Honors Afterschool Training

Shannon Mangram Author

01/27/2021 Added

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Honors Afterschool Training.

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[00:00:02.020]So hello everyone,
[00:00:02.980]and welcome to Honors Afterschool Clubs training.
[00:00:08.107]I'm Shannon Mangram,
[00:00:09.230]the coordinator of community engagement,
[00:00:10.390]retention, and recruitment.
[00:00:12.040]I have the privilege and pleasure
[00:00:14.110]of helping facilitate this experience for you.
[00:00:17.880]But I am not doing it alone.
[00:00:19.750]So I, you know, have been so lucky to have
[00:00:23.640]some people serve as Honors Afterschool coaches
[00:00:26.750]and the coaches are going to be part of this experience.
[00:00:29.700]They're gonna be meeting with you.
[00:00:31.750]They will have had some training
[00:00:34.920]in the Standards for Youth Program Quality
[00:00:37.680]and they are going to be helping me support you
[00:00:41.610]throughout this experience.
[00:00:43.130]So, if you are an afterschool coach,
[00:00:46.300]just go ahead, unmute yourself really quick.
[00:00:49.320]Tell them your name,
[00:00:50.320]and maybe a club that you've done in the past.
[00:00:52.490]And we will introduce you to the group.
[00:00:59.460]Hi, I'm Maya Kackley
[00:01:02.170]and I have done Green Club a few times.
[00:01:08.370]What has been your favorite thing about clubs, Maya?
[00:01:12.660]I think for me, it's been really cool
[00:01:14.800]because I'm an environmental studies major,
[00:01:17.500]so the club kind of fits into what I'm learning about
[00:01:20.400]all the time anyway.
[00:01:22.120]And so it's been really cool to have to boil down
[00:01:25.480]the things I'm learning in college classes
[00:01:28.530]in ways that elementary schoolers can learn.
[00:01:31.750]It's been a really interesting experience
[00:01:33.860]for me just as an environmental studies major.
[00:01:38.030]Thanks Maya. Celeste, do you wanna go next?
[00:01:41.620]Yeah, I'm Celeste Kenworthy,
[00:01:45.010]and I ran a club that was an ecology,
[00:01:47.780]kind of living world-based club.
[00:01:51.420]Awesome. Well, thanks for being here, Celeste.
[00:01:53.570]What was your favorite part about,
[00:01:55.210]what has been your favorite part about clubs?
[00:01:58.230]I really liked doing lesson plan, kind of like Maya said.
[00:02:01.220]Figuring out how to present things,
[00:02:03.300]and I really like interactive things.
[00:02:05.900]And just making things informative, but fun.
[00:02:10.700]Well thank you for sharing.
[00:02:11.600]I think we also have the president, Kelly Wong.
[00:02:16.280]Kelly, do you wanna go next?
[00:02:18.090]Yes. Hi, I am so sorry.
[00:02:20.090]I hope you guys can hear me okay.
[00:02:22.400]I'm just experiencing a host of problems this morning.
[00:02:26.200]That's how it goes always, I guess.
[00:02:28.420]But I hope I, you guys'll get to see my face later on,
[00:02:31.960]especially once you guys get added to the Canvas page.
[00:02:34.840]I am the president of Honors Afterschool coaches.
[00:02:38.730]And my goal is to make sure that you students
[00:02:41.820]receive all the support and resources that you guys need,
[00:02:45.790]and ever could want
[00:02:48.120]to make this process as smooth as possible.
[00:02:50.790]So you guys can focus on teaching
[00:02:53.560]all our wonderful students in the Lincoln area.
[00:02:57.060]I am going to be a point of contact for you guys
[00:03:00.350]at any point in the semester
[00:03:01.700]when you guys experience a problem.
[00:03:04.230]Well, I am one point of contact.
[00:03:06.270]The coaches are amazing.
[00:03:08.350]And I hope that you guys are able to reach out
[00:03:12.420]whenever you guys need.
[00:03:17.120]So I think part of the, well, and thanks, Kelly.
[00:03:20.100]I think part of the great opportunity that you have
[00:03:22.384]in contacting the coaches is having your peers
[00:03:27.130]to kind of toss ideas around with, but also,
[00:03:31.170]it's, you know, if you have a question,
[00:03:33.180]try the coaches first.
[00:03:34.700]They've had experience leading clubs in the past.
[00:03:37.330]They also have access to some funds
[00:03:40.670]if you wanna do something special for your club.
[00:03:43.030]So, please feel free to contact.
[00:03:45.060]There will be form that you can fill out
[00:03:47.540]so that you have the ability to do something special
[00:03:50.700]for your club.
[00:03:51.580]Always talk to your site coordinator first,
[00:03:53.320]but I just wanted to let you all know that that's available.
[00:03:57.240]So, I just kinda wanna give you some ideas
[00:04:01.240]on the format of how today will work.
[00:04:03.800]So I'm gonna go over several different things.
[00:04:06.240]I'm gonna send an interactive worksheet
[00:04:09.570]and put it in the chat.
[00:04:10.590]I would love it
[00:04:11.423]if you could pull this interactive worksheet up
[00:04:14.930]and kind of follow along with some of the activities
[00:04:18.050]that we are going to be doing.
[00:04:19.210]So I'm putting it in the chat now.
[00:04:22.340]This is going to be how you kind of conceptualize your club
[00:04:27.860]and put some things down on paper, so to speak.
[00:04:32.580]And so, pull this up while we're going along.
[00:04:34.750]I'm gonna go through some slides.
[00:04:36.130]We'll go in and out of breakout rooms, occasionally.
[00:04:40.292]So, you know, I want you all to share your ideas
[00:04:44.520]with each other.
[00:04:45.550]It's one thing to have me give you feedback,
[00:04:48.800]and I will definitely give you feedback,
[00:04:50.890]but this process is a lot more fun
[00:04:52.800]if you are able to connect with each other,
[00:04:54.590]share ideas with each other,
[00:04:56.040]and find ways to make this club,
[00:04:58.820]the club that you're going to administer,
[00:05:00.070]the best that it can be.
[00:05:01.270]There will be time at the end for some question and answer.
[00:05:04.630]So if you have something specific
[00:05:06.820]that you need to talk to me about,
[00:05:08.320]I will hang on after training, to talk with you about it.
[00:05:12.720]We'll have a break about halfway through,
[00:05:14.860]because being on Zoom for two hours
[00:05:17.530]can be a little exhausting; trust me.
[00:05:20.590]And a lot of me, it won't be me
[00:05:24.310]talking at you the whole time.
[00:05:25.370]I do just wanna let you know that.
[00:05:26.550]We're gonna be very interactive for this session.
[00:05:29.640]We're gonna answer two big questions today.
[00:05:32.610]The first big question is,
[00:05:34.610]what do I need to know to run a successful club?
[00:05:38.100]And the two things that answer that question are
[00:05:41.430]I need have a great curriculum
[00:05:43.600]and have a supportive learning environment.
[00:05:45.810]And so the really fantastic, and I keep saying,
[00:05:49.120]like they're really fantastic, right,
[00:05:50.410]because it's all fantastic.
[00:05:52.850]But one of the really cool parts about clubs
[00:05:55.140]is you not only get to interact with the community,
[00:05:58.870]you actually get to create content.
[00:06:01.430]And the curation of the content
[00:06:03.870]is gonna go up on our repository,
[00:06:05.820]where we have over 3,100 downloads worldwide.
[00:06:09.040]And we're only in our third year, right?
[00:06:11.090]So the sky is kind of the limit
[00:06:12.900]on what we can do with the content
[00:06:15.080]but we are gonna do everything we can
[00:06:16.650]to make sure your content is good and is well thought out.
[00:06:22.530]And really does deserve a place on the repository.
[00:06:26.358]So without further ado,
[00:06:28.560]we're gonna kind of get started with our first activity.
[00:06:31.560]I want you to pull up the worksheet,
[00:06:36.060]and if you don't already have a fun name for your club,
[00:06:39.930]that's gonna be kind of the first thing that we'll do.
[00:06:42.880]I'm gonna have you fill out the,
[00:06:44.770]I'm gonna give you a couple of minutes
[00:06:47.280]to think of a really fun name for your club.
[00:06:49.760]If your partner's here, that's fine.
[00:06:51.640]Just think of something unique for yourself,
[00:06:55.120]but having a fun club name really is a hook, right?
[00:06:58.480]Something, you know, having science club.
[00:07:01.040]Science club isn't as exciting as mad scientists club,
[00:07:06.220]or experiments with food club or, right?
[00:07:11.390]So we wanna have some kind of fun name.
[00:07:13.800]And so, think of something fun.
[00:07:16.560]I'll give you a couple minutes to do that.
[00:07:18.460]And then I will put you all in breakout rooms,
[00:07:21.060]and you are going to share your fun name.
[00:07:22.970]You're gonna introduce yourself, share your club name,
[00:07:26.640]share your name, your major with the people in your group.
[00:07:30.040]And you will stay with the people
[00:07:31.250]in this group throughout the club training.
[00:07:34.000]So, take a couple of minutes.
[00:07:36.900]I'm going to pause recording.
[00:07:39.680]Okay, so I think before we get into the specifics
[00:07:44.290]of how to run a successful club,
[00:07:47.380]I do wanna give you a little bit more context
[00:07:49.950]in how we came to develop this program.
[00:07:54.680]I mentioned before that we were in the third year
[00:07:58.100]of facilitating this experience for students.
[00:08:00.800]And so it is still fairly new.
[00:08:03.010]We get better every year.
[00:08:05.760]We learn something new every semester,
[00:08:08.390]and we just continue to improve semester after semester.
[00:08:12.670]And so how this really all started
[00:08:14.590]was Dr. McMahon had an idea.
[00:08:18.430]Her daughter had run an afterschool club
[00:08:22.240]and she saw how much her daughter
[00:08:23.709]had developed because of it,
[00:08:25.397]and so she wanted to recreate that same experience
[00:08:30.170]for honors students.
[00:08:32.160]And so she was talking, I think, to some community leaders
[00:08:35.680]and it came, you know, it came up that the CLCs,
[00:08:40.610]the Community Learning Centers, needed more club leaders
[00:08:44.360]and they needed more programming to happen, you know,
[00:08:47.090]and if they weren't gonna get their programming,
[00:08:48.940]the kids may have just been sitting in a gym
[00:08:50.920]or just kind of waiting for their parents
[00:08:52.982]to come pick them up.
[00:08:54.770]And so we decided that we were able to maybe fill,
[00:08:58.310]fill that need and meet that need.
[00:09:00.309]And we started partnering up,
[00:09:03.430]and helping our students get matched up with sites.
[00:09:08.410]And that's how it all started.
[00:09:09.630]We, you know, it looked a lot different
[00:09:11.360]the first time we did it.
[00:09:12.340]You know, students had to do a reverse pitch
[00:09:14.620]where they met with the coordinators
[00:09:16.590]and they pitched their club.
[00:09:17.820]And it's a little bit different now,
[00:09:20.340]but I think the overall goal
[00:09:23.670]of us getting matched up with the CLCs, LPS, all of that
[00:09:28.463]has been really helpful.
[00:09:30.550]And so, you know, but there was another problem
[00:09:33.740]that I think was maybe under the surface.
[00:09:37.410]You know, the problem of making sure that students
[00:09:39.820]like yourselves are developing skills
[00:09:42.850]and have an avenue to try things without, I guess,
[00:09:47.840]risking a lot and maybe reinforcing your learning.
[00:09:51.790]And so, this became the solution
[00:09:55.170]to multiple problems, right?
[00:09:57.020]We have been able to really see development in students
[00:10:02.040]in areas of problem solving, adaptability, patience,
[00:10:06.310]cultural competence, all of these.
[00:10:08.859]I would say, I think,
[00:10:10.300]I don't know if I said communication or not,
[00:10:12.090]but all of these areas are important for honors students
[00:10:16.380]like yourselves to be actively developing.
[00:10:19.160]But, it also solves a problem for the community, right?
[00:10:22.280]You know, they need club leaders.
[00:10:23.850]We have talented, amazing students with fun ideas,
[00:10:26.660]like diversity club and lab rats club,
[00:10:29.510]and ethics, like simulation club, basically.
[00:10:34.180]We have so many great ideas in our student population.
[00:10:39.400]It would make so much sense for us
[00:10:41.130]to rely on our students to help bridge that gap.
[00:10:45.170]And so the other cool thing about it is, you know,
[00:10:49.029]there's a lot of winning happening
[00:10:51.220]with this experience, right?
[00:10:52.770]The kids in the clubs,
[00:10:54.360]they get to learn about something new.
[00:10:55.840]They get to learn from someone who's passionate
[00:10:57.930]about their topic.
[00:10:59.630]They get to have, you know, especially in a pandemic,
[00:11:03.000]they get a kind of break from their classwork,
[00:11:07.210]and a break from home life, and kind of get to escape
[00:11:10.210]for about an hour with a club leader like yourself.
[00:11:14.020]And so, you know, our students win,
[00:11:16.440]their students win, and the community wins,
[00:11:18.690]because we all participate in this together.
[00:11:22.220]And so the CLCs, the sites we specifically work with
[00:11:26.090]are from title one schools,
[00:11:27.810]which means there are, at the schools, there are low income,
[00:11:31.110]there's a high population of low income students.
[00:11:34.980]I share that with you not to say that all of the students
[00:11:38.020]at the school are low income,
[00:11:39.930]but that there's going to be a little bit of a difference
[00:11:42.520]in culture in how you address the students.
[00:11:45.310]Things you might see.
[00:11:47.320]It's really to point out that your normal
[00:11:50.680]may not be their normal.
[00:11:53.550]But it doesn't necessarily make
[00:11:55.580]their normal inferior.
[00:11:57.970]Right? It's normal.
[00:11:59.100]What life is like to everyone and to, you know,
[00:12:03.750]and what normalcy looks like is a very subjective thing.
[00:12:08.919]So I just wanna, we'll talk a little bit more
[00:12:10.670]about that later,
[00:12:12.460]but I really am passionate about helping match you
[00:12:17.050]with great sites.
[00:12:18.480]But also helping you make sure
[00:12:19.690]that your club is the best that it can be.
[00:12:22.270]That it's not, that it's well thought out,
[00:12:24.451]that your lessons are scaffolded.
[00:12:28.030]We'll talk about that later.
[00:12:30.110]But that you have a really good product
[00:12:32.920]that you're bringing to the table.
[00:12:36.240]And so that's, you know,
[00:12:37.473]that kind of leads into our first topic here.
[00:12:40.990]So how do I develop a robust curriculum?
[00:12:42.870]For those of you who are not education majors,
[00:12:46.510]it's just important to start with
[00:12:49.040]developing learning objectives.
[00:12:51.470]And so there are two things that we'll talk about.
[00:12:54.410]We'll talk about developing learning objectives,
[00:12:56.040]and then making the activities hands-on,
[00:12:58.680]as hands-on as you possibly can.
[00:13:01.140]But developing learning objectives is the very first thing.
[00:13:04.380]And so, you know, it can be easy to start
[00:13:06.930]with an activity in mind, or, you know,
[00:13:08.880]I think this would be cool or that would be cool.
[00:13:10.890]But if you don't have an overall aim for the club,
[00:13:14.680]it's just going to be a series of maybe random activities
[00:13:17.990]that seem to fit within a genre,
[00:13:19.900]instead of having students have a good chance
[00:13:22.870]of really learning and developing
[00:13:25.160]something in your club, right?
[00:13:26.840]And so, there's an activity that I want you to do.
[00:13:30.610]Go back to your interactive worksheet.
[00:13:32.600]In the interactive worksheet,
[00:13:33.880]there's an activity that is gonna show you how to work
[00:13:37.730]through the process of developing learning objectives
[00:13:39.700]for your club.
[00:13:40.600]Now, if your partner's here,
[00:13:42.270]it's completely fine to do this separately.
[00:13:45.210]This is an exercise so that you have the ability
[00:13:48.380]to go through this process of backwards design
[00:13:52.780]is what educators call it,
[00:13:54.480]by starting with the goal in mind,
[00:13:56.750]and then developing objectives.
[00:13:58.740]And then after you develop your objectives,
[00:14:00.590]you start thinking about the activities
[00:14:03.370]that are gonna make those objectives possible.
[00:14:05.810]So, if you have the activity sheet pulled up,
[00:14:10.456]I just wanna, I'm just gonna say,
[00:14:13.570]think of an overall goal for your club,
[00:14:16.980]and then I want you to break it down.
[00:14:18.940]I think it's clear on the worksheet.
[00:14:20.790]This worksheet comes from
[00:14:21.810]the Center of Youth Program Quality workbooks.
[00:14:25.380]So this is the standard of what they recommend
[00:14:27.870]all club leaders do.
[00:14:29.680]So again, we're developing the objectives
[00:14:32.007]so we have a better chance of reaching our goal.
[00:14:34.820]I want you to take five minutes, develop an overall goal,
[00:14:38.780]and then break it down.
[00:14:39.760]Come up with objectives that are going to help you
[00:14:42.450]reach the overall objective.
[00:14:45.190]Then we'll go into breakout rooms and then we'll do
[00:14:47.241]something similar to what we just did
[00:14:48.850]and have a couple people share
[00:14:51.030]what their club objectives were.
[00:14:53.760]Does that sound good?
[00:14:54.593]Can you give me a thumbs up if that makes sense?
[00:14:58.220]Any questions before we move on?
[00:15:03.310]Okay. So I'm going to pause recording. One second.
[00:15:09.060]Okay, so the second part of making a great curriculum
[00:15:15.050]is making your curriculum hands-on.
[00:15:16.560]You're making your activities hands-on.
[00:15:19.750]And so we're in a context where you may not necessarily,
[00:15:25.740]we have to just be more careful
[00:15:27.100]about how we plan in-person activities.
[00:15:30.240]And we have to be more careful
[00:15:31.760]about how we structure students getting these activities.
[00:15:36.030]Every site is gonna have their own protocol,
[00:15:37.780]so I would recommend
[00:15:39.250]that you talk to your site coordinator about specifics,
[00:15:42.660]but on your end, it's just always gonna
[00:15:44.930]be helpful to be keeping in mind,
[00:15:47.450]is this activity going to cause students to,
[00:15:52.200]you know, share close space?
[00:15:55.220]Is it going to cause them to,
[00:15:59.360]is it going to put them more at risk, right?
[00:16:02.580]So I think doing things
[00:16:03.730]like having the activities,
[00:16:05.660]like if they're gonna be working
[00:16:06.980]with something with their hands, which we want them to do,
[00:16:10.800]having it on their desk when they get in,
[00:16:13.250]instead of having them pick it up, right?
[00:16:16.250]Having it on their desk, waiting for them
[00:16:18.810]mitigates the entire, like,
[00:16:20.370]getting up, bumping into someone, sitting back down, right?
[00:16:23.150]It's already there.
[00:16:24.470]Or, you know,
[00:16:25.320]or you could have them do it one at a time.
[00:16:27.550]Like first row, come get your activity.
[00:16:29.600]Second row, come get your activity.
[00:16:31.170]It's going to be, it's just,
[00:16:33.490]it's not necessarily going to be an easy process
[00:16:36.240]to figure this out, but just stay creative
[00:16:39.460]and stay open to the different strategies
[00:16:41.360]that you find work or don't work, you know.
[00:16:43.800]For those of you who do are doing like healthy living
[00:16:45.960]or like outdoorsy type of clubs,
[00:16:48.750]having clubs outside are an option.
[00:16:51.400]And so talk to your site coordinator
[00:16:53.050]when it gets warmer
[00:16:54.400]about seeing if you can go outside, right?
[00:16:56.660]Or having your club outside.
[00:16:58.040]That's a very real possibility.
[00:16:59.880]And you can do more outside.
[00:17:02.700]You know, the kids can run around.
[00:17:04.170]The kids can sit on the ground.
[00:17:05.320]You know, there are so many things you can do outside.
[00:17:08.280]So keep that in mind as well.
[00:17:10.330]But making it hands-on,
[00:17:11.960]especially in a pandemic is a challenge.
[00:17:15.670]But I know that you all are going to rise
[00:17:18.510]to the challenge and make things doable.
[00:17:21.906]I think that, again, it's just something
[00:17:23.980]to keep in mind that it's we want them
[00:17:25.940]to be doing activities.
[00:17:27.260]We don't want to spend large times lecturing.
[00:17:31.400]I would recommend for communication,
[00:17:34.680]how old the student is is about how long you can talk.
[00:17:38.490]So if a student is five years old,
[00:17:41.010]you can talk for maybe five minutes.
[00:17:43.220]Maybe; I would say five minutes
[00:17:44.690]for it to keep their attention.
[00:17:46.370]And so on and so forth, right?
[00:17:47.760]So seven years old, seven minutes.
[00:17:49.860]But I would challenge you
[00:17:51.680]to see if you can communicate as concisely as possible.
[00:17:55.560]And the only way
[00:17:56.393]that you're gonna be able to do that really
[00:17:58.050]is by preparing what you wanna say and in advance, right?
[00:18:01.620]You don't have to rehearse it, right?
[00:18:02.910]It doesn't have to be a script.
[00:18:04.240]But if you know,
[00:18:05.410]I need to get through this amount of this material
[00:18:07.810]so that they understand the instructions,
[00:18:09.750]so we can move over to our activity,
[00:18:11.640]you're going to try your hardest to be as clear
[00:18:14.560]as you possibly can in as short amount of time
[00:18:18.330]as you possibly can.
[00:18:19.840]Because we want them to be doing things.
[00:18:21.410]And as they're doing things,
[00:18:22.761]they're going to stay engaged.
[00:18:23.870]They're gonna be staying, I guess connected
[00:18:29.300]to what activity you're doing.
[00:18:32.760]So that's my encouragement there.
[00:18:35.180]Just some general COVID recommendations for you.
[00:18:38.290]Just bring a backup mask with you.
[00:18:41.207]Just to have it, right?
[00:18:42.636]I think the schools will give you one,
[00:18:46.410]but I think it's always nice to have a backup if needed.
[00:18:50.430]If you have been experiencing some symptoms, don't go.
[00:18:55.290]Right; it's not worth potentially upending a kid's life
[00:19:02.050]and their parents' lives
[00:19:04.970]if you have been exposed, right?
[00:19:06.738]So this is the other important thing
[00:19:08.870]just to remember about going into the schools.
[00:19:12.320]You will probably have some kind of COVID test requirement
[00:19:16.670]at the site.
[00:19:17.503]Like they're gonna have you get tested,
[00:19:20.330]maybe semi-regularly, because they wanna make sure
[00:19:23.030]that they're keeping COVID out.
[00:19:25.420]And the impact of COVID on a low income family
[00:19:29.090]could be catastrophic, honestly.
[00:19:32.490]There's really no other way to say that.
[00:19:35.150]If someone, you know,
[00:19:36.160]and let's just play this out, you know.
[00:19:38.190]You, you know, you were out doing something, you got COVID,
[00:19:42.890]you brought it to the school,
[00:19:44.070]the kids in the club have COVID,
[00:19:46.280]they take it to their parents,
[00:19:47.430]their parents have to take time off of work
[00:19:50.330]because they get sick, right?
[00:19:51.530]This is, you know, they have to take time off of work.
[00:19:53.890]They might lose their job. They might not have money, right?
[00:19:57.020]'Cause if they're already low income,
[00:19:58.940]they need every dollar they can get, right?
[00:20:01.120]So it's not a situation where, you know,
[00:20:04.350]and that's kind of a best case scenario if, you know,
[00:20:06.520]if they get sick and take time off of work.
[00:20:09.320]That means they can maybe still go back to work,
[00:20:10.920]but they still lose money.
[00:20:12.910]In some cases you could be really putting families at risk,
[00:20:17.460]especially because we know COVID impacts African-Americans,
[00:20:21.690]and I would say, I think Latin X people more severely
[00:20:26.050]than it does others.
[00:20:26.930]So it's just important to keep that in mind,
[00:20:30.800]because again, the ramifications really could cause
[00:20:34.410]a negative ripple effect.
[00:20:35.390]Now the other important thing to know
[00:20:37.140]is if a kid in your club gets COVID
[00:20:39.320]and the rest of your kids in the club get COVID, you know,
[00:20:42.930]then that situation expands beyond that one student
[00:20:46.070]and beyond that family, right?
[00:20:47.800]And so I'm just encouraging you to be as careful
[00:20:50.550]as you can.
[00:20:52.660]Just abide by the testing requirements.
[00:20:56.196]If you have any kind of symptoms
[00:20:58.080]or you feel like you've been exposed, don't go.
[00:21:00.180]Just don't take the chance.
[00:21:02.510]Talk to your site coordinator.
[00:21:03.680]Let your site coordinator know.
[00:21:05.080]They will definitely appreciate you letting them know that.
[00:21:07.810]But just try and be smart with exposure.
[00:21:12.370]And again, like I said,
[00:21:13.850]there will be a site-specific protocol.
[00:21:15.650]So talk to your site coordinator.
[00:21:18.470]Just to kind of also mention
[00:21:20.140]the division of responsibilities.
[00:21:21.700]My responsibility in this experience
[00:21:23.990]is to help you get through the campus course,
[00:21:25.510]to make sure you have the resources that you need.
[00:21:28.210]But I am not gonna be your first contact
[00:21:30.980]if you have specific club questions.
[00:21:33.200]Your site coordinator will be your first contact
[00:21:35.670]if you have specific things
[00:21:36.940]about your club that you need to ask,
[00:21:39.180]or, you know, or something about the site.
[00:21:41.410]You'll go to your site coordinator for that.
[00:21:43.790]But when it comes to just resources or you have a problem?
[00:21:47.040]That's where the coaches come in.
[00:21:48.440]So, you know, if it's kind of a simple problem,
[00:21:50.470]or something that isn't, I guess, a big catastrophic thing,
[00:21:56.550]you'll go to your coaches first.
[00:21:58.030]And you'll have a specific coach that they'll contact you.
[00:22:00.550]Someone specific will reach out to you
[00:22:02.570]so you'll know who they are,
[00:22:03.630]but again, your site coordinator
[00:22:07.270]should be the first person you talk to
[00:22:09.270]anything club related.
[00:22:12.980]Anything on Canvas, you can talk to me,
[00:22:14.910]you can send me a note,
[00:22:16.150]but feel free to ask the coaches first,
[00:22:17.550]'cause they probably know,
[00:22:18.470]'cause they've been through the experience before as well.
[00:22:22.530]And so again, just use discretion.
[00:22:24.730]Maybe that's just the biggest advice.
[00:22:26.520]Just use your discretion.
[00:22:27.640]Don't, you know, don't assume
[00:22:30.530]that you're going to be safe just because you don't,
[00:22:34.290]even though you may not have been around
[00:22:35.912]a large group of people,
[00:22:37.070]just go the extra mile.
[00:22:39.220]Use discretion, be safe.
[00:22:41.320]Abide by the regulations that your site has put forward,
[00:22:45.330]and we'll make it all through this together.
[00:22:46.840]I think it's so important to try,
[00:22:49.360]because I don't know about you, but I miss being in person.
[00:22:53.170]I miss being with people,
[00:22:54.860]and I know these kids who are gonna be in your clubs
[00:22:57.980]probably miss it as well.
[00:22:59.430]And so anything that we can do to keep them at school,
[00:23:02.610]keep them in clubs is something that we should be doing.
[00:23:07.210]Are there any questions?
[00:23:08.043]I do want to just pause and ask,
[00:23:09.610]and see if there are any questions about COVID,
[00:23:12.310]and planning activities,
[00:23:13.760]and different circumstances that might come up.
[00:23:24.130]Okay. If there are questions-
[00:23:26.090]Oh, sorry, go ahead.
[00:23:28.189]So if we're like, if we're sick or exposed
[00:23:31.110]or something like that,
[00:23:31.943]should we plan on try to make it so it's,
[00:23:35.470]so we could transform the, I guess,
[00:23:38.020]club for the day online
[00:23:39.200]or should we just plan on skipping?
[00:23:40.580]Is there, would that just vary by site?
[00:23:43.760]Yeah, that is something that might vary by site.
[00:23:46.500]Just because there may not be the technical capabilities
[00:23:49.480]to flip on a dime, but there might, right?
[00:23:51.240]There might be some schools that have the ability to say,
[00:23:53.850]okay, everybody, we're going to the computer lab instead,
[00:23:56.960]and then maybe doing it online.
[00:23:58.240]So that is something that we could consider.
[00:24:01.710]And I really like that option, Ron.
[00:24:03.430]And honestly, because you can,
[00:24:05.970]because then the club can continue.
[00:24:07.740]It doesn't necessarily have to stop or shut down
[00:24:09.730]just because someone isn't able to make it
[00:24:12.410]or someone gets exposed to COVID, right?
[00:24:14.280]And so that's actually really kind of a good segue,
[00:24:17.330]'cause I do wanna talk about virtual clubs.
[00:24:20.440]So this is something that you don't necessarily
[00:24:22.660]have to be prepared to transfer your lessons
[00:24:24.610]at this juncture.
[00:24:25.890]But if we get to a point where COVID cases
[00:24:28.140]are ramping back up,
[00:24:30.340]I think we're heading in the right direction in Lincoln,
[00:24:32.549]but if the numbers start rising again,
[00:24:36.110]and for whatever reason, if school gets shut down,
[00:24:38.310]I wanna be able to keep clubs running.
[00:24:41.000]And in whatever context that we can, right?
[00:24:43.560]And so this is a platform called Bitmoji Classroom.
[00:24:47.870]And this classroom serves
[00:24:50.280]as almost like a homeroom for people.
[00:24:53.330]And so Ron, if you do decide,
[00:24:56.010]or something comes up and you wanna say, okay,
[00:24:57.885]I am prepared to transfer my stuff
[00:25:00.840]to Bitmoji Classroom for the week,
[00:25:03.715]you can put your activities, you can create a video,
[00:25:06.310]your slides can all live
[00:25:08.210]in this, almost like your home, this home page.
[00:25:11.620]And you can administer the club
[00:25:14.210]from this platform instead.
[00:25:16.380]So again, if for whatever reason,
[00:25:19.530]and I will be communicating with you
[00:25:22.590]as the semester goes along.
[00:25:25.190]But if for any reason, we have to shut it down,
[00:25:28.450]so to speak, I will do my best
[00:25:30.560]to see if we can just transfer it to Bitmoji Classroom.
[00:25:34.200]So you will be essentially creating your own homeroom
[00:25:37.400]and adding artifacts each week
[00:25:39.800]that will serve as your lessons for the week.
[00:25:43.960]So I hope that makes sense.
[00:25:46.110]I just wanna kind of point your attention
[00:25:48.980]to the classroom though, because we've got like a globe,
[00:25:52.130]we've got a paper airplane.
[00:25:53.620]Any of these things should be clickable.
[00:25:56.090]You can click and put like links behind them
[00:25:58.520]and can serve as lessons for the week.
[00:26:01.100]And so even this whiteboard, you could change the text
[00:26:04.120]on the whiteboard each week to match
[00:26:06.160]what you're doing for the club.
[00:26:07.970]And so again, there's a lot of capabilities
[00:26:10.730]in Bitmoji Classroom.
[00:26:12.800]And so if for whatever reason we have to shut down,
[00:26:15.240]this is how we'll do it.
[00:26:19.300]Great question. Any other questions?
[00:26:26.410]If there's anything else that comes up,
[00:26:27.600]I, again, I'll stick around at the end
[00:26:30.219]to try and answer any kind of lingering questions, but oops.
[00:26:36.950]So this is literally from the LPS website.
[00:26:39.750]This is their protocol.
[00:26:40.610]This is the language they use.
[00:26:42.060]I just wanna share this with you,
[00:26:43.100]not because it's that different from UNL,
[00:26:45.317]but just so that you know how they're thinking about it.
[00:26:48.540]So, self screening is a big thing.
[00:26:51.230]And so that's kind of what I mentioned.
[00:26:52.640]Like if you're not feeling well,
[00:26:55.525]just sit out for the time being.
[00:27:01.000]Face coverings, masks essentially.
[00:27:05.010]Wash your hands. Physical distancing.
[00:27:08.130]It's the same thing that we've been hearing for months now.
[00:27:10.270]So it's not anything new,
[00:27:13.210]but I think it's just important
[00:27:14.850]to see how they think about it, see how they talk about it.
[00:27:20.721]Okay. So we're gonna skip this.
[00:27:23.360]This is just an activity that helps you
[00:27:25.200]kind of bring activities down to size,
[00:27:27.140]but we don't necessarily need to get into that
[00:27:29.130]right this second.
[00:27:30.950]Okay, so I actually, so we're at 11:00,
[00:27:33.950]and before we get into the supportive learning environment
[00:27:35.990]I wanna give you five minutes to just take a break,
[00:27:38.800]so you can hop off Zoom for a little bit and come back at,
[00:27:44.970]well, let's just start back at 11:10.
[00:27:48.910]And so we'll give you eight minutes
[00:27:50.880]just to take a quick break.
[00:27:52.110]Get up, walk around.
[00:27:53.550]We'll get started, and we'll talk about
[00:27:55.470]supportive learning environment
[00:27:56.720]and some behavioral management strategies.
[00:28:00.500]I will see you at 11:10.
[00:28:16.170]Let's dive into how do we create
[00:28:19.330]a supportive learning environment?
[00:28:22.760]You know, curriculum is just part of it.
[00:28:24.990]Curriculum, having good content
[00:28:28.028]is like, is a really good part of it.
[00:28:30.680]But the other part of it
[00:28:31.590]is how are you supporting their learning
[00:28:34.610]through the contexts that you create for students?
[00:28:39.770]And so it's really important to remember
[00:28:43.630]that students, my kids are, my kid is crying.
[00:28:48.910]That kids can struggle to be their best selves
[00:28:52.230]if they have other needs that are, I'm so sorry.
[00:28:57.500]Can you all hear my little one?
[00:29:02.780]Well, that's parenthood for you.
[00:29:05.990]In any case though,
[00:29:06.823]kids have trouble being their best selves
[00:29:08.350]if they struggle with shelter.
[00:29:10.490]You know, kids are struggling to have a home
[00:29:13.070]or if they're not eating,
[00:29:15.200]or if there's water that, just anything.
[00:29:18.690]If you see on a physiological needs.
[00:29:20.060]If you see the different levels
[00:29:22.650]of Maslow's Hierarchy of Needs.
[00:29:24.560]Kids have trouble being their best selves
[00:29:27.740]if they're struggling with any of these things, right?
[00:29:29.640]So if there's a bully at school,
[00:29:32.620]if they're having any kind of family problems.
[00:29:34.870]Especially in a pandemic, right?
[00:29:36.710]Health is a huge part of this.
[00:29:38.320]So it's important to be aware
[00:29:41.410]of what could potentially be impacting
[00:29:44.480]one of your club participants at any given time.
[00:29:46.773]It's not to say that there are automatically
[00:29:49.750]going to be these struggles,
[00:29:51.760]but it's very possible that there might be.
[00:29:54.890]And that there could be kids in your clubs
[00:29:57.100]struggling with some of these different, I guess,
[00:30:01.870]levels on the Maslow's Hierarchy of Needs.
[00:30:05.350]So your job is not to solve their problems, right?
[00:30:09.560]You're not their teacher, you're not their parent.
[00:30:12.880]You're a club leader.
[00:30:14.020]And so the best thing that you can do
[00:30:16.120]for these students is to create structure,
[00:30:19.810]establish clear limits and boundaries,
[00:30:23.170]and make sure that you're doing everything you can
[00:30:27.140]to keep students engaged.
[00:30:30.090]So let's talk about building structure a little bit.
[00:30:33.690]So, when you kind of come into club,
[00:30:35.970]you'll kind of get into a rhythm.
[00:30:37.500]But a lot of the feedback that I have heard
[00:30:39.710]from past club leaders
[00:30:41.460]is just something to the effect of like, you know,
[00:30:45.260]I wish I would have built structure at the very beginning
[00:30:47.799]of club instead of halfway through.
[00:30:51.170]You know, it's been hard to try and get their attention back
[00:30:53.820]after we've kind of already established
[00:30:56.330]the culture of our club.
[00:30:57.890]And so one of the first things I would recommend
[00:30:59.910]that you do, maybe even on your first club day
[00:31:03.810]is create club rules.
[00:31:05.840]How do we want this club to be?
[00:31:08.050]You know, and so, and you can ask your club participants
[00:31:10.190]you know, what would be a fun club?
[00:31:12.330]Would it be fun to be respectful?
[00:31:14.130]Would it be fun to be good listeners to each other,
[00:31:16.080]and be kind, and things like that
[00:31:18.590]that are gonna help you keep order
[00:31:21.943]as you go along, because the reality is people in your club,
[00:31:27.820]these people in your club
[00:31:29.520]are gonna have to agree to be a part of it, right?
[00:31:33.480]They have to, there's some level of expectations
[00:31:35.890]they're gonna abide by the rules that you set forth
[00:31:39.550]or that you guys come up with together, right?
[00:31:41.440]I think including them in the rules creation process
[00:31:44.530]is gonna be a good thing,
[00:31:45.800]because then they feel like they have ownership
[00:31:48.160]of the rules as well.
[00:31:49.480]And so the other thing
[00:31:50.520]about building structure that I wanna touch on
[00:31:52.440]is establishing a routine.
[00:31:54.310]So, when you get into the club,
[00:31:57.020]it should essentially have the same flow
[00:31:59.950]every time you come in, right?
[00:32:01.480]It's not the same thing, but it should have the same flow.
[00:32:03.530]It should be a familiar flow every week.
[00:32:05.760]And so you should have some,
[00:32:07.040]maybe some ice breakers, some kind of warm up,
[00:32:09.150]some kind of activity that gets everybody going
[00:32:11.755]or allows them to settle down
[00:32:14.020]or get out their energy, whatever it is, right?
[00:32:16.480]Have some kind of activity like that.
[00:32:18.450]And then you move in, you know, again,
[00:32:20.590]there are so many things that you can do.
[00:32:22.490]So I actually am gonna have you go back
[00:32:24.650]to your interactive worksheet.
[00:32:26.920]We're skipping the activity
[00:32:28.790]that plans from week to week to week.
[00:32:31.120]So we're, we're skipping that activity,
[00:32:33.000]and we're going to go straight
[00:32:34.180]to the establishing a routine activity.
[00:32:37.740]And so I want you to plan out
[00:32:40.200]how you want your club session to run.
[00:32:42.860]What, you know, timeframes or timestamps do you wanna have
[00:32:47.250]on getting to know each other?
[00:32:49.720]What kind of timestamp do you wanna have
[00:32:51.270]on the main activity?
[00:32:54.960]Consider things like cleanup.
[00:32:56.710]Do you have time built in for cleanup?
[00:32:58.570]Do you have time built in for reflection,
[00:33:01.920]and maybe think of something unique
[00:33:03.730]that you can add to your routine.
[00:33:05.500]But I want you to plan out a routine
[00:33:07.840]that you can have every week for club,
[00:33:10.040]so that kids know at the very beginning.
[00:33:13.690]This is how it's going to go every week.
[00:33:16.930]You can expect the same thing here weekly.
[00:33:19.830]Now it's gonna be a new activity.
[00:33:21.310]You know, we might have some fun at any given time,
[00:33:24.860]but the structure of the club is going to remain similar
[00:33:28.910]throughout the course of the semester.
[00:33:30.520]So take five minutes, create a club routine,
[00:33:35.730]how you want to operate.
[00:33:37.290]I'll put you in breakout rooms and then you'll share.
[00:33:39.270]Do the same thing that we were doing earlier.
[00:33:41.377]And then we'll kind of come back
[00:33:43.270]to the big group and share all together.
[00:33:46.890]So five minutes. Take until 11:20.
[00:33:49.900]We'll do four minutes,
[00:33:51.280]'cause I think this is a fairly quick activity.
[00:33:54.462]So, we'll go to 11:20
[00:33:55.760]and then I'll put you in breakout rooms.
[00:34:06.500]Hopefully, I'll record now.
[00:34:09.070]So behavioral issues.
[00:34:11.450]These are things that, they happen in club.
[00:34:15.630]It's just life.
[00:34:17.760]The biggest thing here is you don't have to be afraid
[00:34:22.360]of this happening, right?
[00:34:24.398]Kids have behavioral issues all the time.
[00:34:27.930]But one of the things we really do need to understand
[00:34:30.140]about behavior is that it's not aimless, right?
[00:34:34.330]All behavior is communication.
[00:34:37.030]It's not random.
[00:34:37.863]It's coming from a place that we may not be able to see
[00:34:41.810]on the surface, but it's trying to solve a problem.
[00:34:45.670]You know, so if a student, for example,
[00:34:47.710]is trying to get your attention in class.
[00:34:49.923]They're like, hey, hey, hey.
[00:34:51.800]Hey club leader, Emily. Emily, Emily, Emily.
[00:34:53.810]Here I am, here I am. Pick on me, I know the answer.
[00:34:56.680]And then you don't pick on them.
[00:34:59.150]And then they start messing up with someone else's stuff.
[00:35:02.470]They were probably communicating
[00:35:05.180]that, I wanted the attention.
[00:35:07.970]I didn't get the attention.
[00:35:10.570]And now, you know, my ability, you know,
[00:35:14.240]if I do something wrong,
[00:35:15.270]maybe I can get her attention that way, right?
[00:35:18.414]It's not necessarily logical or rational all the time.
[00:35:22.140]That's not what we're claiming here.
[00:35:24.900]What we're claiming is that it's an attempt
[00:35:27.210]to solve a problem.
[00:35:28.330]You know, if a student acts up over here
[00:35:30.010]at least they get attention in some way, right?
[00:35:33.200]It may be negative attention, but it's still attention.
[00:35:36.800]And so there will be kids in your club
[00:35:39.010]who will want attention,
[00:35:41.010]a lot of attention from you at times.
[00:35:43.550]And they might be in your space,
[00:35:46.270]but the behavior is communicating,
[00:35:49.840]that I want attention.
[00:35:51.420]And you have to find ways to, I guess,
[00:35:55.220]to one, figure out what they're saying, but also, you know,
[00:35:58.220]if it isn't attention.
[00:35:59.170]I would just say attention is something
[00:36:00.510]that kind of goes across the board.
[00:36:02.380]That you might experience in every club
[00:36:05.160]some kid who just wants attention.
[00:36:08.460]You have to find ways to give that kid attention
[00:36:12.220]without, I guess, disrupting the flow of your club, right?
[00:36:17.660]You're not gonna disrupt the whole flow
[00:36:19.200]or the whole routine of your club
[00:36:21.510]so that you can help one kid
[00:36:25.470]with their potential attention issues.
[00:36:27.870]What you're going to do is help that kid
[00:36:29.540]get back on task right?
[00:36:31.230]That is the whole goal, right?
[00:36:32.360]If someone's acting up, you don't want them,
[00:36:34.407]you're not trying to solve their life problems for them.
[00:36:36.870]You just want them to get back on track.
[00:36:38.890]Focus on this right now. Let's get through this club.
[00:36:41.670]Let's get through this lesson.
[00:36:43.880]And then if something, you know,
[00:36:45.330]maybe you can talk to your site coordinator
[00:36:47.220]about the specific student, but again,
[00:36:50.390]you're not trying to fix them.
[00:36:51.990]Just get them back on task.
[00:36:55.970]And so some triggers that students have
[00:36:59.240]is lack of clear structure,
[00:37:00.500]which is why we talked a lot about structure today.
[00:37:02.700]Why I had you do that activity.
[00:37:04.720]Boundaries, routines; any kind of lack
[00:37:10.200]in those areas can be really triggering for students.
[00:37:13.290]And we don't know what their home lives look like.
[00:37:14.900]I've talked about that before.
[00:37:15.950]We don't know what it's like for them at home.
[00:37:17.990]So, you know, if they are in an environment
[00:37:21.330]where there isn't a lot of structure
[00:37:22.730]or there are no boundaries, and there is no routine,
[00:37:25.440]they don't feel like they're secure.
[00:37:27.510]You know, and kids like to feel some sense of security.
[00:37:31.120]And so, that's why we have you create the clear structure.
[00:37:34.150]That's why we have you create the expectations,
[00:37:36.340]and do the routines,
[00:37:37.640]so that when you get into the club,
[00:37:38.870]you are creating a secure, predictable environment
[00:37:42.880]for the kids in the club.
[00:37:45.060]Now, granted that doesn't mean you don't do different things
[00:37:46.960]every week, but if it's secure and predictable,
[00:37:49.200]they should be able to not have that be a trigger for them.
[00:37:54.920]Learning challenges. That's another trigger.
[00:37:56.820]So, if you have, you know, someone who might be dyslexic
[00:38:01.270]in your club or have like ADHD or ADD,
[00:38:03.670]or something in your club,
[00:38:05.482]they have some challenges
[00:38:07.540]in being like the rest of your club group.
[00:38:11.870]And so if there's something that is hard for them,
[00:38:15.240]that might cause them to shut down or act out,
[00:38:17.480]or be a little bit extra, you know?
[00:38:21.817]And so what you wanna do with that is say,
[00:38:24.740]you know, again, you're not disrupting the whole club.
[00:38:27.260]You're just saying,
[00:38:28.093]hey, do you wanna talk about this outside of the classroom?
[00:38:31.920]We can take a club partner.
[00:38:34.100]Can go and the rest of the club can continue to run.
[00:38:36.750]But, is everything okay?
[00:38:39.020]Is there anything that I can do
[00:38:40.070]to help make this more clear for you?
[00:38:42.100]Can we break it down?
[00:38:43.970]What can we do to help get you back on task?
[00:38:47.310]Essentially, right?
[00:38:48.170]'Cause again, it's about getting students back on task.
[00:38:50.650]You're not trying to solve their problems.
[00:38:51.960]You're not their counselor.
[00:38:53.920]You might be one day,
[00:38:54.820]but right now you're just their club leader.
[00:38:57.670]And so you just want to stay that,
[00:38:59.140]you want to keep them on task.
[00:39:01.030]So sensory overload.
[00:39:02.910]Confrontation, there are some kids
[00:39:05.030]that if you confront them,
[00:39:06.070]if you say, hey, don't do that.
[00:39:07.790]They'll be like, and what if I do?
[00:39:10.370]And you'll just be like, okay.
[00:39:16.057]There are some kids.
[00:39:16.930]They just have that fight reflex.
[00:39:19.770]And so if you come at them,
[00:39:22.020]if you come at them, like, don't do this,
[00:39:24.500]they will just come right back,
[00:39:27.070]and they'll match that energy.
[00:39:28.690]And try not to confront them that way.
[00:39:32.930]Oh, there's my four-year-old.
[00:39:37.100]One second. I'm so sorry.
[00:39:50.210]I love snow days.
[00:39:52.140]So again, kids that are frustrated,
[00:39:56.970]if they feel vulnerable, right?
[00:39:58.490]If they said something that was really vulnerable
[00:40:02.290]in class, it could be triggering for them.
[00:40:04.293]So try your best to, well, and we'll do this later,
[00:40:09.230]but try your best to use empathetic statements
[00:40:12.370]when you're communicating.
[00:40:14.790]Use respect and positivity.
[00:40:18.810]Explain your reasoning.
[00:40:20.340]Whenever you make a decision,
[00:40:21.840]you should have a really good reason for it,
[00:40:23.530]other than I'm just your club leader, and I said so, right?
[00:40:26.020]There should be a good reason behind the actions
[00:40:30.232]and decisions that you make.
[00:40:32.140]And the other thing is offering choices.
[00:40:33.810]Like I said, giving them agency is gonna help
[00:40:35.850]in their communication.
[00:40:37.070]And so when the students are,
[00:40:40.340]maybe experiencing one of those triggers,
[00:40:42.170]if you're using respectful statements,
[00:40:44.420]you're keeping them positive,
[00:40:45.490]you're helping them develop a growth mindset,
[00:40:48.040]they should re-engage.
[00:40:50.410]Because again, the goal is to keep them on task
[00:40:52.340]and keep them on focus,
[00:40:53.660]so that they don't disrupt the flow of class or club.
[00:40:59.580]And in open communication,
[00:41:01.770]always gather more information, right?
[00:41:04.670]We don't know what's happening.
[00:41:06.847]And a lot of times we fill in the blanks.
[00:41:09.690]We fill in the blanks a lot with what we think is happening,
[00:41:13.630]but always gather more information.
[00:41:15.410]Ask questions. Show that you're listening.
[00:41:19.330]You know, if you're on your phone
[00:41:20.750]and they're trying to talk to you,
[00:41:21.950]or if a million kids are trying to talk to you,
[00:41:26.100]try and focus in on the one student.
[00:41:27.780]Say, okay, I am listening to you right now.
[00:41:31.500]Clarify your understanding.
[00:41:33.130]You know, ask if there's something that you're missing,
[00:41:36.100]and affirm their feelings.
[00:41:37.680]If they're feeling sad or frustrated,
[00:41:39.990]or overlooked, or unseen, or misunderstood, right?
[00:41:44.020]Or if they're struggling, affirm their feelings.
[00:41:45.940]Say, it's okay to feel that way.
[00:41:47.490]A lot of people feel that way.
[00:41:49.020]You can normalize their feelings.
[00:41:50.700]You can say, you know, maybe even share a story.
[00:41:53.650]You know, when I was a kid,
[00:41:54.700]I felt this way at one point in time, right?
[00:41:57.360]It's gonna help them connect with you
[00:41:59.980]and build that relationship with you,
[00:42:01.290]but it's also going to deescalate the situation, right?
[00:42:05.232]It's not going to keep it ramping up.
[00:42:07.700]It's going to diffuse it and deescalate it.
[00:42:13.560]So one of the questions that people ask sometimes,
[00:42:18.370]and they don't necessarily mean to offend students,
[00:42:21.610]but asking the question,
[00:42:22.820]what happened instead of why did you do that
[00:42:25.690]is a lot more open and gives the students a chance
[00:42:30.570]to really just share, you know,
[00:42:32.150]well, this was happening in my mind
[00:42:33.870]or they have more room to, to share honestly.
[00:42:39.000]If someone asks you, why did you do that,
[00:42:41.230]it's kind of accusatory, right?
[00:42:42.860]Like it's kind of accusatory,
[00:42:44.200]and has a little bit of a negative tone to it.
[00:42:49.030]But what happened is it gives a chance
[00:42:51.110]for them to explain.
[00:42:53.940]Offer encouragement, not reprimands.
[00:42:56.770]So things like, oh I would encourage you
[00:42:58.930]to join the group, right?
[00:43:01.130]Instead of, get over here and join the group.
[00:43:02.930]What are you doing over there? Right?
[00:43:04.910]I would encourage you to be a part of this.
[00:43:06.490]Like we want you here.
[00:43:07.720]We want you a part of this club.
[00:43:08.553]We want you a part of this group.
[00:43:11.820]It's encouraged to have five to one
[00:43:13.680]positive to negative interactions.
[00:43:15.400]So if you do have to kind of take a student aside,
[00:43:20.230]make sure you go out of your way
[00:43:21.780]to have more positive interactions with that student
[00:43:24.910]so that they know that you weren't just trying
[00:43:27.810]to be mean to them, right?
[00:43:29.200]And you weren't just trying
[00:43:30.067]to single them out or anything,
[00:43:33.050]but you wanted to make sure they just got back on track.
[00:43:35.100]Adding those positive interactions is gonna help.
[00:43:37.260]And like I said, prioritize deescalation.
[00:43:39.710]Communication is gonna be a big way you do that.
[00:43:42.950]But I just wanna remind everyone that communication
[00:43:45.550]is more than what we say, right?
[00:43:47.170]Communication is how we act, non-verbally.
[00:43:52.470]How we, you know, what the look on our faces,
[00:43:55.000]what our body is doing, right?
[00:43:58.400]It's a lot of it.
[00:43:59.360]So try and communicate with your whole self
[00:44:03.240]that I respect you, I'm here for you,
[00:44:05.830]and I wanna get you back on track.
[00:44:10.330]So I do wanna read through this example,
[00:44:13.010]and then we will, we'll probably go a couple minutes over.
[00:44:16.240]So I'm so sorry about the time,
[00:44:18.130]but I do wanna read through this example,
[00:44:20.230]because I think it's a really good example
[00:44:21.890]of what didn't happen.
[00:44:23.940]What could have gone better.
[00:44:25.680]So, "Ryan is an eighth grade boy.
[00:44:28.460]This morning when he arrived at school,
[00:44:30.190]his teacher asked him for his homework
[00:44:32.570]and Ryan did not have it.
[00:44:34.610]She expressed frustration
[00:44:36.680]and took away his recess as a consequence.
[00:44:39.140]A short time later, his desk-mate accidentally bumped Ryan.
[00:44:42.710]Ryan punched him in the stomach.
[00:44:44.590]His teacher, upset by this outburst,
[00:44:46.580]began to yell at Ryan to stop.
[00:44:48.780]Ryan began to scream, kick chairs and hide under his desk.
[00:44:52.670]After 10 minutes of trying to get Ryan out
[00:44:54.763]from under the desk, he was brought
[00:44:58.960]to the principal's office and given a five day suspension
[00:45:02.100]for fighting and disruptive behavior."
[00:45:06.190]I wanna ask, just to the group,
[00:45:08.880]what do you think went wrong in this situation?
[00:45:17.740]Feel free to just send me an in-share.
[00:45:20.190]I think if the teacher would have like,
[00:45:23.100]talked to Ryan about why he didn't have his homework
[00:45:25.920]and maybe came up with a solution
[00:45:28.630]of how they could make sure
[00:45:30.970]he has his homework the next day,
[00:45:34.150]because it might've just been something at home.
[00:45:36.560]And she didn't ask to get understanding
[00:45:39.434]about the whole situation.
[00:45:40.620]I think if that would have happened,
[00:45:42.513]then the fighting and all of that would not have happened.
[00:45:46.090]You're absolutely right, Liz.
[00:45:47.242]So this is what really happened with Ryan.
[00:45:51.917]"Ryan is an eighth grade boy
[00:45:53.360]from a highly under-resourced neighborhood.
[00:45:55.440]He's been witnessing severe domestic violence
[00:45:57.890]between his parents since he was a baby.
[00:46:00.690]One night, his father was handcuffed
[00:46:02.180]and taken away by the police.
[00:46:03.830]And his mother was taken in an ambulance to the hospital.
[00:46:06.770]Ryan slept little that night,
[00:46:08.930]terrified and anxious about what would happen
[00:46:10.800]to his mother and father.
[00:46:12.360]In the morning, Ryan's neighbor took him to school.
[00:46:15.300]This morning when he arrived at school,
[00:46:17.280]his teacher who did not know
[00:46:18.590]about Ryan's traumatic experience,
[00:46:20.252]asked him for his homework and when he did not have it,
[00:46:23.350]she expressed frustration and took away his recess
[00:46:27.550]as a consequence.
[00:46:28.980]He was upset and triggered
[00:46:31.600]by being in trouble with his teacher."
[00:46:35.260]This is my son, Eli.
[00:46:37.480]Eli, do you wanna say hello to everyone?
[00:46:39.210]Hello. Okay, buddy,
[00:46:41.270]can you go back out there and play?
[00:46:43.510]Thank you.
[00:46:45.010]I said no.
[00:46:46.380]Oh, okay.
[00:46:48.190]Well that's life.
[00:46:51.730]That's life for ya.
[00:46:53.870]Anyway, so essentially Ryan had a lot going on,
[00:47:01.100]and Liz is exactly right in saying
[00:47:02.580]if the teacher just would have asked him what happened,
[00:47:05.520]he probably would have broke down and said,
[00:47:07.110]I'm just, I'm going through a lot right now.
[00:47:09.760]And you did not make this easier on me.
[00:47:14.600]You know, and so now he's not at school
[00:47:16.580]and because all the teacher would have had to do
[00:47:19.350]is ask a question, so.
[00:47:22.990]So again, all of this, the whole point of this
[00:47:25.210]is we don't know what's going on behind the scenes,
[00:47:27.280]and so we're not gonna assume like we do.
[00:47:30.820]Okay. So what we're gonna do now-

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Honors Afterschool Training

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