- Select Past Facilitators -
Throughout the two weeks I watched my team grow and develop, both in confidence and their ability to be effective and engaging leaders. They learned when to listen and conversely, when to act, sensitivities that may seem simplistic, but are actually invaluable. From our initial experience in the NGO Dialogue in the Dark project, to our various simulations and team building exercises, YLOT participants gained the skills both for their success in future academic studies but also for their day-to-day interactions and overall status as leaders. Though many of our exercises were designed to build leadership in a mock setting, they were undeniably challenging, requiring students to utilize their inherent abilities and expand and broaden areas they might not have had prior experience in. Though I know career paths may change over the course of students' next few years, I think YLOT, despite it having a central emphasis on business, highlights and develops many areas that will help our students to achieve whatever career paths they may eventually pursue.
HANLING PETREDEAN
East Asian Studies & Environmental Studies,
Harvard University
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Megan Felder
Mathematics & Classics,
Columbia University
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The students are incredibly interesting people with a lot of creative ideas and unique, international backgrounds. This group of students and facilitators got to be very close by the end of the program, and I know that these strong friendships will continue beyond YLOT. Our shared YLOT experience makes it impossible not to genuinely care about each other and want to keep in touch. I know that they will all go far in life as they pursue their dreams and goals. While the role of the junior facilitator is to teach and guide the students during their NGO project, junior facilitators also have the invaluable opportunity for learning and growth. By the end of the program, I felt I had not only gained valuable and hands-on teaching experience, but had also become more informed regarding how to craft a resume and how to have a successful interview. The leadership simulations and self-reflection activities during YLOT helped me to clarify my own future goals and sense of self.
RONG XIANG
Urban Studies & English,
University of Pennsylvania
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When I first met the participants of YLOT, I did not think that this group of students could grow so much in a matter of two weeks. I have personally seen all of my team participants strengthen their individual leadership capabilities, whether it be in their confidence to speak or their ability to communicate with others. Other Junior Facilitators and I all agree that we wish we had attended a program of this caliber when we were the competitive college application process in high school. It was truly a pleasure to see these students - all bright minds - come into their own as they take on NGO and marketing projects, leadership case studies, and high-level simulations. After this program, I have no doubt in mind that the graduates of YLOT will continue on paths to success as they apply their learned skills both in their educational and personal lives.
Kristen Kelly
Social Science,
University of Pennsylvania
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I had an amazing time as a Junior Facilitator for YLOT this past summer. I really enjoyed having the opportunity to learn with the students through our interactive curriculum. No matter what we were doing our students brought a sense of excitement and contagious energy to everything they did. We were able to quickly build up a sense of camaraderie between our students and teachers that allowed us to share our perspectives and skills with one another. The high school students that I met this summer were incredibly driven, and interested in taking steps to realize their dreams. I was impressed by their maturity, and their willingness to constantly explore new themes. I look forward to staying in touch with the kids that I met this year, seeing where they will find themselves in the next couple of years.
NICOLE LIU
History,
Columbia University​
I really appreciate how YLOT exemplifies The Open Classroom’s devotion to creating a more interactive and innovative environment for learning. I myself especially enjoyed the lecture brought by our guest speaker Jamee. Even as a college student, I couldn’t help but feel enthralled and amazed by his illustration of the banking system. Similarly, when the speaker at Cocoon talked about the entrepreneurial spirit, I immediately connected it with my own reflection of academic choices, and wished I had received the empowering message earlier. I also cherish the intimacy the students shared with all the facilitators. The students could ask me so many questions about colleges and high school life even during lunch breaks. It’s a pleasure to have become friends with them and grown with them.
Lauren Kreps,
Humanistic Philosophy, University​ of Pennsylvania
Perhaps students from the YLOT program will be surprised to know that many of my reflections and experiences from this program mirrored theirs. The JF position may seem like one of leadership, but it is actually more about the true meaning of leadership—having influence, guiding others, learning about who you are—than it is about the leadership of power, of alleged flawlessness. This brings me to something the students may not have realized, but that most of all I want them to know: we, too, were learning from the speakers, from the senior facilitators, from each other, and from each one of the ten high schoolers that entered room 606 of Youth Square that first Monday morning. As much as it seemed like we were guiding you, you were guiding us too… and well, I think that is just downright super amazing. So thank you guys.
June Sun,
Politics & International Studies, Cambridge University
The facilitators’ collection of credentials at the Open Classroom – both Ivy League and Wall Street – is enough to dazzle anyone. I came into the job expecting to learn from my fellow facilitators, and they have not disappointed. What I had not expected, however, was what the students have taught me. By observing these slightly younger versions of us, I realized that the same insecurities that had plagued me when I was 16 haven’t really disappeared. But I also learned how much I’ve changed. On multiple occasions I’ve shed tears out of sheer emotion...Honestly speaking, what I’ve learned by far outweighs what I’ve “taught.”
Joanna Wong,
Social Studies,
Harvard University
The change in the students' attitudes and motivations from day 1 to day 10 was quite palpable. They learned to step outside of their comfort zone in a low-risk environment; being encouraged to speak up for themselves while caring for the developmental needs of others, many students displayed an intelligent maturity toward one another, which was very rewarding for the facilitators to see. Having been through a number of self-reflective exercises like the inner leader portfolio, many came out having a more concrete idea of who they aspire to be and the steps they want to take to get there.
