TOT:DEVELOPING THE
YOUTH
TRAINER
TOT: Developing the Youth Trainer
Title: Empowering educators through non formal methods
Topic:
The aim is to link non-formal learning and formal education through the sharing of different practices for the youth generation
Objectives:
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Sharing experiences between youth workers and teachers
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Increasing the knowledge of life long learning
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Developing competences related to life long learning process, differentiated learning
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Providing tools to use non formal education in formal education
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Using different kinds of evaluation such as self evaluation, reflection
Target group (partecipants)
Youthworkers, trainers, headmasters, teachers, trainers of extracurricular activities
Activities:
Non-formal games and sessions from youthworkers for teachers. Different non-formal methods.
Why we use reflection and how to start using non-formal methods in your teaching.
Sharing different tools to implement new methods.
Description:
Teachers must be given "so-called tools" so that they can use them in their teaching practice.
Youth workers go and share their experiences, during which a small program for teachers is created together. youth workers being mentors for teachers. helping them to bring non-formal learning into schools. At the end of the project, the youth workers return to their home place and implement this program in their local schools. Afterwards, it is possible to offer cooperation to teachers.
Venue:
Summercamp Vihasoo, Estonia. Camping houses in forest near the sea and with the session room and kitchen. Camping with 4-6 people each.
Impact:
To change the mindset of teachers in order to put them in the lifelong learning process for students. And in their turn to engage students to be active in their learning process.
More teachers use non formal education in formal learning environments
Team Building Excercise
─ What are you doing?
This game will be compound on 3 steps/levels that will help the participants to get deeper on the game and explore their imagination while we're knowing more about the participants
Levels/Steps
A) Walking around the space in a non-ordinary way
1. Participants should be walking using the expressive capacity of their bodies to find different ways of movement and the facilitator will (after a while) sometimes ask them to get “freeze”
When the participants are “frozen” in their random postures the facilitator will ask them one by one “What are you doing?” and they should say any action that would more or less match with their posture.
2. We will do exactly the same but now participant should start doing the action that they are saying
B) Saying something and doing another thing
3. We keep the same game just one thing changes, when we freeze instead of saying something that match with our posture we will do this “matching action” but say something that is not matching at all with our posture and action
For example: I am in a posture who can look like doing push-ups so I start doing push-ups but when they are asking me “What are you doing?” I can say, I am preparing a milkshake.
4. Now we will divide the group in 2 teams. Team A will keep doing the same and Team B will be the one asking “what are you doing?” but only one person at a time.
The one (A) who is asking will listen the answer of his partner (B) and start doing whatever B says at the same time that B is doing the first action
Again an example:
Participant A is looking like doing push-ups so is doing push-ups and participant B is going to ask “What are you doing?” A says: Preparing a milkshake, So B is starting to prepare a milkshake while A is doing push-ups
The facilitator will guide all this process and help them to create a scene of a few seconds just while making questions about themselves.
C) Improvised introduction
5. For this last part of the game, we should explain one of the most famous games in the impro-theater.
It is called: “More, less, change”
The rules of this game are really easy to understand.
In any kind of scene, game or performance, the facilitator will stop to one of the actors saying one of the 3 words, More, less or change.
More means…well, More in any way that the actors want.
For example:
- Actor: I arrived yesterday
- Facilitator: MORE!
-Actor I arrived one week ago
- Facilitator: MORE
-Actor: I arrived 100 years ago, since there I was waiting from the prophecy to become real.
Let´s do another example.
Actor: I am here
Facilitator: CHANGE
Actor: I am there
Facilitator: CHANGE!
Actor: I am in everywhere!
We can try to do a few examples with the participants and when they are familiar with these rules.
Now we will put together all this process to develop scenes where the participant will introduce themselves, giving real but also invented information about themselves.
They will walk again around the space in “non-ordinary” walking until the facilitator will “freeze” them. Then the facilitator will ask everyone what are you doing and choosing 2 people to be together in a scene where both participants should ask questions to each other about how did they arrive there, where are they from, do they like lasagna? While keep doing the previous action.
The facilitator will guide the performances and tell them More, Less or change, and the participant should change the answer in order to the given indication.
Notes for the facilitator
Is important to observe listen the group and adapt the exercise in order to help the group to play free and reduce as many barriers or blocks as we can.
Also to guide the scenes we should observe the participant give them time to develop their ideas and give inputs when they need to keep the rithm of the exercise.
Tareas
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Title: A recipe for success
Title: A recipe for success
This workshop takes 40 min.
It is delivered in Paralimni, Cyprus
Agenda:
1. Introduction 5’
2. Soft skills 5’
3. Communication game 5’
4. Pizza special 10’
5. Mirror’s pitch 10’
6. Feedback 5’
7. Conclusion 5’
INTRODUCTION 5’
Welcoming, description of the objectives, explain the rationale.
Objectives: To empower Neets find a job, to give advice on interview skills, to elaborate communication and social skills, build their self-esteem and confidence.
Target group: a non-homogenous NEETs 18+ yrs old.
Case studies:
John: came to us with a desire to find a job. He is 20 yrs old, an orphan person. He has low self-esteem and he is not qualified enough. He finished high school 2 years ago with poor results and he has no work experience. He needs a positive outlook to the interview process.
Mary: She worked in a factory as a telephone operator for 2 yrs. Because of the recession she lost her job and she is now a volunteer in the community youth center. She is now 24 yrs old and feels very disappointed because even if she has tried to find another job, she cannot manage. The feedback from the employers was that she is not qualified enough. She really needs to find a job to support her family.
Aisha: She is 25 yrs old immigrant from Senegal. She has experience as a waitress. She is a really good person and needs one job in order to take the residence permission.
Introduction of the participants: Password
We invite every participant to pronounce out loud the sentence “I never have a second chance to make a good first impression” and to introduce themselves. The goal of this tool is to bring the focus of the participants in the present moment. We choose the phrase because it is linked with the aim of the workshop.
THEORETICAL BACKGROUND
Soft/Interpersonal skills are a set of personal abilities that allow individuals to effectively interact with other people in a professional setting.
They include the ability to:
Collaborate effectively,
Manage time,
Communicate with clarity
People who are able to work collaboratively are more likely to achieve their professional goals and to contribute to the success of their organization
Key communication skills are: Active listening, verbal communication, non verbal communication, written communication and presentation skills. In an international context we also need intercultural awareness.
ACTIVITIES:
1. Communication game: Emotional chairs
To gain awareness of the difficulty to recognize feelings and not to let them been shown/revealed. Also, that a person’s posture may influence the interviewer’s judgement.
There are 6 chairs with 6 different cones with a Feeling on, written in the inside/not shown.
Each participant takes 1 chair and has to create a statue in order to show the feeling which is written inside his/her cone
The observing participants express which were the feelings shown
If there is enough time, there may be a rotation of the chairs/representation of more feelings
2. Pizza Special
Guidelines for a useful self-presentation
Each participant has to create his/her own self presentation, answering to 4 simple questions
We invite them to create their own “pizza”
Each ingredient is linked to one question.
• DOUGH Write your main characteristics. Give real life examples
• TOMATO SAUCE Write your previous experience
• MOZZARELLA Hobbies and passions
• SPECIAL INGREDIENT What is your Superpower
Extra tips: In order not to burn the pizza, we ask the participants to be aware of their body language.
3. Mirror’s pitch
Start by explaining the concept of an elevator pitch:
Imagine that you are in an elevator with someone that you are trying to get to invest in you and your ideas. You only have as long as the elevator ride to pitch you idea and to get them to invest in you (about 30-60s).
Split the group into pairs. One of them chooses to be the investor, the other the entrepreneur. The entrepreneur has to present themselves and their strength in one minute. After this, the roles switch. We ask the persons who play the investors to pay close attention to non verbal queues and to the attitude of the candidates.
REFLECTION
Ask an open ended question about the previous activities.
We deliver the reflection asking the participant to choose two colored string that represent their feeling and then to create a shape with the string about what they have experienced and what they take with them.
We ask also a feedback of our activity. The participants are given the possibility to vote which activity they find most useful and which they liked less.
Conclusions
During this workshop we tried to encourage the Neets to help them find their strengths, learn how to present themselves in a professional manner, practice interview skills, pay attention to non-verbal queues and think about the importance of first impressions. We encourage them to think outside the box by using their creativity.
MATERIALS
Stationary
Circles
Colorful paper
Markers
Colorful sticks
Colorful cubes
Cones
FEEDBACK & SELF EVALUATION
• Divide the time more evenly between each trainer
• Balance better the time dedicated to each activity
• During reflection time, do not ask everyone to speak but instead ask for volunteers. Keep it short.
• Ask people to share just one word about the activity to engage all the people.
• Encourage participants to speak louder (and speak louder ourselves)
• Try to find the best position in the space to be heard and seen by everybody. Be sure you have all the situation under your control+
• Be sure participants are close to you