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Project Learnís effectiveness
is due largely to the application of learning to all areas of the Boys & Girls
Club. The target is to make every activity in the Club a learning experience. Although
it is important to develop the cognitive abilities of young people, Club professionals
should also attend to their social, emotional, and ethical development.
Many social skills, personality traits, and values support success in school. These
attributes are encouraged subtly in nonacademic activities in program areas throughout
the Club. The following examples of Boys and Girls Clubs throughout the country demonstrate
how youth in the Clubs apply their academic skills, share in the management of programs,
and develop holistically as individuals.
- Edinburg, Texas
In this Boys and Girls Club, cooking classes are accentuated by
giving youth participants more responsibility in their implementation. Instead of
the Club staff simply providing the food for the youth to cook, youth members must
plan the meal, estimate the cost of supplies, purchase the supplies, and organize
the cooking of the food. In this situation, adult staff members are partners who
guide in the program as well as in the learning process.
Instead of
the Club staff simply providing food for youth to cook, youth members must plan the
meal, estimate the cost of supplies, purchase the supplies, and organize the cooking
of the food. In this situation, adult staff members are partners who guide in the
program as well as in the learning process.
Club youth in Edinburg also learn the importance of "giving back" to
the community through various service-learning programs.* One example is the gardening
program, which is targeted for youth of all ages. When the Club received a large
donation of trees, plants, potting soil, and pots, members potted the seedlings and
plants. Youth nurtured the plants with water and fertilizer. When the plants and
young trees were ready, Club youth planted the trees and shrubs to beautify community
parks.
- Oakland, California
Peer tutoring in the Oakland Club provides needed resources for the homework
help program. In this program, tutors are able to connect with their peers using
understandable language and terminology. Peer tutors have more time to work one-on-one
with younger members, and also work closely with staff to provide what is needed
for each memberís success. This combination of support has dramatically strengthened
the tutoring program.
Middle, Tennessee
In this Boys and Girls Club, teenagers applied their academic skills to a building
project. In preparation for the erection of a new Club, teen members surveyed other
members, parents, and neighborhood residents about what type of facilities would
best match the needs of their public housing development. Club staff provided teens
with access to architects and building contractors to help youth decide the size
of the building, the program areas, and activities to be provided in the Club. The
teens then took this information and developed presentations for funders of the new
Club.
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