The "Y" morphed into a "V" and then back into a "Y." Jacob Urena, 6, of School 25 in Paterson was doing his writing class homework assignment at the YMCA's after-school program. It was lucky that his pencil had an eraser, which he used frequently to correct mistakes pointed out by his teenage tutor.
Jacob was one of eight students being helped with homework by a group of high school students who volunteer their time to earn community service credits. Jacob was being assisted by Ruby Polano, 15, a sophomore from HARP Academy. His assignment was to print the letter "Y" and draw a picture of something that starts with it, like a yo-yo or yak. But first he had to master the formation of the letter. Jacob said he would rather skip the homework part of the after-school program to participate in arts and crafts, swimming or practicing on computers. But that's not an option. Homework comes first, then play time.
For most of its 115 years the YMCA has featured some type of after-school program. But it was only six months ago that the YMCA started to encourage teenagers to help the younger children.
Dionne Johnson, volunteer coordinator, says she asked students from HARP, the Sports Business Academy and MPACT to volunteer time to help satisfy the 200 required hours of community service work they need to graduate from the three specialized academies in Paterson. Another teenager from Paterson Catholic High School reached out to the YMCA looking for community service work. Students at HARP are preparing to become health-care professionals and those at MPACT are aiming for careers in communications and technology.
Community service is only a requirement at some of the city's career-oriented academies.
Community service is only a requirement at some of the city's career-oriented academies.
Johnson says, "I found doing the interviews that the teenagers felt like they were helping a little brother or sister. Young people are able to communicate best with the children," she explains, adding that they can identify with the children because they are only a few years older.
Johnson and other staff members wear red T-shirts with white letters proclaiming the goals of the YMCA: "We build strong kids, strong families and strong communities."
The after-school scene is one of noise and controlled chaos. About 90 kids descend on the YMCA at about 3:30 p.m. The youngest are 5-year-olds. Roughly half the youngsters spend the first half of the afternoon doing homework and the rest of the day at sports, arts and crafts or computers. Movies are also offered. The program operates daily during the 10-month school year and serves children between the ages of 5 and 12. They are bused from public schools.
One of the homework rooms has drab beige walls and a brown linoleum floor, which are brightened by a red rug featuring hopscotch and checkerboard designs. A second red rug depicts trains and planes. Round tables are scattered around the room and packed bookcases are spaced along the walls. Students' drawings of dogs and pandas are taped to the wall along with a Velcro word game intended to teach sentence formation.
The eight youngsters, ages 6 to 8, are paired with an equal number of high school students. The children were talking to themselves and each other as they tackled homework on a recent afternoon.
Isaiak Hargrove, 7, from School 13, was working on completing sentences given to him by his teacher while Tremaine Lopez, 8, of School 21, wrote a note to a friend about things he likes to do. He said he enjoys going for a pizza and to Six Flags Great Adventure. He told his instructors, "I'm smart. I can do this on my own."
Like most of the other high school students, Ruby Polano says she started to participate to complete her public service commitment but has come to enjoy the mentoring sessions. "Sometimes they don't listen well or they have a hard time understanding," she says. The experience has taught her patience.
Crystal Kucuk, 15, from HARP, was coaching a volleyball game. The excited shouts and cheers from the participants were deafening. She says she has learned that she ne
eds to explain things two or three times to the children she tutors. "I have to find new ways that are specific to the subject," she says.
eds to explain things two or three times to the children she tutors. "I have to find new ways that are specific to the subject," she says.photo at left: Ryan Spellen, 8, works on his math homework with help from volunteers at the Paterson YMCA. The Y’s homework program began in 2006.
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