Site Volunteer Orientation


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  • Elementary school is composed of fundamental learning and building basic knowledge. Elementary school is an important time in all children’s academic development.Suggestions for working with Elementary School StudentsBuilding trust and setting boundaries are essential factors in establishing an effective learning environment.Set clear boundaries and goals from day one. Be sure to explain why you are there. Maintain a firm and friendly demeanor.Be precise and specific when directing students. Make sure you have their undivided attention before placing expectations on them.Reinforce positive behavior! Catch students being good. Give lots of attention for appropriate behavior.Allow movement, especially for younger students. Let them move around and/or stretch. Take a break when necessary.
  • Middle school includes more homework, harder tests, and tough reading assignments. Middle school and junior high can be a big transition for any child. At the middle school level, the reading material a student needs to master is "content rich," ranging from word problems to scientific facts. Tutoring sessions may involve deciphering unfamiliar words, solving problems, and deepening reading comprehension.Encourage critical thinking. Although it may be tempting to tell the student everything you know about a given subject, resist the urge to do the work yourself. Instead, explain your own thinking process and help your students build their own academic skills.Write and write and write some more. Students must write for a variety of purposes, so additional work on grammar, sentence structure, and punctuation may be needed. A tutor can harness the power of creativity. In your next session, experiment with poetry or try writing a screen play.Teach academic success skills. Many students need explicit instructions on how to organize material, take notes, and study for tests. A tutor can help a student gain mastery in these areas by explaining and modeling. Bring your datebook to sessions to show how you organize your time.Become an advocate. In addition to questioning students about schoolwork, making direct connections with classroom teachers helps you give and receive valuable feedback. Help your students figure out what to do when they have questions or concerns in class.Set attainable goals. It is imperative to set goals so that the session stays on task and results in concrete accomplishments. Reflect on the progress made (and ask the student involved to do the same!).
  • Site Volunteer Orientation

    1. 1. Southwest High School welcomes you to:<br />Volunteer Orientation<br />PICTURE<br />PICTURE<br />PICTURE<br />PICTURE<br />
    2. 2. Learning Objectives<br />New volunteers will leave this orientation knowing:<br />Information about Southwest High School<br />The changing developmental profiles of students <br />How school volunteerism fits into a youth development framework <br />Strategies for building student self-esteem<br />How to respond to different learning styles<br />How to address the individual needs of students <br />Strategies for working effectively with students with diverse backgrounds<br />Strategies for managing common student behaviors <br />What to ask in an initial conversation with the teacher/staff<br />The MPS volunteer policies<br />The next steps<br />
    3. 3. Southwest High School<br />Moving toward academic success<br /><ul><li>Vision
    4. 4. Mission
    5. 5. Goals
    6. 6. Values</li></li></ul><li>Southwest High School<br />Our students<br /><ul><li>Enrollment
    7. 7. Demographics</li></li></ul><li>Southwest High School<br />What we offer<br /><ul><li>Academic curriculum
    8. 8. Magnet programs
    9. 9. Clubs and activities
    10. 10. Business/college partnerships</li></li></ul><li>School Policies<br /><ul><li>Cell phone use
    11. 11. Computer/internet use
    12. 12. Attendance
    13. 13. Behavior management
    14. 14. Safety, violence
    15. 15. Etc.</li></li></ul><li>School Procedure<br /><ul><li>Expectations of volunteers in the school
    16. 16. Supervision
    17. 17. Check-in/ name badges
    18. 18. Absences and consistency
    19. 19. School policies</li></li></ul><li>Logistics and Resources<br /><ul><li>School calendar
    20. 20. Parking
    21. 21. Class schedule
    22. 22. Staff contact information</li></li></ul><li>Volunteer Opportunities<br />PICTURE<br /><ul><li>Here would be examples of traditional opportunities you have available in your school</li></li></ul><li>Developmental Profiles<br />PICTURE<br />Take a moment to thinkback to yourtime in [insert your school demographic]. <br /><ul><li>In one word, how would you describe yourself?
    23. 23. What was important to you at that time?
    24. 24. How did you spend your free time?</li></li></ul><li>Developmental ProfilesElementary School<br />PICTURE<br />Build trust and set boundaries<br />Set clear boundaries and goals<br />Be precise and specific<br />Reinforce positive behavior<br />Allow movement<br />
    25. 25. Developmental ProfilesMiddle School<br />PICTURE<br /><ul><li>Encourage critical thinking
    26. 26. Write and write and write some more
    27. 27. Teach academic success skills
    28. 28. Become an advocate
    29. 29. Set attainable goals</li></li></ul><li>Developmental ProfilesHigh School<br />PICTURE<br />PICTURE<br />Be a sounding board<br />Model the service ethic<br />Know your learner<br />Ask for help when you need it<br />PICTURE<br />
    30. 30. When Working with Students<br /><ul><li>Set an example
    31. 31. Be prepared
    32. 32. Review, review, review
    33. 33. Give praise
    34. 34. Be positive
    35. 35. Practice patience
    36. 36. Communicate
    37. 37. Have realistic expectations
    38. 38. Expect the best</li></ul>PICTURE<br />
    39. 39. Youth Development<br />In addition to academic achievement, volunteers should strive to develop non-academic outcomes in our students. These are critical to our students’ overall lifelong success.<br />PICTURE<br />Character<br />Confidence<br />Contribution<br />Connection<br />Competence<br />
    40. 40. Youth Development Reflection<br />Describe a time in your education when someone at school either helped or hindered you in building a sense of connection or confidence. Why was this experience important to you at that particular time?<br />PICTURE<br />
    41. 41. Self Esteem<br /><ul><li>Avoid trying new things
    42. 42. Feel unloved and unwanted
    43. 43. Blame others for his or her own shortcomings
    44. 44. Feel, or pretend to feel, emotionally indifferent
    45. 45. Put down his or her own talents and abilities
    46. 46. Be easily influenced
    47. 47. Fail to look at the short or long-term consequences of his or her actions</li></ul>A student’s behavior can clearly reflect his or her feelings about him or herself<br />Low Self-Esteem<br />Act independently<br />Assume responsibility<br />Take pride in his or her accomplishments<br />Attempt new tasks and challenges<br />High <br />Self- Esteem<br />
    48. 48. Self Esteem<br />PICTURE<br />Listen to and acknowledge feelings<br />Expect the best<br />Be consistent<br />Build interest<br />Be a good listener<br />Build a relationship<br />Be yourself<br />PICTURE<br />
    49. 49. Identifying Learning Styles<br />Visual<br />Likes books and pictures<br />Easily distracted by movement<br />Good at sight-reading<br />Will stare, doodle, or find something to watch when inactive <br />Kinesthetic<br /><ul><li>Enjoy sports, are well coordinated
    50. 50. Use their hands to talk
    51. 51. Likes to draw and doodle</li></ul>Visual<br />Kinesthetic<br />Auditory<br /><ul><li>Talk a lot
    52. 52. Like to be in charge
    53. 53. May talk to themselves when working alone
    54. 54. Move their mouth when reading to themselves</li></ul>Auditory<br />PICTURE<br />
    55. 55. Classroom Techniques<br />Visual<br />Insist on a clean work surface<br />Use demonstrations<br />Use pictures to reinforce vocabulary words<br />Encourage the student to point when reading<br />Highlight, underline, and color code<br />Using flash cards<br />Auditory<br /><ul><li>Help the student talk his/her way through tasks
    56. 56. Practice spelling words aloud
    57. 57. Ask the student to repeat directions
    58. 58. Use word associations
    59. 59. Set information to a tune and singing it to help remember it</li></ul>Kinesthetic<br /><ul><li>Connect movement to other modalities
    60. 60. Provide a checklist of materials needed to do projects
    61. 61. Write things down multiple times to commit them to memory
    62. 62. Move around or take frequent breaks</li></ul>Kinesthetic<br />Auditory<br />Visual<br />
    63. 63. Addressing Individual NeedsSuggestions for working with students with learning disabilities:<br />Talk slowly and briefly<br />Teach one concept at a time<br />Face the student<br />Use demonstrations<br />Use association techniques<br />Use multiple resources<br />PICTURE<br />
    64. 64. Addressing Individual NeedsCharacteristics of students classified as underachievers. They may:<br /><ul><li>Be immature
    65. 65. Be troubled by conflict or problems
    66. 66. Watch excessive amounts of television
    67. 67. Come from a home where school achievement is not emphasized
    68. 68. Have a history of poor school attendance</li></ul>PICTURE<br />
    69. 69. Beware of Assumptions<br />Have English speaking parents <br />Lives with parents<br />Gets enough to eat <br />Isn’t gifted and ready for a challenge because he or she does not speak English fluently<br />Is loud because he/she is angry<br /><ul><li>Gets to “act their age” outside of school and “be a kid.”
    70. 70. Has his/her own room at home
    71. 71. Can easily stay after school and get a ride home
    72. 72. Can get a folder, notebook and other supplies they might need from home</li></li></ul><li>Behavior Management<br /><ul><li>Behavior management is different from discipline. It is proactive, not reactive
    73. 73. Teachers, not volunteers, should discipline
    74. 74. Misbehavior may happen when students aren’t getting what they need</li></ul>PICTURE<br />
    75. 75. Behavior Management<br />Power: a student acts out, trying to be in charge/control. <br />Response: give student choices about how he/she will do his/her work. <br />Attention: a student acts out to be the center of attention. <br />Response: redirect the student with specific praise for good work or behavior. <br />Revenge: a student lashes out to get even for real or imagined hurt feelings. <br />Response: show student appropriate ways of dealing with emotions.<br />FailureAvoidance: student acts discouraged and helpless in order to avoid repeated failure. <br />Response: teach key strategies and encourage the hope that he/she can accomplish what is expected of them. <br />Power<br />Attention<br />Revenge<br />Failure Avoidance<br />
    76. 76. Discussing Your Role <br />Teacher’s ability to support you<br /> It is important to find out how much of a relationship you can expect to develop with the teacher. Find out the preferred mode of communication whether it be to talk after class each week or to communicate by email. <br />Your skills<br />Do you have a background in a certain subject? Do you have experience working with students? By recognizing your skills, you can help ensure that your placement is in the best possible area according to your expertise.<br />Your Skills<br />The Teacher’s Ability to Support You<br />Teacher’s needs<br /> What does the teacher need help with? It is often good to ask this after you present your skills. Also it is good to ask what the teachers expectations are for volunteers in the classroom.<br />What you seek<br /> Reflect upon your goals and the reasons why you are volunteering in the schools. Whether your preference is to work in small groups, one-on-one, administrative, or as a classroom aid.<br />What You Seek<br />The Teacher’s Needs<br />
    77. 77. MPS Volunteer Policies<br />Volunteers must always serve as role models. When serving as a MPS volunteer, an individual must refrain from inappropriate behaviors including, but not limited to, the following:<br /><ul><li>Use of profanity
    78. 78. Use of drugs or alcohol
    79. 79. Carrying weapons
    80. 80. Discussion of inappropriate topics
    81. 81. Giving gifts or money
    82. 82. Making ‘sexual or emotional advances’ to a student
    83. 83. Selling merchandise or actively promoting his or her business
    84. 84. Proselytizing (persuading to a way of thinking or acting)</li></li></ul><li>MPS Volunteer Policies<br />Dress Code: Volunteers’ attire should comply with the school’s dress code.<br />Sign In: All volunteers must sign in and out at a location designated by the principal before proceeding to their volunteer site and must wear an identifying nametag provided by the school<br />Supervision: Volunteers should not be left alone with a student. There should always be visual or auditory contact between the volunteer and a school employee.<br />Discipline: With the exception of verbally and politely requesting the students’ attention, volunteers are not to discipline students. It is all right to ask them not to use inappropriate or disrespectful language in your presence. All discipline concerns should be directed to the appropriate school employee.<br />
    85. 85. MPS Volunteer Policies<br />Privacy: Volunteers must respect privacy of the students and students’ families by not talking about a student’s academic progress, behavior, or a school-related incident without permission from the student (if emancipated or 18+) or student’s parents/guardians. Any discussion of a student (other than the volunteer’s own child) is restricted to the student’s parent or guardian, the student’s teacher, the guidance counselor or another school employee or volunteer who has a need to know. When in doubt about whether information can be shared, check first with the student’s teacher.<br />Student Contact: Do not ask students for their home phone number, address, or email address; do not give them yours. Do not socialize with your student(s) outside of school. Do not give your student(s) gifts. Chances of misunderstanding are high and you do not want to be second-guessed.<br />
    86. 86. MPS Volunteer Policies<br />Abuse: As you build trust with your students, you may become aware of abuse in their lives. This abuse may be sexual, physical, or emotional. By law, you are required to report any suspected abuse. You can report such suspicions to the teacher, principal, or school social worker. You CANNOT promise secrecy to your student, but you must maintain his/her confidentiality by not telling other students or your own friends.<br />Tobacco Use: The use of tobacco products by staff, students, visitors (such as volunteers), or contractors is prohibited on school district property. School district property includes, but is not limited to; buildings, grounds, and vehicles owned, leased or contracted by the school district and school sponsored functions.<br />
    87. 87. MPS Volunteer Policies<br />Touch: We strongly urge you not to initiate physical contact with your students. You may be working with young people who may not be aware of appropriate boundaries. Keep in mind that your student(s) may see your physical contact as a sign of preferential treatment.<br />Volunteer Dismissal: The school principal has the right to dismiss any volunteer who is deemed to have engaged in inappropriate behavior including, but not limited to, that described above. If a volunteer is dismissed, the MPS district and the office of Volunteer Services reserve the right not to reassign the volunteer at another school.<br />
    88. 88. You Can Make a Difference!<br />Thank you for your commitment to our students! Volunteers in our schools have great importance in the lives of our students<br />As a volunteer, you can:<br /><ul><li>Give a student time
    89. 89. Help a student feel accepted
    90. 90. Help a student be successful and confident
    91. 91. Expand a student’s world of adult friendships
    92. 92. Offer a student a listening ear</li></ul>PICTURE<br />
    93. 93. Volunteer Testimony<br />&quot;No matter how much I was able to help these students, I&apos;m sure they helped me at least ten times more... Southwest High School and those within its doors have had a far greater impact on me than I could have every imagined.”<br /> <br />PICTURE<br />
    94. 94. What’s Next?<br /><ul><li>Screening
    95. 95. Reference checks
    96. 96. Criminal background check
    97. 97. Placement</li></ul>PICTURE<br />PICTURE<br />