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TestimonialsTeacher Quotes
"Living through" realistic situations and the resultant choices (some of which were negative) were valuable learning experiences for the students. Ms. Boeri, John Jay H.S I found that when one of the students indicated that "he did not care about people", yet when one of his classmates indicated how he would react if one of his family members was defamed, their was a very engrossing student to student interaction that continued beyond the bell. The exchange between students on a task is always exciting. It was very interesting that the students did not fully grasp the number of decisions they have to make. Ms. Henry, Lafayette H.S. The dialogues are a way of getting deeper into what is on the surface. The activity book stimulated the discussions as well. The lesson on “Personal Control and Your Sphere of Influence” gave my students an opportunity to express some of their feelings regarding the "lack of control" they have in living with their parents. Ms. Ayers, Manhattan Borough Academy
There was also a marked changed in behavioral attitude. Thank you for a rewarding and enriching experience. Mr. Barron, Seward Park H.S . The lessons were very interesting because the material in the work book is directly related to the situations and challenges the students are faced with daily. The work book encourages active participation and it broaden my understanding of some of the problems of my family group. They were asked to make certain decisions about school, marriage, and the family. The discussion reflected on the cultural diversity of the class, and how each group had similar and contrasting opinions concerning the subject matter. The conversations this book stimulated was meaningful, and after the classes were over, I felt closer to my students. Mr. Norman, Edward Reynolds West Side HS
Students showed great enthusiasm for this lesson for two reasons - firstly, the majority of students are determined to attend college, secondly, they lack knowledge or possess misinformation about the admission process, curriculum, college life etc. Consequently, many quality questions were asked and dialogue generated. Seeing my students develop a more acute motivation for college was very rewarding to me. Mr. Foster, Seward Park H.S .
I found that the students quickly become addicted to the notion that they are in charge of their decisions. The cause and effect of their choices was immediately obvious to the students. Students who (don’t ) have the AD101 program feel a sense of exclusion from those who are actively participating, in fact, addicted to the program. Ms. Henry, Lafayette H.S .
I use AD.101 as an incentive for students to come to school on time for first period. For the most part, it has been working. Ms. Jones, Eight Plus - Site 7/9 As we discuss about setting personal goals many student start to talk about their experience from the game: How much money they have made, how many time they got lay off, if they were in college or still in high school, how many times they got lock up.. we disscused what happened and what choices they made and the results of their choices Mr. Daniel, Edward Reynolds West Side HS The students get emotionally involved with the life of their character. I highlight to them that in real life their is no reset button or off switch and that we must learn to make better decisions. The students play this game almost every day. This lesson (on “Parents and Parenting”) hit a cord with my population. Some of my students are parents. Others come from less than ideal family situations. This lesson caused my students to look inward at themselves and their own personal family situations. Mr. Hunt, You Can - Offiste Educational Services
The participation in this class was great! This lesson lead to so many other issues that they discussed and I think that the Socratic Method worked well with this class. The whole class time was spent on this lesson and I hope that any further lessons spark up this kind of discussion and interest with the students. Ms. Nanton, IS 118
I learned that my students know very little about the opposite sex and relationships in general. I also learned that some of my students don't handle rejection well at all. One student wanted to pursue his ex girlfriend in order to " make her come back." Ms. Barrett, James Monroe H.S. Bronx Tech
We learned that many students had personal experience of death, and what was especially interesting was that they knew young people who had died because of gang activity, suicide etc.. This dialogue (on Death), for some students, was a forum to release repressed feelings of grief and anger. Mr. Foster, Seward Park H.S. This was a valuable lesson for these ninth graders because they usually act impulsively, commit breaches of the school discipline code,and then are angry and upset when they are punished. The dialogue made them realize in practical ways that every action has a reaction. Mr. Barron, Seward Park H.S
I don't think they realize all the large and small decisions they have to make daily. By showing them the decision making model and having a discussion about it, raises their level of consciousness, to a degree. Ms. Steiner, Westinghouse H.S
Most of my students expect to encounter hardship and injustice in their lives, if they haven't already. To be so young and already expect to encounter serious difficulty in life was quite telling. Ms. Glendis, Academy for Careers in Sports These students were already putting together a resume for this class so it made it easier to talk about careers. Mr. Major, William Niles Junior High School 118
At the beginning most students were interesting in dating and shopping. Soon they find out they need money to do anything they like to do. So, they started to look for job and money become very important to them. Mr. Daniel, Edward Reynolds West Side HS
Making the link between values, decisions and goals has been important work. Ms. Doughty at Bronx Leadership Academy II The kids really are pouring their hearts into this game, it is the topic of the morning as soon as they enter class. who dies and how they died, who got rejected, some kids get emotional about being rejected. Mr. Samuels, Westinghouse H.S.
I thought the exercise about the end of the world was very good. It showed that people stereotype others sometimes without realizing it.
A large proportion of our students spend money as soon as they receive it, and this lesson helped them to modify their thinking re impulse spending, saving and gratification deferment.
The students reviewed their "character profile" and was surprised to find out some of the profile applied to them, especially since some of them see it only AD101.as a "game."
Many of my students feel they are discriminated against. They seldom consider that the people who ask them questions at stores may be just doing their jobs.... Mr. Obrien, Columbus H.S.
I learned that young people have a lot to say and that if you let them instead of answering there questions they will participate fully. It was fun watching how they were willing to share living quarters and food in order to cover their expenses based on their salaries. Students would rather work with ad101 than do their regular curriculum. Ms. Thomas, James Monroe H.S.
...students are coming in on time for this class. but late for regular classroom instruction.
I was surprised how quickly some pupils learned how to navigate the program.
logging on was relatively easy...the students are enjoying the game Mr. Braus, Murry Bergtraum H.S.
LIFE IS A JOURNEY, NOT A DESTINATION. |
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