© 2015 PEAR - Program in Education, Afterschool, and Resiliency May 28, 2015 Best Practices for Positive Program Climate.

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Presentation transcript:

© 2015 PEAR - Program in Education, Afterschool, and Resiliency May 28, 2015 Best Practices for Positive Program Climate

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Welcome and Today at a Glance Welcome Opening Ritual Team builder Role-Play Closing Ritual Debrief Workshop

© 2015 PEAR - Program in Education, Afterschool, and Resiliency We believe that students are most successful when they are in safe environments where they feel cared for We believe that this group holds the knowledge, ability, and passion to create these environments for young people We believe that learning from others’ experiences and critically examining our own will allow us to grow Group Mantra

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Step In!

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Get loose Get funky Get your body moving It started with your feet Ahh your feet Your legs Your hips Your arms Your head Your body GET LOOSE! Get Loose

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Role-Play

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Dilemma #1 Separating into groups Dilemma #2 Student with head on desk Dilemma #3 Reward for fastest group What could reduce the chance of this happening? What could reduce the impact on the climate of the program? What could reduce the frequency of similar incidents from occurring? Role-Play – Small Groups What preventative measures and practices to build Power Skills (planning, systems, rituals, etc.) could have been in place to reduce …

Quick Check-in With Yourself: Am I where the facilitator says I’m supposed to be? Yes Give yourself a pat on the back and keep doing what you’re doing If you’re ahead or done with the work, see if a peer could use your help No Ask yourself why… – Is this a challenge for me? If so, I can stick with it. I will need to work hard and ask questions – Did I run into an obstacle earlier? If so, I need work to extra hard to catch up – Am I getting distracted easily? If so, maybe I need to stop talking to my peers, move to a different seat, or put away items that are distracting me

© 2015 PEAR - Program in Education, Afterschool, and Resiliency Mantra Step-In reflection activity Get Loose The role-play Role play debrief in small groups Self-monitoring time management check Closing shout-outs What?

© 2015 PEAR - Program in Education, Afterschool, and Resiliency So what does that tell us about our group as learners? So What?

© 2015 PEAR - Program in Education, Afterschool, and Resiliency How does that apply to working with young people this summer? Now What?