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Girls Club America

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Introduction Throughout this paper, I will discuss the importance of giving positive alternatives to the youth of America. We’ll talk about the roots of the “Boys and Girls Club of America” and the successful tactics used to promote positive outlook and guide kids onto the successful path. I will include the aim of the organization and discuss whether or not I witnessed it actually taking place. Because I volunteered towards the end of the summer, there were more recreational activities than actual classes so I learned a lot about how to properly and swiftly solve an issue between students and how to deal with stubborn and disrespectful children of all ages. I’ll talk about my interactions with specific children and staff members; names will …show more content…

Three women witnessed what happens when young boys are exposed to negative influences in the streets and decided to give them a positive opportunity. This cause started in Conneticuit and spread to Boston in 1906. The “Boys Club of America” received a Congressional Charter in 1956, which was later amended and renewed in 1990 to include young girls (Boys and Girls Club...). John Collins, the first club professional, created the club’s environment: building up young boys by helping them set and achieve goals. The main purpose of the club is to help young kids off the streets and assist in developing a successful future. This was taken so seriously that Aaron Fahringer, the western regional director in the 1950s drafter the “Boys and Girls Club” code: I believe in God and the right to worship according to my own faith and religion. I believe in America and the American way of life…in the Constitution and the Bill of …show more content…

I came towards the end of their summer program so classes had pretty much been wrapped up and we just played games from 8 a.m. to 6 p.m. This specific location has about 200 participants ranging in age from 6 to 15. I was extremely intimidated walking into a room full of so many hyper kids, but quickly learned to embrace them for who they are. Each child had a different story, and while I wasn’t able to interact with every single one, there are a few that stuck out to me. Zach was probably the kid I connected the most with. He is going into fourth grade and he’s very bright! He got all As and Bs this year but shared with me that he needs to work on his behavior. He finishes his work a lot faster than the rest of the class and gets bored waiting for everyone else to catch up, so he starts talking. His third grade teacher would simply yell and make him sit out at recess the first half of the year. Then she caught on to what was happening. She started giving him tasks to do once he finished his work. Like running errands or going to help the librarian for a few minutes. She discovered a temporary fix that made Zach feel important. But he soon grew bored of the simple, repetitive

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