
economically depressed areas, I wonder how they face each day
knowing just as I know in running the Porch, there are just
not enough resources to give every child everything they
deserve to be successful.
A parent whose child was in the program noted, “ When you find
someone as [my child’s advocate] and The Front Porch, who is
willing to put the time and positive influence into a child’s
life to help with school or just growing into responsible
adults is a plus. They’re not only helping the children but
also the parents and teachers by reinforcing study habits and
the importance of learning to students. Every child isn’t
fortunate to have a parent to home to show them the correct
guidance as a teen, so we should be thankful for [the
advocate] and the Front Porch’s patience and good heart.”
Statistics on Advocacy
(As of 2009. We will have more statistics before June 2012)
The Advocacy Program has been implemented for 6 years with
promising results. We have proved our hypothesis that the
program does make children feel more supported in school: 100%
of the children in the advocacy program surveyed in 2008 and
2009 said they felt more supported in school since joining.
Our hypothesis is that Advocacy improves children’s grades. As
of the second quarter of 2008: the average GPA of a youth in
our program was 2.5. 15 kids went up from the first quarter, 5
kids went down, and 3 stayed the same. Between September and
April 23, 2009 the 3 part-time Advocates: attended 15
parent-teacher conferences, sat in 147 classes, had 36
discussions with teachers & 25 discussions with parents
provided 361 lunches, stopped in 31 classes. As of the second
quarter: the average GPA of a youth in our program was 2.5 -15
youths went up from the first quarter, 5 youths went down, 3
stayed the same and one was incarcerated. In total, youth:
attended 68 sessions of play, received 39 packets of school
supplies/hygiene/school clothes, did 12 sessions of community
service, and attended 48 sessions of homework help.
100% of children surveyed reported feeling more supported in
school after getting an Advocate. The average GPA of youth in
the program in 08-09 was 2.74.
We have seen something interesting happen with a few of the
kids who had the advocate for more than 3 years: they did
poorly in school before they had the advocate, did mediocre
with an advocate, and excelled once they didn’t enroll in
advocacy, but still had just homework help. The children,
parents and advocates cannot explain this. And it’s not
little. It’s about watching a light bulb go off and see a kid
who could care less to complaining their A was not an A+.
Maybe it was years of forming positive habits and positive
reinforcement?
RESOURCES FOR ADVOCATES
In addition to partnerships and other support programs, there
are a few resources that would be invaluable to advocates to
provide the best services for children.
1. Website Resource Guide
This is a very simple, easily searchable database of almost
every program that touches a child’s life. From a foundation
or governmental perspective, this database helps see where
there are gaps in funding, gives a way to contact
organizations – and sort them for targeted emails, events and
funding opportunities, training etc. We are working on one and
need funding to pay college students to help fill in the
database. Please contact us if you are interested in funding
this resource that will be valuable to the entire metro
Detroit area and a model for every city in the country. These
are all the different services that youth need access to and
parents need information about:
After school/Summer programs
After School Programs
Before School Programs
Camps for Children with Special Needs
Day Camps
Overnight Camps
Scouts
Arts
Acting/Theater
Arts and Crafts
Dance
Drawing/ Visual Arts
Filmmaking
Foreign Language/ ESL
Music/Voice/Choir
Pottery/Ceramics
Puppets
Radio/DJ
Reading
Writing/Poetry/Journalism
World Cultures
Day Care
Day Care (*partner with state licensing list or link to it)
Head Start
Education/Mentoring
Pre-School
Head Start
Elementary School
Middle School
High School
College Preparation
Special Education
Vocational School
Alternative Education School
Gifted Programs
GED Preparation
Educational Evaluation
Free School Supplies
Mentoring
Tutoring
Drop out Prevention
Dealing with School Issues
Reading
Scholarships (Local)
Academic Games
All Girls School
All Boys School
Events
(By Month)
Jobs/Job Training
Job Training
Job Preparation
Jobs
Science/Math/Technology
Animals
Aviation (airplanes)
Computers
Environmental/Gardening
Math
Science
Sports
Aerobics/Exercise class
Archery
Baseball
Basketball
Biking
Boating
Bowling
Boxing/ Wrestling
Cheerleading
Double-Dutch
Fencing
Fishing
Football
Golf
Gymnastics
Hiking
Hockey
Horseback riding
Hunting
Ice-Skating
Karate/ Martial Arts
Roller Skating
Rowing
Self Defense
Skiing
Sledding
Soccer
Softball
Sports Physicals
Swimming-Indoor
Swimming-Outdoor
T-ball
Tennis
Track/Field
Variety of Sports for Fun
Volleyball
Weight Training
Other Activities and Places to Play
Animals
Boys' Programs
Cars
Chess
Cooking/Nutrition
Dolls/Playhouses
Etiquette
First Aid/ Safety
Girls' Programs
Hair Braiding
History
Money Education / Entrepreneurship
Peacemaking
Playgrounds /Parks
Politics
Religious Programs
Self Defense
Social Activism / Community Service
Teen Group
Woodworking / Model Building
Field Trips and Programs for Groups of Children
Animals
Arts
Careers/Job Preparation
Community Service
Group Camping
Drug Use Prevention
Group Camping
Health
History
Math
Nature
Nutrition and Food
Reading
Safety
Sports
Science and Technology
Sex Education
Violence Prevention
World Cultures
Health
Dental
Eating Disorders
Eyes
Immunizations
Hearing / Speech
Lead Testing
Medical Needs
Nutrition/Cooking
Pregnancy
Sports Physicals
Basic Needs
Clothing
Food
Heat, Lights, etc. (utilities)
Housing for Families
Housing for Teens
Counseling
Abuse / Neglect
Anger Management / Conflict Resolution
Counseling
Eating Disorders
Grief Counseling
Drugs/Alcohol
Drugs / Alcohol Addiction Prevention
Drugs / Alcohol Addiction Treatment
HIV/AIDS/STDs
HIV/AIDS/STDs Care
HIV/AIDS/STDs Hotline
HIV/AIDS/STDs Prevention
HIV/AIDS/STDs Testing
Help for Parents
Foster Care
Parenting Classes
Safety
Support Groups
Help for Kids Dealing with their Family's Problems
Alcohol Abuse in the Family
Drug Abuse in the Family
Parents Incarcerated
Special Needs
Adaptive Equipment
Advocacy
Autism Spectrum Disorders
Camps
Child Care
Cognitive Impairments
Educational Support
Evaluation and Assessment
Hearing Impairments
Information and Referral
Job Programs and Job Preparation
Learning Disabilities
Legal Resources
Mental Health
Mentoring
Physical Health Impairment
Recreation and After School Programs
Speech Language Impairments
Respite
Transportation
Traumatic Brain Injury
Visual Impairment
Other Help
Abuse/neglect
Discipline Programs
Drop-out Prevention
Gang Prevention
Holiday Toys for Low Income Families
Hotlines
Information
Juvenile Justice System
Legal Help
Mentoring
Pregnancy
Tutoring
Teen Pregnancy Prevention
Transportation
Sexuality/Relationships
Teen Pregnancy Prevention
Homosexuality
Pregnancy
Abuse
Counseling
2. Resource center for advocates/caregivers
Training, lending library of books and other media to use with
children/parents. This would be modeled on the Skillman Center
for Children Resource Center which was gutted by Wayne State
University.
Partnerships
Partnerships in advocacy are not formal. Over time, they may
become so, but every child needs different
services/activities. In our work in previous years, there are
other programs we feel would be beneficial to children and
would like to explore implementing them on a regular basis.
Holiday parent dinners and regular community meals used to be
a wonderful community builder, a chance for advocates, parents
and children to celebrate. We had an after school youth center
with field trips which also added a sense of community for
children. These are suggested main extra supports for kids
below.
Homework Help at School
This needs just a paid coordinator. Volunteers are screened.
Play time comes after homework time. This significantly
increased the speed with which children were completing their
homework. This can be after school, during school, out in the
hall or library option for tutors available during the day.
Boarding Schools
This is a special concern we have found in advocacy. There are
children whose home environment is not conducive to a regular
schedule for the school week, but would not necessarily be
better off in the foster care system. In short, they have
people who care for them at home but for several reasons (on
and off drug/alcohol problems, family fights, work hours of
parents) would be better off during the week in a boarding
school atmosphere. This could be a group home setting where
they just go to school, come home, do homework, eat dinner,
have an enforced curfew, sleep regular hours etc. in a regular
schedule, in their own neighborhood. We have seen many
children take the path of: local high school, another high
school, alternative school, then JobCorps or night school
still ending up with no GED. The solution would be a boarding
school option, starting in middle school. There should be at
least one boarding school on the east and west side. Examples:
Job Corps, Boys Hope Girls Hope, Michigan Youth Challenge
Academy. The National Guard should open up a Challenge Academy
in Detroit for youth whose parents believe they need more
discipline, giving access to a military academy many parents
in Detroit couldn’t afford.
Parent/Neighborhood Youth Centers (Ages 6 – 18)
These need to be small and plentiful, incorporated into
existing community centers and adding ones where there are
gaps.
Services:
Parent Resources/help
Recreation
Homework Help/Educational Games
Hot Homemade Dinner
Life Skills (how to cook, manage money, get
a job, relationship help, dealing with stress – there are
plenty of curricula out there for this – be sure its hands-on,
work with High/Scope Adolescent Development)
Computer Lab – set up as a donation package
for groups from Microsoft or Dell and Tech Soup
Librarian Visits
GED/ Virtual High School
Field Trips
Implementation:
1. Many of these already exist. Send out an RFP for groups to
become a designated center with a list of requirements. They
must provide all the above services, go through a
training/evaluation, and follow basic safety guidelines about
food, police checks, insurance, transportation etc. If large
groups apply, they will be told to make satellites of their
group into neighborhoods. They will not be given larger
funding because they are big. Staff trainings will be offered
regionally through the groups that already train. Neighborhood
groups will be encouraged to apply. A support system will be
set up for them.
Costs:
Parent Recourses
Rent
Utilities
Alarm
Insurance
Repairs
Staff: Teens on stipends/Doing Community
Service, College Kids, Adults from the Neighborhood,
Volunteers, Parent Coordinator for each city/area who stocks
parent resources in all the centers, Trains staff on how to
use the resources, Asks staff what they need, On call to
give advice to Advocates and to Neighborhood Staff
Computers
Computer Repair
Computer Software
Dinners
Virtual High School Fees – make states give
this up for free at these centers
Educational Games
Recreational Games
Funding to libraries for roving librarians
Transportation for all groups
Kitchens
Main Funding : HUD
RFP’s or Donations
Transportation for Youth Groups (Community
Transport is already in place; just expand these services for
youth groups where they can call for a ride.)
Computer Software/hardware/internet
service/set up/ repair
Games
Parent Resources
Library Funding for Roving Librarian
Life Skills Curriculum
Partners:
Local College Culinary Arts and Nutrition Departments/ Food
Safety for Evening Meals
Money for Grades
In “Money for Grades” children get money for their grades
going up and lose money for grades going down. They are
required to put half away and gain interest on the amount put
away. This would be excellent in partnership with a credit
union or bank that would come to the school. This is explained
in detail in Chapter 2 under Financial Education.
School Registration Fairs at Each School
Children would benefit immensely from a required, fun and well
organized registration fair. Many of the extra issues schools
have to deal with could be taken care of with one event.
Youth and families would be greeted by the principal with
balloons, healthy snack and a ticket they check at the end to
see if they won something. Rooms visited in a specific order –
no meandering so nothing is missed. Halls have firm greeters
to be sure people are going through each room.
Meet teacher.
Registration. Sign up for school, and sign
up if qualified for: free lunch, free coat (given out later),
Toys for Tots/Teens.
Sign up and meet academic advocate.
Sign up for a tooth cleaning (later in
year), get free toothbrush and paste. Meet the
dentist/hygienists.
Immunizations given
Sign up for Mobile Doctors. Meet Doctors,
Nurses. Physicals roll throughout year and visits as needed.
They will also come before the scheduled date, do a
presentation, play a game, explain what they do, and get to
know the kids.
Sign up and get free bus card if qualified
or student bus card.
Get school ID.
Eyes and hearing checked. Glasses sent to
order for those who go through the school’s program. Glasses
delivered and fit first week of school.
Child testing in basics so can be placed in
best suited class.
Head Start sign up for the younger kids in
the family.
Library card registration. Free book given
and information on making reading fun. Amnesty for kids who
apply for it from past fines.
Information about Project Fresh, free
fruit, list of places to buy fresh produce, and tips/recipes
on getting kids to eat fruits and veggies. Plants given out
for families to plant (greens or other culturally and
seasonally appropriate plants) and information on local
gardening programs.
School supply shop. Sliding scale.
School uniform swap/shop. Sliding scale and
parent trade/sell used uniforms.
School shoes shop. Sliding scale.
Box lunch given.
Prize room to see if they won anything.
After school fair – information on sports
and after school programs in that area. For parents: free 5
minute massages, coupons for groceries and more uniforms, hair
salon coupons, give-aways. Free hygiene samples of deodorant,
and soap for 4th grade and up. Kid soap for the younger kids.
Cooking demonstration and samples for healthy versions of food
that is culturally appropriate with recipes given out.
Bouncy things in playground.
Implementation:
1. Make schedule of school visits and dates and times
2. Communicate this to teachers, principals, staff, and
advocates
3. Coordinate Groups:
Local Public Schools
Toys for Tots
Coats for Kids
Buses
Lens Crafters or the Lions Club
Project Fresh
Local Agriculture Group
Head Start
Local Public Library
4. Beg donations
Healthy Snacks (local food banks, health
food stores)
Toothbrushes (dental plans, toothpaste
companies)
Toothpaste
Fruit (city markets, local produce
companies)
Prizes (bikes, helmets, TV, basketballs,
salon and nail visits, massages, barber visits,
a washing machine, computer, gym shoes
etc.)
Books
Plants
Deodorant
Soap
Massages
5. Get Vendors
Uniforms
Shoes
Supplies
After School Providers (free programs pay
nothing)
6. Order Lunches/Snacks
7. Order lanyards/bouncy things
8. Send out Advertising:
On radio stations, buses, TV, newspaper, on
ice cream trucks, on neighborhood signs, in front of schools,
at libraries, recreation centers, juvenile court, parks and
other kids-central areas.
Ads should list: free gift, free
transportation, enter in a prize drawing, free snacks, and
free lunch. Registration, immunizations, physicals. Apply for
bus card, ID, Toys for Tots, free lunch. School shop with
discount/used clothes to trade/sell and shoes (list actual
prices)
9. Coordinate Transportation
Validate transportation (within a limit) or provide
transportation. Maybe a neighborhood shuttle with an
advertisement on the side. Give a free gift for coming.
Schedule:
Have one early morning and late nights.
Most parents will probably come between 12
and 7.
Each one should be at least 2 days.
Costs:
Staff to coordinate and operate it.
Lanyards for IDs
School operation costs
Transportation
Bouncy thing
Advertisement
Funding to libraries for roving librarians
This is list of most of the possible referrals that an
advocate would make for a child or teen.
EVALUATION OF ADVOCACY
The program is evaluated in December and in May by students,
teachers and parents. A survey is given out. The Advocates are
evaluated by the students, the administrators and
teachers/parents using a survey. The administrators of the
program as a whole would be evaluated with a survey in
November and June of the first year by the Advocates and Board
of the Front Porch, and in December and June each following
year.
We collect report cards, which are then summarized without the
children’s names to protect their privacy. The Advocates keep
a log of each child’s needs and how they are met. That is
provided as a narrative in the report. Youth are also surveyed
twice a year on how they feel toward their Advocate,
schoolwork and other program areas.
The method of evaluation is to compare the grades of the
children in the program and as they progress through the
program using interrupted time series design.
In the future: We would in the future like to also compare
them to the averages for Detroit Public Schools. We would hire
independent evaluators - although this is extremely expensive!
The program would be evaluated once in December and once in
June. Using methods of total quality management at monthly
advocacy training, suggestions will be taken on how to improve
the program. Because the Advocates are the backbone of the
program, they will be rigorously evaluated by survey by the
children they advocate for and by the co-directors in
September and October and again in December and May. Advocates
that stay on a second year will only be evaluated in December
and May. All attempts will be made to have the Advocates
evaluated by parents and
teachers.
We have some hypotheses for the long term that we want to
test.
After two years of advocacy, if there are
no major negative changes in that child’s life, the amount of
advocacy a child needs drops dramatically. 2. 10% of teens we
advocate for need to live in a structured group home during
the week and return home on the weekends.
When we Advocate for one child in family,
their siblings’ grades also improve.
After one generation has been in the
program, each subsequent generation will need the program
less, until very few children need an Advocate. Children who
had parents who were not effectively advocating for them learn
how to advocate for themselves and their children.
ADVOCATE FEEDBACK: TQM FOR CHILDREN’S SERVICES
Advocates would keep careful track of the programs that they
interact with and when there is a problem to report it on a
form or website. Those issues would then be followed through
on by a staff member at the Advocacy program to clear up the
issue and be sure ALL children get a good experience at the
services/programs they need to access. Since advocates would
be dealing with about 10 children’s issues at once, they are
perfect to report issues at the services/activities as part of
their job. From the mayor of the city to the directors of
services/activities in the city the program is in, it needs to
be made clear that issues raised about services and activities
affecting children need to be dealt with as a priority – to
further the quality of children’s programming and services and
better give them their rights.
AND SO FINALLY…REALLY, IF ADVOCACY IS THE ANSWER, WHY
ISN’T IT FUNDED AND HUGE?
This is a good question. We are a tiny group. Our 2009 we took
in about $12,000. We have no building, we have no
administrative costs. We are a part of the backbone of
America, in the wonderful and unpublicized tradition of giving
in Detroit, the “All Volunteer Organization”. Being small is
apparently, to funders, problematic. Seems they prefer groups
to have $100,000 budget and be audited. Yes, the ever widening
gap between the rich and the poor is now even apparent in how
rich groups versus poor groups are funded. An audit costs
$3,000, but as one funder explained to me, “You don’t have a
CPA on your board? Most people just know one.” I explained
that in our neighborhood, there are no CPAs. Funders are
woefully out of touch and I don’t really understand how people
who fund these foundations put up with executives with $700
shoes or who would ask why a group wouldn’t know a CPA. I am
not sure why they invest in social ventures so much more
irresponsibly than they invest in the for-profit world. A
volunteer wanted to donate to us because she had volunteered
and her work would donate if we were listed on one particular
charity website. The giving department at this corporation
believed that we couldn’t be a legitimate charity if we
weren’t listed on this selective and crooked website. I had to
explain that the IRS and the state would be the real
authorities on it.
It’s been a real horror and I am at the end of my patience
with the ridiculous structure in this country construed for
social change. I realize I understand this from this
perspective because I lucked up on excellent analytical
skills. It also makes suffering their nonsense much more
painful than for other people in this funding world of
carnival mirrors and jokes, instead of a sincere love for
humanity and the willingness toward working for a better
future. Yes, I do have a low opinion of the funders. The
one I revile the most is the one who, when I brought the
advocacy program to them, they said it was such a good idea,
but since we didn’t have 1. $100,000 budget 2. An audit 3. and
weren’t in the neighborhoods they were funding, there was
nothing they could do. Not a month later, I saw a job opening
for an Advocate at the non-profit the vice president of the
foundation used to run. Oh yeah. I’m not just a little
disgusted with the low level of ethics, the nonsense sorts of
research foundations do, how they make all these rules instead
of just finding the best programs and helping them. It’s as if
foundations are the bullies on the playground – either you
play by the rules we have made up because our parents own the
playground, or you can go. Really? Proper and beneficial
social skills would be that you come to the playground, watch
how everyone is playing, join in their games and learn first
before trying to be the queen bee. I would argue that in a
healthy community, there is no room for that sort of behavior.
Ask people what they need. Give it to them. Play nice. Most of
the time this is all that is needed. Sure, sometimes there are
new good ideas from research or other programs. Ask us if we
could include that, if that would work with our programs.
Treat us with dignity and respect. Since I am both highly
educated and a ghetto girl, I am INDIGNANT at the way other
highly educated people treat the people and programs that
surround me. Working in the community is about learning and
teaching. It’s about living together. It’s not about holing up
in the gentrified part of the city or in a suburb away from
the “population” you work with, maybe in some apartment on the
river or some loft and sharing your superior knowledge with
the poor people. It’s about love. There is nothing else. If
that is not where you are coming from, then reevaluate your
life. There is so much to learn from other people, even if all
they have is a one room apartment and a bike, or they are drug
dealers with a staff of 50. No, you are not better.
Foundations and people in non-profits need to keep this in
perspective.
The Front Porch, in and of itself, has been an impossibility
that existed through sheer will of myself, other volunteers
and the children.
Neighborhood Opportunity Funding
We are a small nonprofit that had partnered with the local
community group to use their building, employ our folks and
used as a base. We had Neighborhood Opportunity Funding (NOF),
but were never able to spend the full amount because it was on
a reimbursement basis that came so slow we felt it was on
purpose to try to kill our group and many others in the city
off. Our last NOF funding of $45,000 never came through and
not any of the three consecutive administrations could tell us
where it went. We will not apply for that again. The community
center we used closed after complicated problems with this.
Essentially, they ended up lending the city money. Imagine!
Audit
We do not have an audit, which cuts us off from lots of
funding because an audit is required. One funder, for a $5,000
grant required at least a $2,500 certified financial review.
We had done once (which "expired") where I was disappointed to
find it is really nothing but looking through our
organizational paperwork and policies and procedures.
Nonsense. And that would have to be done annually!
And More Disappointments
We applied for a government grant, knowing full well that such
a simple idea as Advocacy would be met with a sort of blank
stare. And it was. The winners of the funding clearly showed
that there certainly needs to be a paradigm shift in
importance in education philosophy in the United States.
The wide gap between the other programs and the Advocacy
program are night and day. Kids in the US are going without
eyeglasses and yet the ivy league was chosen to do some
research. REALLY?? HOW ABOUT MAKING SURE KIDS ARE GETTING
GLASSES TO IMPROVE THE LITERACY RATE? You see, sometimes it’s
a simple shift in how these programs are implemented so
children can make it to the finish line.
The TAP Program from the Youth Sports and Recreation
Commission was the best funding the Porch and the Advocacy
program ever got. The program gave our program an advocate –
yes, one person who was trained to look at an organization's
programs/structure and help them become better. There was a
checklist and a knowledgeable person asking the important
questions about children’s programs: how many children per
adult, did volunteers have TB test, how did we police check,
were children asked for feedback?. Nothing high and mighty or
super academic thick. NO. Just a person who cared about our
program succeeding. Then there was a pot of money for us to
improve for CPR classes or programming for the kids or a
certified financial review. When situations changed, as they
often do in the months that pass between proposal and a
funding OK, we simply asked her if our needed changes were
acceptable. There is brilliance in simple, straightforward and
careful giving. It is beyond mysterious to me how foundations
are set up with like 3 staff to give out a zillion dollars.
It’s careless and irresponsible. Its very hands off. Not that
nonprofits want funders all in their business every minute,
but there is, we learned, a very respectful and helping
relationship that can be built between funders and the
organizations they fund. Essentially linking communities
together, bridging the gap. Contact us and we will tell you
more about our favorite program officer who should be training
foundation staff everywhere who work with disadvantaged
people.