In our next meeting, he learned the basics of perspective drawing so that he could pass that knowledge on to me.
However, when I told Brian about my interest in architecture, he encouraged me to learn more about it. Especially since I felt like I wasn’t particularly good at drawing. I never really considered it as a career option because I wasn’t sure if it was something I would enjoy or excel at. I explained how architecture has always been very interesting to me. This style of teaching, pausing to make sure I get each part right, really fit my learning style.Īs we got to know each other better and started talking more and learning more about each other, I talked about some of my aspirations for my future career. This made math and science so much more clear for me. Because of this, I was not afraid to ask questions or to say “I don’t know.” Whenever I told Brian that I was struggling he said that it was okay and paused the lesson to go over what I was confused about. I knew that whatever I said, would not be judged. This made it feel like a safe space to grow. When my mentor Brian and I first met, instead of starting work right away, he took the time to get to know me. I was not expecting to get help with my future career, organization, and personal guidance. I agreed, expecting to just get help in academics, but I got so much more. When my teacher noticed how much I struggled, she offered the opportunity to get help from an academic mentor. In my freshman year, I was struggling when it came to understanding my math and physics assignments. I have always struggled with math and science growing up. My name is Imani Christou-Fuller – I’m a sophomore at Boston Arts Academy and I’m excited to share a bit of my story with you.
Our programs evolved – we refined our virtual Independent Learning Support program and increased the number of families it reached. We stay true to our mission, and we evolve from providing schools with libraries and librarians, to riding on buses to keep students safe, to providing academic mentors in classrooms, to providing that support outside of traditional school time.įY22 was an exemplar of that flexibility, that willingness to learn and grow. In the course of that analysis, we’ve realized that over the fifty-six years we’ve been a nonprofit, the heart of our work has remained constant – to serve and support the students and teachers of the Boston Public Schools – while the approach we take to that work has been able to flex and adapt to the needs of our students and our families. We’d emerged from the impact of three years of global upheaval that had turned many of our goals on their heads, and we needed to figure out what was next. In the past year, Boston Partners in Education embarked on a project to determine our next set of strategic priorities.
0 kommentar(er)
