Collaborating, pt. 2

Last week (now known as Collaborating, pt 1) I wrote about who does what in a sort of big picture way. This week, Collaborating, pt. 2, I'm thinking about what collaborating means on the ground, in the day. I think there are two answers: 1. We have different roles, tasks, responsibilities... but a common mission, goal, aim. 2. O...
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Collaborating

​HTM volunteers work with 30+ class sessions each week. But HTM runs - precisely - none of those classes. We're a collaborative with six other organizations, and they run the classes. This is one of the unique (read: cool, powerful, kind of complicated, occasionally confusing) features of HTM. Collaborating in this way means I can match v...
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Starting

 I started with HTM as a volunteer. The things I remember from my first night: I felt excited and nervous and awkward about doing something new.I said I didn't like math (I ended up a math teacher. Its ok, turns out it's more fun teaching it than sitting through 11th grade math class) A kind student with a lot of earrings tried ...
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Training

​Astonishing (at least to me), but true, the new cycle is starting for HTM. I'm recruiting new volunteers, setting up the calendar for next year, and planning trainings. I answer a lot of questions, at this time of year, about our training requirements (which -- in the service of giving volunteers options -- are a little complicated). Enough t...
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Beyond "Who needs help?"

It's nice when we're all on the same page, even if that page has more than a few question marks on it. At our community gathering last weekend, David raised a topic that's been rattling around my brain and my conversations with other teachers and other volunteer coordinators all year: How can a volunteer know which students to help? And when? In so...
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