NEWEST

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

4. Mission

5. Goals

8. Magnet programs

9. Clubs and activities

11. Computer/internet use

12. Attendance

13. Behavior management

14. Safety, violence

16. Supervision

17. Check-in/ name badges

18. Absences and consistency

20. Parking

21. Class schedule

23. What was important to you at that time?

26. Write and write and write some more

27. Teach academic success skills

28. Become an advocate

31. Be prepared

32. Review, review, review

33. Give praise

34. Be positive

35. Practice patience

36. Communicate

37. Have realistic expectations

38. Expect the bestPICTURE

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

42. Feel unloved and unwanted

43. Blame others for his or her own shortcomings

44. Feel, or pretend to feel, emotionally indifferent

45. Put down his or her own talents and abilities

46. Be easily influenced

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

50. Use their hands to talk

52. Like to be in charge

53. May talk to themselves when working alone

54. Move their mouth when reading to themselvesAuditory PICTURE

56. Practice spelling words aloud

57. Ask the student to repeat directions

58. Use word associations

60. Provide a checklist of materials needed to do projects

61. Write things down multiple times to commit them to memory

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

65. Be troubled by conflict or problems

66. Watch excessive amounts of television

67. Come from a home where school achievement is not emphasized

68. Have a history of poor school attendancePICTURE

70. Has his/her own room at home

71. Can easily stay after school and get a ride home

73. Teachers, not volunteers, should discipline

74. Misbehavior may happen when students aren’t getting what they needPICTURE

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

78. Use of drugs or alcohol

79. Carrying weapons

80. Discussion of inappropriate topics

81. Giving gifts or money

82. Making ‘sexual or emotional advances’ to a student

83. Selling merchandise or actively promoting his or her business

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.

89. Help a student feel accepted

90. Help a student be successful and confident

91. Expand a student’s world of adult friendships

92. Offer a student a listening earPICTURE

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

95. Reference checks

96. Criminal background check

97. PlacementPICTURE PICTURE