Publications
Leadership 2001
4-H . . . helping build Mississippi leaders for the year 2001 and beyond
Leadership 2001 is an experiential curriculum for youth and adult volunteers to explore with 4-H club members the basic principles of leadership development. Each of the six lesson plans are for use during a club meeting or a leadership workshop to help 4-H members learn about getting along with others, managing resources, understanding one's self-concept, communicating, learning how to learn, and making decisions.Each lesson plan consists of get-acquainted activities and several fun learning experiences related to a leadership skill.
4-H is helping build Mississippi's leaders for the year 2001 and beyond.
| Leaders |
|---|
| Some leaders
lead too far ahead, High-visioned, unafraid; Yet, ages after they are dead, We tread the paths they made. |
| Some leaders
lead too far behind, Nor seem to keep the track, Yet they bring on the deaf and blind, Who else would hold us back. |
| And some seem
not to lead at all, Slow moving on the way, Yet help the weary few and small Of those who else would stray. |
| Lead on, O
leaders of the race. Your work is long and wide; We need your help in every place -- Before, behind, beside. |
| -Anonymous |
Leadership is an awe-inspiring trait that's hard to define yet easy to see in action. Some people seem to be born with it, but it's something we must all learn and develop with practice.
What if Columbus had not led the ships west? What if George Washington had never led the troops against the British? What if the Wright Brothers had never led the way to flight?
Every phase of life needs leaders, whether it is the coach of the livestock judging team, the principal at school, or the president of a 4-H club. 4-H members have a duty to use leadership in their clubs or within their project groups. These experiences will develop even stronger leadership that is essential to the future of Mississippi and to the future of the United States.
Leadership develops the group as well as the individual. Leadership means service: helping others develop themselves and work with the group. The ability to work with others is one of life's most difficult skills because it is hard to understand and to carry out so many different, complex ideas. But with improved skills in the areas of self-understanding, communication, learning to learn, working with groups, decision making, and managing resources, you too can be a leader!
Leadership Life Skills
To be a good leader, you need several types of skills. Once developed, these abilities can be used in many ways the rest of your life. Thus, we call them life skills. The seven leadership life skill areas are described here:Understanding Self - understanding and developing a positive attitude about who you are, what you like and don't like, and what you want to be.
Communicating - effective two-way sharing of information through writing, listening, speaking, and body language.
Getting Along With Others - developing an understanding of how you relate to other people you meet and how you accept and appreciate the differences between others and yourself.
Learning To Learn - understanding the attitudes, techniques, and methods that help learning take place and how you can be a positive force in increasing your own and others' learning.
Making Decisions - learning a process and approaches to setting goals, solving problems, and taking individual or group action.
Managing - choosing and using things available to get the things you want. Management involves identifying resources (time, things, people, or money) and using those resources effectively.
Working With Groups - learning how groups of people work together and how to help groups to accomplish their goals.
Teaching Techniques
Principles of Learning
One of the most important responsibilities you have as a leader is to help young people acquire skills and knowledge to reach their goals. Some basic principles apply to all learning situations:- Young people learn best in an atmosphere of warmth and acceptance.
- Members of the group must have clear, self-determined goals.
- Each learner will have different abilities. The same learning method will not be equally successful for all learners.
- Adequate learning requires motivation. Self-motivation comes from basic needs, personal preferences, and feelings of self-worth and belonging. External motivation, on the other hand, is based on incentives and awards received.
- Group members must be actively involved in selecting and carrying out the learning activities.
- Self-evaluation is the most meaningful kind of evaluation.
Ways To Learn
Young people will be more interested and will be active learners if a variety of teaching methods are used. How much information a learner retains will vary from method to method. Remember that "learn by doing" is a basic concept in 4-H and is often the best way to retain knowledge.Reading. Young people will retain approximately 10 percent of what they read. Printed materials and other literature are important ways to share knowledge, but they should be supplemented with other learning methods.
Hearing. Learners retain approximately 20 percent of what they hear. Most teachers talk too much. Give group members a chance to explain and discuss what is presented.
Seeing. Young people will generally retain 30 percent of what they see. Exhibits, posters, and illustrations are a big plus in teaching, especially when the young people prepare materials to share.
Hearing and Seeing. When members of the group see and hear new material, they will retain approximately 50 percent of it. Observing demonstrations; watching movies, slides, videos, etc.; and participating in tours are all ways members can see and hear and are generally popular teaching methods.
Saying. Young people will retain approximately 70 percent of what they personally explain. When young people become an active part of the learning process, the amount they learn increases dramatically. Discussion groups and judging experiences are two important ways members can express their ideas.
Saying and Doing. When young people are actively involved in saying and doing, they will retain approximately 90 percent of the material. Most people learn best by actually "doing." Provide opportunities for the members to practice and explore what they have learned. They might plan and present a demonstration or teach younger members.
Teaching methods include the following:
Demonstration
Discussion Groups
Judging
Field Trips and Tours
Exhibits
Handout: Personal Skills Assessment Guide
| Rate
the levels at which you've developed your leadership life skills by
circling the number following each statement that most closely indicates how you rate your ability to do what is listed. If you do it very well, mark a "3"; mark a "2" if you do it moderately well or okay; and mark a "1" if you need improvement or do it poorly. |
||||
|---|---|---|---|---|
| Very Well |
Okay | Poorly | ||
| 1. | I am positive about my abilities. | 3 | 2 | 1 |
| 2. | I am enthusiastic. | 3 | 2 | 1 |
| 3. | I know what is important to me. | 3 | 2 | 1 |
| 4. | I can admit and deal with mistakes. | 3 | 2 | 1 |
| 5. | I can keep written records. | 3 | 2 | 1 |
| 6. | I can speak before a group. | 3 | 2 | 1 |
| 7. | I am a good listener. | 3 | 2 | 1 |
| 8. | I can get my ideas across to others. | 3 | 2 | 1 |
| 9. | I accept and care about others. | 3 | 2 | 1 |
| 10. | I encourage others. | 3 | 2 | 1 |
| 11. | I can meet and get along with others. | 3 | 2 | 1 |
| 12. | I trust other people. | 3 | 2 | 1 |
| 13. | I can ask questions. | 3 | 2 | 1 |
| 14. | I can be open minded. | 3 | 2 | 1 |
| 15. | I can see things objectively. | 3 | 2 | 1 |
| 16. | I can learn from and teach others. | 3 | 2 | 1 |
| 17. | I can set and carry out goals. | 3 | 2 | 1 |
| 18. | I can identify and use resources. | 3 | 2 | 1 |
| 19. | I can make choices. | 3 | 2 | 1 |
| 20. | I follow a process to make decisions. | 3 | 2 | 1 |
| 21. | I can plan programs. | 3 | 2 | 1 |
| 22. | I can evaluate people and programs. | 3 | 2 | 1 |
| 23. | I am a responsible person. | 3 | 2 | 1 |
| 24. | I can make use of resources. | 3 | 2 | 1 |
| 25. | I cooperate with others. | 3 | 2 | 1 |
| 26. | I can work as a team member. | 3 | 2 | 1 |
| 27. | I can organize a group activity. | 3 | 2 | 1 |
| 28. | I can involve people. | 3 | 2 | 1 |
Each statement represents one of the leadership life skills. To obtain an average score for each leadership skill, add the numbers you circled for groups of questions as instructed below and divide by 4 for each leadership skill area:
| Understanding Self: | Add statements 1-4, divide by 4 = | ____________________ |
| Communicating: | Add statements 5-8, divide by 4 = | ____________________ |
| Getting Along With Others: | Add statements 9-12, divide by 4 = | ____________________ |
| Learning To Learn: | Add statements 13-16, divide by 4 = | ____________________ |
| Making Decisions: | Add statements 17-20, divide by 4 = | ____________________ |
| Managing: | Add statements 21-24, divide by 4 = | ____________________ |
| Working With Groups: | Add statements 25-28, divide by 4 = | ____________________ |
| Using these averages as a guide, you can determine which leadership skill areas you may need to work on. | ||
Lesson: Getting Along With Others
Lesson Plan 1
| Learning Activity: | Interviewing someone you would like to get to know better |
| Materials Needed: | None |
| Time Needed: | 10 minutes |
What To Do:
Select someone to interview. Ask the person you interview at least five questions. Reverse roles. Next, share one thing you learned about each other. Try to ask questions about the person, not about things. Some sample questions include the following:
- What is your favorite feeling?
- What do you value most?
- If you could be anything or anyone, what would you be?
- What makes you angry, happy, and sad?
- Do you like to spend time alone or with other people?
- How do you feel right now?
- Whom do you trust the most?
- What is your favorite joke?
Interpreting:
What did you learn about interviewing someone? How did you show your interest in the other person? What made your interview a good one?
How did you feel when you were being interviewed?
Lesson Plan 2
| Learning Activity: | Discussing common put-downs |
| Materials Needed: | Sheets
of paper Scissors Pens or pencils |
| Time Needed: | 20 minutes |
What To Do:
Write down several put-downs that you have heard lately. (Examples can be found in sports, school, parents, clubs, the media, or personal.) Write each one on a separate slip of paper and have each person in the group draw one. After reading the put-down aloud, each member should describe how he or she would feel if someone had said such a statement to him or her. Time permitting, role play the situations in which put-downs are likely to occur. Discuss ways of dealing with them. Role-play ways in which the situations could be handled without the use of a put-down. Think of ways in which put-downs pressure a person. Draw a relationship between the strength of a personÕs self-image and his or her willingness to participate. Write down positive statements that would encourage rather than discourage people from playing with others in the class and save the positive statements for all to use. When appropriate or necessary, choose a positive statement rather than a put-down as a way of communicating to someone else.
Interpreting:
How do put-downs generally make us feel?
What relationship is there between self-image and willingness to participate?
What positive statements work well for you?
How would you change a put-down into a put-up?
Lesson Plan 3
| Learning Activity: | Creating "Wanted" posters |
| Materials Needed: | Handout
of "Wanted" poster Straight pins Pens or markers |
| Time Needed: | 10 minutes |
What To Do:
Explain that all the group members will be introducing themselves through "Wanted Posters" that they create about themselves. Give each participant a straight pin, a pencil or marking pens, and a copy of the "Wanted Poster" blank. The participants are given 5 minutes in which to complete the posters and pin them to their backs. Tell the group members to stand and then mill around the room, reading each others' "Wanted Posters" and sharing their own posters with others. Reassemble the group.
Interpreting:
What was the hardest part of making your poster?
What did you learn about others?
What things were alike on both your poster and other people's?
Name __________________________________________ Occupation ______________________________________ Always Being __________________________________________ _______________________________________________ Having Strong Needs for _______________________________________ _______________________________________________ Greatly Valuing ________________________________________ ______________________________________________ Living by the Slogan _____________________________________ _____________________________________________ _____________________________________________ |
Lesson Plan 4
| Learning Activity: | Stereotyping group members and trying different opinions |
| Materials Needed: | Copies
of labels for each member of the group Straight pins |
| Time Needed: | 15 - 20 minutes |
What To Do:
Make copies of the labels listed on the following pages (note that there are two lists). Use one set for a particular group. Before the session, prepare a label (from one list) for each member, or make headbands or hats with labels on them. At the start, explain that often because of the labels that others put on us, they limit our participation in a group. Pin a label on each participant so that he or she doesn't know what it says. Ask members to walk around and talk with as many others as possible but to respond to the labels, not to the people. After 5-10 minutes, depending on the group, stop and discuss.
Variation: Give the group a problem: (i.e., design a fundraiser for your club) and ask them to behave toward the other group members as their "label" instructs them to behave.
Interpreting:
How do you feel?
What does this activity tell you about labeling people?
What happened to you, the person, when others responded to just the label?
How did you feel?
| Comedian | Laugh at my idea. |
| Expert | Seek my advice. |
| Important | Defer to me. |
| Stupid | Treat me like I am a dummy. |
| Loner | Ignore my ideas. |
| Outsider | Treat me with distrust. |
| Helpless | Give me support. |
| Loser | Pity me. |
| Stutterer | What I say doesn't make sense. |
| Overemotional | Comfort me. |
Handout: Labels - Set 2
| Listen to me and get me to talk. |
| Tell me I'm OK. |
| Ask me about myself. |
| Yell at me. |
| Put me down. |
| Ignore Me -- Look at my shoes as you talk to me. |
| Tell me I'm not OK. |
| Talk at me when I'm listening. |
| Speak softly to me. |
| Don't let me say anything -- you talk. |
| Back away as you talk. |
| Walk away in the middle of my talking. |
| Look into my eyes as I talk. |
| Help me. |
| Pity me. |
| Support me. |
| Reinforce me. |
| Stay away from me. |
Lesson: Managing Your Resources
People often think about things they want or want to do, but they just do not know how to get them! Managing resources is using those resources you already have or learning how to obtain those you need. You need to learn to manage your skills, time, money, and other resources. One of the most important parts of managing is planning. You must decide what is important and how to use what you have.Learning and improving on the ability to organize ideas, equipment, records, and people are important parts of managing. Management involves deciding what you want to accomplish, taking stock of what you have that can help you reach your goals, and putting together a plan of action to use those resources to achieve your objective. The following activities will aid you in learning more about planning and using resources. By teaching others these same activities, you will aid them in improving their management skills.
Lesson Plan 1
| Learning Activity: | Designing your own clover |
| Materials Needed: | Clover
Plan for each person Pens or pencils |
| Time Needed: | 5 minutes |
What To Do:
Have each person find a partner he or she does not know very well. Give each person a copy of the Clover Plan. Have each person fill in each section of the clover with one or two answers. When finished, have partners share answers.
Interpreting:
Why is planning for learning, for fun, and for helping others important?
How could the answers on your clover help your club or your family plan activities?
Handout: How To Design Your
Own Clover
4-H is for you - and what you do in 4-H should be determined by what you want to do...the things your club decides to do should be the things the members of your club want to do.
Design your clover now.
I would like to learn...
List here the things YOU want
to learn.
We could help our
community by...
What do you think your community
needs? What are some things you think your club could do?
Whatever they are, list. If
you think you could help by making a survey to see what other people think...say
so here.
My hobbies...
What are your hobbies...what
do you like to do? It is possible that someone in your group would like
to learn your
hobby-or maybe you would like
to learn about another's hobby-this will give you a chance to discuss
possibilities of
lerning from each other.
Just for fun we could...
Every 4-H Club needs activities
"just for fun"...what suggestions do you have for this club?
Lesson Plan 2
| Learning Activity: | Working together to create small floats for a parade |
| Materials Needed: | 2-3
shoe boxes (one for each group) Construction paper in various colors Markers, glue, string, paper clips, crayons, straws, cellophane tape ("Scotch" tape), scissors, cardboard tubes from paper towels or toilet paper rolls (You may use any extra or leftover items you have around the house.) |
| Time Needed: | 20 minutes |
What To Do:
Divide the group into two or three smaller groups. Place all the materials on the table so they will be available to all. Each group will create a float out of the available materials. Each group gets one shoe box, but the groups must share the remaining items. After each group has finished, display the floats in a parade formation. Leave them in the room so all may see them later.
Interpreting:
What did the groups do first?
What did the groups think when they saw the items they had?
Was a leader selected for each group or did everyone try to take control?
Did everyone contribute to the plan for making a float?
Did everyone take part in building the floats?
How could this experience be used after this activity is completed?
Lesson Plan 3
| Learning Activity: | Using time management principles to plan your day |
| Materials Needed: | An
envelope for each person that contains 24 squares of paper Cellophane tape ("Scotch" tape) Paper |
| Time Needed: | 20 minutes |
What To Do:
This game reinforces the basic principles of time management. Each participant is asked to plan his/her day using 24 squares of paper on which an activity is written on each square. The 24 squares are placed in an envelope, with each square representing 1 hour of the day. Each envelope containing 24 "hours" is given to each participant.
Tell each person that his/her envelope contains a 24-hour day -- that is, the activities in the envelope are what each person will be doing the next 24 hours. If anyone is not pleased with what is in the envelope, he/she should try to swap activities.
Have each person arrange and tape his/her daily plan onto a piece of paper. Ask for comments. Tell everyone that some things must be done. The activities that are of lower priority can be traded and are easier to get done. Sometimes you can easily plan a day, sometimes you cannot.
Tell the group, "When you put the squares in order and organize your activities, remember that some time is your time and some time is for others." Try for a good mix.
Interpreting:
When you wanted to trade, were there some things you wanted to get rid of more than others?
Were there things you wanted to obtain more than others?
How careful were you with the things important to you?
Did you allow time for others?
How does this relate to days when you have more to do than you can accomplish?
Handout: Plan Your Day
Make one envelope per person that includes 24 different squares. Each square should have one activity on it. Be sure everyone has some of the basics...sleeping, eating, etc. Some may have more of the basics than others. Suggestions for activities are listed here:
| Sleep | Play ball | Listen to music |
Snack |
| Eat | Get dressed | Dust |
See a movie |
| Work at a computer |
Cook | Wash the car |
Talk with a parent |
| Window shop |
Swim |
Write a letter |
Play an instrument |
| Phone a friend |
Watch TV |
Work at a job |
Study |
Clean house |
Read a book | Hike |
Work with animals |
Shop |
Wash hair | Babysit |
Ride a bike |
Read |
Go to the doctor |
Visit a friend |
|
Lesson Plan 4
| Learning Activity: | Finding pictures or words to represent your goals |
| Materials Needed: | Magazines Construction paper Glue sticks or cellophane tape ("Scotch" tape) Pens or pencils |
| Time Needed: | 10 minutes |
What To Do:
Explain that goals usually are things you want to do or things you would like to have.
In the magazines available, have each person find at least three pictures or words that describe the things he/she likes or wants to do. Attach the pictures or words to a piece of paper and write a goal under each one.
After the entire group is finished, ask each person to share one of those goals. Ask the entire group if the goal is clear.
Interpreting:
How difficult was it to state your wishes as goals?
Would these goals require a long time or a short time to make them happen?
What short-term or smaller goals would you have to reach before achieving the long-term goals?
What other things in your life could you call goals?
Lesson: Understanding Self
It has been said that in order to lead others, one must first lead oneself. You must understand yourself to be able to lead yourself. You need to understand what is important to you so that you will feel confident to lead and influence others. Remember that oneÕs total self consists of public, personal, and private aspects. Your public self is what you share with others, whereas your personal self is what you share with your family and your closest friends. Your private self is that part of you that you share only with yourselfÑyour deepest desires, expectations, or goals.Understanding self will give you concepts to assist in gaining self-understanding, self-acceptance, and self-confidence.
When teaching the following activities in Understanding Self, members should always have the option of not answering or not sharing with the group. Never force anyone to reveal what he or she does not want to reveal. Very personal family questions should not be the subject of inquiry. When members share personal feelings, remember to encourage positive acceptance. To clarify thoughts and help members understand themselves, encourage them to write or otherwise express their ideas and feelings.
Lesson Plan 1
| Learning Activity: | Exploring the difficulty of sharing information about yourself |
| Materials Needed: | 3
x 5 index cards, one for each person Markers or crayons Straight pins |
| Time needed: | 5 minutes |
What To Do:
As members arrive, give each a 3 x 5 index card and a marker or crayon to make a name tag. Have each person write his/her name at the top and things he/she likes to do around the name.
Tell them, "Write the one thing you do best in bigger letters in the middle." Have the members pin on their nametags then walk around the room, reading all of the nametags. Have them exchange information about what they like to do and what they do best.
Interpreting:
Is it hard to write and talk about what you do best?
In what ways do you put yourself down?
How could you make it easier to discuss your good qualities?
In what ways can you show you have good qualities or talents?
What do you gain by describing positive things about yourself?
Lesson Plan 2
| Learning Activity: | Deciding on priorities if you win the "4-H Sweepstakes" |
| Materials Needed: | One
ticket per person Pencils or pens Flip chart or blackboard |
| Time Needed: | 20 minutes |
What To Do:
Announce to the group that they have just won the 4-H Sweepstakes. The check must be picked up in 20 minutes by turning in the completed ticket.
Give a ticket to each group member. Each member needs to decide how he or she will spend that money by answering the following questions before picking up the money.
Write the following
questions on a flip chart or a blackboard:
First reactions: What did you think you would use the money for first?
Second? Third?
Budget planning: What are the major expenditure categories you chose?
Life-style adjustments: What changes would take place in your life because
of this winning?
Reflections: What values and priorities did you base on your responses
to these questions on?
After all members have completed their tickets, divide the group into small discussion groups. Have these groups share and compare their use of the money and the most important changes. Discuss values and priorities they identified in their budgets, and describe the issues they struggled with while making the budget decisions.
Interpreting:
What surprised you about this activity?
In what ways were your uses different from the others' uses?
As you look at how you would spend the money, what do your answers tell you about yourself and about others?
Would you now change anything on your ticket?
How does this experience make you think differently about what's important to you?
Handout: The 4-H Sweepstakes
Here is your winning ticket for $1 million in the 4-H Sweepstakes. You must redeem this ticket within 20 minutes. You will receive a check, cashable immediately.
What will you do with the money?
First I will ___________________________________
and then ___________________________
and then ___________________________________ and then _____________________________
and then ___________________________________ and then _____________________________.
Turn this paper over and make a tentative budget that accounts for what you will do with all the money. Include travel, books, recreation, new purchases, gifts/contributions, investments, savings, etc. Make the budget total $1,000,000. When you finish, turn the paper back to this side.
Ask yourself what your budget tells you about your values.
Reflect on the following
questions:
How do you imagine you would want your life to change?
What in your present
lifestyle would you not want to change?
What dreams would
you fulfill?
Would you continue
to go to school?
Why?
Why not?
Assume you have all
the money you need:
Why would you get up in the morning?
When would you get
up?
What would you try to accomplish with your day?
What do your answers
tell you about yourself?
Lesson Plan 2
| Learning Activity: | Saying a good quality successively louder to gain self-confidence |
| Materials Needed: | Small
pieces of paper or 3 x 5 index cards Pencils or pens |
| Time Needed: | 10 minutes |
What To Do:
Ask the members to think of two personal qualities they feel good about
and write them on the piece of paper or index card.
Tell everyone to choose one of the qualities and practice believing in it by whispering three times, as if to an imaginary friend, "I am ____________." Have each member do this at the same time on your signal.
Next, ask them to repeat their great personal activity, saying it softly three times, as if to a very good friend. Again, have the total group speak when you give the signal.
Then, at your signal, tell them to believe these qualities are true by using a regular speaking or conversational voice, as to someone you are having dinner with.
Next, ask them to raise their voices, as if talking with a grandparent who is hard of hearing. Say the statement three times again.
Now, ask the group to shout out loud, as if to someone at a dance.
Finally, ask everyone to shout even louder, as if to someone across the room at a dance.
If time permits, repeat this exercise with the second quality the members wrote down. You will need to keep the pace moving quite rapidly.
Interpreting:
What changes did you feel between the beginning and the end of this activity?
In what ways did this help you feel better about yourself?
What effect does repetition have on your comfort in talking about yourself?
How else could we help people feel good about themselves?
Lesson Plan 3
| Closing Activity: | Imagining one's lifetime on a time line |
| Materials Needed: | Butcher
paper or sheets of paper 81Ú2 x 11 or larger Markers Pens or pencils |
| Time Needed: | 10 minutes |
What To Do:
Discuss that each of us has but one lifetime to accomplish everything we want to do. Currently, the average life span is about 75 years and varies from person to person.
Tear off a large piece of butcher paper or other paper and give it to each member, with a marker or pencil. Tell each person to draw a line across the paper. Place a dot on each end. Divide the line into seven equal segments with each segment representing 10 years of life.
Have each person write his or her birth date above the dot on the left. Add 70 years to the birth date and write that date above the dot on the right. Find the place on the line that represents the current year and place a dot there.
Ask each one to think of everything he or she has done so far in life and to imagine where that fits on the life line. At the correct place on the line, have them write the important things that have happened.
Tell them to study their life lines. Have them reflect on what they want to do before their lives are over. Where will these things fit on their life lines? Have the members write them in on their lines and think about what they will need to do to make these things happen.
Tape the life lines to the wall before they leave.
Interpreting:
What feelings do you get when you look at your life line?
How do your life goals fit into the discussion?
How will you be able to accomplish your goals?
What methods will you use to break your plans into smaller parts that can be more easily accomplished?
How can thinking about what you want to accomplish in your life help you decide what is important this year?
Lesson: Communications
Lesson Plan 1
| Learning Activity: | Providing public speaking experience and an alternate method for self-introductions |
| Materials Needed: | One
3 x 5 index card for each member Pens or pencils |
| Time Needed: | 15 - 30 minutes, depending upon the number of participants. |
What To Do:
After the welcome is given by the group leader, give a 3 x 5 index card to each participant. Ask each person to print his or her name, title, and organization on the top of the card. In addition, ask each person to identify something about his or her background, job experience, purpose in attending the meeting, hobbies, hometown, etc. Limit the number of questions to three.
Collect all the cards and ask a group member at random to pull a card from the deck. As that personÕs name is read, he/she stands while the information on his or her card is read to the group. After the introduction, the newly introduced person draws a card from the deck and introduces the person who stands up next. Continue through the deck until all are introduced.
Interpreting:
Was it hard to write down something about yourself?
Why did the leader ask somebody else to read your card?
Did others write similar or the same things you did?
Lesson Plan 2
| Learning Activity: | Analyzing pictures for body language messages |
| Materials Needed: | Magazine
pictures or photos Pieces of paper Scissors Glue or paste Pens or pencil |
| Time Needed: | 20 minutes |
What To Do:
Collect magazine pictures or take photos that show Òbody language.Ó These pictures show people whose body actions tell what they are feeling or thinking. Organize them into a booklet, and write captions on what they say to you. Look at hands, arms, shoulders, feet, legs, and whole-body positions as well as faces.
Interpreting:
What different meanings could some of the body positions have?
What are the body positions or facial expressions that indicate specific feelings or ideas?
How can you put together body positions and spoken words to show people what you really mean?
Lesson Plan 3
| Learning Activity: | Practicing talking without looking at someone |
| Materials Needed: | None |
| Time Needed: | 5-10 minutes |
What To Do:
Sit back to back with a partner and talk about something that happened to you lately something that was a really good experience.
After about 1 minute, stop your sharing and move about 5 feet away from your partner. Be sure you stay back to back and continue talking for another 30 seconds. Stop your conversation and ask the partner to share what his or her feelings are. After your partner shares feelings, talk about how you feel.
Do this exercise again. This time, have your partner talk about something good that has happened to him or her lately. Be sure to do everything the same again.
Interpreting:
When you talked, did you look at your listener's eyes?
How important was it to you to be able to see the listener's eyes?
Did you find yourself missing the nonverbal (nonspoken) hand and body motions and expressions of the face?
How easy was it to concentrate on what you were saying?
Did your partner have trouble concentrating?
Lesson Plan 4:
| Learning Activity: | Observing someone's face to visualize it later |
| Materials Needed: | None |
| Time Needed: | 5-10 minutes |
What To Do:
Have each group member choose someone as a partner. Ask the partners to sit comfortably in front of each other and look intently at the other. Urge each person to look at every one of his or her partner's facial features. Notice what each part of the face is doing. What are the eyebrows, the eyelids, and the eyes doing? Look at the person's nose and mouth. What about the facial muscles? Partners may remain silent, thinking about a favorite subject or hobby.
Do this activity for about 1 minute and then ask members to close their eyes. Encourage each member to visualize his or her partner's face. If someone missed something, he or she may open his/her eyes and observe the missed details. They have been taking mental pictures of their partners, and now they're processing those pictures. Some of the processing might include comments such as, "Wow! What a beautiful face," or "How nice his hair is cut," or "She is really interesting."
This internal processing or internal talking goes on all the time. Each time you meet or talk to another person, you add information to the file. Internal processing greatly affects your relationships with others.
Interpreting:
What parts of your partner's face gave more clues to his or her thoughts than other parts?
How did you feel about "staring"?
What were you thinking about in your mental picture?
Did you change your mind about your partner when you analyzed and studied him or her in this way?
Lesson Plan 5
| Learning Activity: | Conducting
written conversations and learning the differences between written and oral communications |
| Materials Needed: | Sheets
of 81Ú2 x 11 paper Pens or pencils Room large enough to allow members to meet in groups of two |
| Time Needed: | 20 minutes |
What To Do:
Find a comfortable place for each pair to sit facing one another. Give one person the title "Smiles" and the other one "Grins." Be sure each person knows his or her title.
Tell the members to start a written conversation on a sheet of paper to be passed back and forth between them. "Smiles" writes a positive statement to "Grins" and hands it to him or her. "Grins" responds by writing a reply and handing it back to "Smiles."
Continue this process for no more than 15 minutes (watch carefully), and then stop. Lead a discussion by having the members share their conversations with the rest of the group.
Interpreting:
Did you feel positive toward your partner?
What did you learn about yourself?
What did you learn about your partner?
What did you learn about this method of communication?
How does written communication differ from oral communication?
What would be helpful to remember in future written communications?
Lesson Plan 6
| Learning Activity: | Practicing
getting and giving feedback to listen and communicate accurately |
| Materials Needed: | Blank
sheets of paper Pencils Copies of two simple drawings Newsprint |
| Time Needed: | 20-30 minutes |
What To Do:
First, find a volunteer who will try to communicate with the others without the use of feedback or nonverbal signals.
Give blank sheets of paper to the group. Have a volunteer give the group directions to copy a simple drawing. Give the volunteer as much time as he or she needs to communicate the directions for making the drawing, using only verbal directions. Give the volunteer a copy of Figure 1. Have him or her sit away from the group and not use his or her hands for directions. Instruct the group not to ask questions and not to make comments.
As the volunteer directs the drawing of Figure 1, be aware of the reactions of the group members as well as those of the volunteer. Also note the length of time it takes to complete the drawings.
Have each member indicate on his or her sheet whether the drawing is accurate. Then ask the volunteer if he or she has communicated the information accurately.
Ask for a second volunteer who will direct the group in drawing Figure 2. This time, the volunteer faces the group and can use as much time as necessary to give thorough directions. Allow the volunteer to receive feedback and use nonverbal information (body language). Anyone from the group may ask anything to help complete the drawing. Then give a second sheet of blank paper to each person in the group.
Again, observe the group and the volunteers and note how much time it takes them to complete the drawing. After the group finishes, show the two figures and keep score on newsprint of the number of people who accurately copied Figures 1 and 2.
Interpreting:
How did the volunteers feel during the exercise?
How much time did each part take to complete?
What was the difference in accuracy between Figure 1 and Figure 2?
How can this experience be related to other communication situations?
What can be done about it?
Lesson Plan 7
| Learning Activity: | Communicating and following a leader without speaking |
| Materials Needed: | One
large balloon per member (Balloons should be a variety of colors) |
| Time Needed: | 10-15 minutes |
What To Do:
Have the group members blow up the balloons. Appoint a leader of the balloon parade. Each member is to bounce his or her balloon on one hand at a time without dropping it to the floor and without carrying it.
Have the leader guide the group through a series of obstacles (if indoors, -chairs, tables, or a series of rooms; if outdoorsÑaround trees, through paths, and around buildings). Each member of the group must keep his or her balloon bouncing on one hand at all times and continue to follow the leader.
When the group arrives back at the starting point, have group members form a circle and continue to bounce their balloons. When group members form the circle, have them pass their balloons around, from member to member, not letting the balloons drop to the ground. When the group members have their original balloons back, the game ends.
Interpreting:
Was it hard to follow the leader without talking?
Did the group follow the directions and not talk?
Why was it hard to not talk throughout this activity?
How did you get our own balloon back without talking?
How do we communicate when we cannot talk?
Lesson: Learning To Learn
Assisting, encouraging, or motivating young people to develop a positive attitude towards learning, along with providing them with various skills will aid them in acquiring knowledge and information throughout their lives. The ability to continue to learn is essential for becoming successful. Rapid changes and improvements in technology, especially in computers and in communications, demonstrate this point.Learning how to learn is learning how to make desired changes. To help others make desired changes and reach goals, you must help them learn how to learn. You become the teacher! The following activities will provide experience in learning, teaching, and developing creativity.
Lesson Plan 1
| Learning Activity: | Using a toilet paper game as a fun way to learn about others |
| Materials Needed: | one or two rolls of toilet paper, depending on the size of the group |
| Time Needed: | 5 minutes or more, depending on the size of the group |
What To Do:
Pass the roll of toilet paper around the room, instructing each member to take off some.
After each person has gotten paper, have each group member tell something about himself/herself for each square of toilet paper taken.
Interpreting:
What did you think when first given the toilet paper?
What about at the end of the exercise?
Did you learn something about everyone in the room?
When else could you use this Òice breakerÓ activity?
Lesson 2
| Learning Activity: | Solving a baseball problem as a group |
| Materials Needed: | Handouts of the baseball problem for all group members |
| Time Needed: | 20 minutes |
What To Do:
First, divide into groups or teams. Provide each person with a copy of the activity. Work together to solve this problem.
Interpreting:
How did you solve the problem?
Did each group formally choose a leader, or did one evolve?
Did you organize your plan in a systematic way, taking one step at a time, or did you jump right in?
Did you discover who knew something about baseball, or did you just work together to learn the answers?
Were votes taken to determine answers or was it a consensus?
Were there some members who would have preferred to work on this alone rather than in a group?
Handout: Learning Activity
Nine men--Ruck, Simpson, Love, Powell, Phillips, Collins, Cohen, Poland, and O'Reilley--play on a baseball team. Positions for each player are as follows:
| Ruck - first base | Collins - right field |
| Simpson - second base | Cohen - pitcher |
| Love - third base | Polan - shortstop |
| Powell - left field | O'Reilley - catcher |
| Phillips - center field | |
From the following clues, which position does each play?
- O'Reilley and Ruck each took $20 from the pitcher at poker.
- Phillips was taller than Collins and shorter than Simpson, but each weighed more than the third baseman.
- The third baseman lived near Cohen in the same apartment.
- Polan and the outfielders are pinochle sharks.
- Simpson, Ruck, Polan, the right fielder, and the center fielder are bachelors. The rest are married.
- Of Love and Collins, one was an outfielder.
- The right fielder was shorter than the center fielder.
- The third baseman was the pitcherÕs wifeÕs brother.
- Powell was taller than the infielders, except for Cohen, OÕReilley, and Love.
- The second baseman beat Cohen, Ruck, Phillips, and the catcher at golf.
- The third baseman, the shortstop, and Phillips each drove Fords.
- The second baseman was engaged to PolanÕs sister.
- Love lives in the same house as his sister and hates the catcher.
- Love, Ruck, and the shortstop each have blond hair.
- The catcher has three daughters and the third baseman has sons, but Powell is being sued for divorce.
- You now have enough information to give the positions on the baseball team.
Lesson Plan 3
| Learning Activity: | Creating slogans |
| Materials Needed: | Sheets
of paper Pens or pencils |
| Time Needed: | 10 minutes, depending on group size |
What To Do:
Divide the group into two smaller groups. You may create additional groups as needed, depending on the size of the original group.
Have each group select one of the following topics and create at least five different, new slogans for it:
- State 4-H Congress should last a week.
- Natural foods should be served at school.
- Schools should conduct an antidrug campaign.
- All kids should join 4-H.
- Summer should last 4 months.
- School should be year-round, with minivacations.
You may also select other topics to create new slogans for.
Interpreting:
Was it hard for the group to decide on a topic?
What makes some of the slogans more catchy than others?
What was the most difficult part of developing the message?
Lesson Plan 4
| Learning Activity: | Using creativity to solve a group problem |
| Materials Needed: | Paper
with nine dots drawn in the specific pattern pictured below Pens or pencils |
| Time Needed: | 10 minutes |
What To Do:
Divide the group into three smaller groups. This problem requires creativity by the group attempting to solve it.
Give each group a piece of paper on which are drawn nine dots in three rows of three.
Instruct each group to connect all nine dots using only four straight and connected lines.
Solution: The ability to solve this problem is based upon the ability to go outside the obvious boundaries in reaching the solution. Here is the correct answer:
Interpreting:
What methods did your group use to solve this problem?
How did members make decisions?
How did your group communicate?
Was it hard to draw outside or past the dots? Why was it?
Lesson Plan 5
| Learning Activity: | Partners working together to find a solution to "free themselves from each other |
| Materials Needed: | A 3-foot string or rope for each person |
| Time Needed: | 10 minutes |
What To Do:
Have each person find a partner. One person ties the ends of his/her string around each other's wrists. The other person attaches one end of the string to her/his wrist, passes the free end through the partner's loop, and then ties the loose end to the other wrist.
The objective is for the partners to free themselves from one another without cutting the string, untying the knots, or slipping the knotted portion over their hands.
As the partners attempt to free themselves, continue to encourage their task, as there is a solution.
Solution:
- Take a "bight" in the center of your partner's rope.
- Pass this bight under either of your wrist loops so that the bight portion is closest to your fingers.
- Pull the bight through with your other hand and open it to a size that will accommodate your hand.
- Pass the bight over your hand.
- Pull it down and through the wrist loop.
You are not? Then let go of the rope with your teeth, check a dictionary to determine what a bight is, and try again.
Interpreting:
How did the partners work together?
How did they feel during the exercise?
If a pair succeeded in freeing themselves, did they share with others?
Did any pairs or groups of pairs work together?
Lesson: Decision Making
Lesson Plan 1
| Learning Activity: | Helping the group work together to solve a problem and setting goals |
| Materials Needed: | Two hula hoops for each 10 people participating |
| Time Needed: | 5-10 minutes |
What To Do:
Form the group into circles of no more than 10 people.
Have the group members hold hands. Put the hula hoop between two people on their joined hands. Tell them this is an activity in which they will pass the hula hoop through the circle of people without unclasping their hands.
Have the group set a time goal. Ask, "How long will it take to accomplish the task?" Then, let the group go through the exercise. If they meet their goal, go to the next step; if not, have them repeat the task.
Put a second hula hoop on the clasped hands of two people in the circle. The objective will be to have one hoop go in one direction and the other go in the other direction, passing as they return to the starting place. Again, have the group set a timed goal and try to work together to meet or surpass the goal.
Interpreting:
What did the group think before they passed the first hoop?
Were they surprised at how quickly they could accomplisth the task?
Did the group help one another or did its members just stand in place?
In the second step, did one group actually step away from their space, but not drop hands to walk over and help get the two hoops through one another?
What did this game teach? The task can be accomplished if you work together.
Lesson Plan 2
| Learning Activity: | Using the steps in the decision-making process |
| Materials Needed: | A
chart listing the steps of the decision-making process Sheets of paper Pens or pencils |
| Time Needed: | 10-15 minutes |
What To Do:
Think about a decision you need to make and write it on a sheet of paper. Use the following steps as a guide for the decision-making process.
- Identify or define the problem
- Gather information
- List alternatives
- Weigh alternatives
- Decide on action
- Take action
- Evaluate the results
- Identify or define
the problem
- Select a new 4-H project.
- Gather information
- Read the project listing and things suggested to do in various projects. Look at 4-H exhibits of others. Talk to other 4-H'ers. Talk to parents and leaders. Think about related careers and school subjects.
- List alternatives
- List projects that interest you.
- Weigh alternatives
- Compare them
on the following factors:
- Interest in learning about it.
- Resources available: money, equipment, supplies, people to help, references, facilities
- Opportunity to learn more.
- Time to devote to it.
- Other people to learn with.
- Compare them
on the following factors:
- Decide on action
- Choose a project that meets the most important criteria
- Take action
- Enroll in a project, set goals, and complete learning activities.
- Evaluate the results
- Did I like the project and learn? Is there more I'd like learn?
Discuss the decision you made with your group leaders. Did you complete all the decision-making steps? What were the easy parts? What happens when you skip steps?
What step(s) would you want to spend more time on?
Lesson Plan 3
| Learning Activity: | Making decisions about case studies |
| Materials Needed: | Handout
for each member, listing the case studies and questions Sheets of paper Pens or pencils |
| Time Needed: | 20 minutes |
What To Do:
Read these case studies and decide what you would do. Use the seven decision making steps (Lesson Plan 2) as you decide what to do:
- You have a class report due tomorrow, but your friends have invited you out for pizza. Do you go or stay at home?
- Your family is planning a vacation. You and your mom want to go to the beach. Your sister and dad want to go to a national park. Where do you go?
- You have been invited to go to the lake with your friend. Your mother is planning on shopping and taking care of some business. She asks you to babysit your younger brother. What do you do?
- You are attending summer camp. The other kids in your cabin are planning to sneak out from camp one night to go to another cabin. You really want to go with your friends, but you are also concerned about breaking the camp rules. Do you go or stay in?
- While at a party, some of your friends are drinking and smoking and want you to try it. If you leave, you'll be called a chicken, but you don't want to join them. Do you join them or not?
Discuss each case study with your group. Using the decision-making steps, what would you do in each case? Have groups share their answers.
You may also assign one case to one group to share their answer.
Lesson Plan 4
| Learning Activity: | Finding resources for your family |
| Materials Needed: | Sheets
of paper Pens or pencils |
| Time Needed: | 5-10 minutes |
What To Do:
Resources are the things you have that help you get what you want. Resources can be people, money, or things.
Make a list of 10 to 15 resources in your neighborhood that can be used to help your family spend less money, care for each other better, buy needed things. Write down on a piece of paper the resources you have thought of, listing them in three categories: people, money, or things.
Look over your lists. Add more resources if some of the lists look too short.
Interpreting:
Which kind of resources were easiest to list?
What resources made you think of additional resources?
Are some of these resources more important to people at different ages?
Lesson Plan 5
| Learning Activity: | Thinking about how much time you give to making certain decisions |
| Materials Needed: | Handout
for each member of a chart on making decisions Pens or pencils |
| Time Needed: | 5-10 minutes |
What To Do:
When you make decisions, sometimes you spend a great deal of time on them. At other times, you may not stop to think about the decisions.
Look at the activities in the left column on the chart below and check how much thought you give to each decision.
| When I Make
Decisions About... |
I Think It
Through Carefully... |
I Give It Some Thought... |
I Don't Stop
To Think... |
|---|---|---|---|
| Saving money | |||
| Choosing friends | |||
| Choosing hobbies | |||
| Buying snacks | |||
| Getting along with my family | |||
| Joining clubs, teams, activities | |||
| Selecting school classes |
Interpreting:
How do you make decisions?
Are you a thoughtful decision maker?
Which decisions are important? Unimportant?
Which decisions do you want to spend more time making in the future?
Lesson Plan 6
| Learning Activity: | Thinking about how advertising slogans affect people's decision making |
| Materials Needed: | Magazines
or newspapers (for advertising ads) Sheets of paper Pens or pencils |
| Time Needed: | 15 minutes |
What To Do:
Look for advertising slogans in magazines/newspapers or think of famous slogans from TV or billboards that may influence how decisions are made.
Discuss what qualities the slogans have and how they help or influence people in making decisions.
You may also think of TV commercials. Discuss how they influence people in making decisions.
Interpreting:
How difficult was it to find slogans?
How do you think the slogans influence or help people make decisions?
In what ways could those slogans help you make decisions?
Practical Leadership Applications
Your leadership project will prepare you to take on leadership roles in your club, community, or county. It is important that you practice your leadership skills by helping people while you are increasing your skills through structured learning activities. Whether you help individuals or groups, you will discover that leadership requires you to bring together a variety of leadership skills and focus them on problems or goals.Following is a list of things you can do in 4-H to practice your leadership skills:
With young people
- Recruit new members for the club
- Help members fill out enrollment forms
- Assist new members in the selection of projects and goal setting
- Help a new member learn the club pledge
- Help new members participate in business meetings
- Help members with illustrated talks or public speaking
- Serve as a club officer
- Assist club officers with preparing for and conducting meetings
- Serve on and chair club committees
- Coordinate hosts to serve refreshments at meetings
- Secure meeting locations
- Recruit new leaders for the club
- Help club members conduct a community project for the club
- Plan a parents event
- Arrange a phone network or newsletter to notify members and their families of activities
- Help plan a club program
- Arrange for transportation to club and county events
- Help with set up for meetings and clean up after meetings
- Coordinate a fund-raising effort
- Prepare a club calendar or program booklet
- Help conduct a project meeting
- Help members secure project materials and equipment
- Help members locate people to help with their projects
- Teach members project methods
- Teach members how to prepare projects for exhibits
- Help members prepare for a ÒbowlÓ contest
- Plan judging training
- Arrange a project tour
- Organize a window display
- Help find transportation for others to project workshops
- Plan a field trip
- Help members complete project forms
- Work on school committees and activities
- Tutor elementary students
- Attend community activities
- Volunteer for youth leadership roles
- Observe governmental bodies at work
- Assist with a community celebration
- Volunteer for a political- or social-concern campaign
- Plan and carry out environmental clean-up activities
- Assist a community service organization as a volunteer
Publication 2174 - Leadership 2000, Susan Holder and Rae Wilkinson, Mississippi State University Extension Service, 1998.
Kansas 4-H Leadership Curriculum. Manhattan: Kansas State University Cooperative Extension Service, 1992.
Leadership Skills You Never Outgrow Series, Mary K. Munson, Champaign: University of Illinois Cooperative Extension Service, 1986.
Values Clarification: A Handbook of Practical Strategies for Teachers and Students, Sidney B. Simon, Leland W. Howe, and Howard Kirschenbaum. New York: Hart Publishing Company, 1978.
Compiled and distributed in Mississippi by Dr. Rae Wilkinson, 4-H Curriculum Specialist, and Dr. Susan Holder, State Program Leader, 4-H Youth Development.
Mississippi State University does not discriminate on the basis of race, color, religion, national origin, sex, age, disability, or veteran status.
Publication 2200
Extension Service of Mississippi State University, cooperating with U.S. Department of Agriculture. Published in furtherance of Acts of
Congress, May 8 and June 30, 1914. Ronald A. Brown, Director