Separation of Lanthanides/ Lanthanides and Actinides
Site Volunteer Orientation
1. Southwest High School welcomes you to: Volunteer Orientation PICTURE PICTURE PICTURE PICTURE
2. Learning Objectives New volunteers will leave this orientation knowing: Information about Southwest High School The changing developmental profiles of students How school volunteerism fits into a youth development framework Strategies for building student self-esteem How to respond to different learning styles How to address the individual needs of students Strategies for working effectively with students with diverse backgrounds Strategies for managing common student behaviors What to ask in an initial conversation with the teacher/staff The MPS volunteer policies The next steps
39. Youth Development 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. PICTURE Character Confidence Contribution Connection Competence
40. Youth Development Reflection 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? PICTURE
47. Fail to look at the short or long-term consequences of his or her actionsA student’s behavior can clearly reflect his or her feelings about him or herself Low Self-Esteem Act independently Assume responsibility Take pride in his or her accomplishments Attempt new tasks and challenges High Self- Esteem
48. Self Esteem PICTURE Listen to and acknowledge feelings Expect the best Be consistent Build interest Be a good listener Build a relationship Be yourself PICTURE
62. Move around or take frequent breaksKinesthetic Auditory Visual
63. Addressing Individual NeedsSuggestions for working with students with learning disabilities: Talk slowly and briefly Teach one concept at a time Face the student Use demonstrations Use association techniques Use multiple resources PICTURE
75. Behavior Management Power: a student acts out, trying to be in charge/control. Response: give student choices about how he/she will do his/her work. Attention: a student acts out to be the center of attention. Response: redirect the student with specific praise for good work or behavior. Revenge: a student lashes out to get even for real or imagined hurt feelings. Response: show student appropriate ways of dealing with emotions. FailureAvoidance: student acts discouraged and helpless in order to avoid repeated failure. Response: teach key strategies and encourage the hope that he/she can accomplish what is expected of them. Power Attention Revenge Failure Avoidance
76. Discussing Your Role Teacher’s ability to support you 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. Your skills 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. Your Skills The Teacher’s Ability to Support You Teacher’s needs 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. What you seek 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. What You Seek The Teacher’s Needs
85. MPS Volunteer Policies 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. 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.
86. MPS Volunteer Policies 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. 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.
87. MPS Volunteer Policies 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. 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.
93. Volunteer Testimony "No matter how much I was able to help these students, I'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.” PICTURE
DON’T KEEP THESE PICTURES, TAKE THEM AROUND YOUR SCHOOL AND ADD THEM TO THIS POWERPOINT!SLIDE TRANSITIONS AND ANIMATIONS ARE IN PLACE, BUT CAN BE CHANGED!
GRAPHS?
KEEP ONLY THE DEVELOPMENTAL PROFILE SPECIFIC TO YOUR SCHOOL!
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!).