ESGP-PA PROGRAM MANUAL
UNIVERSITY OF ANTIQUE
“Providing quality services for Antique’s achieving college grantees”
U.S. Peace Corps - Philippines Summary ...... 3 Participating Parties ...... 4 Program Background ...... 6 Program Overview ...... 7 Monthly Symposiums ...... 7 Peace Corps Happy Hours ...... 8 Committees ...... 8 Summary The ESGP-PA Development Program hosted at the University of Antique is an effort of three parties in order to effectively and efficiently monitor and support the Extended Students in Aid Grants Program for Poverty Alleviation (ESGP-PA). This manual serves as the collective record of the programs operations, its execution and evaluation. The hope is that this program improves the quality of support given to the ESGP-PA students.
ESGP-PA grantees attend college on a special grant from the national department of social welfare and development. This grant covers the educational and living expenses of students throughout their four year coursework. These grantees were selected by the local Municipal Links (MLs) that work for the Pantawid Pamilyang Pilipino Program. This program supports the nation’s population living below the national poverty line. This program This manual covers the programming features of the supports the nation’s ESGP-PA program hosted for the grantees schooling at the population University of Antique campuses. Following is the living below the background of the program, the participating parties, the national poverty program features including session plans, special projects line. and events as well as operational components for the success of the program. This manual is to be used by agents working closely with ESGP-PA grantees and may be altered to assist other college scholars should the goals of such program align with that of the ESGP-PA Development program of Antique.
Enclosed in this manual are appendixes which are used for basic programming needs and operation. These documents serve as the property of the program itself and are to be used as such. Participating Parties
Parties involved in this program are those parties whom provide support for the ESGP-PA grantees in Antique. The parties whom are responsible for the monitoring, evaluating and support of the ESGP-PA grantees. The ESGP-PA program of Antique involves three parties: The University of Antique, the Department of Social Welfare and Development and the United States Peace Corps.
University of Antique
The University of Antique is the hosting institution of the grantees. The students are enrolled in this institution taking coursework in approved degree tracks as outlined by their grant provisions. The institution is responsible for the coordination between the grantees and the other two parties. They provide venue, supplies and materials for the programs operations unless otherwise arranged. The University of Antique serves as the primary support group for the ESGP-PA grantees. The Student Affairs and Services Office executes the support for the grantees at the University of Antique. Throughout Antique there are three campuses participating in this program: Sibalom, Hampic and Tibiao.
Department of Social Welfare and Development
The ESGP-PA grant comes from this DSWD. The grant covers their educational expenses throughout the course of their four year course. The students were selected by their Municipal Links assigned to their municipalities of origin. DSDWD is responsible for the home monitoring of the grantees while they are in their home resident. They often serve as the link between the grantees and their families, and the university. The DSWD provides programming support for the grantees as it relates to the possession of their college grants.
United States Peace Corps
The United States Peace Corps (USPC) is a government based volunteer agency that works to promote international development and cultural understanding around the world. USPC will serve as facilitators and mentors to the grantees. They will work with the other two parties to generate appropriate programming that will support the educational achievements of the grantees. Their role is to maintain the operation of the program and ultimately to instill capable sustainability through the notions of building capacity amongst service providers of the ESGP-Pa Grantees. Program Background
Purpose of Program The purpose of the ESGP-PA Development program is to provide quality services to the ESGP-PA Grantees. Given their demographic they face a college retention path that differs from their peers. Whereas they undergo standard college completion track, in addition they face trials that are unique to their cohort.
The programming provided for the grantees is to help ensure the grantees undergo a safe, fluid transition to college life and are equipped with the necessary traits to persist throughout the course of their college career.
The features of the development program are unique to the ESGP-PA grantees and consist of demographically appropriate content that in turn will provide for elevated endurance of the Grantees throughout the course of their studies.
Program Objectives The fertilization of the program occurred with the current Peace Corps Volunteers active involvement with Pantawid families. It was discovered the unique talent that PCVs have in working with college students of this demographic. In order to advance both their effectiveness in serving the DSWD as well as their cultural and linguistic integration of Antique the push to bridge the USPC, University of Antique and DSWD was motored.
The program objectives are identified below
1. Provide ESGP-PA Grantees from Tibiao, Hamtfic and Sibalom Campus with monthly symposiums throughout the course of the Academic year on essential topics relevant to their location of their college career
2. Host weekly opportunities at Tibiao and Sibalom campuses for grantees to approach the PCVs with concerns, questions or comments regarding their studies
3. Empower beneficiaries to be active in both their studies and their communities by providing supportive programs that will allow chance for the students to take an active role in their college career. Program Overview Features The program consists of a number of features. All of which are strategically pieced together to form a comprehensive program that will in turn allow for the increased success of the Grantees abilities to maneuver the college system in addition to contributing to their enhanced leadership development. The program features are unique to the ESGP-PA Program of Antique. The program features are as follows
- Monthly Sessions
- Happy Hours
- Committees
Monthly Symposiums
One of the core components of the ESGP-PA program of Antique are the monthly sessions. During the summers months a survey is taken for the ESGP-PA students at each campus in which a final list of 10 topics (one for each month) are identified by the students with assistance from the Student Affairs Services staff. These topics are then turned into modules of approximately three to four hours in which all Grantees are to attend. These sessions are made to be interactive, engaging and participatory. The purposes are these sessions are to provide students with effective college retention skills that will in turn aid their ability to navigate the college system with ease. Being ESGP-PA it is important to provide them with effective programing that relates directly to their demographic and background.
All sessions include both a review of the previous session as well as a 20-30 minute written silent reflection in order for the students time to comprehend their learnings and document their experiences in the sessions. In addition the students are given a monthly challenge/ task in which to complete related to the topic. It is ideal that the students attend the happy hours (see below) in order to get their tasks checked by the staff. These sessions are conducted twice monthly. Once at the Sibalom campus and once at the Tibiao campus. Previous topics have included- self awareness, study skills, time management, financial management, teambuilding, family relations, stress management, decision making, healthy lifestyle skills etc.
Peace Corps Happy Hours
Weekly the Peace Corps Volunteers attend each campus (Sibalom and Tibiao) and stay their throughout the course of the day- roughly 9-4. The purpose is to serve as mentors, friends and another voice for the grantees to utilize. It is important that the Peace Corps Volunteers have a presence at the campus in order to see the students in their daily life and to be able to witness the students in their natural habitat. The happy hours are utilized as an opportunity for the students to converse with the PCVs to engage in cultural exchange. They may also ask the PCVs for help on assignments, tasks, stressors or aspects of their life. It is also the time in which PCVs can assist with the programming features together with the SAS office staff. Lastly, the happy hours are the time in which the students are expected to have their monthly tasks checked by the PCVs in order validate the students comprehension of the topic of the last month and ensure practical implementation of the new skills delivered at the last session.
Committees
One of the outcomes of the programs is to have the grantees be enhanced leaders both in and outside of their school life. By establishing committees we are allowing the students to take charge of new program features that will both contribute to the success of the program as well as increase the student’s self-confidence and leadership skills. It also allows them a chance to practice many of the skills delivered during the monthly session such as time management, teamwork etc. Each committee is headed by one student with a certain number of members as he/she sees fit to fulfill the tasks of the program. Students are encouraged to join multiple committees but are reminded that the priority should be their studies and join the number of committees that they feel comfortable will not adversely affect their coursework. Examples of the committees are below. Please proceed to the “Committees” section of the manual for a more detailed description of t he committees.
• Communication
• Special Events
• Community Service Program Self AwarenessPersonal Development Date: July 5 ESGP-PA:of University Antique Peace US Symposium Corps Monthly V. IV. III. II. I. VII. VI. Closing andReflectionClosing Personal Development Self Awareness Identification Values National Anthem Prayer Welcome c. b. a. c. b. a. th 2015,1pm Action Planning Planning Action SWOT Analysis Goals CollageMe Store Front Personal Flag
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program Where Did The Time Go? Date: July 26 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VI. V. IV. III. II. I. Journal Reflection Reflection Journal EffectiveStudy Techniques TimeStrategies Management Crunch Time Prayer Welcome th 2015,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program Money, the about IS It Money, Money Date: 30 August ESGP-PA:of University Antique Peace US Symposium Corps Monthly VII. VI. V. IV. III. II. I. VIII. Journal Reflection Reflection Journal Budgeting andSavings Spending Money and Values Review National Anthem Prayer Welcome
th 2015,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program The TeamGames Hugger 27 September Date: ESGP-PA:of University Antique Peace US Symposium Corps Monthly V. IV. III. II. I. VIII. VII. VI. ReflectionandClosing Discussion Olympics Part II Olympics Part I TheReview Line Longest National Anthem Prayer Welcome b. a. b. a. Toxic River River Toxic Fence Electric Shapes Rope Fetch TheDragon Tail th 2015,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program We Journey The Take TogetherDay Family - Date: October 25 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VI. V. IV. III. II. I. IX. VIII. VII. Closing Celebration Games and Student Led Sessions Breakout Sessions Lunch Campus Tour:students by Led National Anthem Prayer Welcome b. a. Students with Peace Corps Parents UA with Staff th 2015,9am-4pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program Out? Stressed Date: November 30 ESGP-PA:of University Antique Peace US Symposium Corps Monthly V. IV. III. II. I. IX. VIII. VII. VI. ReflectionandClosing Puzzle Stress Let Don’t You Plan Management Stress StrategiesCoping All About the Stress Stress Pictionary National Anthem Prayer Welcome c. b. a.
Stressors and Responses stressesWhat you out? Symptons Search th 2015,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program Decision Making Date: December 13 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VII. VI. V. IV. III. II. I. X. IX. VIII. Announcements andClosing Announcements Reflection Journal Challenge Monthly P.A.U.S.E. 4H Decisions Decisions of Types Paint MeaPicture National Anthem Prayer Welcome
th 2015,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program What IsLove? Date: Janurary 31 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VI. V. IV. III. II. I. IX. VIII. VII. Announcements andClosing Announcements Reflection Journal Challenge Monthly Self Care Relationships Unhealthy and Healthy Review National Anthem Prayer Welcome b. a.
Valentine’s Day Practice Practice Day Valentine’s BadSelf-Care Consequences st 2016,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program Development Professional Date: February 28 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VII. VI. V. IV. III. II. I. X. IX. VIII. Announcements andClosing Announcements Reflection Journal Interview The Letter Cover Resumes Search Job The Review National Anthem Prayer Welcome th 2016,1pm
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps Program of End the YearSymposium Date: March 12 ESGP-PA:of University Antique Peace US Symposium Corps Monthly VII. VI. V. IV. III. II. I. XI. X. IX. VIII. Closing ProgramClosing Breakfast Sleep Disco Funeral“I Can’t” Life of Web Dinner Power Committees Hour HuntScavenger Program Opening Registration
th 2016,2pm-March 13th20169am
United States PeaceUnitedCorps States Ricardo Espitia Espitia Ricardo Jay McGlaurin McGlaurin Jay Lena Barnes Barnes Lena Facilitators: Facilitators:
Peace Corps University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Self Development and Understanding Oneself Session Title Who Am I? Date 06/28/2015 Time 240 Minutes
Lena Barnes, Jay Masking Tape, Markers, Bond Paper, Manila Facilitator[s] Materials McGlaurin, Ricardo Espitia Paper, Personal Flag Worksheet
Scholars will learn how to conduct a personal SWOT analysis of their Strengths, Weaknesses, Opportunities, and Threats Objective[s] Scholars will be able to gain awareness of how they perceive themselves and others. Scholars will be able to create SMART goals for their future with an action plan
30 Minutes Icebreaker • Ask students to look around. They’ll find values posted. • Instruct the students to go through all the posted values and write their initials next to the values they feel they hold. (Give students 5 minutes to look at all the values) • Then, instruct students to go around again and narrow down their values to their 5 most important values and circle their initials. (Only allow 3 minutes to complete this task) • Once they have completed this, instruct them again to narrow down their values and underline top 2 values. (Allow 1 minute for this) • Once they are finished narrowing down their values, discuss the importance of knowing what they value. ๏ Why is it important to be aware of your values ๏ What is something you sometimes do that does not align with your values? ๏ What will happen if you continue with this habit? What can you do to change your behavior ๏ How can you help others identify their values? 25 Minutes Activity: The Johari Window • Using the Johari Window visual chart, explain in detail the meaning of each quadrant. • The Johari Window is a tool named after the first names of the inventors, Joseph Luft and Harry Ingham. The Johari Window is used to explain human interactions. It features four quadrants, each representing a level of self awareness that affects interpersonal interactions. • The upper-left quadrant is labeled “Open.” Expanding the open quadrant is called self disclosure. The more you share about yourself with people you interact with, the more likely they are to share information about themselves. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• As we continue to share and expand the open quadrant, the less information in the “hidden” quadrant. When we keep information about ourselves in the hidden quadrant we prevent others from learning more about us. • The “blind” quadrant represents an opportunity for feedback, as others give us information about ourselves that move us into the open quadrant. Doing so helps us understand how others see or perceive us. • The “unknown” quadrant often comes into play in situations like this mentoring program, when we learn information about ourselves through new experiences. • Model each quadrant and how to move around the window from one quadrant to another. • I. Open: Information I know and you know ๏ I have brown hair ๏ I like Harry Potter, and you know because you saw me reading it at lunch • II. Blind: Information that I don’t know, but you know ๏ I have something in my teeth, but I am unaware ๏ When I get nervous, I tap my left foot. I am unaware of this until a friend tells me. • III. Hidden: Information that I know, but you don’t know ๏ I am afraid to speak in public because I get very nervous. ๏ I can play basketball but I have not told anyone. • IV. Unknown: Information that I don’t know and you don’t know because it hasn’t been experienced yet. ๏ Wow! I really enjoy writing short stories. I never knew until I took a creative writing class. ๏ I did not know this before this mentor program, but I have strong family values • Have scholars break into groups and move to one of the windows taped on the floor. • Each member will stand in the Quadrant I and share information about themselves that the group already knows, then have each member stand in Quadrant II and use feedback to make observations about their group members, next each member will stand in Quadrant III and share information unknown to the group. Lastly, they will step into quadrant IV and share information they could potential gain from this mentorship program. 20 Minutes Activity: My Personal Flag • Give each student a “flag” and markers • Choose 4-6 questions to ask the group. Vary the questions between abstract and concrete questions. (Some of the questions maybe too abstract for the group. Gauge the group on their ability to interpret abstract questions.) ๏ What has been the biggest accomplishment in your life so far? ๏ What do you like most about your family? ๏ Mention three things that you are good at. ๏ What would you like to improve in yourself? ๏ Who is the person that you admire most? ๏ What is your biggest dream or aspiration? • Post the flip chart with the same questions you read aloud so the group can refer back totem. • Explain to the group that a flag usually represents a country and explains something about the country and its history. Tell the group they will make their own personal flags. • Instruct the group to respond to each question by drawing something in each section of the flag. For example, question 1 should be answered with a drawing in the first section of the flag. Encourage them to use their imagination and creativity. Those University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
who do not want to draw may write a word or phrase. • Give the group 15 minutes to design their flags and write their names on the back. • When everyone has completed designing their flags, have them share their flags either in small groups or one large group. • Start a discussion with the entire group: ๏ How did you feel sharing your strengths and dreams with others? ๏ Was it difficult to share your personal history with others? ๏ Have you thought about any of these questions before? ๏ What did you learn about yourself from this activity? • Have each student tape their flag to the wall. You can refer back to the flags in future activities.
20 Minutes Activity: Me Collage • Have the students draw an outline of a human body/ a stick figure is okay • Tell students to individually cut pictures or word phrases out of magazines that represent their personal interests and abilities, or who they are. • Tell students to glue pictures and words onto a sheet of construction paper/ regular paper to form a collage (give them at least 20 minutes for this) Encourage them to put down many different things. • Use the following criteria • Head: Interests • Hands: Hobbies • Heart: Things they love/values • Feet: Where they are going • Eyes: How they see the world • Mouth: how they express yourself • After have them present one thing about their collage in their groups
20 Minutes Storefront • After scholars have identified individual assets have them create a storefront that represent their collective attributes ๏ Divide the scholars into small groups. ๏ Give each group a large piece of paper and markers. ๏ Tell them they must create a storefront that expresses everyone in the group’s positive attributes and personal qualities. Allow 15 mins. ๏ They can use signs, posters, or items (for example: they might advertise books for people who like to read, videoke machine for singers, a radio for a music lover etc). ๏ After each group has finished, have them present it to the class. Allow 20mins. ๏ Put up the storefronts and allow time for everyone to look at the posters.
Suggested Follow-Up Discussion Topics: • Did anyone have difficulty thinking of things to put on your storefront? ๏ How did you feel when others were looking at your storefront? ๏ Why is it important to be able to identify positive things about yourself? Why is it important to be able to tell other people these things?
Red Carpet Walk (After Asset Identification OR After SWOT and Goal Setting but before Action Planning)
Award show reenactment. Facilitators or two theatrical scholars if you know the group University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
well, acts as award tv show hosts. - Determine celebrities: group/representative from each group/volunteers walk Collect either storefront poster(for group) or Me Collage (individual) - Instruct the celebrities to walk along the red carpet slowly and pose for pics, answer play along questions, etc. - Collect Me Collage and Goal Sheet - Hosts uses Storefront poster/Me Collage to announce/introduce who this amazing person is based on strengths while they walk across the red carpet then express how much more phenomenal the person is because they have set a goal to ______(state goal) Wow!
Play Questions How did you get to be so amazing? Can I take a selfie/photo with you? Can you sign this for me? 10 Minutes Self-Development You have looked at who you are, what makes you, what things are important and valued and your values. You have asked and answered who am I?
With self development there are some more questions you’d want to ask and answer. After you have asked who am I? - Am I the person I want to be - How do I grow into the person I want to become? Self development is something we should try to always do in life we are never too old to grow. We want to know how we can be better? a better daughter, sister, student, employee/ worker, friend, community member and so on...
There are many areas in our lives that we may want to develop. What are they? - Ask for writer - Have scholars shout/raise hands and answer - Some are: Spiritual, physical, mental academic-intellectual, psychological, emotional, friends and family, community, financial 30 Minutes SWOT Analysis • Inform the scholars they will examine the SWOT formula and apply it personally to their goal. If you know yourself well- your strengths, weaknesses, opportunities, and threats— then your plan will become clearer and more doable. It will show strengths and opportunities that can enhance your strategic plan along with the weaknesses and threats that can sabotage that plan. • What's SWOT analysis? ๏ SWOT is an acronym that stands for Strengths, Weaknesses, Opportunities and Threats and then thinking, reflecting and carefully examining what are your Strengths, Weaknesses, Opportunities, and Threats as way to help you develop and reach goals. ๏ Have scholars draw 2 lines in their notebooks dividing the page into four quadrants Strengths,Weaknesses on top and Opportunities, Threats in the lower quadrants. ๏ Go through questions on SWOT Analysis chart for each section ๏ Have scholars take time and answer the questions University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Discussion Questions How did you feel about creating your SWOT analysis Which section was easiest to analyze? Which section was the hardest to analyze? 30 Minutes S.M.A.R.T. Goals • Introductory Game ๏ Find a partner and face each other ๏ Hold your partner's right hand like you're shaking it ๏ Each of you try to hit your own hip with both right hands as many times as possible within 1 min • Who won? • Were there any ties? • The game was simple and the goal was clear. Something to keep in mind as we discuss how to make goals. • Have you made goals for yourself? • Do you always reach your goals? Sometimes you do sometimes you don't. Sometimes we don't reach goals because of how we set our goal. Goals should be S.M.A.R.T. Which is an acronym. (Reveal each step one at time)
Specific: What exactly do you want to do? Be clear and detailed. Not Specific: I want to make good grades Specific: I want to receive a 1.5 in Math first semester Measurable: How will you know when you reach your goal? Can you put a number to it? Not Measurable: I want to make a lot of free throws shots Measurable: I want to be able to make 8 out of 10 free throw shots in the next basketball game Attainable: Can you achieve goal with available resources and time frame? Not Attainable: I want to become president of the Philippines in two years Attainable: I want to graduate college on the honor role. Realistic: Is your goal realistic and within your reach? Will you spend the time and commitment? Not Realistic: I want to make 100 free throw shots in one game Realistic: I want to make 100 free throw shots at the end of a 20 game season with practice 3x a week. Time bound: When does the goal need to be completed? Not Time bound: I want to learn to play the piano Time bound: I want to learn to play Pusong Bato by September 16th
• Examples of smart goals
NOT SMART goal: “I want to lose weight”. SMART goal: “I want to lose 20 lbs by August 15. I will perform a half hour of cardio and half hour of strength training per day, 5 times a week and I will only eat starchy carbohydrates 3 times a week.”
NOT SMART goal: “I want to write a book”. SMART goal: “I want to write a book on “ How to Survive if Zombies Took Over the World” that is at least 150 pages in length and get it completed by June 30th 2016. I will write at least 4 pages every weekday until I complete the book.” University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Let’s turn the hand game into a S.M.A.R.T Goal S M A R T
Take 10 mins to create a personal development S.M.A.R.T. goal Ask for about 10 volunteers
**Optional Red Carpet Walk Activity** 30 Minutes MAP (My Action Plan) to success Optional Activity: Magic trick of your choice Goals do not magically happen! You need an Action Plan to make it work. Now that you have a S.M.A.R.T goal to achieve let’s try and make a plan to get it done. - Distribute the Action Plan worksheet - Walk students through the process by asking the questions and helping scholars to thoroughly answer them. When finished remind scholars: - Monitor your plan - Keep track of your progress - Celebrate your accomplishment and if you don’t achieve the goal,you know everything didn’t go wrong so celebrate what went right and look at what did not go as plan. Was it a threat or weakness? What could you do differently next time?
Discussion What do you think about the action planning part? How do you feel? What do you like most about creating a plan? What are the benefits to having S.M.A.R.T. goal? What are the benefits to having a good action plan? 15 Minutes Reflection In small groups answer the following questions
1. the first part of our session was about understanding ourselves: our values, the important things in out lives. How did it feel to talk about these things in a group setting? how was it to visualize them 2. Why is it important to understand ourselves? What do we gain from this? What do others gain? 3. Why is it important to have goals? 4. If our goals change what things can we do to make sure they are SMART 5. Somethings things happen in our lives that are unexpected. How does understanding ourselves and having goals prepare us for the unexpected? 6. Personal development is an ongoing process. What things can we do to hold ourselves accountable to our MAP: Action plan? 7. This session means something different from each of us. What did it mean to you. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Study Skills and Time Management
Session Title Where Did the Time Go? 07/19/2015 - Tibiao Time 120 Minutes Date 07/26/2015 - Sibalom
Masking Tape, Markers, Bond Paper, Manila Lena Barnes, Jay Facilitator[s] Materials Paper, Stop Watch, Deck of Cards, Time McGlaurin, Ricardo Espitia crunch worksheet
Visualize and understand the allotment of time Objective[s] Introduce effective strategies to improve study output Introduce effective strategies to improve time management
20 Minutes Icebreaker: Clap and Cluster
• Instruct students that they will playing an activity to review the previous session topic • Students will stand and group themselves by the number of times the facilitator claps their hands. (Clap 5 times and they should create groups of 5) • Go to each group and ensure if they have the correct number of people ๏ If the group has too many people, they will have to eliminate people to achieve the correct group number ๏ If they do not have enough people they must find reach the correct number of people or the entire group will be eliminated • The students eliminated will answer a question regarding the previous session topic NOTE: This may also be used as a closing activity to review information just presented
Questions: 1. What was topic of last session? 2. What was the purpose of the activities? 3. What is the meaning of SMART? 4. What did you learn about yourself from this session? 5. Give an example of a goal vs. a SMART goal
30 Minutes Activity: Time Crunch
• There are 168 hours in a week. Let’s see where it all goes • Have the students fill out the calculator • Activity: (Pira ka oras….) - x7 Hours of Sleep per night - x7 Time it takes to get ready/grooming - x7 Time spent eating per day - x7 Social media in one day - Hours spent in class in one week - Hours spent working in one week - Hours spent in one week - Hours spent working in one week - Hours spent on extra activities (church, clubs, etc.) - Hours spent studying in one week - Hours spent on transportation in one week - Hours of exercise per week - Hours of family obligations per week • Have the group add up the column to see how much time is used in one week • Subtract that number from 168 University of Antique Development Sessions for ESGP-PA Grantees 2015-2016 • The result is their hidden time or time that is not yet allotted in one week • Discuss how it feels to see how much free time they have an see were else it can be used (i.e. more study time) • If they are low on free hours see where they can cut out some used up time.
170 Minutes Time Management Strategies for Effective Studying
Set up : ● Divide scholars into (equal) groups and give each group a deck of cards ● Explain the goal of activity is to work effectively in the team to complete the task ○ Each team is in competition with the other team. ○ The winning team is the one that can finish the task in the shortest possible time. Rules : ● Put the cards on the table in the order the same as the picture ● All cards should be in a NEAT rows ● Complete this task in the fastest possible time ● You have 5 minutes to prepare your strategy and practice. ● You may use any resources in the room ● At the end of 5 minutes, let the race begin, Ready, Set, GO!!
There will be 2-3 rounds of the game
Discussion Questions Tell me about your strategy. Did everyone play? Did you strategy go as planned? What happened between the different rounds? How do you think the first round would have been if you did not spend 5 minutes preparing? What did you notice at the end of game about your strategy, timing, teamwork, etc.? University of Antique Development Sessions for ESGP-PA Grantees 2015-2016 The idea is that each team improves their time throughout the successive rounds of the game. The activity highlights the importance of planning, managing time (making th best use of it), being organized and using people to help you reach your goal
Strategies For Effective Studying • To Do List • Post it notes • Utilize transportation • Timing
• Planner (Map out study time/create study habits) • Accountability • Follow through • Accountability partner • Challenge and solution chart
Explain a pre-set list of problems and solutions They will generate a list of problems and solutions themselves
University of Antique Development Sessions for ESGP-PA Grantees 2015-2016 • Have Scholars within their group complete 10 tasks in 10 minutes • Show document with tasks
Discussion Questions • What was the most tasks a group completed? 10, 9, 8… ? • Did you feel you had enough time or too little time? • How did you decide what to do? • Did any group make a plan? If so, what was the plan? • If you could do this activity again, what would you do differently? What would you do the same?
20 minutes Journal Reflection Imagine a classmate did not attend this session. They are having trouble with time management. Describe their challenges and give advice on how to overcome those challenges. Monthly Challenge Create a schedule for the week. Identify the following and carve out/rearrange time • Classes • When you will study • Where you will study • Other important appointments • Meetings • Traveling time • Time it takes to get ready • Eating/Preparing food University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Financial Management
Session Title It IS about the Money
08/23/2015 - Tibiao Time Date 08/30/2015 - Sibalom 240 Minutes
Masking Tape, Markers, Bond Paper, Manila Lena Barnes, Jay Materials Paper, Trash bin, Tape, Projector, Screen and Facilitator[s] McGlaurin, Ricardo Espitia Speakers, Budget Form
Gain an understanding on what Financial Management is Objective[s] Create a mock monthly budget Visualize and see where there is opportunity to save funds
10 Minutes Icebreaker: Money Review
• Instruct students that they will playing an activity to review the previous session topic • Have 10 sheets of blank paper posted on wall • Separate scholars into 10 groups. They have to select one player per round (can change players) • Play a song, preferably instrumental and the last person to run to their teams poster and write down the name of lyric of the song has to answer a review question
Review Questions: 1.Where does most of your time go? 2.Name a time management strategy 3.Name a study tip. 4.Describe a problem and solution a student may have with time management/studying 5.Name one way you can manage your time 30 Minutes Values and Attitudes We all need money, money, money. We need it even for our most basic needs, food water, shelter. Having enough money, none at all, or too much, is a source of relief or frustration for many of us. Often, the desire to have money can cause stress and tensions, but it also motivates many of us to seek ways to earn more. It is helpful to pause and reflect on our different emotional and psychological attachments to money and what money can and cannot do. Remember how we talked about values? There are values we have with money.
This activity talks about how we value money.
Attitudes Now that we know our values of money, what are our attitudes towards money. Is it Negative or positive?
Your thoughts about money influence your ability to manage your money. Positive thoughts lead to positive money management behaviors. Negative thoughts will help lead to financial ruin. ● For this activity, have scholars stand in a central location ● Explain they should move to the side that has the attitude they believe fits University of Antique Development Sessions for ESGP-PA Grantees 2015-2016 the song or quote represents (Positive/Negative). Play the songs/Say the quotes 1.All I Want-B.o.B. (N) intro 2.If I had a million dollars-BNL (P) 3rd stanza guro 3. Money Changes Everything-Cindy Lauper (both) last part 4. The Money Will Roll Right in- Nirvana (P) Last line looped
Quotes I'll never have enough money If I want something I buy it even if I have to use credit I don't want my children to go without things they want like I had to at times growing up If I have cash in my pocket I'll spend it I can't save when I always have to spend money on something
Activity Now that we've put attitudes in their place it's time for you to think about your own attitude towards money. Just like the mantras we talked when self-consciousness is a challenge. If you think and say something long, over time you will begin to believe it. That's for good thoughts and bad thoughts so it is important to have positive attitudes about money.
Now let's make a positive money statement ● Have scholars in their book create a positive statement about money that's BOLD, in present tense, and describes the new quality they want to create. e.g.“Money is flying in the windows!” , "I make loads of money doing what I love to do!"
Now, if you ever find yourself drifting toward your self-defeating thoughts and fears about money, immediately replace them with your new quote . Do whatever you can to think of this reality being the truth now!
Discussion Questions 1. When your statements were positive how did it? 2. Was it hard to determine whether a statement was positive or negative? 3. How does attidue about money affect your view one it 90 minutes Spending/Savings ( A Milli Lil Wyane Chorus) Who Wants to Be a Millionaire?
Play a game ask for 1 or 2 volunteers Spending is the process of using money to buy goods or services for consumption. Consumption means that once we spend the money, we cannot get it back. We all buy lots of things. Many of these things we use, but some of these go to waste. By buying something that we do not make use of, we are not spending carefully. NEED/WANT Charades Item Need or Want Explanation Milk, Sweets for fiesta, Doctor fees, Movie ticket, Levi’s shirt, School fees
● Select a volunteer to pick out term to act out. ● After the term is guessed, volunteer must decide is it a need or want continue till there are no more terms ● Talk about the difference between a need and a want ● Have them come up with 3 personal need/wants. If there's time have 2 volunteers act out their need or want and have the rest of scholars guess and decide if it a need or want. ● Have other scholars share a few needs/wants Savings University of Antique Development Sessions for ESGP-PA Grantees 2015-2016 Discussion Questions 1. Was it hard to decide between a need and a want? 2. Explain your process on deciding a need versus a want? 3. How do you decide between a need and a want? 4. What can we do to make it easier to practice having will power in managing our wants and needs? 90 minutes Budgeting Budget Basketball ● Explain that the goal of each team is to shoot the ball in the basket to win points ● In every group, one person must shoot blindfolded and another backwards. ● All players except one group must shoot with their left hand. ● Groups would form a line at least 3 meters away from the first basket. ● When you shout “GO”, each group member has a chance to shoot one ball, and then the next member has a turn. They need to shoot as many as balls as they can in 1 minute. ● Stop the game after 3 minutes. ● Ask participants to count how many points they have. This will be their “money”. Ask around how much money the different groups have. ● Now, explain that they have one month to use the money that they have. They have to decide as a group, and they can use it in whatever way they wish. Give them 10-15 minutes to discuss this. ● After their discussion, ask each group to present their decisions and invite comments from the others. ● Each point worth between 1000- 5000php depending on how poorly and hilarious the shots were.
Introduction: A budget can help us make smart choices about how we manage our money every day. A budget is a plan for spending and saving money. It helps us decide how much money we can afford to spend no specific items on an ongoing basis. A budget helps us manage our money and live within our income. Income is the money we receive from our job (ie, salary) or other sources Creating a budget involves 2 steps: Estimate your regular monthly income: include only regular income, such as your salary. Do not include irregular income such as gifts or income from small side jobs as you cannot depend on this income on an ongoing basis. Plan how you will use your regular income every month: this should include the following: needs, wants and savings Calculate the total money earned and total money used. If your plan uses more money than you earn, you must cut back on some expenses. Remember that you cannot cut back on your loan repayment or you will have an angry lender chasing you or keeping your possession.
Savings Review from last time - Last time you were asked by the presenter (Mam Mistio’s brother) to put away savings to create a total of 5,000 PhP. IF you have done this please write your name and we will host another session about investment.
Discussion Questions. 1. Go back to the basketball game, how did it feel when you walked away with your budget? 2. What was the first thing you accounted for in your budget and why? 3. What is something you wanted to include but could not because there were not enough funds? 4. What was easy to budget for? what was hard and why? 5. How does seeing your budget put into perspective how you spend your money? 6. What is one way you can save next month? University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
20 Minutes Silent Reflection : Where does it go and why? 1. Describe the factors (people/advertisements/values) in your life that influence your finances. Do they influence you to save or spend? 2. How do you make decisions that involve finances? 3. Explain the process in making your budget. Monthly Challenge Create a personal budget using the format presented to you. Use your usual monthly income to create a visual as to where your money goes. Bring this on Wednesdays Office hours to review with the Peace Corps Volunteers.
Announcements.
Today is the deadline to submit entries for the program names and logo for the program. We will post the program names and logos sa FB group and then we will have a voting period of two weeks for the voting. Then the final entry will be completed and we ill proceed to the Provincial T Shirt Design contests!!!
Committees – to be conducted by the Officers!! If time does not permit they can do it at the next monthly meeting of theirs then give it to us at either the next monthly session or some of the weekly hours.
We are starting Committees for the
VIDEOKE!!! About money Management 3 times!!! University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Team building and Group Dynamics Session Title The Team Hugger Games 09/13/2015 - Tibiao Time Date 09/27/2015 - Sibalom 240 Minutes
Masking Tape, Markers, Bond Paper, Manila Lena Barnes, Jay Facilitator[s] Materials Paper, Personal Flag Worksheet, Blind Folds, McGlaurin, Ricardo Espitia Poker Chips, 100F of rope
For students to be able to identify their role in difference group dynamics To be able to experience communicating in different situations Objective[s] To be able to use real life examples on how to manage conflict as it arises in group settings To build camaraderie amongst the grantees 20 Minutes Icebreaker: Money Review • We will play the longest line: Since that is all the rave here: The shortest line will answer questions from the last session • Divide the groups into 15 so that there are roughly 6 groups
1. Longest line in one minute 2. Longest line without bodies 3. Longest line without cloths
Questions: 1. What is the difference between a need and a want 2. Name one way to save money 3. Recite one line from the Videoke Song 75 minutes Olympics Part 1 (40 minutes) • Students will be apart of different team building activities in different group settings (small group, large group, etc) they will go through the experiences then we will process them and discuss how they approach team building in everyday life. • The groups will change throughout the session but when we end an activity we will give out chips to see who wins the gold, silver and bronze
Fetch the Dragon Tail • Divide the groups by COURSE (there will be 10) a. BEE PS Ed -9 b. Accounting and Tourism – 9 c. Civil Engineering and Crim – 9 d. Computer Science and one group from BSE – Math (8) e. Electrical Engineering, Cmputer Engineering and BSE Math (9) f. IT – 11 g. Mechanical Engineering and SPE – 9 h. BSE Bio – 9 i. English – 9 j. ALL of Hamtic – 8 University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• Inform scholars that their only objective(s) are to 1. Protect their flag and 2. try to grab the other teams. • They will form one line holding each other around the waist. They will nominate one person to be the Mouth (whom will be in charge of grabbing the tail) and the tail (who will protect the tail at all costs). • If they separate from their line or get their tail grabbed they must immediately leave the field and stand by to watch the other teams. • the last team standing wins – award each member chips/points (45 Minutes) Activity: Rope Shapes • Divide the group by Municipality (There will be 13) a. Anini-i b. Barbaza c. Belison d. Bugasong e. Caluya and Tibiao f. Hamtic g. Laua-an, Libertad, Pandan h. Patnongon i. San Jose j. San Remeigo k. Sibalom l. Dao m.Valderrama • Everyone will be blindfolded and we will call out shapes. For each shape to be made a point will be awarded to the team that has the best resemblance of that shape. at the end of the Three shapes the team with the most points will be awarded chips. Should there be a tie there will be a runoff with the three groups while the rest watch a. Round 1: Make a perfect circle b. Round 2: Make a diamond – now one person can have their eyes open c. Round 3: Make a square – One person (different) can have their eyes open but cannot be apart of the shape nor can they touch their team members. d. Tie breaker: Make a star • Award the winning team chips • While students are taking a rest ask a few questions about the previous activities. Award chips to those who answer. • “So we just had two activities where you were grouped by people you see often (in your classrooms and in your town)”
• What was your plan for the dragon tail game? Ask the winning team and losing team • Were there groups that their plan changed throughout the game? What were your feelings when the plan changed? • For the groups whose dragons broke early what could have made it so that your group stays together longer in the game? • In what ways does this game relate to how we communicate with our classmates? • What made this activity difficult? • For those that could see but not help in the shape what did you feel when working with your group? • For those that were blindfolded but quiet why did you choose to stay quiet? • What types of leadership styles did you see with this activity? 75 minutes Olympics Part 2 University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
This will be part two of the team building Olympics which will work on small group and large group team building skills.
Activity One: Electric Fence 1. Group the students into 15. There will be six groups. If groups are absent do your best to make even groups. (40 minutes) 2. For each group use a rope like object to make each group a fence roughly 4-5 feet above the group (tied between poles etc.) 3. Inform the group they are to get everyone over the group while maintaining a connection on each side of the rope. Meaning that if there are students one side of the group that there is some sort of connection to the other side. If there is ever a contact with the electric fence (cloths, hair, body parts etc) The entire team starts over. 4. The first team to get everyone across is the winner. 5. Award them points (25 minutes) Activity two: Toxic River 1. Divide the group by boardmates. For those that commute try to group them by municipality as evenly as possible with the boaders. 2. Tell the groups their challenge is to get across the 15 foot (layed out area of land) “toxic river” they are only to use the materials they have with them. They must get every member and every object back across the river. 3. The first group to do so ill be awarded chips/points. (25 Minutes) Activity three: Blind Grantee’s Three legged race 1. Divide everyone into groups of three.- preferably random 2. Explain that they will do three legged Race. Two grantees will be tied together at one leg and blindfolded. The other is to be their guide. They cannot touch the blindfolded couple. 3. The act is simple. The first group to successfully get across the field wins. It is the job of the non-blindfolded to be the guide. 4. If time persist play again but if they fall down or hit another team they must go back to the start. (25 minutes) Discussion Questions – Award chips to those who answer 1. How did your communication style differ in the activities that involved small groups versus large group? 2. During the activity where you were split up by board-mates what made this activity challenging? How did your group come up w a strategy? Was everyone involved, were just a few involved? 3. Were there times, during any activity, when you wanted to say something but did not? Why? 4. What are other instances in life when conflicts amongst groups arise? 5. How can we alleviate these concerns? 6. In the future what practices can we do to make for a more peaceful solutions when conflicts amongst groups arise? 20 minutes Silent Reflection Group dynamics can be challenging. Recall a recent concern that arose within a group setting. Imagine you are a fly on the wall. Talk about the different group dynamics and then give yourself advice on how to handle the situation. Monthly Challenge University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
In the next thirty days, identify a environment where you see a need to improve groups dynamics. Take a few minutes during the meeting to lead an energizer or team building activity to improve communication and teamwork University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Family Day Session Title This Journey Is Ours Together 10/24/2015 - Tibiao Date Time 9am - 4pm 10/25/2015 - Sibalom
Lena Barnes, Jay Masking Tape, Markers, Bond Paper, Manila Facilitator[s] Materials McGlaurin, Ricardo Espitia Paper, Writing Utensils
• For students to be able to communicate their college life to their parents • For parents to get the opportunity to express themselves to their children in regards to their schooling Objective[s] • For parents to get a chance to ask questions to college administrators in regards to their students • To practice effective methods of communication between parents and students. 20 Minutes Icebreaker: Telephone • Split the participants into groups of 16 (make sure parents and their students are in the same group) • Explain that we will play telephone. A game where one message is sent from one side to the other. The message can only be spoken to each person once, no asking for clarification. • After the round is over have the last person repeat the message and check to see if it has been executed well.
Telephone Phrase “ “
• What was challenging about that game? • What does this activity tell us about communicating messages? • Are there other times in life when messages get communicated incorrectly between parents and students? 60 Minutes Closed Door Session • Separate Parents and Students. • Parents Session (30 minutes) 1. Act 1: Have parents go with the SAS office staff and deliberate a Q&A Session with the parents. Have one PCV there to help moderate– after the Q&A send the panelist back for part 2 of the student activity. a. Potential Topics of discussion: Requirements of the program, release of the cash grants, how parents can support their students 2. Act 2 (30 minutes) Some sort of activity where parents ask questions to their children about college or express how proud they are of them. Maybe write letters to their students. Plan two parlor games. Students 1. Split the students into the following groups. Every group will have a task to do for when we reunite with the parents after the hour is up. (30 Minutes for preparation of all the tasks) 2. Explain that the groups will be split for management purposes so half of each group will be with one group of parents and the other with the second. However University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
their activity will be the same a. Group 1 (15 students) – Will create a skit about the life/challenges of being a college students. Particularly those that may be difficult to explain to the parents. b. Group 2 (33 students) Will work on PACA tools. Daily Schedule, Seasonal Calendar and a chart that says “Ways my parents can help me have a successful year” c. Group 3 (12 students) will work on facilitating the back to back drawing activity with the parents i. Have the parents and students sit back to back in one line if possible. Give one half of the line a picture. The other a piece of paper and pen/pencil. The job of the person with a picture is to describe the picture and instruct the other to draw it to perfection. However they cannot say WHAT the picture is. Only directional words/shape. d. Group 4 (11 students) will work on Parlor games to play with parents at the end of the day e. Group 5 (11 students) a song/dance number to say thank you to our parents for all they do to us. f. In Tibiao (5 People per group) 3. Part two: the students will write letters to their parents to be shared later. These letters will focus on what they admire about their parents and thanking them for their support in schooling. 12 - 1:30pm LUNCH 60 Minutes Open Doors Student Led Session 1. Have the groups come and do this session (PCVs to process after each) 2. Group 1: present the skit 3. Group 2: present the PACA tools 4. Group 3 Execute the drawing exercise 5. PCVS to facilitate the Letter opening session. Allow 10 minutes for each parent and each student to share their letters with one another and make sure that the letter is given to the parent/student to take with them. Inform them they can go anywhere in the room for this exercise. Ask for volunteers to share who are willing. 6. Group 4: have them execute the parlor games with the parents. 60 minutes Parlor games led by students and parents 30 Minutes Announcement and Closing • Testimony from Student and Parent • Siguro, have a huge piece of paper up (or multiple around the room) where the parents and students both paint their hands, paste a picture or something that signifies them being in this journey together. • Or we take the drawing from earlier, tape them on a big side piece of paper (similar to a ribbon at the end of a race) that is then broken or ripped to signify the breaking down of communication barrios and the opening up of dialogue. • Closing Message from SAS/University Staff University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Potential Groupings if we still want to break them in two groups
Group 1 –(45 Students) Anini- Ao Hamtic + Hamtic Campus Sibalom San Remeigo
Group 2 - (47 Students) Barbaza Belison Bugasong Laua-an Pandan PAtnongon San Jose Tibiao Valderrama University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Stress Management and Coping Session Title Stressed Out? 11/22/2015 - Tibiao Date Time 240 Minutes 11/30/2015 - Sibalom
Lena Barnes, Jay Masking Tape, Markers, Bond Paper, Manila Facilitator[s] Materials McGlaurin, Ricardo Espitia Paper, Personal Flag Worksheet
Identify stress and stressors Evaluate effective strategies for dealing with stress. Objective[s] Apply stress-management techniques to manage personal stressors. Practice stress-management techniques 20 Minutes Icebreaker: Stress Pictionary • Instruct students that they will playing an activity to review the previous session topic • Students will stand and group themselves by course study/municipality (try and even out groups) • Each group will volunteer a member to pick a paper with a stressful situation out of a bag. The person who picks withers acts/draw situation while team guesses correct answer. • The last team to guess the right answer will be selected to answer review question.
NOTE: This may also be used as a closing activity to review information just presented. May be cool to play the song Don’t push me cause I’m close to the edge in the background
Questions: • Name one new study skill? • Name one time management strategy? • What was the topic of the Skit presented to the parents last session? 10 Minutes Activity: All About Stress • What is stress?
• Stress is part of life, we all experience it, some have more than others, and some manage it differently. Stress is what you feel when you have to handle more than you are used to. Your body's response to any demand or change it is confronted with, physical or emotional, positive or negative. When you are stressed, your body responds as though you are in danger. It makes hormones that speed up your heart, make you breathe faster, and give you a burst of energy. This is called the fight-or- flight stress response. Everything we do creates stress, walking, eating, thinking, and worrying. Stress is necessary. Without stress you would not be motivated to study, to get to know other people and make friends, to be creative. So some stress is normal and even useful. Stress can help if you need to work hard or react quickly. But if stress happens too often or lasts too long, it can have bad effects. It can be linked to headaches, an upset stomach, back pain, and trouble sleeping. It can weaken your immune system, making it harder to fight off disease. If you already have a health problem, stress may University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
make it worse. It can make you moody, tense, or depressed. Your relationships may suffer, and you may not do well at work or school.
• Too much stress can affect your mood, your relationships, and your school performance. It is important to help students identify signs of stress, how it affects them, and what they can do about it. 25 Minutes Activity: Symptoms Search (Causes of Stress) • How do we know when we are stressed? When we have a cold we know because we cough, have a runny nose, are congested, and we sneeze and so on. So when we are stressed, what does that look like? • Have students call out 2 examples • Students will race against the clock and each other to complete the word search puzzle and 5 additional symptoms under any category. • Break students into groups • Distribute paper w/ activity to each group and place it face down on the table • Tell the students they have 7 mins to complete activity (Instructions are on PPT and Paper) • After all students completed task, have them share their symptom list starting with winners first and randomly thereafter. • Symptoms of stress can be seen typically in three ways-Psychologically which is mentally and emotionally also physically • Stay in your groups and try to identify which category each symptom goes to. - What are some physical signs of stress? - What are some emotional signs of stress? - What are some of the health-related conditions that can be brought on by stress?
Mental Emotional Physical Inability to focus Moody Fatigue/low energy Inability to make decisions Anxiety Headaches/body aches Forgetfulness Depression Fast breathing Can’t sleep/insomnia Overeating Reddening of the skin Oversleeping Loss of appetite Shaking hands/ Shaky legs Give up attitude Feeling overwhelmed Tenseness Overthinking Excessive crying Muscle spasms Poor problem solving Argumentative Clenching fists Poor listening Easily bothered/annoyed Racing heart Easily distracted Nail biting Day dreaming (excessive)
Then compile master list for everyone to see and copy 15 Minutes Activity: Stress Toxicity
• What Stresses us/you out? • Everyone has different stress triggers. What stresses one person may not stress someone else. School, work and home life are common top triggers. • Draw a picture of a volcano erupting and write the different causes of your stress— your stressors.
Discussion Questions 5mins • What stresses you out? What are your stressors • What are other causes of stress? University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• What stresses do you find you have in common with your peers? 15 Minutes Activity: Two-sided (Stressor-Response sheet) • Do we control when we sneeze? Not typically, but I can choose to cover my mouth with my arm and not my hand to prevent spreading germs right? Same concept here. • With many things there is good side and a bad side to it—a coin with two side. What are good ways to respond to stress and what are bad ways to respond to stress? • Now evaluate how do you respond to stress? • Take a few minutes to fill up the Stressor-Response Sheet. We may not always be able to control the situation that cause stress but we can control how we respond to it. 15 Minutes Activity: Stress Review
• True or False (PPT) 6 questions • Have students call out/show hands/move from one side of the room to the other to give answer 10 Minutes Activity: Stress Check Up
• Are you Stressed? Measuring Stress • Sometimes it is clear where stress is coming from. You can count on stress during a major life change such as the death of a loved one or having major surgery. But other times it may not be so clear why you feel stressed. You may not know what’s the cause, worry, fear, low self-esteem, or nervousness. • Pass out sheet or show on screen • Have students complete the test
Discussion Questions Do you see your stressors? Are there any trends? Is there a low stressor for you but high stressor for someone else? 10 Minutes Stress Management/Coping
• Everyone feels stress at times- but there are things you can do to minimize stress and manage stress that is unavoidable. • Stress is a normal part of life. Our body reacts as if it’s in danger. The fight or flight alarm system goes off. The best way to manage your stress is to learn healthy coping strategies. This why stress management is so important. It gives you a range of tools to reset your alarm system. 15 Minutes Activity: Good Coping vs. Bad Coping
• We all find ways of coping with stress. Some coping strategies are not as helpful as others. For example, negative coping responses often make your stress worse, because they wear you down over time or are temporary distractions. On the other hand, positive coping responses keep you in the present moment and give you chances to actively work toward solving your problems. Not all positive coping responses will work for every person. • Break up into groups and write stress management techniques • Share list and create massive list
Good University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Eat healthy meals with plenty of fruits and vegetables Maintain daily routine and Exercise regularly Do things you enjoy (for example: art, listening to music, being outdoors, dancing, writing poetry, reading, etc.) Get good amounts of rest and sleep State feelings in a clear way (for example: “I feel angry when you yell at me.”) Be with friends who help you cope in a positive way Learn relaxation techniques (such as: deep breathing, muscle relaxation, meditation) Talk to caring adults Humor/laughter Learn something fun and new
Bad Alcohol, Tobacco and Drugs Risky sexual behavior Decrease negative self-talk (for example: transform “My grades will never get any better.” to “I may not be doing to well now, but my grades can improve if I get extra help and I do all my homework.”) Caffeine (can increase feelings of anxiety and agitation) 30 Minutes Coping Stations
• Students will explore in groups the different stations 4-7mins per station then switch. Each moderator has two activities- one that requires attention and another that requires simple instructions • Students into groups and have them rotate stations at last 3 times more if time allows
Stations
Pitch Perfect movie clip and Pitch Perfect Cup Beat Watch a clip of pitch perfect Learn the cup beat from the movie pitch perfect
Music Freeze and Coloring (UA employee to moderate this one) (Play music and have students dance to song. Then randomly pause song. When music stops, the students should also stop dancing) and (distribute coloring sheets and crayons/markers have them color)
Butt Spelling and Hangman/Animal Charades Have students spell words with butt and the person who guesses correctly either chooses next speller or becomes next speller Have students choose a category, then select for and then rest of students guess
Butt words: happy, relaxed, lazy, excited, beautiful Hangman categories: music, movies, teleseries/tv show, person, place etc. Animals: elephant, dog, cat, horse, wolf, carabao, rooster, goat, frog, snake, bear, lion, etc.
Double dutch/jump rope and Encouragement Letter Student jump rope or learn to play double dutch Write a letter of encouragement to oneself University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Volleyball Fore arm passes and Puzzle/ Tic Tac Toe/Taboo Students get in a circle and pass ball trying make sure it doesn’t hit the floor Students pair up and play tic tac toe or play taboo 15 Minutes Activity: The Stressed Life Comic Strip
• Instruct students to create a comic strip that shows a stressful situation- a good response, and a coping strategy. Pics and words 20 minutes Activity: Stress Poppin’ My Stress Management Plan
• Write stress situation on a small strip of paper • Roll paper and put inside balloon • Write stress management technique that they will use for the situation on a small strip of paper and tape to balloon (blow up first) • Then students pop each other’s balloons with butt 20 minutes Activity: Don’t Let Stress Puzzle You Summary Puzzle • Students will summarize session. • Break students into groups • Give each group their puzzle piece • Students must assemble their group puzzle and when finished, as one large group must put all the pieces of the puzzle together to create the summary paragraph. • The Completed puzzle will show a written summary of the module. 1. Everyone gets stressed, it is normal part of everyday life. 2. Stress is our body’s psychological (mental and emotional) and physical response to any demand or change in life 3. Stress can be positive or negative 4. Stress can motivate us or cause more problems for us. 5. Our body tells us when we are stressed; there are symptoms. 6. We can choose how we respond to stress even if we can’t always choose what happens to us in life. 7. The best way to manage stress is with coping strategies. 8. We need to know what is stressing us because every problem is not solve the same way. 9. Everyone in their own way copes with stress. 10. Remember, there are both good and bad ways to cope with stress. 11. Some people even try to avoid dealing with stress. 12. It’s mas important to find the best coping strategy for yourself. 13. Not all positive coping responses will work for every person. 14. A strategy that helps one person may not be helpful to another person in the same situation. 15. Stressed can be managed- some reduced, eliminated, and even used for our benefit
• Read Summary Discussion Questions: • What is stress? • How can we identify stress? • Name one good way to cope with stress? • How can understanding stress benefit your college career? 20 minutes Journal Reflection University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• Write about a situation where you would normally experience a high level of stress, (i.e. taking a test, giving a presentation, etc). Is the stress a bad thing? Can it be used to increase your performance? • How would you do this? What coping strategies can you use to help you deal with the situation? -or-
• Identify a situation where you felt stressed or anxious this past week: What did you feel like? What were your thoughts? What did you do about it? What would you do differently in the future? Monthly Challenge Fill up Sheet 10 mins (Pending time fill out 1 pre-made example on sheet and 1 original example or just 1 original example finish sheet as part of monthly challenge)
My Stress Management Plan University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Decision Making Session Title Deal or No Deal? 12/12/15 – Tibiao Date Time 240 Minutes 12/13/15 – Sibalom Lena Barnes, Jay Masking Tape, Markers, Bond Paper, Manila Facilitator[s] Materials McGlaurin, Ricardo Espitia Paper, crayons, Post Its (90 per 6 colors) Recognize different types of decisions Identify how we make decisions Objective[s] Understand the Decision making process in order to make better decisions in the future. Practice the PAUSE process. 20 Minutes Icebreaker: Paint me a Picture • Instruct students that they will playing an activity to review the previous session topic • Students will be grouped into ten groups evenly • Groups will compete to see which group can create the best reenactment of a decision making situation. The facilitator will say “Paint me a Picture of..” - A good decision for students to make / Choosing your prom dress - A bad decision for students to make / being asked to smoke - A decision you have had to make today • One of the losing teams will answer a question about the previous topic
Questions: 1. What is the difference between a stressor and a symptom of stress? 2. Describe one coping strategy discussed during the last session 3. Last session we grouped stress symptoms into three categories. What were they? 10 Minutes Introduction: Decisions • We make decisions every day. Some of the decisions are hard to make, others are easy. Some decisions are big, others are small. Some affect us only while others affect many people around us. Regardless everyday we make decisions that have an impact on our daily, weekly and yearly activities. • Sometimes we make the right decisions and other times we make the wrong decision. How we make decisions in rooted in numerous factors such as our health, our goals, our common sense or influence of others. • Example you make the decision to eat because your body says you are hungry or you choose to not jump off buildings because you will hurt yourself. • Today we will discuss how we make decisions and discuss a process that can help us better make decisions in the future. 20 Minutes Activity: Types of Decisions • What are the different types of decisions we make? For today’s purposes we will divide our decisions into six categories: Big, Small, Easy, Hard, Decisions that affect ourselves, decisions that affect others. • Have large pieces of paper set up around the room. The papers will read (Big Decision, University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Small Decision, Good Decision, Bad Decision, Decision that affects yourself only, Decision that affects others. Then put blank regular sized post it notes on the paper/ wall. Ideally there are six different colors. The students will go around the room and take one post it note per category then go back to their groups and write one decision per post it related to the theme. • Every person will get six small pieces of paper. One each sheet write one Big, Small, Easy, Hard, self-affected, multi-party affect decisions that students have made throughout their lifetime. It can be decisions made this day, this week, this year or this decade. • Then Bring the group back and have some students share their decisions. Have one from each category from each group share if time permits. 40 Minutes Activity: 4H decisions • Foreshadow the next topic by asking a few students “How did you make that decision?” • We can divide how we make our decisions into four categories. The first is with our Head. These are our logical decisions. This is where the logical, thinking aspect of making decisions is. We ask ourselves questions like. “Does this make sense, is this too expensive, is it safe?” • Then ask students to stand up if one of their six decisions was made with their head. Then have them paste the stick note on their forehead • Ask the group who has a boyfriend or girlfriend? Ask that person if they chose to date that person because it was logical? No. Many decisions we make are made by emotions. This we can say comes from the Heart. • Again ask the students to stand if one of their six decisions came from the heart/ emotional evocation. Then ask them to stick the note on their heart • Other times the way others are affected affect our decisions. Ask the group. Who has ever made a decision because their friend influenced that decision. Many decisions we make are made due to social components. Lets represent this with our hands. Since we use our hands to have fun and be social. We ask ourselves questions like how might others be affected by this decision, what do people expect of me, who will approve or disapprove of this decision. • Again, ask the students to stand if one of their six decisions was made from their hands or social aspects.then ask the students to paste it near their hands. • Forth and last, Our goals and dreams fit into our decision making. These decisions come from our HOPES. We ask ourselves “how will it affect my long term plan or reach my goals.” • Last, ask the students to stand if they made any of their six decisions based on their hopes and dreams.
• Then the group must work together to creatively make a Christmas Tree to creatively display their decisions. • Each group will get one roll of tape. They can paste the tree on the wall or have it free standing. Though no other materials may be used.
Discussion Questions • Was it hard to place any of your decisions in just one category? • Were there some decisions you made that did not fit into any category? • Why is it important to be aware of how we made decisions? 40 Minutes PAUSE University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• After you judge the Christmas Trees ask the students to share some of the bad decisions displayed on their Tree? What was the result of that bad decision? • Now that we have identified how we make decisions let us practice a NEW strategy that can hopefully help us make better decisions in the future. • Split the 10 groups in half, 5 and 5. For each group pass our one letter of the word PAUSE and see which of the two larger teams can rearrange the letters to make the word PAUSE. Once they have done this have the groups sit in the order of PAUSE. • Once this is done hand out one copy of the PAUSE worksheet. Tell them they can take notes as we go through the steps and discuss as group. The entire group will work on one scenario as we go through PAUSE. Then when we get to the letter your group has they will present their findings. • P is for Pause– what is the decision? (Sometimes we don’t realize that there is a decision to be made. Slow down. It might be difficult to realize that we can take charge and be in control.) • A is for Ask yourself– what are the options? (List as many choices as possible. Try to notice those choices you can make and those where you have no control.) • U is for Understand the consequences (Try to guess what will happen as a result of each choice. This is a mental activity that is difficult for adolescents given their growing brains, but you can get better with practice • S is for Select an option – use your Head, Heart, Hands, Hope (Check in with yourself on all levels; consider them all. How do the options fit logically, emotionally, socially, and in terms of your goals?) • E is for Evaluate the outcome (Make a plan to review your decision and make sure it’s still what you want. Often we think a decision will be final; that there is no going back. Fortunately, most decisions can be changed and often, over time, new options present themselves as solutions that we had not seen before.) • Throughout the explanation of PAUSE go through the situation in order to hit it home. 45 Minutes PAUSE in our personal lives. • Imagine you are tasked with going to a high school to teach high school students about PAUSE. Create an interpretive DRAMA with narration on what PAUSE is. The drama can be three minutes and have a narrator. There also must be a visual poster that explains PAUSE and can be left at the school. Have half the group involved in the skit and half involved in the poster making. The topic of the drama must be related to college life (but not just school) as the students are preparing to entire college • Give the groups 20 minutes to prepare their skits and posters. • Then bring the group back and present their skits. 10 Minutes Monthly Challenge Use the PAUSE chart to help make a decision you will make within the next month. The decision can be big or small but fill out the sheet and after the decision is executed EVALUATE the decision and report back to the PCVs about the decision. 15 Minutes Journal Reflection Sometimes the right decision is not always the easiest decision to make. What are the forces that influence bad decisions and what can we do moving forward to make it easier for ourselves to make the right decision? University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Emotional Health Session Title What is love? 1/24/16 - Tibiao Date Time 240 Minutes (4 hours) 1/31/16 - Sibalom
Masking Tape, Markers, Bond Paper, Manila Lena Barnes, Jay Facilitator[s] Materials Paper, Valentine Heart, Bingo Cards, Grateful McGlaurin, Ricardo Espitia sheet, HEART worksheet
• To recognize the signs of healthy and unhealthy relationships Objective[s] • Observe consequences of bad emotional self- care • Learn strategies to protect your emotional health. 20 Minutes Icebreaker • Ask for 5 volunteers to come to the front. There will be three rounds each round will challenge a person’s physical ability. The first person to lose the round will answer a review question. Rotate volunteers for each round • Stand on one leg with your hangs in praying position. • Last time we talked about six types of decisions we make. What were they? Answer: Big, Small, Easy, Hard, Decisions that affect just ourselves, decisions that affect others • Get into a horse stance (feet spread apart and bended until thighs are parallel to floor-Back straight arms at the side) and see how long one can stay down before coming up. • Review Question: Name the Four ways we make decisions discussed last time. HINT: 4 H’s Answer: Head, Heart, Hands, Hope • Keep both arms out straight to the side, level do not lower them. • Last time we talked about the PAUSE process. What does PAUSE stand for. Answer: Pause, Ask yourself the options, Understand the consequences, Select the choice and Evaluate the decision 20 Minutes Activity: Healthy and Unhealthy Relationships Healthy and unhealthy relationships (Slides 3-7) • Split the students into 8 groups of roughly 10 people per group. (for Tibiao we can keep in two groups and have them do every round) • Prepare 8 Pieces of paper. There will be four rounds. Two groups from each round will compete against each other replay style where students will pass the market to the next member and answer the question. Give roughly 1-2 minutes per round and have the students continue rotating until the time is up. Then when the round is finished have the students report back to the larger group on their findings. • Rounds - Whom we have relationships with (self, mother, father, sibling, BF/GF, batchmates, PCVs, teachers etc. - What healthy and unhealthy relationships look like: One group will do healthy and the other unhealthy. - How we feel in healthy and unhealthy relationships? - What to do if we are in a bad relationship? • After the activity is done and all eight groups have reported their findings ask the following questions University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
- What is the difference between a healthy and an unhealthy relationship? - Can we always avoid unhealthy relationships? - What should we do if we are in unhealthy relationships? 100 Minutes Self Care • Present the introduction slide that explains what Self-Care is and why it is important to understand it. (Slides 8-10) • What is emotional health: A well-balanced emotional health and well-being is the positive condition of feeling emotionally strong and able to tackle the many challenges in our daily life. • Why is it important: There are many external and internal conditions that can affect our emotional well-being, which can fluctuate between happiness and joy to sadness and despair, every month, week, day and hour. How we handle these internal and external forces will determine our emotional resilience and affect the quality of our existence.
Bad self-care consequences (Slides 11-20) • Pass out the BINGO sheets: One per person • Explain that the facilitator will ask a question and the students will find the corresponding block. The first person to make a blackout will win. Let the students know they can make notes on their form. • The questions are related to the negative consequences of bad self care - This is an impact on your education of negative emotional health (Low Grades) - If you have a (breakup) with your boyfriend or girlfriend it can lead to bad emotional health - This PHYSICAL impact on your body can occur when you have negative emotional health (INCREASE WEIGHT or PIMPLES) - Feeling sad can lead to an illness known as (DEPRESSION). - When you are depressed you often have impacts on your (ABILITY TO SLEEP) - Increased risk of using drugs or alcohol is also known as (SUBSTANCE ABUSE). This is an impact of negative self care - You can be more susceptive to getting an (ILLNESS) if you have low emotional health - This can be one cause of bad emotional health (FAMILY ISSUES) - If you have bad emotion health you often have trouble (FOCUSING) in school • When there is a blackout the following squares should be crossed out Low Grades, Breakup, Depression, Increased Weight and Pimples Inability to sleep, Substance Abuse, Illness, Family Issues, Focus • Discussion Question: - Why do you think there are physical impacts on our emotional health? - Can we always avoid the negative aspects that impact our mental health? - How can we protect our emotional health?
Positive Emotional Health (Slides 21-23) • Keep the students in their groups and distribute one sheet of paper. • Have them make a list of all the positive emotions they can think of. Give them three minutes. • Then celebrate the win with a one minute dance party to the “I FEEL GOOD” song • Next: have the groups make a list of all the things they can do to better when they have positive emotional health. Give them three minutes, then have each group report. • Give the following awards University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• 1. Most ideas • 2. Most creative strategy • 3. Most improved (the list with the greatest number of differences from their emotions list and their ideas list) • Celebrate the win with a one minute singing session to “Happy” Song by Ferrel • Present slides
Practice: Good emotional health strategies – 45 minutes (Slides 24-33)
• Before the session starts prepare a jar/hat/bucket or something that can be used to pull a piece of paper out of. • Invite one student up to write down a master list of Good emotion al health strategies as we go though them. • Explain to the group that there are various strategies of GOOD EMOTIONAL HEALTH in the jar, one student will come up one at a time to pull a strategy out of the hat and then the Facilitator will give a brief explanation, demonstration and then the group will practice. • After each session the facilitator will ask the group WHY this is a good strategy for emotional health? • STRATEGIES: • YOGA/Exercise - Explanation: a type of exercise that allows one to clear ones mind and use physical activity to be at peace. - Demo: Any Yoga position, hug yourself, stretch to floor, stand on one leg hands in prayer position - Why is it good for EH: Yoga does more than burn calories and tone muscles. It's a total mind-body workout that combines strengthening and stretching poses with deep breathing and relaxation • Hobbies - Explanation: Hobbies are skills or activities one does not particularly related to one’s professional achievement. They are fun activities that the actor enjoys doing. - Demo: drawing a picture - Why is it good for EH: hobbies allow one to practice a new skill and focus one’s mind away from the stressors in their life. Hobbies are a form of personal expression • Eating well/Balanced Diet - Explanation: Eating well means ensuring you get the right amount of protein, calories, vitamins, calcium etc. into your diet not having too much excess of one group. - Demo: Present the Food Plate - Why is it good for EH: A balanced diet will keep one’s body in good health which keeps one’s mind clear, alert and energized. A balanced diet will keep one focused on their tasks, easier to retain knowledge and will allow one to complete ones work faster and correctly. • Massage - Explanation: Massage therapy the rubbing and kneading of muscles and joints of the body with the hands, especially to relieve tension or pain - Demo: give a one minute chair massage to the person in front of you, then switch directions - Why is it good for EH: Massage is a form of self care that releases the built up stress in your body and afterwards makes one feel relaxed and refreshed • Talking with friends University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
- Explanation: Communicating is a great way to release your stressors. Expressing yourself allows you to get things off your chest and provide an outlet for emotional expression - Demo: Turn to a partner and tell them one thing that has been bothering you lately - Why is it good for EH: Sometimes just saying what is bothering you is a good way to reduce the impact it has on yourself. Just be careful that the person you are talking to will not make you more upset. • Keeping a journal/Writing your thoughts - Explanation: Writing is a personal and private way to express yourself. It allows you to put your thoughts on paper without the consequence of having others impacted by them - Demo: To be done later during journaling time - Why is it good for EH: Writing is a physical way to express yourself and ensure there is an outlet to release your emotional buildup. It allows you to organize your thoughts and get them out of your head and heart. • Meditating - Explanation: Meditating is a chance for one to clear one’s mind and get in touch with one’s soul. This is an individual process that takes a different form for each participant. - Demo: Have the class be quiet, sit, close their eyes and listen to the following instructions ๏ Close your eyes. ๏ Allow your breath to bring you into the present, here and now. ๏ Breathe through your nose. ๏ Inhale and nurture yourself. ๏ Exhale and expel any tension and negative emotion. Continue this pattern. ๏ Relax your shoulders down like ice melting in a hot spring. ๏ Relax your eyes, relax your jaw and relax your ears. ๏ Notice your breath and allow it to bring you into the present moment where you’re safe, relaxed and doing something positive. ๏ Quiet your mind. ๏ Let thoughts go by like leaves floating in a stream. ๏ Bring your attention to your breath. ๏ Enjoy fully the present moment. ๏ Begin to cultivate an inner peace. ๏ A safe place in your heart, filled with love and light. ๏ Breathe. Thank you. Open your eyes - Why is it good for EH: Meditating gives chance for one to put into perspective their issues and practice letting go of bad attitudes. • Singing - Explanation: Singing is a physical way to express one self. Songs often represent different emotional states. - Demo: Let it go - “Let it go! Let it go! Can’t hold it back anymore, let it go, let it go, - Turn away and slam the door - I don’t care, what they are going to say, Let it storm rage on, - The cold never bothered me anyway!” - Why is it good for EH: Singing is a release of what we are feeling. While it will not always solve the issue. It can help release some of the tension and often lift our spirits - Ask the group of any other good emotional health strategies they wish to share with the class. Have them come up and lead their skill. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• Discussion Questions - What are some of the consequences of not dealing with emotional health? - Why is it good to be aware of good emotional self care strategies? 35 Minutes Activity: Happy Valentines - Activity: It is almost Valentine’s day so let’s give each other valentines. - Distribute the Valentine Hearts to each student. Have each student take a piece of tape and place the heart on their back. Take ten minutes to go around and write something NICE about that person. Then have the students read their valentines and answer the following questions. o How does it feel to read nice things about yourself? o How does it feel to say nice things about other people? o What is the benefit of taking time to do something nice for others?
20 Minutes Activity: Journal Reflection • In a journal take time to respond silently to the following prompt • Taking care of your emotion health is a very good thing but not always easy thing to do. Write about something that has been challenging you emotionally. Explain the situation, how you feel about it and what can potentially make it better.
Monthly Challenge Try to incorporate a new self-care strategies you learned from this session. Document your journey to a better emotional health. Be creative in you documentation. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject Professional Development Session Title The Job TREASURE Hunt! 2/20/2016 - Tibiao Date Time 240 Minutes 2/28/2016 - Sibalom
Masking Tape, Markers, Bond Paper, Manila Lena Barnes, Jay Facilitator[s] Materials Paper, Meta Cards, Resume Template, Cover McGlaurin, Ricardo Espitia letter template, Ballpens, Cover letter guide
For students to understand the job search process Objective[s] Students will learn practice preparing their job search documents Students will practice helpful interview skills 30 Minutes Icebreaker • Split the students up into groups of 5. (in Tibiao group them into four groups total). My idea for Sibalom is to have the five students all site a one table then separate the tables so it is clear who is in which group (as an alternative to the three rows) • Give each student a meta card and tell them to write their desired job after college on it. Then have them tape it to their shirt • Take a survey of the group and look at the most common jobs (teacher, police officer, manager, business owner etc) • For the remainder of the session have the students introduce themselves by their name and their profession whenever openly speaking to the group. Ex. Ako si Andre the Mechanical Engineer. • Ask the group the following three questions. Target each question to a different job and inform only the students from this field to answer. • 1. Teachers: What are some consequences of poor emotional health? • Low grades, depression, family problems, acne, weight loss/gain • 2. Police Officers: Name one emotional health strategy discussed last session?\ • Meditating, writing, talking, massage • 3. Engineer: True or False: Feeling sad or angry means you have poor emotional health? FALSE: What is good emotional health? Your ability to navigate emotions in a healthy way. 10 Minutes Activity: • Ask the student why they are going to college? Answers may very from to get an education, to support families or to get a job. • Inform the students today we will be talking about professional development and how to get ones first job after college. Even though some students have two more years left these skills are very important and it is helpful to begin practicing them now. • Encourage the students to take notes throughout the session • Distribute 4 card to each group. Each with the words Job Search, Application, Exam, Interview. Have the students arrange the cards in the correct order. Then have one group share what the correct answer is. Remember to have the students introduce themselves by their profession. 60 Minutes Finding the Job University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Job Search: • Post a picture of a treasure box at the front of the room. Ask the students in small groups to make a list of all the places/ways to find jobs. • Give the students five minutes for this. After this go around to each group and gather one suggestion from each team. Instruct the following groups to give a DIFFERENT suggestion than is on the list. If they cannot that is okay. After you have gone to all groups as the plenary who has any more that are not on the list. • As you go group by group have a scribe write them in the treasure box. • If there are any lacking from the list fill them in yourself. • Possible answer are • Online: Specific website are okay • Employer office • Friends • Networks • Job Fairs • Local bulletin boards • Career offices • Associations: Alumni groups of HS, College, PYAP, • LGU
Resume
• Ask the group what they need when they apply for a job: Application, Resume, Cover Letter • • Now we will look at a resume. • What is a resume? Who has a resume?: A Resume is a one page document that gives employers a profile of who you are and what skills you can offer to the employer. • Now we will look at the different pieces of a resume and how to construct one. Make a note that for different fields resumes may have more specific guidelines or requirements so it is wise to check with ones Dean’s office for the appropriate resume for that field. However there are standard resumes we can look at today. • Ask the groups what the different parts (sections) of a resume are. Go through the sections on the powerpoint Slides 7- 13 • Biodata or personal information • Name, Birthday, Contact Number/email/address • Picture • Biodata: Height, weight, civil status, religion, Gender, Nationality, age • Objective: Statement of Purpose for the resume. • Ex. To acquire a position in the education profession where I can apply my skills and experience and contribute to the overall growth of students. • Education • (Place) University of Antique Main Campus • (Course) Bachelor of Secondary Education (Math) • (Year of Graduation) April 2017 • (Additional) Deans list, Top, etc.
Caluya National High School March 2013 Food Processing Vocational Training
Work Experience Past employers: Municipal Social Welfare and Development Office Miagao, Iloilo University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Position title: Office Assistant Period of employment April 2013 – June 2013
Certifications and Trainings Vocational Trainings Leadership Trainings Conferences ESGP-PA Leadership program
Skills Ex. Computer skills, Language, Character traits, Teamwork, customer service skills ALL ESGP-PA Skills (Time Management, Financial Budgeting, Stress Management, Emotional Health, etc)
Once you have gone through each part of the resume distribute one blank resume Template per group and have them create a profile for an ESGP-PA Grantee First name Probinsyana Last Name Gwapa. Have them work in their groups and have facilitators go around and check for understanding.
Have a few students present their resume. 20 Minutes Cover Letters Ask students what a cover letter is. A cover letter is a statement of interest for a desired position that is given to a potential employer.
This letter is given along with your application and resume
Parts of a cover letter (5) • Heading: Date, Greeting, Employer Address • Ph 1: The Position you are applying and Where Did you know about the vacancy • Ph2: Highlights why would you qualify-education, experience, attitude. • Ph3: Your willingness to be interviewed and • Closing
Post one example on the projector and read it as a group.
A. have the students write one example for themselves B. Have the students write one example for their group resume C. Swap resumes and have the group write a cover letter for another groups resume D. Put the group in teams of 5 GROUPS. Do a relay game where they each take one piece of the cover letter. 20 Minutes The Interview • After you find a job, prepare your resume and cover letters come the INTERVIEW! This is a great chance to show employers WHO YOU ARE!! • Cluster the groups in three (three groups of 5) there should be a total of 5 clusters • Each cluster will take one part of the interview. Give the clusters 10 minutes to write their ideas on a piece of Manila paper. After ten minutes give the groups a cheat sheet in order to converge their ideas with those on the cheat sheet. Give them ten more minutes to prepare. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
• Common Interview Questions • Dos • DONTs • TIPS • Preparing for the interview • After 20 minutes of Preparation. Have each group present their findings. 10 Minutes Me in 30 seconds (Elevator Speech)
• When speaking with employers it is beneficial to be brief but dept with content. The Me in 30 seconds is a way to tell employers enough about you to get them interested to know more. • This is useful in: Job fairs, quick meetings, the start of interviews. • Me in 30 seconds includes • NAME: Make them remember you • Education: • Skills and reasons why THE EMPLOYER would benefit from having you. • The goal is to make them want to know more about you. Lets practice. Take 10 minutes to write your ME in 30 seconds or bullet points • Then turn to a partner and practice. The facilitator will time to make sure the participants stay within 30 seconds. • Have any volunteer present. • Close the session asking students what they learned from the session and how the session has prepared them more for their job search. • Closing points: • Start the search early, • Prepare your documents early • Do research • Be confident and remember the Dos and DONTs of Interviews • For further assistance go to the guidance or career counselor, deans, DSWD/SLP especially since ESGPPA kamo! 30 Minutes Monthly Challenge Write a resume using the format given or your own. It may be written out but then create a digital copy. 30 Minutes Journal
In what way has this session helped make the job search less stressful for you? What else would you like to know about the job search process? University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
Subject March End of the Year Symposium Session Title Date 03/12/2016 Time March 12, 2016 2pm - March 13, 2016 9am
Lena Barnes, Jay Masking Tape, Markers, Bond Paper, Manila Facilitator[s] Materials McGlaurin, Ricardo Espitia Paper, Paint, Yarn, Fire
Grantees will review and summarize all of their monthly symposiums from the 2015-2016 school year Grantees will reflect on their successes and challenges of the 2015-2016 school year. Objective[s] Grantees will create an action plan for the various committees of the ESGP-PA program All ESGP-PA grantees in Antique will meet and better become acquainted with students from other campuses. 60 Minutes Scavenger Hunt Goal: To have a creative scavenger hunt that encourages the group to work together and gather clues that allow for reflection on the topics throughout the school year. Idea: Give them clues or riddles that relate to the topic and have them write out or find some symbol related to that session. This activity encourages the students to work together to find clues as they relate to the ESGP-PA symposiums. This activity also encourages collaborations between ESGP-PA campuses from different campuses. 60 Minutes Power Hour Students are divided into committee groups. There are five total groups then the remaining students evenly divide themselves to participate as committee observers to deliver their input and assistance to one of the five committees. These groups will be led by Peace Corps Volunteers
Goal: Gather the grantees in groups and get them to collaborate and create an action plan for their 2016-2017 school year. Needs: Two other ppl to head up committee discussions. 60 Minutes Web of Life In the same groups they were in for the scavenger hunt, one student starts with one ball of yard, says one memory from their school year, wraps some yard around their hand and then passes it to a different student while thanking that student for something. Try to keep their comments to one minute. Every student holds the web until every student has spoken. After all have spoken cut the web and say that even though we will all go our separate ways in life, we are bound by the bond as ESGP-PA Ie. Suggestion start with Hamtic students.
Goal: Have a reflective opportunity for the students to speak on their memories from the 2015-2016 school year and thank their batch mates for supporting them. University of Antique Development Sessions for ESGP-PA Grantees 2015-2016
25 Minutes “I Can’t” Funeral Students start by reflecting on their personal journey in college. They reflect on their highlights and challenges from the previous school year. This activity gathers students around a fire and encourages them to write the things that they feel they are not good at or feel impede their ability to be successful in the future. They share it (or not) then put it in the fire.
Goal: Students will reflect on their successes and challenges from the school year and then have the students write their obstacles and throw them in a fire. Materials: Paper, pens/pencils, a fire 25 Minutes Closing Ceremony • Take this time to recognize the achievement of the scholars in the past school year. • Take a few minutes to recognize all the graduating seniors and wish them luck with their next steps. • Before leaving encourage everyone to clean up the venue.