Film+Annotation+6

Allison Mrugal 10/10/15 Film Annotation 6: Sust. Ed., 4280-01 Prof. Fortuna
 * Poor Kids; Middleschool Moment **

Prompt: Watch these films -- about the lives of kids today: Frontline -- [|Poor Kids](53 minutes) and Frontline -- [|Middleschool Moment](15 minutes) then briefly describe five programs that would "meet these kids where they are at" (potentially but not necessarily involving sustainability education.)

Response: In order for the kids shown in Poor Kids and Middleschool Moment to receive an education, they must overcome enormous obstacles. To help them, potential programs could resemble those shown below.
 * 1) As shown in the film, Middleschool Moment, a program could be established for more schools in the United States where mentors are assigned to students who are statistically suffering and slipping through the cracks at school. When a mentor detects that a student’s attendence or grades are dropping, a mentor (and teacher, in some cases) could consistently meet and talk with the student. Ideally, the mentor and student would trust each other and their relationship would be informal. The two could meet consistently and discuss specific or broad topics and issues such as their class performance, home life, and/or hobbies. The mentor could provide a network of connections for the student, whether it be transportation, counseling, friendship, hospitality, tutoring, or extra curricular opportunities of interest. A mentor could be a role model for the student or simply a connection to others who inspire and/or help them. Since most kids today want a future, and just need a path, this student-mentor relationship could be a small association with schools that makes a large impact. The tradeoff with this program, as noted in Middleschool Moment, is that there are still students “hidden in the data” that are struggling but do not outwardly show it in statistically measurable means. The future of these students is still at risk.
 * 2) To ameliorate the problems described in the film Poor Kids, willing adults could participate in a program that monitors students as they move from school to school. Like a long-distant friend, these adult mentors would call or write the students inquiring about their situation. Some of the children shown in Poor Kids moved around so frequently that they could not maintain an education at a single school. Having a relationship with someone with whom the student can stay in touch could provide a sense of stability for the child. While communicating, they could share interesting ideas and research that the student or mentor has encountered or discuss their well-being, health and life at home. Since some students cannot afford even a phone call or stamp, the cost would be covered by the mentor or mentoring program.
 * 3) Interested adults could establish a program that provides journals to underprivileged students such as those shown in the films Middleschool Moment and Poor Kids. Students could fill the journals with summaries and reflections on material interests them, thereby owning their education. By writing about their formal and informal educational experiences, students can think through their writing and develop their sense of self. This program would also provide speakers to travel to the towns where these children live. To help and inspire students to think deeper about their interests, these traveling speakers may be ordinary citizens or scholars. Speakers will enable students to think outside of their current constraints as well as provide students with the connections to pursue their ideas. With formal presentations and informal one-on-one discussions, guest speakers should inspire students to work hard and communicate their goals with one another through writing, sketching and in-person. Ideally, students would then establish a guest-lecturer series in their own towns, featuring members of their own town. There, students would establish a stronger sense of community among the young and old, work together and work according to their interests.
 * 4) Mirroring a study-abroad program, students from underprivileged situations could stay with a more privileged family that lives a certain distance from their home for a certain amount of time. Living under the care of a different single family could promote the student to learn different, effective habits and skills that they could not develop living at home. Ideally, students in this program would be a strong force of change upon their return, having made connections with life-long pen-pals, friends, and mentors who are willing to support them in their adventures. Unfortunately, as is the case with many study-abroad students, the students may be reluctant to return home. These students could then seek opportunities in the area where they studied abroad to start anew (with the support of the program and mild support of the homestay family).
 * 5) A program that establishes outdoor exploration and travel destinations in towns that suffer could promote environmental and recreational education. Depending on the location, the program might plant trees, host hikes, or create educational activities according to the resources available in the natural landscape. Providing opportunities for the community members and students to get involved and/or learn more about the environment around them, this program could encourage students and community members to intellectually use the resources around them to their fullest potential. Likewise, the program could re-establish the physical, natural beauty of the area. Alternatively, this could develop young traveling and/or underprivileged students into adventurous and knowledge-thirsty stewards of the environment who are involved in their community and environment.