1. Peer Training Session Faculty Advisor Training Module

2. What is Peer Training? A method of teaching whereby students that know and understand specific information help other peers to learn the information. Why does Peer Training work? Peers are close in age are close in age have similar knowledge have similar knowledge speak the same “language” speak the same “language” Students often feel more comfortable asking questions of their peers rather than asking adults. Students learn academic and social skills, enhance peer relations and improve self-esteem by working with peers. Trainers improve skills in listening, communication, organization and cooperation improve skills in listening, communication, organization and cooperation develop a sense of importance by contributing to their community develop a sense of importance by contributing to their community increase self-esteem through their responsibilities as role models increase self-esteem through their responsibilities as role models

3. What is the role of a Peer Trainer? I. Choose Topic and Format for Presentation (Plan & Practice before doing Presentation) II. Provide Information to Peers III. Act Professionally IV. Make it Fun!

4. I. TOPICS and FORMATS When planning, make it something you would enjoy if you were in the audience and remember this proverb… Tell me and I will forget Show me and I will remember Involve me and I will understand -Chinese Proverb YOUTH CORPS TOPICS: Tobacco Cessation Nutrition Physical Activity POSSIBLE FORMATS: Puppet shows, skits or plays, games, experiments, creative videos, songs, displays

5. II. PROVIDE INFORMATION Face audience Face audience Speak clearly and appropriately (be a role model) Speak clearly and appropriately (be a role model) Introduce self, your group and the presentation Introduce self, your group and the presentation Give simple yet specific directions for activities Give simple yet specific directions for activities Check for understanding (observe the audience-are they on task, can they recall information or repeat directions) Check for understanding (observe the audience-are they on task, can they recall information or repeat directions) Encourage questions Encourage questions (to clarify and reinforce concepts) (to clarify and reinforce concepts) Review important concepts at conclusion of presentation Review important concepts at conclusion of presentation

6. III. ACT PROFESSIONALLY Be patient and respectful Be patient and respectful (allow enough “wait time”) (allow enough “wait time”) Be positive (words & body language) Be positive (words & body language) Be observant Be observant (encourage everyone to participate) (encourage everyone to participate) Be an active listener Be an active listener (use good eye contact) (use good eye contact) Be honest Be honest (you don’t have to be an expert-admit (you don’t have to be an expert-admit if you don’t know something and refer students to possible resources) if you don’t know something and refer students to possible resources) Provide praise Provide praise Redirect inappropriate actions Redirect inappropriate actions (by restating what the topic is, asking to keep comments or questions on the topic, providing options for participation, seeking assistance from faculty advisor) (by restating what the topic is, asking to keep comments or questions on the topic, providing options for participation, seeking assistance from faculty advisor)

7. IV. MAKE IT FUN! REMEMBER TO: Ask yourself if you would enjoy the presentation if you were in the Ask yourself if you would enjoy the presentation if you were in the audience audience Be enthusiastic-it’s contagious! Be enthusiastic-it’s contagious! Use humor when appropriate Use humor when appropriate Use non-verbal cues and Use non-verbal cues and positive body language such as positive body language such as nodding, thumbs up, and SMILING! nodding, thumbs up, and SMILING!

8. Assignment # 1: Practice Being Positive Examples of Negative Responses: That was stupid! That was stupid! DUUUUUUUH! DUUUUUUUH! No! No! Examples of Positive Responses: Great try! Great try! That’s right! That’s right! Terrific! Terrific! Awesome answer! Awesome answer! You’ve got it! You’ve got it! Good thinking! Good thinking! Think of Others - Share Your Ideas

9. Assignment # 2: Redirecting Students Negative Positive Shut up and pay attention! Shut up and pay attention! Stop annoying everyone! Stop annoying everyone! Be quiet and let someone else have a turn! Be quiet and let someone else have a turn! Everyone needs to be looking and listening. Everyone needs to be looking and listening. Show respect for others. Show respect for others. Thanks for sharing your thoughts- now let’s hear someone else’s ideas Thanks for sharing your thoughts- now let’s hear someone else’s ideas Think of Others - Share Your Ideas

10. Role Play Scenarios EXAMPLE: During your presentation a student is disruptive, shouts out negative comments, and has an overall bad attitude. During your presentation a student is disruptive, shouts out negative comments, and has an overall bad attitude. What would you do? Brainstorm some ideas as a group

11. Assignment # 3 : Role Playing Divide Youth Corps into 2 small groups. Divide Youth Corps into 2 small groups. Distribute several role playing scenario cards to each group. Distribute several role playing scenario cards to each group. Students decide who will portray the “teacher” and the “student” then act out the scenario using skills discussed in the Power Point presentation. Students decide who will portray the “teacher” and the “student” then act out the scenario using skills discussed in the Power Point presentation. Other students in group will observe and discuss how the situation was handled afterward. Other students in group will observe and discuss how the situation was handled afterward. Repeat activity using another scenario card and 2 different students doing the acting. Repeat activity using another scenario card and 2 different students doing the acting.

12. Scenario #1 Student is rude to fellow classmates and uses put downs in response to their comments. Scenario #6 A shy student is reluctant to participate. Scenario #2 When asking students if they have any questions, a student asks, “Where do babies come from?” Scenario #7 A group of students are giggling and not paying attention to your presentation. Scenario #3 An interested student asks you for the statistics on obesity rates leading to death. Scenario #8 An excited student is too anxious to begin an activity and spills supplies all over the floor then becomes embarrassed by his actions. Scenario #4 A student responds to a discussion about smoking and lung cancer by saying you can get lung cancer from kissing. Scenario #9 While working with young children and in the middle of your presentation a child raises his/her hand and announces that his/her dog ran away. Scenario #5 An over exuberant student raises his/her hand and shouts out “OOO I know, I know Pick me” for every question you ask. Scenario #10 While working with young children you notice one squirming and wiggling around nervously then suddenly has an accident.

13. Conclusion “If young people wished, they have it in their hands to make a bigger, more beautiful and better world.” -Anne Frank You will make this a better world by making a difference in your community as you do your INSight Youth Corps projects!