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Wilson School Volunteer Program
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  1. Wilson School Volunteer Program Training Sept. 27, 2012

  2. Welcome! As you enter, please • Sign in • Pick up a packet and 2 handouts • Get 4 “dots” and complete the consensogram – prior to the in-service, how do you feel about each of the aspects of volunteering? Thank you!

  3. Welcome to the 2012-13 school year! • We are fortunate – thank YOU parents, grandparents, and community members– who are willing and able to volunteer in our classrooms.

  4. Your work supports student learning through small group instruction, and supports teachers by preparing materials, shelving books, etc.

  5. WES Volunteer Program • Feedback – volunteers and teachers invest a lot of time, let’s make it quality time! • Parents • Teachers • PTO

  6. Behavior • PBS (Positive Behavior Supports) Rubric – delineates expectations for appropriate behavior in school • A suggestion - Familiarize yourself with our PBS expectations (handout is provided)

  7. Love and Logic Philosophy • When interacting with students, we believe... • Building positive relationships with students and treating them with dignity at all times are essential to their social, emotional, and academic well-being. • Problems are really opportunities to learn and grow, and we can help students build responsibility for solving their problems. • Adults are here to help students, not judge them. • Logical consequences will be used instead of punishment, when possible. There is a connection between the infraction and the consequence.

  8. Love and Logic Philosophy • It is OK to set firm limits in loving ways without anger, lecture, or threats. • When a child causes a problem the adult hands it back in loving ways. • The adult holds the child accountable for solving his/her problems in a way that does not make a problem for others. • Children are offered choices with limits. • Adults use enforceable statements. (see handout) • Adults provide delayed/extended consequences. • The adult’s empathy is “locked in” before consequences are delivered. • Ultimately – discipline is a school issue, and teachers prepare students for their work with volunteers

  9. Instruction • What you can expect from the classroom teacher • Teachers assign meaningful work for volunteers, and put much time and thought into what your work will be. • Behavior expectations specific to the classroom • A clear and easy to understand plan for your work with students • Materials ready for your use

  10. Instruction • Facilitating small group work • Read your lesson plan carefully • Often your work (especially if it’s weekly) is similar from week to week – this allows you to develop and use routines and strategies that work best for you and the students • More details on instruction will come from classroom teacher

  11. Communication • Teacher will share with you the best way to communicate with her/him (email, pre- or post-volunteer time, etc.) • Please ask questions if • you are having difficulty with a task • you are not clear about expectations • you have a concern

  12. Boundaries • Before you begin volunteering, have a clear idea of what your personal boundaries are. For example, are you comfortable having the students refer to you by your first name, or would you prefer to be called Mr. or Mrs.? Kids are better situated for learning outside of laps. • Children ask adults many personal questions in an attempt to bond. Because children are developing social skills, they are still learning the difference between appropriate and inappropriate questions. A suggestion would be to answer personal questions that are within your comfort level as long as they are asked during suitable times. If a child asks a question that you don’t want to answer, just let him/her know in a polite way.

  13. Norms for Volunteering • Norm #1 – Please be on time, and plan to stay your entire scheduled time.

  14. Norms for Volunteering • Norm #2 – Try to find a sub if you need to miss a scheduled volunteer time and/or let the teacher know in advance if you’ll be absent.

  15. Norms for Volunteering • Norm #3 – Be respectful of confidentiality. • Your work is often instructional, and with that you are privy to students’ strengths and weaknesses. • Outside of feedback to the teacher, please keep your observations to yourself.

  16. Norms for Volunteering • Norm #4 – be open minded. • Try not to judge the teacher’s teaching methods and discipline strategies. • Keep in mind that the teacher knows confidential details concerning the students’ academic abilities, domestic situations, and medical information that may affect behavioral and academic performance.

  17. Norms for Volunteering • Norm #5 – Remember – your focus is working with students! • Please turn off your cell phone • Please minimize socializing with other volunteers, students, or the teacher during your volunteer time, or when you are in the classroom during instructional time.

  18. What’s Next? • Each teacher will finalize his/her volunteer schedule and starting date. • There will some sort of introductory meeting or communication with the teacher. • This will clarify specifics with content and instructional strategies.

  19. THANK YOU! Volunteering – one of the most important things you can do to support a strong school community.