NEW VOLUNTEER TRAINING Positive Youth Development

Goals for the Training Reiterate to participants the 4-H Equation Continue to build positive youth development knowledge and skills focusing on youth-adult partnerships Introduce Experiential Learning process Provide tools and resources to assist volunteers working with youth Allow opportunity for sharing of ideas and questions Provide specific information and training respective to club/group management

Agenda Ice Breaker Review of Online Learning Sessions o 4-H Equation o Reflection on all four sessions Experiential Learning Model Youth/Adult Partnerships Club Management o Goals o Behavior Management o Club Planning Questions and Answers Wrap-up/Evaluation

Ice Breaker – “Commonalities” Do: Find a partner you don’t already know. Talk with your partner and generate a list of as many things as you can that are common to both of you. They can not be things you can see by looking at each other (i.e., both have dark hair…) Goal – to come up with as many as you can!

Ice Breaker – “Commonalities” Reflect: What did you discover? How many items did you came up with? What are some feeling words to describe your thoughts during this exercise? Did this activity help you feel connected? Why or Why not?

Ice Breaker – “Commonalities” Apply: Why do we do icebreakers or get acquainted activities with a group? How would you use or adapt this activity to your 4-H club?

Online Training Topics Covered Iowa 4-H Volunteer Introduction-Overview & Our Connection! Four Needs of Youth Ages & Stages of Positive Youth Development Risk Management – Creating Safe Environments

Experiential Learning

Do: In your teams of 3, take some time and observe the pop cans and note your observations…similarities… differences…. After you have made your observations, place both pop cans under water. Observe what happens.

Experiential Learning Share the Results or Reflect: What did you like about this activity? What did you observe about the difference between diet and regular soda? What makes regular soda different from diet? What surprised you? What do you know about density?

Experiential Learning Process: What role did density play in this experiment? What might cause regular soda to be more dense than diet? How do we know?

Experiential Learning Generalize: What generalizations can you make about the difference between using an artificial sweetener vs. sugar in a product from this experiment ? Why is it important to understand these differences?

Experiential Learning Apply: How might you be able to use this knowledge in the future? How can you incorporate the experiential learning process into your club meetings or activities?

Youth Adult Partnerships The 4-H program provides many opportunities for youth and adults to learn how to be partners together. 4-H youth and adults can apply their learning to their community organizations

Youth Adult Partnerships Do: Youth – draw the outline body of a young person, be creative! Adult – draw the outline body of an adult, be creative! Both groups write the benefits your respective role brings to an youth-adult partnership on the inside of the body. On the outside of the body write the challenges your role brings.

Youth Adult Partnerships Discussion: When you look at these benefits, what feelings do you have? Are there items or benefits that you have to have to be an adult? How easy was it come up with the benefits? How easy was it to come up with the challenges? Were there any surprises? What is there about the benefits that can help overcome the challenges?

Youth Adult Partnerships Discussion (continued): Where else might you look for ideas on how to overcome the challenges? How can we use this information to improve youth/adult partnerships we are involved in?

Goal Centered Learning Gives a timeline Accountability Something to strive for Puts things in perspective Provides challenge Measures progress

Goal Centered Learning Action: I want to learn how to Results: take action video of my robotics team with my new camera Timeline: by the county fair

Test questions for goals: Is it specific? Can you achieve it? Do you have control over it? Does it show progress? Does it convey what you (the member) wanted to learn?

Why do Youth Misbehave? To gain attention To maintain a sense of control They have a sense of inadequacy Seek Revenge

Strategies to Prevent Misbehavior Plan ahead Avoid idle time Engage youth in decisions Provide choices Reinforce positive behavior Model the behavior yourself Be flexible

Addressing Negative Behavior Redirection Separation Have a private conversation Prevent the misbehavior Remain calm and in control

Club Planning Do: In your small groups, using the planning worksheet as a guide, plan a 4-H experience addressing your assigned priority topic: Healthy Living, STEM, Citizenship/Leadership or Communication/Arts. Resources in your binder include: (blue) Planning a 4-H Learning Experience, New Leader Letters, 4-H Club Meeting Outline, RM checklist, How Kids Develop, Troubleshooting and (white) Hot Sheets. Online resources can also be used if accessible. Or for Clover Kids volunteers: (white) CK Life Skills & Project Areas, (green) CK yearly calendar example, (pink) CK lesson plan example and (white) CK fingertips games. Online resources (such as the Clover Kids toolbox if you don’t have a printed copy) can also be used if accessible.

Club Planning Reflection How did you create a sense of belonging? How did you meet needs of independence, mastery, and generosity? What Essential Elements were included? How was Experiential Learning incorporated? How did Youth and Adults work together? Any considerations made for Risk Management?

Questions and Answers What questions do you still have? Anything else that you would like to discuss that you thought we would cover today but did not.

Wrap-up & Evaluation Thanks for being a 4-H Volunteer!