The Evaluation of Developing Leaders
by Jill Mortensen
|
Each member of a leadership course has a job description that outlines the expectations to be met. Accountability must be held by an Activities Director because the actions of our young leaders support an entire student body either creating a negative environment or a positive school culture. Grading members of a leadership course is always a topic that many Activities Directors ask in developing their program and curriculum. "How do I go about grading students in my course?"
In the work force, employers must evaluate their employees to make sure that customer service is positive, quotas are being met, and of course, money is being made. In this environment, employees are evaluated in various formats, either one on one, a small panel, or perhaps by a large party of stakeholders. So, why are we not simulating that environment, the very atmosphere we expect them to become a part of, in their future within our own programs? Why are we not giving our students the tools now in order to face their future employers and meet the demands and deadlines set forth in the business world? |
Within my A=G approved leadership course, students are evaluated quarterly on their job description, their interaction with peers, ability to delegate, levels of respect, timelines being met, expectations in other classes remain positive and more. I begin this process by completing a formal evaluation form on each student within the program. As I complete this task, I also have my ASB President complete an evaluation of his/her peers from the perspective of a student leader. The point value of each differs as the Activities Director's is worth more than the ASB President. Together both evaluations combines make up 40% of the weighted grade in the program. Sidenote: The members of the class equally evaluate the ASB President the job done as the head leader of the program.
From there, individual meetings are set up with the Activities Director, ASB President, and the study in the course. We have a sit down meeting together to discuss the positive aspects of the job done and behavior in the course. Likewise, there is constructive criticism given in order to improve leadership qualities. It is important to discuss both avenues of an evaluation so that improvement can be made, yet sharing the knowledge that a job was well done. No one leader is perfect and each leader can work to get better at the job that they hold and the positive characteristics we expect from these leaders.
There is a need to simulate this evaluative environment. Students must learn and be able to handle being assessed on the jobs that they hold. Expectations must be met and if they are not fulfilled then perhaps that student should not hold that job title or be in the leadership course. The ultimate goal is to create a culture where leaders are successful and a team player providing a positive setting for all members of the class, but more importantly the student body.
From there, individual meetings are set up with the Activities Director, ASB President, and the study in the course. We have a sit down meeting together to discuss the positive aspects of the job done and behavior in the course. Likewise, there is constructive criticism given in order to improve leadership qualities. It is important to discuss both avenues of an evaluation so that improvement can be made, yet sharing the knowledge that a job was well done. No one leader is perfect and each leader can work to get better at the job that they hold and the positive characteristics we expect from these leaders.
There is a need to simulate this evaluative environment. Students must learn and be able to handle being assessed on the jobs that they hold. Expectations must be met and if they are not fulfilled then perhaps that student should not hold that job title or be in the leadership course. The ultimate goal is to create a culture where leaders are successful and a team player providing a positive setting for all members of the class, but more importantly the student body.
The Invaluable Activities Director
by Jill Mortensen, June 2017
|
Many don’t fully understand the job description and the dedication of an Activities Director. False thoughts develop from those who don’t hold this position. Theories transpire that it is a class that only makes posters, puts on a few dances, and initiates a few rallies. While those components are an aspect to any program, so much more occurs. Time management, conflict resolution skills, professionalism, organization, execution of an event, long days and late nights are a small insight to this world.
As the year begins there is excitement in the start of something new. New school supplies, new classes and teachers, new friends to make, and new activities to participate. It is a time of year where the summer heat has yet to fade and the night sky is still bright. A campus can see various activities at the beginning from a Week of Welcome, Club Rush, school BBQs, dances, lunch time activities, and Friday Night Lights. Pride swells, spirit days are in full force, and learning takes off. To be fully successful in the start of an amazing year, key players must work hard to develop the atmosphere of learning and excitement for school. Administrators, classified, and teachers all play a role in a grand start to the year, but the most important person – the invaluable individual – is the Activities Director. Really? Yes! The tone of a school year, the activities created for student buy in, comes from the guidance of an Activities Director and their students in the program. The summer brings about retreats, planning, new ideas and so much more to create an atmosphere where students want to come to school and get involved. The Activities Director must be the most highly paid and valued position on a campus. Right? No! |
|
Stories of horror have been heard throughout the years of teachers being thrown in the position of AD, little to no resources and training have been given, lack of a prep period for the job, little to no stipend, long days and even longer nights have occurred. Yet, the Activities Director perseveres.
Why?
Simple…Passion!
An Activities Director is a passionate soul that wants to make sure school is a safe environment for all students where all feel included. It is a job where relationships develop and friendships are etched in time. It is the best position on a campus and to hold this job is a true honor. Yet, exhaustion will set in as the year continues, administrators will cause issues, students will be frustrating, parents will cause a few headaches, but one thing will remain constant for the Activities Director – CADA is here for YOU!
CADA, an organization dedicated to service and support, gives so much to an Activities Director. From Area Councils, Meet and Greets, Leadership Development Days, and conference…an Activities Director never has to be alone in this hectic, crazy and rewarding position. Data has shown that an AD will last between 2-3 years and burn out will set it. This doesn’t have to be the case. Getting involved in your area, finding support in your region, attending conferences can be ways to fully understand this job and continue with success. It is when like-minded souls come together working to find solutions to problems, share ideas, and spend quality time with those that understand this world. CADA is an organization where support and guidance are here for you!
As you start your year, may you find happiness in all that you do. Find a passion, share it with your students, and help them grow into young adults. Know that you are making a difference, changing the world one day at a time, developing school culture and so so so much more. You are invaluable and don’t forget it!
Why?
Simple…Passion!
An Activities Director is a passionate soul that wants to make sure school is a safe environment for all students where all feel included. It is a job where relationships develop and friendships are etched in time. It is the best position on a campus and to hold this job is a true honor. Yet, exhaustion will set in as the year continues, administrators will cause issues, students will be frustrating, parents will cause a few headaches, but one thing will remain constant for the Activities Director – CADA is here for YOU!
CADA, an organization dedicated to service and support, gives so much to an Activities Director. From Area Councils, Meet and Greets, Leadership Development Days, and conference…an Activities Director never has to be alone in this hectic, crazy and rewarding position. Data has shown that an AD will last between 2-3 years and burn out will set it. This doesn’t have to be the case. Getting involved in your area, finding support in your region, attending conferences can be ways to fully understand this job and continue with success. It is when like-minded souls come together working to find solutions to problems, share ideas, and spend quality time with those that understand this world. CADA is an organization where support and guidance are here for you!
As you start your year, may you find happiness in all that you do. Find a passion, share it with your students, and help them grow into young adults. Know that you are making a difference, changing the world one day at a time, developing school culture and so so so much more. You are invaluable and don’t forget it!
The Power of the Mock Interview
by Jill Mortensen
|
To ask a child what they want to do for the rest of their life is one of the biggest mistakes any adult can make. While innocent in nature, the impact of such a question begins a state of mind where one choice must be made that will influence the life of a child far beyond our walls of education.
Do you want to be a policeman, a doctor, a lawyer, a CEO? Yes! No? Often the influence of the adult can push a child to believe that one job or a slight few are worthy, but anything else should be forgotten. Artist? Photographer? Teacher? Yes? No! What we should be asking is, “what are the many interests you have that you wish to pursue as your grow into an adult?” And from that point it is the job of a parent, friend, teacher, and community member to nurture those thoughts and provide the information necessary to attain goals related to these ideas. But how? Through mock interviews. The mock interview process is a yearlong event completed to shine the light on many different career options. As a bonus, if your student leader stays in the program year after year, they can pursue different ideas as they grow into the leader they are destined to become. Sounds intense and perhaps too much work. Yes, it is work, but the result far outweighs the stress to bring this event about for our young leaders. To watch them walk away from an experience like this, brings joy and value to everything being taught throughout the year. |
It will harness the multitude of abilities that each leader possesses allowing them to explore a world of wonder and find true happiness.
Brilliant!
So where do we begin?
We begin in August. Lessons and discussions should take place about the future regarding interests and hobbies that a student may possess. As instruction occurs, the activities director can facilitate ideas by asking basic life questions. Does this future career have health insurance? Disability? Workman’s Compensation? What tax bracket will this career fall under and how will affect personal taxes? While it is not necessary to dive into each aspect in detail, it is important to keep this in mind when pursuing a future career. While this may put a slight damper on the student who wants to be the next Beyoncé or Steve Jobs, it presents reflection on job security and the ability to survive in a capitalist nation.
Ask students to pick three career options they would love to pursue. It can be anything – don’t limit their minds. If they wish to be an astronaut or an actor, have them write it down. The action of writing down these ideas gives them a feel for what could be in their future. This is an opportunity where impromptu speaking can occur by asking students to stand up and share what jobs they wish to pursue and why.
For homework, have the student research each job they wrote down. Sample questions are below. Once the assignment in completed and information has been attained, they must pick one to focus on for the year. *Side note, sometimes students will ask to pursue more than one, ultimately asking for many mock interviews within one year. It is awesome to see the buy in from the student and how they value this event.
1. How long does it take to earn the degree for your job? What kind of degrees/licenses
are needed for the job?
2. How much money does this job make?
3. Where can you find this job offering? Location?
4. What are some of the duties and responsibilities of your job?
5. What classes in high school have helped you prepare for the job of interest?
November-January is a time to explore the development of cover letters and resumes.
This is where community members can become involved in the leadership program by speaking about the ‘real world’ and its expectations. Have an individual in the business sector come speak about cover letters, have your students take notes, and quiz them on the content presented. Allow for time where students can ask questions about the individual’s career, education and more. It is a moment where multiple parties come together in the growth of knowledge and relationship.
Once this has taken place, students then write their own cover letter based on the original job they researched earlier in the semester. This document needs to be saved by the activities director for when it is time to put together the portfolios for the professional who will complete the mock interview later in April of the school year. Do the same thing, as described above, for resumes. It is valuable to have different individuals speak on resumes and cover letters due to the opinions and experience of different people.
January is the time to begin the search for professionals in the areas of interest as chosen by the student leaders. From there it is time to write the letter to formally ask a professional to participate in the mock interview event. This letter will introduce the activities director, the concept of the mock interview, the date and why that professional has been chosen. The goal with this outreach in January is to get the busy professional to place the event on their calendar and commit to participation. Pending the size of your class and interest in jobs, a professional may complete more than one interview. This will take time to find the right professionals and an opening on the calendar. Reach out to your community to ask for help and recommendations. Parents are equally helpful in finding professionals.
As March approaches, it is the goal to have all the professionals set for the event and sending a reminder email of the date and time is helpful. In that email, ask for the mailing address they wish to have the student portfolio sent. It is important that the professional have the student portfolio multiple weeks in advance so they can review the content, directive, make notations, and fully prepare to have a mock interview.
As of April 1st, all resumes and cover letters are done, portfolios with student work and information about the mock interview have been completed and mailed to the professional. The night of the event takes as much planning. Find a location where multiple rooms are available and a waiting area. An administration building with a front office is fabulous. Just ask prior to using any offices.
Each office should have privacy for all interviewing to take place. In the set-up of the evening the start time is 6:30, with the expectation that all students show up 15 minutes prior to their interview dressed professional (time management & professional dress units are important prior to this event). Each interview is 30 minutes in length. Interviews will occur at 6:30, 7:00, and 7:30pm. At any given time, there can be 8-10 interviews going on, based on the availability of the space at a school. *Side note: it is helpful to ask staff members or parents to help with the front office/reception area. It is not easy to get multiple interviews started at the same time without help.
When a student walks into the reception area, they are asked to take a seat and to have the extra copy of their resume, cover letter, and pre-arranged questions prepped and ready. The lesson is to never assume an employer will have all the data on an interview candidate. Coming prepared and ready to impress the employer is important. When it is their time to go to their mock interview, the receptionist will walk them to their location, introduce them to the employer where the two will shake hands, make strong eye contact, and begin their interview.
During the interview, the professional will have a rubric, already in the portfolio, where they will make comments and grade the student based on the interview skills. While the point value may not be high, nor does it dramatically affect the student’s grade, it is vital to the student to understand how well they did in their interview and where they can improve. This event will make them better and stronger as they age and get ready to leave high school moving into post-secondary education and the work force. These students will have the advantage.
At the evenings event, have an area for refreshments where the professional can sit until the interview is ready to occur, have a cup of coffee or a treat. Water, coffee, cheese & crackers, fruit and cookies are great items to enjoy. This location is also nice to have when a student and professional are done with their formal interview and would like to continue their conversation. It is also a more relaxed environment where the student can ask an array of questions to the professional about life and their career.
The evening ends and the student leader has become stronger in their public speaking skills, time management, writing skills, interpersonal skills, development of professional relationships and most importantly the knowledge gained about a potential future career.
Much has been seen over the years in the completion of this activity. Some students stay with their original job throughout the years. They have known for a long time that this is what they were destined to become. Others take the opportunity to try new career options each year to explore their interests. And yes, some career choices are left behind with the knowledge that it is not what was desired.
This activity has exceeded all expectations in its initial creation. What was scripted, to the adaptations, to the building of relationships – it is one of the most worthwhile events done in a school year. To compare the planning and execution of this event, it is like a Homecoming, Every 15 Minutes, or graduation. It is intense, stressful, eye opening, personal, and beautiful. It benefits each student; and most importantly, knowledge becomes their doorway to enlightenment for their future.
Brilliant!
So where do we begin?
We begin in August. Lessons and discussions should take place about the future regarding interests and hobbies that a student may possess. As instruction occurs, the activities director can facilitate ideas by asking basic life questions. Does this future career have health insurance? Disability? Workman’s Compensation? What tax bracket will this career fall under and how will affect personal taxes? While it is not necessary to dive into each aspect in detail, it is important to keep this in mind when pursuing a future career. While this may put a slight damper on the student who wants to be the next Beyoncé or Steve Jobs, it presents reflection on job security and the ability to survive in a capitalist nation.
Ask students to pick three career options they would love to pursue. It can be anything – don’t limit their minds. If they wish to be an astronaut or an actor, have them write it down. The action of writing down these ideas gives them a feel for what could be in their future. This is an opportunity where impromptu speaking can occur by asking students to stand up and share what jobs they wish to pursue and why.
For homework, have the student research each job they wrote down. Sample questions are below. Once the assignment in completed and information has been attained, they must pick one to focus on for the year. *Side note, sometimes students will ask to pursue more than one, ultimately asking for many mock interviews within one year. It is awesome to see the buy in from the student and how they value this event.
1. How long does it take to earn the degree for your job? What kind of degrees/licenses
are needed for the job?
2. How much money does this job make?
3. Where can you find this job offering? Location?
4. What are some of the duties and responsibilities of your job?
5. What classes in high school have helped you prepare for the job of interest?
November-January is a time to explore the development of cover letters and resumes.
This is where community members can become involved in the leadership program by speaking about the ‘real world’ and its expectations. Have an individual in the business sector come speak about cover letters, have your students take notes, and quiz them on the content presented. Allow for time where students can ask questions about the individual’s career, education and more. It is a moment where multiple parties come together in the growth of knowledge and relationship.
Once this has taken place, students then write their own cover letter based on the original job they researched earlier in the semester. This document needs to be saved by the activities director for when it is time to put together the portfolios for the professional who will complete the mock interview later in April of the school year. Do the same thing, as described above, for resumes. It is valuable to have different individuals speak on resumes and cover letters due to the opinions and experience of different people.
January is the time to begin the search for professionals in the areas of interest as chosen by the student leaders. From there it is time to write the letter to formally ask a professional to participate in the mock interview event. This letter will introduce the activities director, the concept of the mock interview, the date and why that professional has been chosen. The goal with this outreach in January is to get the busy professional to place the event on their calendar and commit to participation. Pending the size of your class and interest in jobs, a professional may complete more than one interview. This will take time to find the right professionals and an opening on the calendar. Reach out to your community to ask for help and recommendations. Parents are equally helpful in finding professionals.
As March approaches, it is the goal to have all the professionals set for the event and sending a reminder email of the date and time is helpful. In that email, ask for the mailing address they wish to have the student portfolio sent. It is important that the professional have the student portfolio multiple weeks in advance so they can review the content, directive, make notations, and fully prepare to have a mock interview.
As of April 1st, all resumes and cover letters are done, portfolios with student work and information about the mock interview have been completed and mailed to the professional. The night of the event takes as much planning. Find a location where multiple rooms are available and a waiting area. An administration building with a front office is fabulous. Just ask prior to using any offices.
Each office should have privacy for all interviewing to take place. In the set-up of the evening the start time is 6:30, with the expectation that all students show up 15 minutes prior to their interview dressed professional (time management & professional dress units are important prior to this event). Each interview is 30 minutes in length. Interviews will occur at 6:30, 7:00, and 7:30pm. At any given time, there can be 8-10 interviews going on, based on the availability of the space at a school. *Side note: it is helpful to ask staff members or parents to help with the front office/reception area. It is not easy to get multiple interviews started at the same time without help.
When a student walks into the reception area, they are asked to take a seat and to have the extra copy of their resume, cover letter, and pre-arranged questions prepped and ready. The lesson is to never assume an employer will have all the data on an interview candidate. Coming prepared and ready to impress the employer is important. When it is their time to go to their mock interview, the receptionist will walk them to their location, introduce them to the employer where the two will shake hands, make strong eye contact, and begin their interview.
During the interview, the professional will have a rubric, already in the portfolio, where they will make comments and grade the student based on the interview skills. While the point value may not be high, nor does it dramatically affect the student’s grade, it is vital to the student to understand how well they did in their interview and where they can improve. This event will make them better and stronger as they age and get ready to leave high school moving into post-secondary education and the work force. These students will have the advantage.
At the evenings event, have an area for refreshments where the professional can sit until the interview is ready to occur, have a cup of coffee or a treat. Water, coffee, cheese & crackers, fruit and cookies are great items to enjoy. This location is also nice to have when a student and professional are done with their formal interview and would like to continue their conversation. It is also a more relaxed environment where the student can ask an array of questions to the professional about life and their career.
The evening ends and the student leader has become stronger in their public speaking skills, time management, writing skills, interpersonal skills, development of professional relationships and most importantly the knowledge gained about a potential future career.
Much has been seen over the years in the completion of this activity. Some students stay with their original job throughout the years. They have known for a long time that this is what they were destined to become. Others take the opportunity to try new career options each year to explore their interests. And yes, some career choices are left behind with the knowledge that it is not what was desired.
This activity has exceeded all expectations in its initial creation. What was scripted, to the adaptations, to the building of relationships – it is one of the most worthwhile events done in a school year. To compare the planning and execution of this event, it is like a Homecoming, Every 15 Minutes, or graduation. It is intense, stressful, eye opening, personal, and beautiful. It benefits each student; and most importantly, knowledge becomes their doorway to enlightenment for their future.
Mindfulness Yoga for the Developing Soul
|
by Jill Mortensen
The teenage mind is pushed more in today’s education system than ever before resulting in high stress levels, anxiety, and depression. With the advancement of technology, specifically an interactive cell phone, teenagers are getting lost focusing on what they don’t have rather than being thankful and aware. This is deeply disturbing since these young minds are not fully developed giving way to poor eating habits, lack of sleep, and possible drug use. We are teaching a generation to live a busy unfocused life rather than a mindful one. Science has been working on data collecting and research of Mindfulness and its effects on the human body. Psychology Today reports “mindfulness is a state of active, open attention on the present. When you're mindful, you carefully observe your thoughts and feelings without judging them good or bad. Instead of letting your life pass you by, mindfulness means living in the moment and awakening to your current experience, rather than dwelling on the past or anticipating the future.” Author Jeffrey M. Greeson, published in 2009, Sage Journal, concluded in his study of mindfulness, “the application of cutting-edge technology toward understanding mindfulness— an ‘inner technology’—is elucidating new ways in which attention, awareness, acceptance, and compassion may promote optimal health—in mind, body, relationships, and spirit.” Equally, author Emily Kathryn Herbert from Louisiana State University in 2018 concluded in her research “mindfulness practices positively impact classroom climate…” An evaluative thought can be made that practice with the inclusion of yoga, Pilates, and meditation effects the mind and body in a positive manner. |
|
Various newsworthy outlets have done stories on the impact of Mediation in schools showcasing a decrease in poor behavioral choices and discipline matters. CNN reported in 2016, a school in Baltimore Maryland created a ‘Mindful Moment Room’ where students who struggle can take time to breath and calm down due to an incident rather than being punished. The result, better behavior in the classroom. Forbes gathered information from various sources regarding mindfulness determining “kids who practice yoga, meditation and mindfulness build skills of attention, self-awareness, self-management leading to more responsible decision making and prosocial behavior” as stated by Lisa Flynn.
The research is gaining strength as continued practice of mindfulness occurs, but it was the observation of my students that showed me their need for inner reflection. In my quest to create this environment, there was a realization that this could not be done alone. It would be multiple parties working together to set the right tone for mindfulness to be brought to my campus.
I am a certificated single subject teacher with a Masters in Curriculum & Development. I do not possess the certification and expert knowledge of Yoga and Meditation. I knew I had to reach out to my community to find the resources to develop this idea further. Releve, a Yoga & Pilates Studio, owned by Jennie Gall, received an email early Spring 2018 discussing this idea of creating a club at Ripon High that would meet after school on Mondays from 3:15-4:00pm. This weekly meeting would welcome students, teachers, custodians, administrators & classified staff. The session would include educational knowledge of the practice of Yoga, a session of stretching and breathing with the inclusion of essential oils, and encouragement to practice what was learned for the rest of the week til the following Monday.
The response to the email…an absolute YES!
When I asked Mrs. Gall why she wanted to be a part of this club, volunteering her time away from her business and family, to help these young teenage minds her response was enlightening. “More often than not we are hearing that this generation is way behind past generations when it comes to building social skills and relationships.” The goal “is face to face interactions with people, body awareness, and the ability to sit in stillness and be alone with thoughts, without the need of a phone in hand.”
The idea had been created and now a certified teacher had been found. A constitution was developed and approved by our administration. The last component needed was student buy in.
I decided to initially email my link crew and leadership students asking if any students would be interested in developing this club. I explained that I wasn’t looking for officers with titles; rather, founders who believed in the power of mindfulness that would positively influence their peers to participate in such an activity. Multiple students were interested ranging from freshmen to seniors. And as the news spread of the developing club, multiple parents reached out expressing their full support to make sure the club was successful.
As the school year begins we will be making a promo video welcoming this new club to our campus. We will also have a booth in our club rush recruitment week where we will gain initial sign ups of students interested in participating.
There are multiple goals in developing such a unique and empowering club for our school. First, we want to collect data on attendance to our weekly sessions. We want to see if students continue to return pending schedule availability. We want to know why students couldn’t attend due to sports, studies, detentions, work, etc. We want to talk with these students to gain insight on how they feel after one session, two, or even ten. The attendees will be our best resource to understanding the impact of this club.
An additional goal, not yet approved, would be to pull students in who have detention and have them practice mindfulness. The hope is that we can reduce poor behavior choices that resulted in a detention and that repeated actions do not occur again.
Basically, “the Yoga club would offer the traditional workings of high school clubs such as fundraising, community service, career [development] and socialization but includes the extra benefit of health and wellness,” as stated by Mrs. Gall.
It will be an exciting year ahead as we take on this new and healthy adventure as a school. It will allow our students to find balance, calm in a time full of anxiety, cope with the stress of academics and home life, and provide tools to live a happy full life.
Buddha once said, “in the end, only three things matter: how much you loved, how gently you lived, and how gracefully you let go of things not meant for you.”
May we work to share this gift with our youth.
Namaste.
The research is gaining strength as continued practice of mindfulness occurs, but it was the observation of my students that showed me their need for inner reflection. In my quest to create this environment, there was a realization that this could not be done alone. It would be multiple parties working together to set the right tone for mindfulness to be brought to my campus.
I am a certificated single subject teacher with a Masters in Curriculum & Development. I do not possess the certification and expert knowledge of Yoga and Meditation. I knew I had to reach out to my community to find the resources to develop this idea further. Releve, a Yoga & Pilates Studio, owned by Jennie Gall, received an email early Spring 2018 discussing this idea of creating a club at Ripon High that would meet after school on Mondays from 3:15-4:00pm. This weekly meeting would welcome students, teachers, custodians, administrators & classified staff. The session would include educational knowledge of the practice of Yoga, a session of stretching and breathing with the inclusion of essential oils, and encouragement to practice what was learned for the rest of the week til the following Monday.
The response to the email…an absolute YES!
When I asked Mrs. Gall why she wanted to be a part of this club, volunteering her time away from her business and family, to help these young teenage minds her response was enlightening. “More often than not we are hearing that this generation is way behind past generations when it comes to building social skills and relationships.” The goal “is face to face interactions with people, body awareness, and the ability to sit in stillness and be alone with thoughts, without the need of a phone in hand.”
The idea had been created and now a certified teacher had been found. A constitution was developed and approved by our administration. The last component needed was student buy in.
I decided to initially email my link crew and leadership students asking if any students would be interested in developing this club. I explained that I wasn’t looking for officers with titles; rather, founders who believed in the power of mindfulness that would positively influence their peers to participate in such an activity. Multiple students were interested ranging from freshmen to seniors. And as the news spread of the developing club, multiple parents reached out expressing their full support to make sure the club was successful.
As the school year begins we will be making a promo video welcoming this new club to our campus. We will also have a booth in our club rush recruitment week where we will gain initial sign ups of students interested in participating.
There are multiple goals in developing such a unique and empowering club for our school. First, we want to collect data on attendance to our weekly sessions. We want to see if students continue to return pending schedule availability. We want to know why students couldn’t attend due to sports, studies, detentions, work, etc. We want to talk with these students to gain insight on how they feel after one session, two, or even ten. The attendees will be our best resource to understanding the impact of this club.
An additional goal, not yet approved, would be to pull students in who have detention and have them practice mindfulness. The hope is that we can reduce poor behavior choices that resulted in a detention and that repeated actions do not occur again.
Basically, “the Yoga club would offer the traditional workings of high school clubs such as fundraising, community service, career [development] and socialization but includes the extra benefit of health and wellness,” as stated by Mrs. Gall.
It will be an exciting year ahead as we take on this new and healthy adventure as a school. It will allow our students to find balance, calm in a time full of anxiety, cope with the stress of academics and home life, and provide tools to live a happy full life.
Buddha once said, “in the end, only three things matter: how much you loved, how gently you lived, and how gracefully you let go of things not meant for you.”
May we work to share this gift with our youth.
Namaste.
The Grateful Graduate
by Jill Mortensen
|
Gratitude should be a daily practice. Yet for most, it is a struggle to find the positive in a world that reports the nightmares of a 24-hour period with leaders in power that believe in division, practiced in the many forms of "isms" (racism, sexism, genderism, etc). As educators, we have the ability to recognize these forms of negativity and teach our students, the next generation, to be better than the current trend. At Ripon High School, located in California's Central Valley, the practice of gratitude is completed in the form of The Grateful Graduate.
Each year, as the newest graduating class approaches their big day on the stage, they come together for a meeting where they are encouraged to participate in the Grateful Graduate event. They are asked to look to their past where teachers made an impact in their life and a strong relationship had been built. They are challenged to share this gratitude with their teacher in the form of writing down their thoughts and presenting their words to a classroom full of students as a surprise to the unknowing teacher. |
This is no easy task for a young mind. First, they face the quest of taking extra time to write a formal letter to a teacher that has made an impact on their life. Second, they must help the Activities Director find a date that works with the teacher's work site, without their knowledge, to plan and read this letter. Public speaking is not easy for all and this removes multiple students from the desire to read such a personal letter. For those who complete teach task to this activity, the reward outweighs the struggles.
Seniors who participate wear their cap and gown to the site where the teacher is located. With the cooperation of the Principal at each school site, arrangements are made to surprise the teacher with a loving letter of gratitude. The shock, the emotion, the tears that fall, bring such beauty. The teacher feels such strong love, the student who has read the letter feels true happiness, and futures generations that witness this show of gratitude can one day share this same experience with a teacher that has made an impact in their life.
Studies have shown that when gratitude is practiced, happiness is felt on a deeper level for both parties involved. The brain reacts in such a way where stress, anxiety and depression release from the body leaving the person feeling joy. If practiced regularly, the body is healthy both mentally and physically.
Of all the activities that can occur on a campus, this one is worth the time and effort.
Gratitude is a skill that should be taught in all educational sectors. Through this simple activity, much is taught and felt by those involved. Gratitude can become a habit that transcends into college, career readiness, and in building lasting relationships for life.
For more information, timelines, documents and more to start this tradition on your campus, please email Jill Mortensen at jmortensen@riponusd.net.
Seniors who participate wear their cap and gown to the site where the teacher is located. With the cooperation of the Principal at each school site, arrangements are made to surprise the teacher with a loving letter of gratitude. The shock, the emotion, the tears that fall, bring such beauty. The teacher feels such strong love, the student who has read the letter feels true happiness, and futures generations that witness this show of gratitude can one day share this same experience with a teacher that has made an impact in their life.
Studies have shown that when gratitude is practiced, happiness is felt on a deeper level for both parties involved. The brain reacts in such a way where stress, anxiety and depression release from the body leaving the person feeling joy. If practiced regularly, the body is healthy both mentally and physically.
Of all the activities that can occur on a campus, this one is worth the time and effort.
Gratitude is a skill that should be taught in all educational sectors. Through this simple activity, much is taught and felt by those involved. Gratitude can become a habit that transcends into college, career readiness, and in building lasting relationships for life.
For more information, timelines, documents and more to start this tradition on your campus, please email Jill Mortensen at jmortensen@riponusd.net.
Cultivating our Student Leaders
by Jill Mortensen
Our Leadership students start the year often in the summer before the first day of classes. Be it prepping for class t-shirts, a homecoming theme, or a yearlong calendar of events; our students must start early enough to execute successful events all year long. Communication via email, text, or google classroom can get a program started for the year. Yet, a training day where an Activities Director spends time cultivating a class bond, high expectations, and curriculum is essential. The directive should begin July 1 as the new school year begins, and an in-person training day should occur before the start of school days.
This article will contain items that can be executed during a training day along with its desired goal. Keep in mind that there needs to be a balance of instruction, deadlines issued, and bonding activities to reach the desired purpose to start the year strong. The length of this training day can be 3-5 hours, but know that your students will need a break from instruction and lunch together is always a way to bond and share laughter.
Begin your day, not too early, by having students sit together in officer/committee teams or with each grade level represented in a group. Stop the forming of clicks at the beginning of your year. Encourage inclusivity amongst the class. Have each group formed complete a Q&A session together about summer vacation, AP procrastination deadlines, or their favorite movie/book. Students sharing small parts of themselves in this setting will become more comfortable in their environment and will be ready to tackle the paperwork and expectations as the day continues.
1. Review your Constitution as an organization. It needs to be up to date and approved yearly by your newest group of student leaders. They need to know the expectations, regulations, and rules to operate legally. Your Constitution should be formally approved and signed off by the ASB Executive Officer Team and the Activities Director. A copy should be posted online for student body access, and your ASB Bookkeeper should hold a copy. Each district has its policies, so please check that you are following board policy and FCMAT (accounting) protocols.
2. Read your course syllabus, essential your contract, for the school year. Go through each aspect and explain to the student leaders what it means to be in the program and that they must follow the guidelines as written. Students, parents, and the AD should formally sign this contract, and it should be kept on file by the AD. This course syllabus not only outlines the grading set up or suggested supplies for the program; it should delve deep into an honor code that represents high expectations for leaders on your campus. The course syllabus with all its signatures should be due on the first official day of school.
3. Position knowledge: students in the course should know what job each member of the program holds. Equally, time allotment in understanding their position is critical. Give them their job description, have them read it thoroughly, so they know what is expected all year long and what they will be evaluated on quarterly. Have them ask questions to the AD or peers so that when the year starts, they know what is required of them and can be successful.
4. Train your students on the significant forms of paperwork that must be done to have events on your campus. Give them example copies as a visual to show them the proper way to complete. Discuss the deadlines as to when they must be done when executing an activity on campus. This could include, but not limited to the following: facility requests (paper or online), purchase orders, cash box requests, reimbursements, minutes, receipt books, ticket sales, and announcements. Please note that each school is different in paperwork. Have a team meeting with the administration, the ASB Bookkeeper, class advisors, and the AD to know the forms that need to be completed.
5. ASB Formal Meetings, however often they occur within your program, should have reports written by each student. This outline of progress will allow the AD to know what is being accomplished when there isn’t time to have individual discussions. Dissecting this form of curriculum early in the year will enable students to complete their reports knowing the depth and expectations required.
6. The digital or binder portfolio: students should be expected to chart the entire year of various events with a written curriculum and reflective evaluation of activities. A portfolio is a yearlong project that captures moments while also meeting the demands of analysis in a curriculum-based leadership program. Reviewing this assignment before the start of the year outlines what students should be completing and when deadlines are to be met. One key factor is that by describing this on training day, the responsibility to meet the due dates will be on the student. In doing so, this directive brings out time management and organization in our student leaders.
7. Bonding Activity Idea: Have your students sit in a large circle to share out their Hi/Lows or Roses/Thorns. They share the ups and downs to their life with a peer group that will listen, understand, and perhaps relates. It is a moment to walk away from the paperwork of the day, demands of home, or friend drama. Let them express their thoughts in a moment of vulnerability and safety. From there, have a set of blown-up balloons that are in garbage bags. Each balloon contains a quote about motivation, inspiration, work ethic, a promise of the future, and kindness. Call it Fortunes Fate. After each student has shared, have them pick one random balloon. Together as a group, they “open,” pop their balloon. Allow them to sit with the words that are in front of them, to guide them in beginning the year strong. It is a simple activity, yet words shared in this capacity can have a considerable impact.
These are just a few activities that can be used within a training day to start the year strong. These ideas can be adapted for middle school and high school or any style of program. Day one of your year shouldn’t be the official day of school starting. That day is reserved for planning events and working on completing tasks. By cultivating our student leaders with a training day, they walk into the new year, ready to create a robust and inclusive school culture.
If you are looking to gain examples of each concept written about above, please look to the following website to gain access to this information, or you can email the Ripon High School Activities Director, Jill Mortensen, who will send you the documents desired: jmortensen@riponusd.net Website: http://asbofriponhighschool.weebly.com/
This article will contain items that can be executed during a training day along with its desired goal. Keep in mind that there needs to be a balance of instruction, deadlines issued, and bonding activities to reach the desired purpose to start the year strong. The length of this training day can be 3-5 hours, but know that your students will need a break from instruction and lunch together is always a way to bond and share laughter.
Begin your day, not too early, by having students sit together in officer/committee teams or with each grade level represented in a group. Stop the forming of clicks at the beginning of your year. Encourage inclusivity amongst the class. Have each group formed complete a Q&A session together about summer vacation, AP procrastination deadlines, or their favorite movie/book. Students sharing small parts of themselves in this setting will become more comfortable in their environment and will be ready to tackle the paperwork and expectations as the day continues.
1. Review your Constitution as an organization. It needs to be up to date and approved yearly by your newest group of student leaders. They need to know the expectations, regulations, and rules to operate legally. Your Constitution should be formally approved and signed off by the ASB Executive Officer Team and the Activities Director. A copy should be posted online for student body access, and your ASB Bookkeeper should hold a copy. Each district has its policies, so please check that you are following board policy and FCMAT (accounting) protocols.
2. Read your course syllabus, essential your contract, for the school year. Go through each aspect and explain to the student leaders what it means to be in the program and that they must follow the guidelines as written. Students, parents, and the AD should formally sign this contract, and it should be kept on file by the AD. This course syllabus not only outlines the grading set up or suggested supplies for the program; it should delve deep into an honor code that represents high expectations for leaders on your campus. The course syllabus with all its signatures should be due on the first official day of school.
3. Position knowledge: students in the course should know what job each member of the program holds. Equally, time allotment in understanding their position is critical. Give them their job description, have them read it thoroughly, so they know what is expected all year long and what they will be evaluated on quarterly. Have them ask questions to the AD or peers so that when the year starts, they know what is required of them and can be successful.
4. Train your students on the significant forms of paperwork that must be done to have events on your campus. Give them example copies as a visual to show them the proper way to complete. Discuss the deadlines as to when they must be done when executing an activity on campus. This could include, but not limited to the following: facility requests (paper or online), purchase orders, cash box requests, reimbursements, minutes, receipt books, ticket sales, and announcements. Please note that each school is different in paperwork. Have a team meeting with the administration, the ASB Bookkeeper, class advisors, and the AD to know the forms that need to be completed.
5. ASB Formal Meetings, however often they occur within your program, should have reports written by each student. This outline of progress will allow the AD to know what is being accomplished when there isn’t time to have individual discussions. Dissecting this form of curriculum early in the year will enable students to complete their reports knowing the depth and expectations required.
6. The digital or binder portfolio: students should be expected to chart the entire year of various events with a written curriculum and reflective evaluation of activities. A portfolio is a yearlong project that captures moments while also meeting the demands of analysis in a curriculum-based leadership program. Reviewing this assignment before the start of the year outlines what students should be completing and when deadlines are to be met. One key factor is that by describing this on training day, the responsibility to meet the due dates will be on the student. In doing so, this directive brings out time management and organization in our student leaders.
7. Bonding Activity Idea: Have your students sit in a large circle to share out their Hi/Lows or Roses/Thorns. They share the ups and downs to their life with a peer group that will listen, understand, and perhaps relates. It is a moment to walk away from the paperwork of the day, demands of home, or friend drama. Let them express their thoughts in a moment of vulnerability and safety. From there, have a set of blown-up balloons that are in garbage bags. Each balloon contains a quote about motivation, inspiration, work ethic, a promise of the future, and kindness. Call it Fortunes Fate. After each student has shared, have them pick one random balloon. Together as a group, they “open,” pop their balloon. Allow them to sit with the words that are in front of them, to guide them in beginning the year strong. It is a simple activity, yet words shared in this capacity can have a considerable impact.
These are just a few activities that can be used within a training day to start the year strong. These ideas can be adapted for middle school and high school or any style of program. Day one of your year shouldn’t be the official day of school starting. That day is reserved for planning events and working on completing tasks. By cultivating our student leaders with a training day, they walk into the new year, ready to create a robust and inclusive school culture.
If you are looking to gain examples of each concept written about above, please look to the following website to gain access to this information, or you can email the Ripon High School Activities Director, Jill Mortensen, who will send you the documents desired: jmortensen@riponusd.net Website: http://asbofriponhighschool.weebly.com/
Validation Lessons to Maintain Positive School Culture
|
June 2020
By Jill Mortensen Ripon High School jmortensen@riponusd.net www.asbofriponhighschool.weebly.com This school year, the activities world will look drastically different from anything we have experienced before. From the seasoned ADs to the newly appointed staff members to take on the challenge of activities, our shift in focus will change, yet we can still maintain positivity and a strong school culture. The following are ideas created and developed at RHS where my students have found value. According to them, these are simple and impactful lessons that they wanted to share with the CADA world. |
|
1. Praises – Supplies: a card, color paper, computer, color markers or pens. Students craft positive words and write them down in a creative and colorful fashion to “praise” a peer for something kind and positive that they did. Words of encouragement are reflective and full of validation that can carry a student well past the moment of reception. Many of my students save them and go back to them in times of need to remind themselves of the kindness and love received.
2. Letter to a friend – Supplies: computer, printer, or binder paper with pen. Showing gratitude is a lesson that must be taught in our world. Taking the time to look at relationships and their importance to connection, especially in a divided country, can bring forth happiness to the writer and the recipient. Have students write a letter to a friend, a teacher, a parent, a pastor, to whomever has made and impact with the message of thankfulness and gratitude. This is a lesson of raw honesty that builds on developing connections with one another.
3. Valentine Hearts – Supplies: color paper, pens. Divide a list of every student on your campus within your class. Each student will write multiple, non-superficial, notes to each student on campus. Write each name in Sharpie making the name of the student bold and stand out. Have students write quotes or words of encouragement for each member of your student body. Place them strategically around campus for all the view and later tell the kids they can take their heart if they would like it. Throughout the years of doing this simple lesson, I see hearts in student’s binders that they carry with them each day at school. Simple and meaningful. Get creative, do this activity quarterly for your campus with a different theme. Example: Apple: back to school, Snowflake: winter, Sun: headed into summer.
2. Letter to a friend – Supplies: computer, printer, or binder paper with pen. Showing gratitude is a lesson that must be taught in our world. Taking the time to look at relationships and their importance to connection, especially in a divided country, can bring forth happiness to the writer and the recipient. Have students write a letter to a friend, a teacher, a parent, a pastor, to whomever has made and impact with the message of thankfulness and gratitude. This is a lesson of raw honesty that builds on developing connections with one another.
3. Valentine Hearts – Supplies: color paper, pens. Divide a list of every student on your campus within your class. Each student will write multiple, non-superficial, notes to each student on campus. Write each name in Sharpie making the name of the student bold and stand out. Have students write quotes or words of encouragement for each member of your student body. Place them strategically around campus for all the view and later tell the kids they can take their heart if they would like it. Throughout the years of doing this simple lesson, I see hearts in student’s binders that they carry with them each day at school. Simple and meaningful. Get creative, do this activity quarterly for your campus with a different theme. Example: Apple: back to school, Snowflake: winter, Sun: headed into summer.
The Season of Gratitude
A Reflection on the Season of Gratitude
By Jill Mortensen
Ripon High School
As the new year begins and most look forward to saying goodbye to 2020, this is the perfect time to reflect on the opportunities that presented themselves to you, your leadership crew and your student body.
We realize that our end of the 2020 school year was horrible and the start of the 2020-21 year didn’t go as planned in the Activities world. Frankly, there is great unknown in activities as the school year continues.
Yet, we can adapt, challenge traditions, create new ideas and contemplate the past as we grow and evolve. Growth in any program is healthy and perhaps necessary, but difficult to attain due to old beliefs, fractionizing administrators or affordability.
Studies have revealed that our practice of gratitude leads to happiness in ourselves. When we take the time to reveal our blessings and show our gratitude toward others, our mindset begins to progress where our perspective on life leans more to the positive rather than the negative.
Here are a few ways that you and your leadership students can exhibit gratitude on your campus, even during times of distance learning.
Military cards – traditionally each year we have a lesson in class on time and how it is lost for many of our military during the holiday season away from their families due to their consistent efforts to keep this nation free and safe. As a group, we get five holidays cards each and learn what it means to write a meaningful letter of gratitude that reflects honesty, connection and removes the superficial. It is a hard lesson to teach to a young mind, but through discussion, there is comprehension in the value of this task. In times of distance learning, communication through a zoom lesson can still have the same impact about time, freedom, our soldiers, our veterans and more. Set up a time frame where kids can come pick up holiday cards from your classroom or they can go purchase their own if desired. Give them two weeks to write 5-10 letters of gratitude to a soldier and collect them through a drive thru, masked up, giving air high fives because you are so excited to be able to have that moment with your student(s). The lesson of gratitude here is positivity, kindness, being supportive and to love others. All practical lessons that should be taught to any of our student leaders.
Dude Be Nice! – our school loves to select a ‘dude’ or ‘dudette’ each year as an honoree of our Dude Be Nice award. Clubs together with Leadership work through nominations, gifts (cards, candy, flowers, balloons, gift basket), t-shirts and a huge surprise rally that has a video just for our special person. In our four years of doing this activity, it has become a favorite. With distance learning, our season of gratitude took a different direction. Leadership worked to develop nominations based on our established criteria of what we believe a ‘dude’ should exhibit. We then pushed out a promo video getting the kids excited for the 5th annual event and then gave our entire student body the opportunity to vote on who they believed should be our newest addition. From this point, the Leadership team brainstormed new and creative ways to showcase our Dude with the goal to be able to still honor some of the traditions held close when we are together as an entire student body. This includes positive note cards written by students, special treats only that staff member loves, asking students and staff to send a small video clip of gratitude and appreciation for this person and perhaps a reveal of this person on Instagram Live.
The Gratitude Project – our school created this project four years ago to reflect the power of sharing kind words of thankfulness to a close individual in one’s life. We would ask a random student on campus to think of someone who truly impacted their life and write a letter explaining how much they are appreciated. From there, we ask the student to call that person right after writing the letter and read it to them over the phone. Keep in mind, we are recording every moment to catch the reactions and raw emotions felt during this beautiful time. It is truly magical for both parties involved. I dare you to keep your own eyes dry as you experience this with the student. To adapt in a time of distance learning, we kept the project in house in a more controlled setting first starting the project via zoom and then having my freshmen (totally clueless due to being new to high school) meet with me individually to record their process as explained. Kinds words were written, shock occurred, nervousness, tears and joy all felt during these individual meetings and yes, they were each recorded. My technology commissioners worked to create our video as closely as possible to our years previous so that we can carry on this tradition like we do each November – our month of gratitude.
2020 gave us a year to reflect on life, our family, friends, and goals. May you look back and find success, exponential growth, and gratitude.
jmortensen@riponusd.net
http://asbofriponhighschool.weebly.com
By Jill Mortensen
Ripon High School
As the new year begins and most look forward to saying goodbye to 2020, this is the perfect time to reflect on the opportunities that presented themselves to you, your leadership crew and your student body.
We realize that our end of the 2020 school year was horrible and the start of the 2020-21 year didn’t go as planned in the Activities world. Frankly, there is great unknown in activities as the school year continues.
Yet, we can adapt, challenge traditions, create new ideas and contemplate the past as we grow and evolve. Growth in any program is healthy and perhaps necessary, but difficult to attain due to old beliefs, fractionizing administrators or affordability.
Studies have revealed that our practice of gratitude leads to happiness in ourselves. When we take the time to reveal our blessings and show our gratitude toward others, our mindset begins to progress where our perspective on life leans more to the positive rather than the negative.
Here are a few ways that you and your leadership students can exhibit gratitude on your campus, even during times of distance learning.
Military cards – traditionally each year we have a lesson in class on time and how it is lost for many of our military during the holiday season away from their families due to their consistent efforts to keep this nation free and safe. As a group, we get five holidays cards each and learn what it means to write a meaningful letter of gratitude that reflects honesty, connection and removes the superficial. It is a hard lesson to teach to a young mind, but through discussion, there is comprehension in the value of this task. In times of distance learning, communication through a zoom lesson can still have the same impact about time, freedom, our soldiers, our veterans and more. Set up a time frame where kids can come pick up holiday cards from your classroom or they can go purchase their own if desired. Give them two weeks to write 5-10 letters of gratitude to a soldier and collect them through a drive thru, masked up, giving air high fives because you are so excited to be able to have that moment with your student(s). The lesson of gratitude here is positivity, kindness, being supportive and to love others. All practical lessons that should be taught to any of our student leaders.
Dude Be Nice! – our school loves to select a ‘dude’ or ‘dudette’ each year as an honoree of our Dude Be Nice award. Clubs together with Leadership work through nominations, gifts (cards, candy, flowers, balloons, gift basket), t-shirts and a huge surprise rally that has a video just for our special person. In our four years of doing this activity, it has become a favorite. With distance learning, our season of gratitude took a different direction. Leadership worked to develop nominations based on our established criteria of what we believe a ‘dude’ should exhibit. We then pushed out a promo video getting the kids excited for the 5th annual event and then gave our entire student body the opportunity to vote on who they believed should be our newest addition. From this point, the Leadership team brainstormed new and creative ways to showcase our Dude with the goal to be able to still honor some of the traditions held close when we are together as an entire student body. This includes positive note cards written by students, special treats only that staff member loves, asking students and staff to send a small video clip of gratitude and appreciation for this person and perhaps a reveal of this person on Instagram Live.
The Gratitude Project – our school created this project four years ago to reflect the power of sharing kind words of thankfulness to a close individual in one’s life. We would ask a random student on campus to think of someone who truly impacted their life and write a letter explaining how much they are appreciated. From there, we ask the student to call that person right after writing the letter and read it to them over the phone. Keep in mind, we are recording every moment to catch the reactions and raw emotions felt during this beautiful time. It is truly magical for both parties involved. I dare you to keep your own eyes dry as you experience this with the student. To adapt in a time of distance learning, we kept the project in house in a more controlled setting first starting the project via zoom and then having my freshmen (totally clueless due to being new to high school) meet with me individually to record their process as explained. Kinds words were written, shock occurred, nervousness, tears and joy all felt during these individual meetings and yes, they were each recorded. My technology commissioners worked to create our video as closely as possible to our years previous so that we can carry on this tradition like we do each November – our month of gratitude.
2020 gave us a year to reflect on life, our family, friends, and goals. May you look back and find success, exponential growth, and gratitude.
jmortensen@riponusd.net
http://asbofriponhighschool.weebly.com
