1 Ready, Set…Volunteer! Core Competencies Unit 3 Oklahoma 4-H Youth Development Parent-Volunteer Education

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Ready, Set…Volunteer!

Core Competencies Unit 3

Oklahoma 4-H Youth Development

Parent-Volunteer Education

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Celebrating Diversity




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Youth develop positive skills for being a capable and confident influence with their peers and in their communities, they learn to respect individuality and the contributions of various groups, they learn the importance of sharing their experiences which affirms their identity with regard to their own diversity, they build positive self-esteems, they learn to value just and fair treatment for all and they are better prepared for citizenship.

Benefits ofDiversity Education

We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.

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Emerged from the idea that customs and traditions of people of different races and ethnicities would blend and lose their one distinctions after close contact over time, just like ingredients mixed in a pot.

Melting Pot Metaphor…

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Salad Metaphor…

Used to describe this blending of ethnic characteristics much like salad ingredients tossed in a bowl. Salad ingredients do not change even when they are mixed together.

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Kaleidoscope Metaphor…

When a kaleidoscope is in motions, new possibilities emerge at every turn, just like the interaction between cultural groups. This metaphor acknowledges that cultures keep changing through their interaction and yet maintain their basic characteristics.

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GenderAgeRace or EthnicityReligionPhysical/mental limitationSexual orientationMembership in Organizations

Many Faces, One People

Building on Differences

What are ways differences are defined?

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More ways differences can be defined…EducationJob/professionIncome/financial statusHobbyGeographicMarital/family status


Building on Differences

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Oklahoma State University, in compliance with Title VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990, and other federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, religion, disability, or status as a veteran in any of its policies, practices or procedures. This includes but is not limited to admissions, employment, financial aid, and educational service.

Oklahoma State University

Affirmative Action

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Culture: A total way of life of a people, involving customs, beliefs, values, attitudes, communication patterns and interpretations of life.


Definitions

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Generalization: an oversimplification, conclusion or observation based on limited experience.Stereotype: belief that all people of a certain group will be the same and behave the same.

Bias: failure to be objective and impartial about people or an issue.Prejudice: to judge without really knowing them, on the basis of the group they belong.


Definitions

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Discrimination: Unequal or unfair treatment of an individual or group because of race, religion, age, physical ability, gender, etc.


Definitions

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Prejudice is an attitude while discrimination is the action that results from it.

When peoples act on the basis of their prejudice and stereotypes they are guilty of discrimination.


Clarification

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We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors…but, they all exist very nicely in the same box.

Celebrate OurDiversity

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Character Education




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What is right is right even if no one is doing

it.

Character Education

Building Character

What is wrong is wrong even if

everyoneis doing it.

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Character EducationStrengthens the parenting roleImproves the quality of life, and Develops a civil American society.

By building character, we impact an individual’s development as well as families, schools, sports, and

entire communities.

Character Education

Building Character

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1998 Josephson Institute survey of young people found:Almost ½ are thieves70% cheat on exams92% lie to their parents, and91% are not satisfied with their own ethics

Character Education

Research Study

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Character Education

6 Pillars of Character

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Ask yourself the following questions:1. Have I thought about the way my choices are

likely to help or hurt others, the stakeholder?2. Am I living up to the ethical principles of the

“Six Pillars of Character” even if I have to give up things I want?

3. If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be best for society in the long run?

Character Education

Making Ethical Choices

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Be honestDon’t deceive, cheat, or steal.Be reliable – do what you say you’ll do.Have the courage to do the right thing.Build a good reputation.Be loyal – stand by your family, friends, and country.

Character Education

Trustworthiness

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Treat others the way you want to be treated.Be tolerant of differences.Use good manners, not bad language.Be considerate of the feelings of others.Don’t threaten, hit, or hurt anyone.Deal peacefully with anger, insults, and disagreements.

Character Education

Respect

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Do what you are supposed to do.Persevere; keep on trying!Always do your best.Be self-disciplined.Think before you act – consider the consequences.Be accountable for your choices.

Character Education

Responsibility

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Play by the rules.Take turns and share.Be open-minded; listen to others.Don’t take advantage of others.Don’t blame others carelessly.

Character Education

Fairness

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Be kind.Be compassionate and show you care.Express gratitude.Forgive others.Help people in need.

Character Education

Caring

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Make your school and community better.Cooperate.Stay informed; vote.Be a good neighbor.Obey laws and rules and respect authority.

Protect the environment.

Character Education

Citizenship

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Ask yourself these questions when in the position to make an ethical choice:

Have I thought about the way my choices are likely to help or hurt others?

Am I living up to the ethical principles of the “Six Pillars of Character”, even if it means I have to give up things I want?

If I cannot find a way to live up to one of the six pillar principles without violating another, am I making the choice I think will be the best for society in the long run?

Character Education

Making Ethical Choices

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Experiential Learning




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4-H is… Experiential Learning

“Learn by

Doing”

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The Experiential Learning Model

Five Step Process

A learning/teaching process is composed of 5 separate but interrelated steps. The process begins with an individual or group learning exercise and ends with discussion of how what was learned can be applied to other settings in the “real world.”

1. The Activity

2. Sharing observances,

feelings, experiences

from the activity

3. Patterns Noticed

4. Ways these facts, skills,

patterns, reactions or

principles relate to real life situations

5. Plan of Action for

using the new information or

skill

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Do

ReflectApply

Sharing

ProcessingGeneralizing

Applying

Doing, Reflecting and Applying

Experiencing

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Key concept is planning for discovery. Selecting a single learning activity

provides a common experience. Objective – to explore and examine.

Key concept is responding. Plan time for discovery of learning objectives.

Opportunity to respond. Share individual learning to stimulate group growth

Key concept is analyzing patterns. Examine the shared experience. Ask questions that encourage them to

think about the experience from thelowest to the highest level of thought.

Key Question, “So what?” Guide from the reality of the activity to a meaning in

a broader world. Apply to personal life experiences.

Key question, “Now what?” Think about what can be done with the

new information. Apply to specific situations. Have in mind ways an individual/group can

use experience in future activities.

Step 5 Applying(Planning moreeffective behavior)

Step 4 Generalizing(Inferring principlesabout the “real world”)

Step 3 Processing(Discussing patterndynamics)

Step 2 Sharing(Sharing reactions andobservations)

Step 1 Experiencing(Activity, doing)

Teaching as a Volunteer Experiential Learning

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“Learning takes place in an active way and is accomplished through the individual’s own activity.” - Randal

Doing, Reflectingand Applying

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Isn’t mere information-giving

Isn’t mere entertaining

Is creating a learning environmentIs structuring learning experiencesIs helping the learning interact with information

TIP It is not

possible to teach anyone, anything. It is only possible to arrange for someone to

learn.

The Trainers Role

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Hearing • Seeing • Doing

Hearing • Seeing

Hearing20%

50%

80-90%

TIP People generally

remember:

10% of what they read

20% of what they hear

30% of what they see

50% of what they hear and see

80-90% of what they do

Keys to Successful Teaching

Learning Retention

Edgar Dale, 1969

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What You Hear

20% amount retaine

d

Amount forgotten

What You Hear and See

50% amoun

t retaine

dAmount forgotte

n

What You Hear, See and

Do

Amount forgotte

n

80-90% amount retained

Keys to Successful Teaching

Learning Retention

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4-H Project Work

Working with models

Judging or Skit

Discussion

Demonstration

Field trip – Tour

Exhibits – Displays

TV, Video tape, Internet

Radio, tapes, pictures

Illustrated Talks, Posters, Graphs,

Charts,Maps

Talks, Printed material

Prepare a meal

Prepare menu with food models

Food Judging Event

World Hunger Discussion

Demo.-Vegetable Lasagna

Tour Test Kitchen

Tour exhibits at Nutrition Conference

Watch video tape “You Are What You Eat”

Cassette tape “Eating Fruits and Vegetables”

Poster of Food Pyramid

Read Southern Living

Magazine

20 %

80-90 %

50 %

Applying the cone to Food Science.

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4-H Project Work

Working with models

Judging or Skit

Discussion

Demonstration

Field trip – Tour

Exhibits – Displays

TV, Video tape, Internet

Radio, tapes/CD, pictures

Illustrated Talks, Posters

Talks, Printed material

Plant, harvest and prepare produce

Computer generated garden plan

Horticulture Judging Event

World Hunger Discussion

Demo. – Window Herb Garden

Tour Home and Garden Show

Tree Leaf Exhibit

Oklahoma Gardening -“Planting Spring

Vegetables”

CD - “Eating Fruits and Vegetables”

Ill. Talk – “Eat Your 5 a-day”

Read Southern Living

Magazine

20 %

80-90 %

50 %

Applying the cone to Horticulture.

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A skill is a learned ability to do something well.Life Skills are the way one applies learned skills to real life situations.

Oklahoma 4-H

Skills vs. Life Skills

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Life Skills Taught

through Food Science

and Horticulture

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Skill Life Skill Application to Real Life

Reading a recipe or mixing chemicals

Learning to Learn

Following directions – from a “put-together” to employer instructions on the job

Schedule for planting and harvest or meal preparation

Planning and Organization

Coordinating school, work & 4-H activities; job manager/supervisor; parenting

Growing, preparing, and eating fruits and vegetables

Healthy Lifestyle Choices and Self-responsibility

Good nutrition, improved health, source of exercise, caring for others or things which are reliant on you

Food preservation or use of power equipment

Responsible Citizen and Teamwork

Safe food source, decrease injury due to negligence or carelessness

Working side-by-side with a mentor, listening, watching and learning - Sharing what you learn

Cooperation, Nurturing Relationships, Communication

Respect for experience and gaining knowledge; active listening as a spouse or employee; speaking/communicating instructions or information

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Life skills are to be integrated into subject matter content; not “added-on.”Life skills are best learned when practiced at the developmental level of the learner.One or more skills should be included in any one educational experience.“Aim youth toward life skills development using the four H’s on the

Target Model.”

Oklahoma 4-H

Effective use of Life Skills

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Experiential Learning Model

Service Learning

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Service-Learning is a teaching/learning method that connects meaningful community service with academic learning, personal growth, and civic responsibility.


Service Learning

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Service-Learning provides opportunity to use new skills and knowledge in real life situations.


Service Learning

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Service-Learning

emphasizes both

volunteering and learning.

Community Service Vs. Service Learning

Community Service is the act of volunteering in your community.

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Preparation

Action

Reflection

Celebration

Service LearningFramework

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Identifying and analyzing a problemSelecting and planning the project Training and orientation for participants

Service Learning Framework

Preparation

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Is meaningfulHas academic integrityHas adequate supervisionProvides for student ownershipIs developmentally appropriate


Action

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Discussion Reading Writing Projects The Arts


Reflection

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Banquet/party/picnicEnd of the year celebrationCertificatesJoint celebration with service recipients


Celebration

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Preparation

Action

Reflection

Celebration

Service Learning in Action

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High Academic PerformanceLeadership DevelopmentHeightened Sense of PurposeIntellectual GrowthSocial and Personal GrowthDevelopment of Sense of CitizenshipIncreased Interest in Learning & 4-HAcceptance and Awareness of Others from Diverse and Cultural Backgrounds

Benefits of Service Learning

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Personal GrowthSocial GrowthIntellectual GrowthCivic ResponsibilityCareer Exploration

Experiential Learning and Service Learning Models

Benefits to 4-H’er

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Service Learning

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Youth-Adult Partnerships




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Brainstorm youth perception of adultsBrainstorm adult perception of youthBrainstorm benefits of working with adultsBrainstorm challenges of working with adultsHow do you communicate effectively with adults?


Small Group Project

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Adults are strict.Adults talk down to youth.Adults can’t remember what it is like to be a young person. Adults don’t respect youth’s ideas.Adults can’t confide in youth.Adults don’t listen.Adults have no time for youth.From the Washington Youth Voice Project.


StereotypesYouth have of Adults

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Youth are lazy, apathetic – they only want to play.Youth are a burden on society.Youth lie.Youth can’t take responsibility.Youth are rude.Youth can’t make commitments.Youth never do anything.From the Washington Youth Voice Project.


StereotypesAdults have of Youth

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When youth are angry or disturbed and won’t tell you they are upset.When youth stall, put off doing work, or generally act lazy.Young people getting easily distracted and changing course, not being able to commit to one course of action.


Things that Bother Adults

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Youth refusing to hear or listen to adult experience.Interrupting or being disruptive in a group by snide comments.


Things that Bother Adultscontinued

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When adults put on a superior or condescending attitude.When adults convey that they know youth are irresponsible, rude, inconsiderate. When adults forget how they felt when they were young, and are insensitive to teenagers.


Things that Bother Youth

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When adults try to psychoanalyze youth. When adults order or assign youth to do only small tasks. When adults patronize, like praising youth just for showing up.When adults try to be “cool” or act like youth.


Things that Bother Youthcontinued

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Criticism (from adults) does not necessarily equate to scorn. Adults may not be aware of how capable you are. Adults will feel responsible for the success or failure of the project, so it is sometimes hard for them to share authority over it. Adults are just as uncertain as young people, they have just learned to disguise it.

From Loring Leifer and Michael McLarney, Younger Voices, Stronger Choices


Youth, keep this in mind…

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Check your expectations before starting a project—what do you expect from it?Ask for information about the project: How would you fit into the process? What are your roles and responsibilities?Develop your skills so that you feel comfortable participating.Make an effort to really listen.Respect the views and experience of others. Be truthful!!


Do’s forWorking with Adults

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Don’t hesitate to ask questions.Don’t hesitate to be creative, energetic, and enthusiastic. Don’t assume all adults will treat you like your parents treat you.Don’t over commit yourself!


Don’t forWorking with Adults

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Treat us with respect, please don’t humiliate us publicly, please don’t talk down to us.If invited to be a part of an organization, we’d like to be as fully involved as adult members.Know that we are capable and can do most things adults can do. We are willing to be involved and can commit time and energy to the project and/or organization.


Advice to Adultsfrom Youth

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Welcome us to meetings by doing such things as offering us a seat. Invite questions and answer willingly so that we can feel comfortable to ask about things we do not understand.Please help us if we need help. (but ask first)From the Washington Youth Voice Project.


Advice to Adultsfrom Youth continued

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Be on time.Come prepared to participate– read any notes, meetings, or other information before meetings, note any questions about your role, and learn more about the organization or project. Focus on the purpose during the meeting and activities.


Advice to Youthfrom Adults

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Take your role and commitments seriously.Listen a lot at first to get a sense of how the group/organization functions and explore ways that you can best contribute.Don’t expect to understand all that you hear—but make sure to ask questions!


Advice to Youthfrom Adults continued

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Have understandingPlan togetherCounsel oftenEvaluate progress


How Teens canhelp Adult Volunteers

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Primary Experience – taking care of your own project(s)Secondary Experience – teaching othersAdvanced Experience – being completely in charge and responsible


Progression of Leadership

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EnablerAutocrat

Nice GuyLaissez-faire

Low High

Low

High

Relationships

Task

Acco

mplish

ment

Team-

work

Reg

imen

tat

ion

Goo

d tim

esChaos

Effective Leadership

Leadership Stylesof the Team Leader

Red Taxi

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Characteristics: Releasable Authority:

How Used When Most Effective

•After identifying guidelines & boundaries, leader turns situation to a subordinate.

•About 25% with the leader.

•Leader identifies problems, sets guidelines and boundaries.

•With the cooperative individual or group.

•Decisions are made by group or individual.

•Up to 75% with the individual or group.

•Leader must resist getting in subordinate’s way while he does it.

•With group minded individuals.

•Decisions will be accepted by Leader if they fall within the guidelines.

•Up to 100% with the individual or group.

•Leader tries to build cooperation & team spirit.

•With cooperative and group minded individuals and groups.


Leadership Styles

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Fear.Lack of time.Wrong ideas about delegation (justification).Lack of acceptance of authority and responsibility by the person delegated to.Expectations of others.Lack of skill (not understanding how).


Why a Team LeaderDoesn’t Delegate

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To get results.To give someone else growth opportunities.To develop self-motivation in others.To have opportunity for different or more important responsibilities.To share decision-making authority.Because the leader lacks time.Because the leader lacks skills.


Why a Team LeaderDelegates

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The best executive is the one who has sense enough to pick good men/women to do what he/she wants done and self-

restraint enough to keep from meddling with them while they

do it.” Theodore Roosevelt


The Art of Delegation

Documents

1 Ready, Set…Volunteer! Core Competencies Unit 3 Oklahoma 4-H Youth Development Parent-Volunteer Education