PEER MENTOR PROGRAM CURRICULUM

Acknowledgments
Funding for this Peer Mentor Curriculum provided by the U.S. Department of Education, Gaining Awareness and Readiness for Undergraduate Programs (GEAR UP) and the Early Academic Outreach Program (EAOP). GEAR UP/EAOP are designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Working with K-12 schools and district; county offices of education; and other education, community, and business partners, GEAR UP/EAOP partnership programs build college-bound communities through academic preparation and increased awareness about college-going pathways. The UC Santa Cruz Educational Partnership Center (EPC) thanks the many individuals and organizations for their assistance with this project, including Rico Dominguez, who originally developed the Peer Mentor Program and curriculum. We also thank the former and current EPC staff that contributed to the development of this curriculum. In particular we would like to recognize the following Educational Partnership Center staff: Daisy Villicana Lead College Facilitator Dianne Brumbach Operations Coordinator Ivan Alcaraz Former College Facilitator/Special Project Intern Osiris Ortiz College Facilitator Scott Trugman Project Associate Sheryl Robertson Executive Assistant Sofia Diaz Lead College Facilitator Yesenia Cervantes South Zone Assistant Director

For more information, please contact Yesenia Cervantes, Assistant Director At 831-212-4749 or Yeseniac@ucsc.edu 2

Table of Contents

Effective Leadership**.......................................................................... 4 Understanding the Requirements: Part 1.......................................... 11 Understanding the Requirements: Part 2.......................................... 17 Connecting with a College .................................................................. 29 Career Exploration.............................................................................. 36 Scholastic and Career Goal Setting ................................................... 42 Stress Management ............................................................................. 48 Learning Styles .................................................................................... 54 How to Develop a Workshop and Presentation Tips........................ 62 Diversity................................................................................................ 71 Conflict Resolution .............................................................................. 77 Communication.................................................................................... 83 Financial Aid........................................................................................ 87 Supplemental: Working With Students............................................. 97

**Each of the workshops is designed to be one hour. 3

Effective Leadership
Purpose: Objectives: To understand the elements of effective leadership This workshop will: give you the tools to become an effective leader help you define leadership identify the benefits of being a leader Participation in this workshop will: have you reflect on your own leadership style/skills provide practical advice on how to improve your leadership skills Some supplies are optional or can be substituted for other materials Cut-outs with names of leaders on it Tape (any type will do) Overhead projector with transparencies or overhead markers Seven Habits of Highly Effective People handout Seven Habits of Highly Un-Effective People handout Personal Bank Account handout Who am I? handout

Benefits:

Supplies:

Part 1 (15 min): Introduction to Workshop 1. Introduce yourself 2. Review the Purpose, Objectives and Benefits (POB). 3. ActivityWho am I? (Refer to Who am I? handout). The purpose of the activity is to have participants begin thinking about famous leaders. Every participant will have a name of a leader (fictitious characters are allowed) taped to their back without knowing which name they have. Explain that the object of the game is to try to find out who they are by going around the room and asking yes or no questions. Sample questions: Am I a female? Is my hair curly? Am I dead? Participants cannot ask the same person more than 3 questions. Once they think they know who they are, they must ask someone in the room, Am I? 4. Debrief the Activity Put up the names of the people/characters chosen for the icebreaker and have a discussion about a couple of them. Why were these people leaders? What are their characteristics? (Keep a list of all the characteristics for later use) Who do they lead? Why is their role important? Make sure to discuss that leaders come in all shapes and sizes. You dont have to be famous or have a loud voice to be heard. Some of the best leaders are very quiet or even shy.

Part 2 (10 min): Why is Leadership Important? 1. Hold a discussion with the group about the importance of leadership. 2. Discussion topics: Why is leadership important? Why would anyone want to be leader? What are the benefits of being a leader? What are the benefits for you as a participant? Some responses may include: Become a role model for others To do good for the community Create change To learn more about your hidden strengths and talents It will make you more competitive for college You will have access to more grants and scholarships The skills can help you in the future (e.g. college, job/career, personal life) 3. What skills will you need to be a leader? Some ideas might include: Confidence Initiative Determination Critical thinking skills Good listening skills Good people skills Part 3 (25 min): Effective Leadership 1. Share with the participants that there are many books about leadership. One of the most noted books is Seven Habits of Highly Effective People. This book lists seven habits that will make any person an effective leader. 2. Distribute Seven Habits of Highly Effective People handout. 3. Go over the Seven Habits and discuss them briefly: Be proactive Begin with the end in mind Put first things first Think Win-Win Seek first to understand, then to be understood Synergizework together to achieve more Sharpen the saw 4. Ask participants if they agree with the seven habits or if they feel there is something that should be added. 5. Explain that just like there are Seven Habits of Highly Effective People, there are Seven Habits of Highly UN-EFFECTIVE people. 6. Distribute Seven Habits of Highly Un-Effective People handout. 7. Go over the Seven Habits and discuss them briefly: React Begin with no end in mind Put first things last Think Win-Lose Seek first to talk, then pretend to listen Dont cooperate Wear yourself out 8. Explain that everyone has a personal bank account (PBA), but instead of money in that account, there are good actions and bad actions. You make deposits and withdrawals from your account by the things you think, say, and do. When you 5

stick to an idea you hold strong, a deposit is made. When you break a promise, you feel disappointed and make a withdrawal. 9. Distribute the Personal Bank Account handout. 10. Give participants about 2 minutes to fill in some goals for their personal bank account. 11. Go back to a couple of leaders that were brainstormed in the beginning of the presentation and see if the leaders held any of the Seven Habits. Part 4 (5 min): Defining Leadership 1. Break the participants up into groups of 3 or 4 and ask them to quickly (2 minutes max) come up with a one line definition of leadership. Remind them that it doesnt have to be perfect. 2. Each group should share back their definition. 3. Some actual definitions may include: The process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task Leadership is ultimately about creating a way for people to contribute to making something extraordinary happen. Part 5 (5 min): Workshop Debrief 1. Relevant Questions Which skill(s) do you feel is a strength of yours? Which skill(s) do you feel that you need to develop more? What do you feel was the most important thing you learned from todays presentation? 2. The purpose of this workshop was to help you understand what effective leadership is. You were able to define leadership, identify the benefits of being a leader, and learned tools to help you become an effective leader. Were the objectives met? 3. Questions and Answers Ask if any of the participants have any questions about the presentation. 4. Thank the participants for their participation!

Who Am I?
Objective:
Every participant will have a name of a leader (person/character) tapped to their back without knowing which name they have. Participants must ask yes or no questions until they figure out who they are.

Rules:
1. Participants must only ask yes or no questions 2. Participants can only ask 3 questions to one person and then must move on

Possible Leaders to use:

Ghandi Martin Luther King Jr. Cesar Chavez Rosa Parks Hilary Clinton Barack Obama Malcolm X Emiliano Zapata Mother Teresa Frida Khalo George Washington Adolf Hitler Francisco Villa Rigoberta Menchu

1. Be Proactive Take responsibility for yourself and your actions

Listen to your language use proactive language not reactive language Dont be a victimpeople who feel like victims are easily offended and blame others Turn setbacks into victoriesdont give up just because things get tough

2. Begin with the End in Mind Define YOUR mission and YOUR
goals in life Without an end in mind, people are quick to follow anyone who is willing to lead Start with your personal goals and set an example

3. Put first things first Prioritize and put the important stuff first.
Learn to prioritize and manage your time so that first tings come first and not last. Urgent Not Urgent The Prioritizer The Procrastinator

Important Not Important

The YES-Man or Woman

The Slacker

4. Think Win-Win Have an everyone can win attitude 5. Seek first to understand, then to be understood Listen to
people sincerely Prioritize other peoples feelings before yours

6. Synergize Work together to achieve more.

Work smarter not harder!

7. Sharpen the Saw Renew yourself regularly

Stress is BAD! Renew your body, mind, heart, and soul!

1. React Blame all your problems on someone/something else.

Uses reactive language Is the victim Gives up

2. Begin with no End in Mind Dont plan and avoid all goals
Waste time Live forever mentality/attitude

3. Put first things last Doesnt do what is most important

Usually the Slacker or the YES-Man Urgent The Prioritizer Not Urgent The Procrastinator

Important Not Important

The YES-Man or Woman

The Slacker

4. Think Win-Lose Sees life as a vicious competition 5. Seek first to talk, then pretend to listen Loves to talk
Will tell their side of the story first

6. Dont Cooperate Why try to get along?

Would rather work alone then bother with others

7. Wear Yourself Out So busy with life and doesnt take care of self
Avoids exercise, stays away from nature, and stays away from inspiring things

How you feel about yourself is your personal bank account (PBA). You make deposits and withdrawals from your account by the things you think, say and do. When you stick to an idea you hold strong, a deposit is made. When you break a promise, you feel disappointed and make a withdrawal.
Symptoms of a healthy PBA
You stand up for. You dont care much about popularity You are happy for others when

Symptoms of a poor PBA

You cave into You are overly concerned with others You get jealous of

If your account is low, dont worry. Start by making small deposits and eventually you will get your confidence back. Several ways to make deposits are: Keep promises to yourself Be honest with yourself Be gentle with yourself Renew yourself Do small acts of kindness Tap into your Talents

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Understanding the Requirements (Part 1)

Purpose: Develop a clearer understanding of high school graduation requirements and college admissions requirements. Objectives: This workshop will give you the tools to effectively: identify the A-G/college admissions requirements (course requirements for the University of California and California State University) understand the difference between high school requirements and A-G/college requirements Benefits: Participation in this workshop will help you to: identify the courses you need to take to graduate from high school identify the courses you need to take to be eligible for college prepare for your future Supplies: Some supplies are optional or can be substituted for other materials Poster board Q-cards Envelopes Adhesive Markers Decorative designs, etc. Directions: You will need to create a Jeopardy board with questions assigned to each category. The categories should address the A-G/high school (H.S.) requirements. Make sure to have fun with the questions you ask, as your audience needs to be engaged. Make sure you have a silly category or allow for creativity. Categories: A-G requirements should represent each category A. History/Social ScienceU.S. History, U.S. Government, World Civilization B. English C. MathematicsAlgebra, Geometry, Algebra II, or higher level Mathematics D. SciencePhysical, Biological/Life E. Foreign Languageother than English F. Visual/Performing ArtsDance, Drama/Theater, Music, Visual Art G. Elective Quantity per category: There should be about five questions representing each category. Each question should get progressively harder, (i.e., the easiest question should start with 100 points and the hardest question should be worth 500 points.). Sample Questions: How many years of science are needed? What is the square root of 25? How many years of physical education do you need for college? What tests do you need to take to go to college? Make sure you throw in a few double Jeopardy questions for fun. For example: Where was Superman I filmed? Where do Mary Kate and Ashley Olson go to school? Name this song ____. Name the president and the university he attended. 11

Part 1 (15 min): Workshop Introduction 1. Welcome the group; introduce yourself and the workshop topic. 2. Review the Purpose, Objectives and Benefits (POB). 3. Activity: This activity will help you to get people moving around and into groups. This activity is best done in a space where people can move around freely. It will require you to be creative and enthusiastic, as you will be directing people to move around. Be considerate of the kinds of questions you ask as some people may have a hard time revealing a little bit about themselves. 4. Ask people how they are and wait to get a response. Once you have participants attention ask participants to: Find a partner and introduce yourself to one another and share the name of your favorite president. Find another partner that you dont know/havent spoken to and tell him/her what your favorite book is. Partner with a group of (please select a number) and add all of your ages together for total years of experience. Find (please select a number) people who are wearing the same color shoes as you and discuss what came first the chicken or the egg. Get into groups of (please select a number) and say a word in a foreign language. Get into a group of (please select a number) and share the name of your favorite artist or movie. Find (please select a number) people and share what you want to be when you grow up. Partner up with another group until the entire group is divided evenly in half, then share the name of the college you want to attend. 5. Now that your group is divided in half, ask them to remain that way and to find a seat. Once your group is seated and calm you may begin the lesson by asking participants to reflect on the activity. Make sure you point out the connection between the activity and the themes bellow: You have to follow the directions/requirements in order to be able to move on/be admitted. The questions asked were related to the A-G requirements. College will introduce you to a variety of people. Help to broaden your perspective. Get you thinking about your future. 6. This workshop is designed to help you identify and understand the difference between high school and college requirements. Part 2 (10 min): High School Requirements 1. Explain: Each school is composed of different people with varying needs, thus each school/district gets to decide what requirements are best aligned with the demands of the state and the needs of its community. High school requirements indicate what coursework a student must complete in order to graduate from high school. For this reason it is imperative that students and parents identify and understand their schools academic requirements. 2. At this time you should pass out the requirements for the high school and explain to the participants what the requirements are for graduation. (Refer to the attached IAP worksheet with high school requirements for an example).

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Ex. Watsonville High School class of 2009 Course HS Req. A. History/Social Science-- U.S. History, U.S. Government, World 3 Civilization B. English 4 C. MathematicsAlgebra, Geometry, Algebra II, or higher level 3--at least one year of Algebra mathematics D. SciencePhysical, Biological/Life 3--1 year of lab and 1 yr physical E. Foreign Languageother than English 1--or 1 year of fine arts F. Visual/Performing ArtsDance, Drama/Theater, Music, Visual Art 1--or 1 year of foreign language G. Elective 45 credits Physical Education 2 Health 1/2 a year Applied Arts 1/2 a year Technology 1/2 a year Economics 1/2 a year Community Hours 40 Completed 220 credits 3. Ask participants if they have questions. 4. The high school requirements may be and often are different than college requirements. After all, the ultimate goal of high school requirements is to help students complete a general education. Part 3 (10 min): A-G 1. Explain: While all colleges are different most four year accredited universities in California align their content requirements for admissions with those proposed by the University of California, the A-G requirements. The A-G requirements are a set of multidisciplinary college preparatory coursework that outline the content standards needed to qualify for a four year institution of higher education. 2. You may want to ask students to define interdisciplinary. 3. Explain: In order for students to meet the requirements for college admissions to the University of California, California State University and a number of private institutions they must complete the following college preparatory course work with a grade of C or better. (Refer to the IAP worksheet with college requirements as an example). Course A. History/Social ScienceU.S. History, U.S. Government, World Civilization B. English C. MathematicsAlgebra, Geometry, Algebra II, or higher level mathematics D. SciencePhysical, Biological/Life E. Foreign Languageother than English F. Visual/Performing ArtsDance, Drama/Theater, Music, Visual Art G. Elective Community Hours/Extra Curricular Activities GPA Testing Essay 13 California A-G/College Req. 2 4 3--must complete Algebra II 2-CSU requires 1 year of each 2 1 1 As many as possible/reasonable Vary by School SAT Reasoning or ACT, SAT Subject, vary Vary by school

Keep in mind that while high school requirements dont always fulfill college requirements, college requirements almost always fulfill high school requirements. Thus, it is better to take college prep coursework that fulfill A-G requirements that will provide options for the future rather than taking the easy way out and not having the requirements needed to attend college. Part 4 (20 min): A-G Jeopardy 1. The group should still be divided in half. That group will now become their team. 2. Explain: The teams are about to go head to head in an A-G Jeopardy challenge. Similar to Jeopardy, each group will have an opportunity to test their wit against their opponent. Each team will have an opportunity to select a category and quantity. The moderator/game host will proceed to read the question and give that team 15 seconds to identify an answer. If the team does not answer correctly the opposing team has an opportunity to answer and steal their points (this will not affect their sequence in turns). Repeat the process by alternating between groups. Once all of the categories have been answered or one of the teams has reached the agreed upon point amount you may identify the winner. Part 5 (5 min): Workshop Debrief 1. Relevant Questions: What classes do you have to take to go to college? Can you fulfill A-G requirements with high school requirements? What do you feel was the most important thing you learned from todays workshop? 2. Explain: This workshop was intended to help you develop a clearer plan for fulfilling high school requirements and college requirements. You should be able to identify the A-G approved courses at your school and execute a plan to fulfill college and high school requirements. 3. Take questions and provide answers. 4. Thank you!

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Understanding the Requirements (Part 2)

Purpose: Develop a clearer understanding of high school graduation and college admissions requirements. Objectives: This workshop will give you the tools to effectively: develop an Individual Academic Plan (IAP) navigate the UC A-G approved course list on doorways.ucop.edu Benefits: Participation in this workshop will help you to: execute a plan to fulfill college and high school requirements identify the approved A-G courses offered at your school Supplies: Some supplies are optional or can be substituted for other materials Transcripts IAP worksheet Copies of approved A-G course list for the school Part 1 (10 min): Workshop Introduction 1. Introduce yourself 2. Review the Purpose, Objectives and Benefits (POB). 3. Mind Read icebreaker: This activity will help you to get the energy going again without to much disruption. Have participants get in groups of two. Once in partners the participants will play a series of finger/hand games. You will have to get into character for this activity as it will require your enthusiasm to get the crowd excited. Ask participants to: Find a partner. Stare deeply into your partners eyes and give them the look of death. Pretend they just ate the last peace of dessert. Now smile at them and introduce yourself. Now seriously, stare deeply into your partners eyes and synchronize your minds Put your hands behind your back. At the count of three you will raise your right hand forward and expose a given number (1-5) of fingers to your partner. The goal is to have both people try to synchronize the same number of fingers at the same time. While staring deep into their partners eyes, without speaking or cheating have them try to synchronize the same number of fingers on the count of three Repeat multiple times, you can use two hands to make it more complicated. 4. Finger Catch icebreaker: Ask participants to: Raise your nose picking finger, (the index finger on the right hand, sorry lefties). Extend your left hand out with palm facing up. Take the index finger and place it directly centered and pointing straight down over your partners palm (their left hand). Dont let your partner cheat. Make sure that the finger is pointing straight down and touching the palm. Make sure that the palm is flat and not cupping the finger (this is a good opportunity to exaggerate). At the count of three you will try to catch your partners finger while simultaneously retrieving your finger before it gets caught. Repeat. The best two out of three win. 17

Part 2 (5 min): Review College and High School (HS) Requirements (Understanding the Requirements, part 1) High School Requirements (refer to the IAP worksheet with high school requirements) Prepare you to receive a general education degree Review examples of high school courses Must be passed with grades of D or better A-G/College Requirements (refer to the IAP worksheet with college school requirements) Must be A-G approved or college preparatory courses Must be passed with grades of C or better Prepare you for college eligibility Can fulfill high school requirements Part 3 (5 min): Identifying A-G courses 1. Explain: Knowing what the requirements are that you will need to fulfill to go to college is important but knowing what classes are approved at your school that fulfill those requirements is priceless. In order to facilitate this process the University of California has created a website that allows you to review approved course lists for schools throughout California. By visiting http://doorways.ucop.edu and typing in the name or the high school, students/parents can find the approved A-G course list for their school. If technology is available you should show participants how to do this or have them do it themselves. 2. Go through the course list and explain to students how to read it. Explain: As you review the document you will notice that some of the courses listed are the same courses you have taken, are taking or planning to take. Are you or have you taken courses that arent listed here? Did they fulfill high school requirements? Part 4 (20 min): The Individual Academic Plan 1. Explain: Now that you know where to find the courses that are A-G approved for your school and you know what high school requirements you have to fulfill, it is time to create an Individual Academic Plan (IAP). While it is ideal to conduct an IAP as early as 8th grade, IAPs are useful at any grade as they can always help you to troubleshoot and chart your academic progress. Refer to the IAP worksheet with High School/College requirements. 2. Distribute (or project) high school and A-G course offerings for the school and transcripts. Refer to the sample completed IAP to show people how a completed IAP will look. 3. Ask participants to follow along as you prepare an Individual Academic Plan with them. Look at the transcript. Identify the college prep courses taken in the fall of 9th grade and transcribe them on the IAP, making sure to record the grade that was received. If you are not sure if the course is A-G approved refer to the A-G course list. Make sure to maximize the most out of your classes by cross checking to ensure that the course you take will fulfill both high school and college requirements Explain how students may be able to make up/recover a course (I.E. after school program, PASS program, community college, etc.) Look at the transcript. Identify the college prep courses taken and/or planned for the 10th grade and transcribe them on the IAP, making sure to record the grade that was received if applicable. Repeat through the 12th grade. Once you have charted all of your courses make sure you are fulfilling all of your high school and college requirements. If you are missing a requirement, make it up in an after-school program, PASS program, community college, etc.

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Part 5 (15 min): Case Studies 1. In order to help participants better understand how to use the Individual Academic Plan it is important that we test their skills and knowledge. 2. Explain: Now that you are all experts we will collectively identify the gaps and next steps for each case study that follows. (Using a projector or hand outs, refer to the sample case studies.) Part 6 (5 min): Workshop Debrief 1. Relevant Questions: What is the difference between high school and college requirements? What are the A-G requirements? Where can you find the A-G approved courses for your school? What do you feel was the most important thing you learned from todays workshop? 2. Explain: This workshop was intended to help you develop a clearer plan for fulfilling high school graduation and college admissions requirements. You should be able to identify the A-G approved courses at your school and execute a plan to fulfill college and high school requirements. 3. Take/answer questions 4. Thank you

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Connecting with a College

Purpose: To learn about the differences in colleges and connect with a college you would like to attend. Objectives: This workshop will give you the tools to effectively: research potential colleges familiarize you with the importance of choosing a campus that will fit your personal and academic needs Benefits: Participation in this workshop will help you to: understand the importance of researching schools connect with a college Supplies: Some supplies are optional and can be substituted for other materials Overhead projector and transparencies of the California Higher Education Opportunities Handout, and of the university location maps Poster board Markers Decorative designs Envelopes Adhesives A prize Part 1 (10 min): Introduction to Workshop 1. Welcome the group and introduce yourself and the workshop topic. Grasp the groups attention and ask them how they are, wait to get a response, etc. 2. Review the Purpose, Objectives and Benefits (POB). 3. Introduce the Icebreaker: Discuss why you decided to attend college. Let students know that you will be creating a statement. If they agree with the statement ask them to stand up. Potential statements could include: I would like to attend a college in a big city I would like to attend a college that is close to home I would like to attend a college that is not expensive I would like to attend a UC 4. Explain that the objective of this activity is to help the participant think about his/her future and identify parameters for the college he/she will be attending. Part 2 (25min): Why Go to College? 1. Introduce your participants to the differences within the California College systems (Community College-CC, University of California- UC, California State Universities-CSU, and privates). 2. On the overhead projector review the California Higher Education Opportunities handout as well as the maps of the university locations. 3. Tie in all aspects of the workshop and the importance of considering many areas when looking at the college/university that best suits them. 4. Distribute the Why Go to College worksheet.

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5. Have each student write a paragraph about where they want to attend college and why they wish to attend college. 6. Highlight the importance of considering college characteristics, such as the size and location of the campus, type of school, cost and environment, etc. Part 3 (20 min): California Systems Review 1. Interact with your participants by playing College Systems Jeopardy. 2. The college jeopardy game consists of four categories which represent the four college systems. Each category is broken down into a 100, 200, 300 and 400 point system. Each question gets progressively harder as the point system increases. For example, a participant that is able to identify all of the UCs can earn 400 points. California College Systems Jeopardy UCs 100 200 300 400 CSUs 100 200 300 400 Privates 100 200 300 400 Community College 100 200 300 400

Sample Questions: Name all of the UCs? Riverside, Santa Cruz, Merced, LA, Davis, Berkeley, Irvine, San Diego, Santa Barbara and San Francisco Name the least expensive college system? Community College Which system is the most expensive? Privates Which UCs are on the semester system? UC Berkeley and UC Merced You can obtain an associates degree, but not a bachelor degree from this college system: Community College Name the college system that requires a minimum of a 2.0 GPA and the college system that requires a minimum of a 3.0. The CSUs require a 2.0 and UCs require a 3.0 Which UC has the banana slug as their mascot? UC Santa Cruz The objective of this activity is to test your participants on the information you presented. Be creative in the questions you ask. The goal of the activity is to keep everyone engaged. Part 4 (5min): Workshop Debrief 1. Relevant Questions: Which college system offers the curricula that matches your educational goals? Where do you want to attend college? Do you want to live close or far from home? What was the most important thing you learned from todays workshop? 2. This workshop was intended to help you develop a greater understanding of the college systems and help you connect with a college. 3. Take/ answer questions 4. Thank you!

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5.

Know yourself and your reasons for attending college: Analyze your interests and values Consider a personal goal Prepare for a career and expand your learning

1. Briefly explain why you want to go to college:

It is important to consider these college characteristics: Majors and educational programs Type of school and degrees offered Admission policy Location and size Costs and financial aid Campus activities Support services

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Map of California Community Colleges

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Map of the University of California (UC) Campuses

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Map of California State Universities (CSUs)

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CALIFORNIA HIGHER EDUCATION OPPORTUNITIES

CALIFORNIA COLLEGE SYSTEMS COMMUNITY COLLEGE 109 STATEWIDE NATURE OF PROGRAMS 2 YEAR COLLEGES 1. Career and job entry majors CURRICULA 2. Transfer programs (Complete the first 2yrs of a 4yr degree) 3. Associate Degrees 4. Certificate Programs 5. Personal Enrichment FRESHMAN Must be 18 years of ENTRANCE age or High School REQUIREMENTS Graduate 1.Subjects & GPA No Subject Requirements CALIFORNIA STATE UNIVERSITY (CSU) 23 STATEWIDE 4 YEAR COLLEGES 1. Various majors, depending on campus 2. Pre-professional training 3. Bachelor (4 yr) Degrees 4. Masters Degrees 5. Teaching Credentials UNIVERSITY OF CALIFORNIA (UC) 10 STATEWIDE PRIVATE COLLEGES & UNIVERSITIES 112 STATEWIDE 4 YEAR COLLEGES W/GRADUATE & PROFESSIONAL SCHOOLS 1. Various majors, depending on campus 2. Pre-professional training 3. Bachelor (4yr) Degrees 4. Masters Degrees 5. Doctorates and Professional Degrees (e.g. medicine, law, dentistry, etc) Most prefer students who have met the UC or CSU entrance requirements with a 3.0 GPA

2. Test Requirements

4 YEAR COLLEGES W/ GRADUATE & PROFESSIONAL SCHOOLS 1. Various majors, depending on campus 2. Teaching Credentials 3. Bachelor (4yr) Degrees 4. Masters Degrees 5. Doctorates and Professional Degrees (e.g. medicine, law, dentistry, etc) Must have minimum GPA of 3.0 Must have minimum GPA of 2.0 in required subjects in A-G Subjects CSU Subject Requirements UC A-G Subject Requirements A. History/ Social Science-2 yrs A. History/ Social Science-2 yrs B. English- 4yrs B. English- 4yrs C. Mathematics-3yrs C. Mathematics-3yrs D. Laboratory Science- 2yrs D. Laboratory Science- 2yrs E. Foreign Language- 2yrs E. Foreign Language- 2yrs F. Visual/Performing Arts-1 yr F. Visual/Performing Arts-1 yr G. College Prep Electives- 1 yr G. College Prep Electives- 1 yr SAT I or ACT and SAT II SAT I or ACT required if GPA is below 3.0

SAT or ACT Some require Subject Tests

Note: additional resources are available at: www.collegeboard.com, http://www.ucop.edu/doorways/, www.assist.org and www.csumentor.org.

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Career Exploration
Purpose: Objectives: To introduce the many career pathways students can take that relate to their interests. This workshop will enable you to: assess your career interests explore careers Participation in this workshop will help you to: begin planning your educational pathway

Benefits:

Supplies: Some supplies are optional or can be substituted for other materials Computer lab, if available Cardstock or poster boards Markers Magazines Career Exploration worksheet Pathway Interest Activity worksheet Career Interest Results worksheet Part 1 (20 min): Introduction to the Workshop 1. Introduce yourself. 2. Review the Purpose, Objectives and Benefits (POB). 3. You will need to have cardstock/poster boards, markers and many magazines. 4. Tell the participants to create a collage that represents their thoughts and dreams for the future. Tell them to visualize where they will be in 15 years (job/career, home, car) as they create the board. 5. Ask a couple of the participants to share their collages. Tell the participants to keep their boards in mind as they go through the workshop. Explain that pursuing higher education will allow them to have greater opportunities and resources. 6. Ask the participants to stand up if they agree with the following statements (read one statement at a time): Students can increase their future income by 16% for each year they stay in school. Less than 33% of American employers believe that recent high school graduates are prepared to hold jobs in their businesses. While the participants are standing ask them to acknowledge each other. 7. Explain to the participants that having a realistic view on life after high school is important when making decisions about their high school education. 8. Follow the appropriate with computer lab access or without computer lab access path.

With Computer Lab Access: Part 2 (35 min): California Colleges Assessments 1. Distribute the Career Exploration worksheet. 2. Complete the worksheet with the participants step-by-step. Read the question/statement out loud and have the participants answer the question on the worksheet. 36

Sign in on the internet Go to www.californiacolleges.edu Click on Create an Account Follow the steps to create an account. Write down your log in and password, somewhere safe. (You may ask that your participant write the information on a list for you to keep.) After creating the account log in. Click on Careers at the top on the menu bar. Under Interests click on Career Key Survey. Complete the survey. What are your results? Click the Student Career Matching Assistant. Complete the form. Click on View Matching Careers. 3. Ask the participants to select two careers to explore and complete the bottom portion of the Career Exploration worksheet. 4. Remind the participants that they can always go back onto California Colleges and complete the remainder of the surveys on their own time. Part 3 (5 min): Workshop Debrief 1. Relevant Questions: What careers did the assessment connect with you? Do you think you would like to go into those career paths? What do you feel was the most important thing you learned from todays workshop? 2. Remind the participants that this workshop was intended to help them assess their career interests and begin planning their educational pathway. 3. Have a quick Q&A. 4. Thank you!

Without Computer Lab Access: Part 2 (35 min): Pathway Interest Activity 1. Distribute the Pathway Interest Activity worksheet. 2. Have the participants complete the Pathway Interest Activity worksheet. Do not show the participants how to score it until they are done answering the questions. Here is a sample statement that you may use to introduce activity: This activity is not a test. It is simply a way to help you decide your likes and dislikes concerning different types of careers. When reading each item, answer the question, Would I like to? and insert the item. For example, on item #1, answer the question, Would I like to raise cattle or horses? Circle Y if you answer yes, or N if you answer no. Do not consider whether you think an item reflects traditional male or female work tasks, but only whether you feel you would find it interesting. Be honest with yourself because this will help you make the best career plans for your future. Work down the page in columns answering the questions in order of 1 through 64. (Pathways to the World of Careers Lesson 5) 3. When the participants have completed the worksheet ask them to score the activity. Scoring Directions: 37

Instruct the students to count the number of Ys circled in each row going across the page and write the total in the score column on the right. For example, on the first line, they would look at items numbered #1, #17, #33, and #49 and put the total of Ys circled on the line A. The A through H scores designations are repeated; students will need to add the two As, Bs, etc., together and record the grand totals at the bottom of the page. The letter(s) with the highest number(s) represent the pathway(s) with the highest interest(s). Refer to the Career Interest Results handout. (Pathways to the World of Careers Lesson 5) 4. Distribute the Career Interest Results worksheet. 5. Have the participants complete the Career Interest Results worksheet. Instruct the students to transfer the scores at the bottom of the interest activity to the appropriate column in the interest results, that is, the total for A goes in the column A, Agriculture, and the same for columns B through H. (Pathways to the World of Careers Lesson 5) 6. Review/read the definitions of each pathway and link them to high school courses that they may find interesting. 7. The participants will probably want to share their pathways. In order to encourage communication and further investigation of their pathways, have the participants break up into groups according to their same pathway interest. 8. Tell them to create a list of famous people that work(ed) in the participants assigned pathway. 9. Instruct participants to pick a person to share their list with the rest of the group. 10. Tell the participants about www.californiacolleges.edu. and the various career interest assessments they can take, and the many careers they could explore. Encourage them to create an account. Part 3 (5 min): Workshop Debrief 1. Ask the participants for volunteers to answer the following questions: What careers did the assessment connect with you? Do you think you would like to go into those career paths? What do you feel was the most important thing you learned from todays workshop? 2. Remind the participants that this workshop was intended to help them assess their career interests and begin planning their educational pathway. 3. Have a quick Q&A. 4. Thank you!

38

Follow the directions below. Creating an Account: 1. 2. 3. 4. 5. Sign in on the internet Go to www.californiacolleges.edu Click on Create an Account Follow the steps to create an account. Write down your log in and password, somewhere safe.

After creating the account log in. 1. Click on Careers at the top on the menu bar. 2. Under Interests click on Career Key Survey. 3. Complete the survey. 4. What are your results? Student Career Matching Assistant 1. Click the Student Career Matching Assistant. 2. Complete the form. 3. Click on View Matching Careers.

Select two Careers to explore and complete the bottom portion of this sheet. #1 Career Name: What is the minimum education level for this career? What is the salary for this career? Do you find this career interesting? Why?

#2 Career Name: What is the minimum education level for this career? What is the salary for this career? Do you find this career interesting? Why?

39

40

Pathways to the World of Careers

Pathway Interest Results

PUBLIC & HUMAN SERVICES

AGRICULTURE B ARTS, MEDIA &ENTERTAINMENT

Careers can be found working in agricultural equipment repair, plant and crop development, agricultural sales, animal care, forestry and landscaping *courses: lab science, plant science, animal science, horticulture, forestry, diesel engines and agribusiness Careers can be found in television, journalism, acting, modeling, music, athletics, dance, photography, animation and film production. *Courses: drama, music, art, photography, sports, forensics/debate, newspaper, yearbook and dance Careers can be found in accounting, sales, management, computer operating, advertising, and finance. *Courses: Business, accounting, marketing, economics and computers Careers can be found in researching and designing roads, buildings, computers, fuels, chemicals, machines, cars and airplanes. *Courses: advanced math, advanced science, electronics, drafting computers Careers can be found in medicinal and dental services, vision care services, patient care, medical office, research and testing, therapy and disease prevention. *Courses: life science, health, medical terminology, First Aid/ CPR, anatomy and physiology Careers can be found in fashion and interior decorating, food services, nutrition and dietetics, tourism, recreation, retail sales and child development. *Courses: home economics, food and nutrition, fashion design, interior design, retail sales and child development Careers can be found in aviation, construction, drafting, electronics, auto technology, graphics and printing, manufacturing and transportation. *Courses: electronics, automotive, graphics, manufacturing, construction, computers and drafting Careers can be found in law enforcement, public safety, legal services, military services, social work, education and counseling. *Courses: criminology, teacher education, child development, fire science, psychology and human behavior

BUSINESS

ENGINEERING TECHNOLOGY E HEALTH CAREERS F HOME ECONOMICS CAREERS& TECHNOLOGY

INDUSTRIAL & TECHNOLOGY H

*courses in addition to required classes in English, math, social science, science, physical education and humanities

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Scholastic and Career Goal Setting

Purpose: To learn practical skills to achieve realistic scholastic/career goals Objectives: This workshop will give you the tools to effectively: Develop a scholastic/career goal Break down a goal into smaller, more attainable action steps Set a timeline for the goal and its components Accomplish your goal Benefits: Participation in this workshop will help you: Set and accomplish realistic and attainable career/scholastic goals Supplies: Some supplies are optional or can be substituted for other materials Blackboard or white board and writing utensils Copies of the Self Evaluation handout Copies of the S.M.A.R.T. Goal handout Part 1 (15 min): Introduction / Purpose, Objectives, Benefits / Ice Breaker 1. Introduce yourself to the participants by stating your name, city, occupation and an interesting fact about yourself. 2. Review the Purpose, Objectives and Benefits (POB). 3. Begin the icebreaker: The Human Knot. This icebreaker is for 4-8 people (if the number of participants is odd, the instructor will have to participate). 4. Instructions: a. Arrange the participants in a standing circle. b. Review the rules: i. You cannot hold the hand of the person to the left or right of you ii. You cannot let go of the hands you are holding after the game has started. If you do happen to let go, then the game is instantly over. iii. To end the icebreaker, the team should have "unknotted" themselves, and should be in a full-standing circle. (Not everyone needs to be facing the center.) iv. It is okay to move hand positions (but hands must remain clasped) while playing the game in order to make yourself more comfortable. v. It is also okay to end up in two circles and for some people to be facing outward when the game is over. c. Ask them to now place their right hands in the circle. d. Now tell them to grab a random hand, but once again, remind them that it cannot be the hand of the person to the left or right of them. e. Repeat Step 2 with left hand. f. Now ask them once again to grab hold of a random hand but make sure that it is not the hand of the same person with whom you are already holding hands. g. As they are holding hands, make sure to explain the general objective of the icebreaker, as well as the underlying objective. h. Now tell them to work as a team and unknot themselves to form a circle. 5. Debrief ice breaker and connect to overall workshop: Purpose: To break the personal space between the participants, so as to make them more comfortable with one another. It's also meant to enhance both cooperation and communication skills. 42

Objective: To show that if participants surround themselves with positive people, then they have the ability to overcome any obstacle they encounter, both in school and in their personal lives.

Part 2 (10 min): Introduction to Lesson 1. Read the following quote by Ms. Jennifer Adrian, GEAR UP counselor: No matter who you are, you can always do better. 2. Have a short discussion about the quote with participants 3. Evaluate the meaning of the quote. 4. Distribute the Self Evaluation handout. 5. Guide participants through each question and tell them to fill it out according to their own preferences. 6. Help them understand why self-improvement is a key factor to success (setting goals will help to attain them). 7. Advise them that they should only do what is realistically possible for them 8. Raise their awareness of competition for schools, careers/ jobs, and their place in the economy. 9. Ask the group if anyone would like to share. 10. Review the objective: to take inventory of ones current status and encourage opportunities for growth. Then ask How are you going to get there? Part 3 (25 min): Lesson 1. 2. 3. 4.

Distribute the S.M.A.R.T. Goal handout. Discuss S.M.A.R.T. Goal definition. Have participants brainstorm goals for themselves (write on black/white board). Have participants write down one goal for the semester (using the guidelines in the handout). 5. Have participants break down the goal into steps. 6. Have participants provide realistic deadline dates for each of the steps. 7. When everyone is done, ask them to share with the rest of the group.

Part 4 (10 min): Workshop Debrief 1. Relevant Questions What does SMART stand for? What are the action steps needed to set goals? What do you feel was the most important thing you learned from todays presentation? 2. Review todays activities and make sure that each participant understands the importance of developing a scholastic/career goal and the steps that can be taken to achieve that goal 3. Q & A: Does anyone have any questions or comments? 4. Thank the participants for their cooperation!

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Self-Evaluation
Name:________________________________ Date:___________

Answer the following in complete sentences.

1. Am I doing the best I can to prepare myself for college? Why or Why not? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

2. How can I improve my overall performance in high school? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

3. Am I going to settle for less? Why or why not? ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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S.M.A.R.T. Goal Definition

In order to be S.M.A.R.T., a goal needs to be: SPECIFIC: A general goal would be Get in shape. A specific goal would be, Join a health club and workout 3 days a week To determine if your goal is measurable, ask questions such as How much? How many? How will I know if and when I have accomplished my goal? Something you are capable of achieving To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal should be grounded with a time frame. With no time frame tied to it, there is no sense of urgency S.M.A.R.T. Goal Steps Step 1: Establish Before setting your goal be S.M.A.R.T. (see above definition) The point to organizing and writing down your goals is to succeed. If your goal does not contain the above it may be difficult to reach! For example, My goal is to get As and Bs on my next progress report in December Answer the following for this exercise: My goal for this semester is to:

MEASURABLE:

ATTAINABLE: REALISTIC:

TIMELY:

Step 2: Define Expanding on the details of your goal is important for the success of the goals. The more information you write, the more likely you will succeed For example, I want to achieve As and Bs on my next progress report to show how much I have learned in all of my classes and make my parents and myself proud! It will also increase the chances of getting into the college of my choice and not having to take any remedial classes. I want to achieve my goal for this semester because:

45

Step 3: Divide Divide your goal into action steps. It is much easier to reach a goal step by step, than all at once! For example, To achieve my goal of getting As and Bs on my next progress report, I will 1) study more math, 2) complete and turn in all of my homework, and 3) come to school on time. These are the action steps I will need to take to accomplish my goal for this semester: 1. 2. 3.

Step 4: Timeline Establish a timeline for every one of your action steps keeping in mind the end date of your goal. For example, In order to accomplish my goal of getting As and Bs on my next progress report, I will 1) study 3 hours of math every week, 2) complete and turn in all of my homework every week, and 3) come to school on time every day.

These are the action steps I will need to take to accomplish my goal for this semester: 1. 2. 3. by: by: by:

An additional note: If you share your goal with someone, they can be your support to help you stick to your commitments!

You can use the forms below to set more goals

46

MY GOAL FOR THE MONTH:

I WANT TO ACHIEVE MY GOAL BECAUSE:

THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 2. 3. by: by: by:

MY GOAL FOR THE SEMESTER:

I WANT TO ACHIEVE MY GOAL BECAUSE:

THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 2. 3. by: by: by:

MY GOAL FOR
Fill in the blank

I WANT TO ACHIEVE MY GOAL BECAUSE:

THE ACTION STEPS AND DEADLINES I WILL COMMIT TO: 1. 2. 3. 47 by: by: by:

Stress Management
Purpose: To learn practical skills to identify stressors and utilize resources to manage stress Objectives: This workshop will give you the tools to effectively: identify stressors place stressors in categories: internal & external identify stress management resources manage stress and maintain control Benefits: Participation in this workshop will help you: identify and cope with stressors in your school life and at home Supplies: Some supplies are optional or can be substituted for other material Paper and pens/pencils for every participant Post-Its, a white board or chalk board and a marker or chalk Copies of the Stress Scenario handout) Copies of the Stress Reliever Tips handout

Part 1 (20 min): Introduction / Purpose, Objectives, Benefits / Ice Breaker 1. Introduce yourself to the participants by stating your name, city, occupation and an interesting fact about yourself. 2. The purpose of this lesson is to help participants identify stressors and to provide tools to cope with stress which will improve overall performance in academics (or anywhere else in the participants lives). 3. Begin the icebreaker: Demonstrate Please. This icebreaker is for 5-8 people. Instructions: a. Have the participants form a circle sitting down. b. Pass out one piece of paper and a pencil to everyone. c. Have the participants write down both something he/she likes to do and something he/she does not like to do, but have them keep this piece of information to themselves. (Please inform the participants that they have 1 minute to write this.) d. Ask everyone to stand up, but maintain the form of the circle. e. Randomly choose one person to go into the center of the circle with what he/she wrote. f. Read the exact following statement: Now that you have written down something you like to do and something you do not like to do, you must act it out to express those two items. However, you cannot speak during this process. (Have one of the participants do a quick demonstration. Make sure it is something that he/she did not write down for the icebreaker.) g. Tell the person in the center of the circle to act it out while everyone else shouts out what he/she thinks that person is trying to communicate. If the person in the center of the circle speaks, he/she is out of the game. h. After people have figured out that persons like and dislike, the person in the center may choose the next person to go into the center. i. Repeat steps g & h until everyone gets a chance (Keep track of time). 4. Debrief icebreaker and connect to overall workshop: Purpose: To express your likes and dislikes through body movement, without talking. Objective: To promote 48

greater communication and to get to know one another. Stress is reduced when people get to know one another. Part 2 (20 min): Introduction to Lesson 1. Circumstances of Stress (5 min.) Discuss two types of circumstances that cause stress: internal and external. Internal Circumstances: Situations that occur because of something you do or something you control. This includes your ability to organize your time wisely. In other words, stress control is in your hands. External Circumstances: Situations that occur suddenly, which are not always under your control, such as an unexpected breakdown of a car. In other words, these situations may lead to spontaneous stress. Ask if there are any questions regarding what these terms mean. Make sure the participants are clear with the objective and the definitions. 2. Causes of Stress (10 min.) Discussion questions: What causes stress? (Have each participant share his or her response.) Definition: Stress could be caused by emotional or mental pressure. What is stress to you? (Have each participant write a response on a post-it.) 1. Draw a table on a white board, organized by internal causes and external causes. 2. Ask the participants to place their post-its in the correct category: external, internal, or between both categories. 3. When all participants are done, ask them why they think their situation belongs in internal or external. 3. Stress Management Resources: People and Time (5 min) Discuss the following resources with the participants: People: individuals and organizations you can rely on or go to for help, such as family and close friends. Time: Although it is a given constraint (there are only 24 hours in a day), you may manage your task differently to fit a time frame, such as overlapping your activities. The use of a planner/calendar/Blackberry can help plan out days/weeks/semesters. Part 3 (10 min): Scenario Activity & Discussion 1. Divide participants into eight groups (doesnt matter how many are in a group) 2. Distribute one scenario to each group (refer to the Stress Scenario handout). 3. Each group will collaborate and decide the type of circumstance (internal or external) and the best solution to handle the situation by using the resources: people and time 4. After 5 minutes, bring the groups together and create a dialogue reminding them that there is no right answer and that the best resource is based upon the individual and his or her circumstance. Part 5 (10 min): Workshop Debrief Relevant Questions o What are the two types of circumstances that cause stress? o What are two types of stress management resources?. o What do you feel was the most important thing you learned from todays presentation? 49

Review todays activities and make sure that each participant understands the importance of identifying stressors and using the resources learned to cope with them. Q & A: Does anyone have any questions or comments? Give each participant the Stress Reliever Tips handout Thank the participants for their cooperation!

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Scenarios
1) Scenario #1: George has been working all semester on his final paper. He has spent much time at school and at home working on the paper and has sent it to many of his friends for editing. The night before the paper is due, Georges computer crashes, and he loses all of his saved work. Considering people, time, and money, how can George work his way out of this difficult situation?

2) Scenario #2: Jason has devoted this weekend to studying for an important test that he will have on Monday. Saturday night, his mom tells him, unexpectedly, that the family will be attending a family reunion and he is expected to go. Considering people, time, and money, how can Jason manage both studying for his test and attending the family reunion on the same night?

3) Scenario # 3: Larry was driving to work one day, but, unexpectedly, his car began making a strange noise. Larry and everyone he knows are not familiar with cars and mechanics, so considering people, time and money, how can Larry handle this unexpected situation?

4) Scenario#4: Jenny has worked very hard to complete all of her work before she leaves on a 3 day school field-trip. After finishing two papers, and turning them in, Jenny finds out that there will be a short essay and a pop quiz on a book the day she gets back. Considering people, time, and money, what can Jenny do to prepare for her quiz and essay?

5) Scenario#5: After working at Jamba Juice for a month, Aaron needs to complete some paperwork regarding his employment. He has asked his boss for the paperwork, and, after two or three reminders, he has not received it. His co-workers have claimed that he will never get the paperwork because the boss is very unreliable. Considering people, time, and money, how can Aaron gain the necessary paperwork without damaging his work environment?

6) Scenario#6: Jims internship is very stressful. He is looking forward to his three-week vacation with family and friends before he goes back into work. Unfortunately, his boss asks him to complete a project that he will not be able to finish before his big vacation. Considering people, time, and money, how can Jim complete the project without cancelling his vacation?

7) Scenario#7: Ryan is in a tough spot. His mother and father are out of town for the week on a business engagement, and Ryan is responsible for finding his own way to school. After the second day of the week, Anthonys bike, which he has been using to get to school, breaks. Considering people, time, and money, what is one way for Anthony to make it to school?

8) Scenario#8: Emily is growing frustrated because she spends most of her time at work doing one of her co-workers jobs. She has tried to talk to the co-worker about doing more work, but the co-worker refuses to accept responsibility. Emily has been forced to stay late after work to clean up the coworkers mess. Considering, time, and money, how can Emily solve this potentially stressful situation?

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Top 10 School Stress Relievers

Most participants experience a significant amount of stress, but with all of the activities and responsibilities that fill the average persons schedule; its sometimes difficult to find the time to try new stress relievers. The following is a list of stress relievers that are most appropriate for participants: relatively easy, quick, and relevant to a students life and types of stress. Theyll help you to function at your best and enjoy the journey.

1. Power Naps
Participants, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in a sleep-deprived state puts you at a distinct disadvantage. Youre less productive, you may find it more difficult to learn, and you may even be a hazard behind the wheel!

2. Visualization
This one is easy, effective, and can help you do better in school. Visualizations can help you calm down, detach from whats stressing you and turn off your bodys stress response. You can also use visualizations to prepare for presentations. They can also help you reduce stress and score higher on tests by vividly seeing yourself performing just as youd like to.

3. Exercise
One of the healthiest ways to blow off steam is to have a regular exercise program. Participants can work exercise easily into their schedules by doing yoga in the morning, walking or biking to campus, or reviewing for tests with a friend while walking on a treadmill at the gym. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more.

4. Breathing Exercise
When your body is experiencing a stress response, youre often not thinking as clearly as you could be. A quick way to calm down is to practice breathing exercises. These can be done virtually anywhere to relieve stress in minutes, and are especially effective for reducing anxiety before or even during tests, as well as during other times when stress feels overwhelming.

5. Progressive Muscle Relaxation (PMR)

Another great stress reliever that can be used during tests as well as before bed (to prepare for sleep), or at other times when stress has you physically wound up, is something called Progressive Muscle Relaxation, or PMR. This technique involves tensing and relaxing all muscles until the body is completely relaxed. With practice, you can learn to release stress from your body in seconds.

6. Music
Music is a convenient stress reliever that has also shown many cognitive benefits. It can help you relieve stress and either calm you down or stimulate your mind. Participants can harness the benefits of music by playing classical music while studying, playing upbeat music to wake up mentally, or relaxing with the help of their favorite slow melodies. 52

7. Staying Organized
Its a fact that clutter causes stress, decreases productivity and even costs you money! Many participants live in a cluttered place and even have cluttered study areas. This can have a negative effect on grades. One way to reduce the amount of stress that you experience as a student is to keep a minimalist study area thats free of distractions and clutter. Its worth the effort!

8. Eat Right
You may not realize it but your diet can either boost your brain power or sap you of mental energy! While a healthy diet isnt generally thought of as a stress management technique or a study aid, it can actually function as both! A healthy diet can keep you from experiencing diet-related mood swings, lightheadedness and more.

9. Self-Hypnosis
Participants often find themselves getting very sleepy (like when they pull all-nighters), but all kidding aside self-hypnosis can be an effective stress management tool and a power productivity tool as well. With it you can help yourself release tension from your body and stress from your mind and plant the seeds of success in your subconscious mind with the power of auto-suggestion.

10. Positive Thinking and Affirmations

Did you know that optimists actually experience better circumstances, in part, because their way of thinking helps to create better circumstances in their lives? Its true! The habit of optimism and positive thinking can bring better health, better relationships, and yes, better grades.

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Learning Styles
Purpose: To introduce participants to different learning styles and how to apply them to their study skills. Objectives: This workshop will give you the tools to effectively: identify your learning style construct your study skills Benefits: Participation in this workshop will help you to: understand the different learning styles improve your study skills Supplies:

What is Your Learning Style worksheet Students Learning Style handout Learning Style Strategies handout

Part 1 (10 min): 1. 2. 3. 4.

Introduction to the Workshop Please introduce yourself. Review the Purpose, Objectives and Benefits (POB). Introduce yourself and have two participants volunteer for the icebreaker. Participant #1 will be asking participant #2 questions. (For example: How many brothers and sisters do you have? What is your favorite color? Do you have any hobbies?) 5. Participant #2 will try to answer the questions and walk in a straight line at the same time. The participant should try to answer the questions as quickly as possible. (Note: Students who identify themselves as auditory learners will have no problem answering the questions and walk at the same time. However, others will pause and try to answer the question before they continue to walk.) 6. Have the two participants switch roles and compare the length it took them to answer each question. Notice whether the student needed to stop walking in order to answer the question.

Part 2 (20 min): Visual, Auditory or Kinesthetic learner? 1. Ask participants: Have you ever studied with a friend, but then your friend did better on the test? 2. Allow participants to acknowledge and then ask: Have you ever sat through a lesson in class, and even though you tried to pay attention, you didnt remember as much as your friend did? Allow students to acknowledge this. 3. Explain to participants that not everyone learns the same way and that several styles of learning do exist. It might mean that the way they studied or the way the lesson was taught might be right for the friend, but not for themselves. If they studied a different way the learning process for them might be easier. 4. Give the participants the following scenario Imagine you are in the park and you noticed everyone playing a new game that youve never played. You would like to join. 5. Ask participants: How would you do it? (Note: Most students will respond, watch the game or ask how to play.) 54

6. Explain that some people will try to learn how to play by watching the game. Others might be confused trying to learn by watching and decide to ask someone to explain the game to him or her. The best way for the second participant to learn is by having someone explain the game. A third person might get bored or confused trying to figure out the game by just watching or listening so this person might just go out and play. He or she will figure out the rules as they play. 7. Ask participants: Do you know what your learning style is? Part 3 (20 min): Learning Style Questionnaire and Debrief 1. Hand out What is your Learning Style? 2. Explain to the participants that they will now complete a questionnaire that will help them identify their own style of learning. 3. Give the participants a few minutes to take the Learning Styles Inventory. 4. Have participants check the statements that apply to them. 5. Explain that there are actually several stages to learning and we use different styles at each stage Stage 1: Receiving new information Stage 2: Making decisions about and using new information Stage 3: Creative thinking 6. Have the participants evaluate their response Look at the first section and total up how many a, v, and k responses you have. Write the letter that you have the most of by that section. Some people will be very strong in one type, others will be split between more than one. Do the same for the other two sections. Take the letter from each section and put them together in order to form a threeletter code, like AVK or KAV. 7. Give the participants a minute to calculate their three-letter code. Some participants may have a tie in some categories, or even have the same style for two different stages, but most will have a definite style and sequence. For participants without clear results, explain that the way people learn is complex and a short questionnaire is not always sufficient. 8. Use the Students Learning Styles handout to find and learn more about your threeletter learning style. There are many combinations possible. This handout has only some of the more common ones. 9. Ask individual participants their code and have them read the description. Part 4 (10 min): Learning Style Strategies 1. Have the participants look over the Learning Style Strategies handout to find ideas on the best ways for them to learn at each stage. 2. Have them identify a minimum of three strategies and go over what strategies are best for them at each stage. 3. Ask participants to develop a plan of action that outlines when, where and how they plan to use the strategies. Part 5 (5 min): Workshop Debrief 1. Relevant Questions: What is your learning style? What are three strategies that can help you learn new information? 55

What do you feel was the most important thing you learned from todays presentation? 2. This workshop was intended to help participants understand the different ways people learn. You should be able to implement the learning style strategies into your daily study plan. 3. Take questions and provide answers. 4. Thank the participants.

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WHAT IS YOUR LEARNING STYLE?

Here are some questions you can ask yourself to help determine the learning style you prefer. The questions are organized by which modality (kinesthetic, visual and auditory) a person prefers for different learning tasks: taking in and organizing new information, decision making, and remembering and creating. Questions to determine the taking in and organizing preference: 1. I learn new information best by: k ( ) participating in an activity myself after a short explanation v ( ) reading or looking at a diagram or demonstration a ( ) listening to a lecture or spoken instructions 2. When I am inactive but need to stay alert, I : k ( ) find ways to move v ( ) stare, watch something, or doodle a ( ) listen to sounds around me, hum, or talk to myself 3. I have these qualities: k ( ) Interact best by moving, doing, physical contact and like hands-on activity v ( ) Connect with others through eye contact and need visual order a ( ) Interact easily by talking and like lectures and discussions The kind of language I most commonly use is: k ( ) how do you feel about this, I cant grasp that, that is comfortable for me v ( ) look at it this way, I just cant see the point, that is crystal clear to me a ( ) can I tell you how I think about that, do you hear me, that sounds right to me My emotions are apparent to others by: k ( ) muscular state and movement v ( ) facial expression a ( ) voice tone

4.

5.

Questions to determine the decision making or sorting preference: 1. As part of my sorting process, I: k ( ) use my hands to find words v ( ) use writing, drawing, or visual images to find words and feelings a ( ) recall information through words such as a quote or the line of a song that fits that fits the situation 2. If I am trying to make a decision, it helps me to: k ( ) do something physical like go for a walk v ( ) write, draw, or look at nature a ( ) speak to someone or listen to something

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3. I can do these things at the same time: k ( ) move or touch something and also feel emotions deeply v ( ) see things externally and also have inner visual images a ( ) listen to external sounds and to own thoughts, listen to radio and read 4. For me intimacy involves: k ( ) talking about feelings and fantasies or having total silence and eye contact v ( ) seeing and being seen, especially deeply receiving someone with own eyes a ( ) hearing and being heard, speaking slower to become more personal

Questions to determine the remembering and creating preference: 1. It takes longer for me to access: k ( ) physical sensations v ( ) visual images a ( ) words and sounds A characteristic I have is: k ( ) disliking most physical competition and being able to sit still a long time v ( ) becoming overwhelmed by visual detail and disliking eye contact a ( ) spacing out from lots of spoken words and navigating through questions Another quality I have is that I: k ( ) am relatively unaware of bodily sensations v ( ) get lost in visual material a ( ) get lost in conversation or listening to a lecture If I am listening to someone on the phone, I would be most distracted by: k ( ) someone putting their hand on my arm or massaging my shoulders v ( ) someone giving me something they want me to read a ( ) someone asking me a question or playing loud music

2.

3.

4.

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STUDENTS LEARNING STYLES

A = Auditory V = Visual K = Kinesthetic

1st letter represents alert, organized thinking and the way a person is most comfortable receiving new information and expressing themselves in public 2nd letter represents sorting thinking and the way a person evaluates options and makes decisions 3rd letter represents creative thinking and the way a person integrates new information with what they already know and is hardest to access

AVK: Best order to receive new information hear, see, experience Best way to express what is learned say, show, do They can speak well, have large spoken vocabularies, and must talk to learn. It may be difficult for them to be alone or feel what is going on in their bodies. Debating and using humor are natural for them. Doing something repeatedly bores them. Learning support needed - Listen to them tell you about what they are learning, and ask their opinions about things. For memorizing have them put facts into a rhyme or rap song. They can record that and listen to or lip-synch the recording. Support them to be physically active, but dont force them to play team sports. AKV: Best orders to receive new information listen, experience, see Best way to express what is learned say, do, show Their words usually come easily and are full of feeling and rhythm. They have a lot of energy bubbling just beneath the surface. They are good at taking action on their own. They like giving orders and wisecracking. They can often see the big picture but find visual details difficult or boring. They may have difficulty with handwriting and reading quickly. Learning support needed Combine movement with reading to help them stay alert. Encourage them to speak about what they read so they remember it. Have them dictate into a tape recorder what they want to write about, and then write as they listen to the reading. They can use the same memorizing method as the AVK. They may concentrate better while studying if they have music of their own choice in the background. KVA: Best order to receive new information experience, see and hear Best way to express what is learned do, show, say They are often soft spoken and like to work alone. It may be hard for them to talk and do something at the same time. Oral presentations can be difficult for them, and hearing a lot of words may overwhelm them. They navigate through life by asking questions. Learning support needed Give them lots of time for physical activities and quiet time. Encourage them to be in motion while reading. For oral presentations encourage them to use notes and props. Help them find non-distracting ways to move their bodies or hands to stay alert while they are listening. 59

KAV: Best order to receive new information experience, hear, and see Best way to express what is learned do, say, show They have huge amounts of physical energy and cant think without movement or touch. They learn best by using their bodies, rhythm, and hands. They often are eye-shy and can find written information overwhelming. Handwriting may be difficult for them. They dont like to read instructions but would rather just figure things out. Learning support needed Help create study spaces where they can both move around and be comfortable while sitting. Encourage them to be physically active before studying and in motion while reading. Reading aloud may help them concentrate. Help them act out stories they read and word problems in math. VAK: Best order to receive new information see, hear, experience Best ways to express what is learned show, say, do They love to tell stories and are excellent readers. They think well in metaphors and like to doodle. Eye contact and how they are seen is important to them. Physical competition may be difficult for them. They dont like to do the same thing in the same way twice. Learning support needed Help them set up a study space without visual clutter. Help them break down writing projects into smaller tasks. Listen to what they have written because it helps them to edit their writing if they can hear the flow of their words out loud. They often think and write well with a computer. VKA: Best way to receive new information see, experience, hear Best ways to express what is learned show, do, say They feel what they see. They can learn to do any activity by watching, but words can confuse things. It is difficult for them to speak without using their hands. They may speak in circles and have difficulty getting to the point. They work well in groups. Learning support needed Listen to them share what they are learning. Take notes from that and let them use the notes as a visual model and add to them. For oral presentations, help them prepare notes and props. Relate what they are learning to their experiences or to visual images. Use flashcards. Help them set up a study area without visual clutter.

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Learning Style Strategies

Doing well in school involves receiving and organizing large amounts of new information, making decisions about how to use that information in school projects and exams, and creating original papers or speeches with that information. Now that you know your primary learning style, there are some tips on how to accomplish these tasks in each modality. Tips for receiving new information: A Listen to tapes or lectures if possible, tape yourself as you read aloud from books, discuss new information with others K Move your body while listening to or reading new material (doodle, play with clay, take notes, etc.), rewrite or verbalize new ideas you read or hear by using experiential language and personal examples as soon as possible V Read new material before hearing a lecture or discussing it, make notes, diagrams, outlines, etc. as you listen to or read new information, read in a neat environment without visual clutter

Tips for making decisions about how to use new information: A Discuss your ideas for projects with others, listen to relaxing music or nature sounds while deciding what you want to write or speak about K Go for a walk while deciding what you want to write or speak about, move your hands as you consider options for projects V Write down all your ideas for projects, focus on a painting or beautiful scenery while deciding what you want to write or speak about Tips for creating original projects with new information: A Ask yourself questions and write the answers to them write or make your project in a very quiet place or while listening to instrumental music K Move to different places around the room as you write or make your project; allow yourself lots of uninterrupted time for writing or making your project V Write or make your project in a place of visual beauty without clutter, let your eyes look all around and then write or make your project

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How to Develop a Workshop and Presentation Tips

Purpose: Objectives: To prepare you to develop your own workshop and present effectively. This workshop will give you the tools to effectively: develop a workshop idea navigate the logistics of running a workshop present effectively Participation in this workshop will help you to: create a workshop from scratch build confidence in your presentation skills

Benefits:

Supplies:

Chalk/White Board Extra pencils/pens Workshop Goal worksheet Action Verbs handout Creating an Agenda worksheet Planning Logistics worksheet Tips on Presenting handout Presentation Style Feedback Form worksheet

Part 1 (10 min): Introduction to the Workshop 1. Introduce yourself. 2. Review the Purpose, Objectives and Benefits (POB). 3. Icebreaker: Have the participants pair up in groups of 3. 4. On the board write the statement/question, Tell me about a time you had to present. Were you prepared? Do you think you did well? 5. Have the participants go around the group and share their presentation stories. 6. Give each participant 3 minutes; call out when it is time to switch. 7. Have the participants stay in the group for the remainder of the workshop. 8. Ask the participants if anything interesting came up during their conversations. 9. Have 2-3 participants share back. 10. Explain to the participants that the reason for sharing stories with each other is to get them thinking about what works and what can be improved when presenting. Part 2 (10 min): Workshop Goal- Developing the Purpose, Objectives and Benefits statement. 1. Tell the participants to think about a workshop/presentation topic that they would like to create. Let them know that which ever workshop/presentation topic they pick is the one they will be developing during this workshop. 2. Distribute the Workshop Goal worksheet and Action Verbs handout. 3. Complete the worksheet with the participants step-by-step. Read the question/statement out loud and have the participants answer the question on the worksheet. (Let the participants know that the Action Verbs handout is meant to help them create the POB statement.) Worksheet questions: What is your topic? Who is your audience? What is the purpose? What do you want people to learn? 62

What are the objectives? What are the benefits? Create a POB statement

Part 3 (10 min): Creating an Agenda 1. Distribute the Creating an Agenda worksheet. 2. Complete the worksheet with the participants step-by-step. Read the question/statement out loud and have the participants answer the question on the worksheet. Worksheet questions: Based on your POB statement, what topics do you have to cover? Who is your audience? How much time to you have? What type of activities would you like to include? Anticipate Questions. Evaluation/Feedback Creating an Issues Bin/Parking Lot Part 4 (5 min): Planning the Logistics 1. Distribute the Planning Logistics worksheet. 2. Complete the worksheet with the participants step-by-step. Read the question/statement out loud and have the participants answer the question on the worksheet. Worksheet questions: Location? Budget? Equipment needed? Supplies needed? Set-up and clean up time. Guest presenter/speaker. Part 5 (20 min): Presenting Tips Group Activity 1. In their groups have the participants present their newly developed workshop to each other. 2. Explain that as one of them presents the others will be observers. 3. Have the observers complete the Presentation Style Feedback Form worksheet during the presentation. 4. After the participant is done presenting, the observers should give their Presentation Style Feedback Form to the presenter. 5. Make sure all the participants have a turn. 6. When the groups are done presenting; distribute the Tips on Presenting handout to the participants and review it with them. 7. Explain to the participants that when it comes to workshops and presenting there is always room for improvement and that they will eventually find the style of presenting that they are most comfortable with. Part 6 (5 min): Workshop Debrief 1. Relevant Questions: What would you do differently the next time you present or develop a workshop? What did you learn about your style of presenting? 63

What do you feel was the most important thing you learned from todays workshop? 2. Remind the participants that this workshop was intended to help them develop their own workshop from scratch and to help them build confidence in their presentation skills. 3. Have a quick Q&A. 4. Thank you!

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Developing the Purpose, Objectives and Benefits (POB) statement Answer the following questions to begin developing your workshop. Remember to write from your audiences point of view. 1. What is your topic? 2. Who is your audience? 3. What is the PURPOSE? (Why are you conducting this workshop? What do you want people to learn? What is the main goal?) To

4. What are the OBJECTIVES? (What will the audience be able to do/know at the end of the workshop? Write this from the learners point of view. Try starting with an action verb.) Participation in the session will

5. What are the BENEFITS?

6. Create a POB statement Purpose:

Objectives:

Benefits:

Example: Purpose: Objectives:

Benefits:

To prepare you to develop your own workshop and present effectively. This workshop will give you the tools to effectively: develop a workshop idea. navigate the logistics of running a workshop. present effectively. Participation in this workshop will help you to: create a workshop from scratch. build confidence in your presentation skills. 65

Action Verbs
Knowledge Define State List Name Identify Justify Select Indicate Predict Select Explain Find Analyze Identify Conclude Criticize Combine Argue Select Compose Judge Support Identify Attach Grasp Operate Bend Act Accept Challenge Judge Praise Write Recall Recognize Label Illustrate Represent Name Formulate Choose Assess Show Perform Select Separate Compare Examine Restate Discuss Relate Manage Evaluate Defend Avoid Rate Handle Reach Turn Shorten Value Select Question Attempt Underline Select Reproduce Measure Explain Judge Contrast Translate Construct Find Use Practice Justify Resolve Contrast Distinguish Summarize Organize Generalize Plan Determine Attack Select Assess Move Relax Rotate Stretch Listen Favor Dispute Volunteer Relate Repeat Describe Memorize Classify Discuss Compare Express Apply Operate Demonstrate Illustrate Appraise Question Break down Differentiate Compile Derive Conclude Design Recognize Criticize Choose Value Position Tighten Start Perform Like Receive Reject Decide

Comprehension

Application

Analysis

Synthesis

Evaluation

Skills

Attitudes

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Answer the following questions to develop your workshop agenda.

1. Based on your POB statement, what topics do you have to cover?

2. Who is your audience? (Middle School Students, High School Students, Parents, Athletes)

3. How much time to you have?

4. What type of activities would you like to include? (Visual Learners, Kinetic Learners, Auditory Learners)

5. Anticipating Questions. (Who are you? Who is the group? Where is the bathroom? POB statement.)

6. Evaluation/Feedback. (How are you asking for feedback? What questions do you want people to answer?)

7. Creating an Issues Bin/Parking Lot (This is as simple as writing Issues Bin or Parking Lot on a board or flip chart paper. This is a way of addressing questions/issues that come up during the workshop without having to answer them at that time.)

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Answer the following questions to ensure you have all the necessary materials for your workshop.

1. Location: Where are you holding the workshop? Is there access to a bathroom? Who is opening the facility for you?

2. Budget: How much money do you have? Where/how do you want to spend the money? Who will manage the budget (money)?

3. Equipment needed: Do you need a projector? Overhead? Microphone? Laptop? Where are you getting the equipment? Do you need to make reservations? Who will make the reservations? When do you need to pick up the equipment? Who will pick up the equipment? Do you know how to set everything up? Who will set things up?

4. Supplies needed: What do you need? Copies, flip chart paper, chalk/white board, pens, markers, note cards, Issues Bin water etc. Who will get the supplies together?

5. Set-up and clean up time: Make sure to reserve the room with enough time to set-up and cleanup for the workshop. Take into account that same people may stay behind to ask questions. Who will set-up and clean-up?

6. Guest presenter/ speaker: If part of your workshop is having a guest speaker/ presenter, take into consideration their needs (supplies, equipment)?

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Name of the Presenter:

The Presenter (s): introduced him/herself and the topic (POB statement ) was organized and prepared gave concise information demonstrated confidence in his/her body language fidgeted and seemed nervous answered questions completely rambled on without ever really answering a question used techniques that involve different kinds of learners

Circle One Yes

No

Yes Yes Yes

No No No

Yes Yes Yes

No No No

Yes

No

Describe what the presenter did that was particularly impressive:

Suggestions for improvement, if any:

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1. Practice!! 2. Be ready to start on time. 3. Organize: Have all your materials (copies, pens, power point) ready to start presenting. (Try to avoid looking for anything during the presentation) 4. Visualize: Be confident and focus on relaxing. 5. Introduce yourself: Who are you? Why are you qualified to conduct this workshop? What experience do you have? 6. Listen to your audience 7. Wear appropriate comfortable clothing. Take into consideration who your audience is: peers, younger students, and/or teachers. 8. Be aware of your body language: Breathe, dont fidget, make eye contact, project your voice, and move. 9. Issues Bin: If a question comes up that you dont know how to answer or will entice a more lengthy conversation, place the question into the issues bin. These questions can be addressed at the end of the presentation or via e-mail. 10. Think about ways to recapture your audience if their attention strays. For example: stand next to them, ask them a question, or tell everyone to stand up and stretch for a minute.

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Diversity
Purpose: To create an inclusive mentorship program where the differences of all people are respected, valued and utilized towards achieving a common goal. Objectives: This workshop will give you the tools to effectively: 1. Define diversity 2. Understand yourself 3. Comprehend the difference between paradigms and perceptions Benefits: Participation in this workshop will help you to: Begin appreciating and embracing differences Supplies: Some supplies are optional and can be substituted for other materials: Copies of the Diversity handout Copies of the Centers worksheet Large pieces of paper Markers Part 1 (10 min): Workshop Introduction 1. Welcome the group and introduce yourself and the workshop topic. Grasp the groups attention and ask them how they are, wait to get a response, etc. 2. Review the Purpose, Objectives and Benefits (POB). 3. Introduce the Diversity Circle activity. Facilitator should: Begin the diversity circle by having participants stand in a circle facing the center of the circle. Inform the participants you will be reading off statements and if the statements apply to them they will need to take a step inside the circle. For example: I identify myself as a dog owner. The participants who identify themselves with this statement now take a step forward in the circle and acknowledge the other participants who also took a step forward. Proceed with having the participants step back to their original spot in the circle and continue reading statements. Potential statements could include the following: I identify myself as: Having an older sibling Coming from a single parent family Someone that likes to dance Being a student that obtained a C in a class Being the first child in my family to go to college Having a sibling in college Speaking two languages Owning more than two pets Having a job Someone who has traveled outside the US

The objective of this activity is to help the participants visually understand how we all share differences and commonalities.

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Part 2 (15 min): What is Diversity? This workshop will help you brainstorm on the meaning of diversity. Being able to write thoughts linked to the meaning of diversity will plant the seed for a later discussion. 1. Divide the participants into small groups of four to five. 2. Distribute a large piece of paper and have your participants brainstorm on the definition of diversity 3. Review your participants examples and explain to your audience the dictionary definition of diversity 4. Explain to your participants that the American Heritage dictionary defines diversity as the fact or quality of being diverse; difference. Emphasize that the differences people bring to the group such as race, gender, sexual orientation, religion, age, geographic background, education and economic background make us more knowledgeable and stronger. 5. Have each group share to the rest of the participants their definition of diversity and have a discussion of the findings. Part 3 (25 min): Diversity, Paradigms and Centers Overview 1. Go over the Diversity handout (two pages) and explain to your participants the meaning of: Perceptions Paradigms Centers 2. Read the definitions of perceptions, paradigms and centers. Have each participant share with his/her neighbor examples of all of the three meanings. Examples of Perceptions: Bald head and baggy clothes = gangster Someone driving a Mercedes car = rich Examples of Paradigms: Pit-bull dog = violent and unfriendly dog Money = Happiness Examples of Centers: I am centered around school I am centered around my boyfriend/girlfriend 3. Once the participants have completed reviewing and discussing the Diversity handout, have them fill out the Centers worksheet. 4. Have a discussion about how centers can positively and negatively affect a person. For example: when you are centered around your boyfriend/girlfriend you view your center optimistically but once the boyfriend/girlfriend relationship ends in a breakup the center suddenly becomes negative. 5. Ask the participants to brainstorm how a once positive center, now negative, might affect a person. 6. What can be done to avoid this? Part 4 (5min): Using Diversity to Create Synergy 1. Explain: Synergy is achieved when people work together to create a better solution than could have been achieved alone. It is not your way or my way, but an overall better way. Synergy is celebrating differences, teamwork, open mindedness, and finding new and better ways to accomplish your goals.

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Part 5 (5min): Workshop Debrief 1. Relevant Questions: How does this workshop help you view yourself and others? Can you remember a time when you constructed a perception based on observations? What was the most important thing you learned from todays workshop? 2. This workshop was intended to help you understand the meaning of diversity and instill in you the importance of accepting and embracing differences. After all, we are all different in many different ways. 3. Take/ answer questions 4. Thank you!

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We all have incomplete images of people, places and events

new people new parts of town new teachers new neighborhood new experiences new schools
people or events that we have little information about. When we hear stories, meet new people and experience new events, we have a natural tendency to fill in gaps of the un-familiar with information that we have picked up from other similar experiences we have had in the past. Another word for perceptions is paradigms, the way that an individual experiences something, their frame of reference, or belieflike looking through sunglasses. Nice houses = Nice area Messy yard = Bad area Kids playing = Good/Bad? How do people look? Are there Ice Cream trucks?

Perceptions are scripts that we have developed over time about

New Neighborhood

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Perceptions and Paradigms

Paradigms of Self: Negative self-paradigms always put limitations on us. Think about the person who always feels they are never going to do well in his/her math class. If that is his/her paradigm, do you think that person is ever going to do well in his/her math class? Positive paradigms work to make us more motivated and provide more direction when we set out to accomplish things. One way to develop a more positive view of your self is to spend time with people who believe in you and build you up. i.e., you just bought a new outfit and you believe you are the best dressed person in the crowd.

Paradigms of Others: Similarly, paradigms we hold of others help us to understand why people might behave the way they do. Remember the last time you met someone for the first time. Where were they from? What were they wearing? How did they talk? Did these factors paint a picture of this new person for you? When your behavior and feelings towards a person is influenced by the paradigm you developed, problems may arise. i.e., your classmate is absent frequently and is failing English class. You automatically assume he/she is failing because he/she is ditching class. However, you later learn that the reasons for the frequent absences are because he/she has been diagnosed with cancer and must attend chemotherapy sessions.

Paradigms of Life: Just like with ourselves and with others, we also have paradigms about the world. You can determine what some of your paradigms are by asking yourself questions such as What do I spend my time thinking about? What is my driving force? What do I look forward to every morning? As a teen many of your paradigms are centered on friends, parents, school, boys/girls, and stuff. Be aware that just as they each have strengths they can also be distractions if you center your life on any one of them. i.e., if only I were rich, I would be the happiest person alive. You perceive money as happiness, not understanding that money does not equal happiness.

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Centers Worksheet

Instructions: Identify the centers that are a central part of your life. Write your centers inside each cloud. Remember there are different centers that we may focus on. For example, friends, parent, boys/girls, heroes, MySpace, school, etc.

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Conflict Resolution
Purpose: Objectives: To teach participants how to resolve their own conflicts or conflicts between others. This workshop will: use good listening skills and communication skills provide tools and skills to effectively resolve conflicts Participation in this workshop will help you to: become a peer mediator in conflict resolution Some supplies are optional or can be substituted for other materials Overhead projector with transparencies or overhead markers Four Signs with fox, lion, turtle, and bird written on them Drama Cycle handout Conflict Resolution handout Conflict Resolution Guide handout

Benefits:

Supplies:

Part 1 (15 min): Introduction to Workshop 1. Introduce yourself 2. Review the Purpose, Objectives and Benefits (POB). 3. ActivityWhich animal are you? The purpose of the activity is to have participants recognize their personal reaction to conflict. 4. Have four signs posted around the room. Write the names of the following four animals on the four signs: fox, lion, turtle, and bird (one animal per sign). 5. Discuss how each animal reacts to conflict. Possible interpretations: Fox = confrontation Lion = fights, dominates Turtle = hides, scared Bird = flies away 6. Ask everyone to go stand under/near the sign with the animal name that corresponds to the way the participant reacts to conflict. 7. In each animal group, have participants discuss what the people have in common at each animal station and how that's different from the other animals. 8. Have one person from each animal group share back with the group what they each had in common and how they are different from the other groups. 9. After all four groups have shared, remind participants that everyone reacts to conflict in different ways and that todays workshop is going to teach them how to resolve conflicts in a peaceful manner. Part 2 (15 min): Why do conflicts occur? 1. Ask participants to talk to a partner about why conflicts occur. After about a minute or two, have two pairs get together and discuss what they came up with. 2. Have a discussion about how conflict is a natural disagreement resulting from individuals or groups that differ in attitudes, beliefs, values or needs. It can also originate from past rivalries and personality differences. Inform participants that conflict is not always negative. In fact, conflict can be healthy if managed effectively. It can lead to growth, innovation, collaboration, or new ways of thinking. 77

3. Ask participants how they know when there is a conflict or drama. People may not be talking to each other People may not be hearing each other People misunderstand or misinterpret what is communicated!!! MISCOMMUNICATION!!! 4. Ask participants to think of a time when they were in some type of drama or a time when they were surrounded by some type of drama. How did they feel? What did they do to resolve the problem? Have a couple of participants share with the rest of the group. Remind participants that this is a safe space and that confidentiality should be exercised. Part 3 (15 min): Conflict Resolution 1. Distribute Drama Cycle handout and discuss what leads to physical, verbal and/or cyber abuse: Hot tempers Harassment Miscommunication Lack of Information Insults/Rumors 2. Ask participants: Once drama or a conflict has been identified, how can we effectively resolve it? 3. Distribute Conflict Resolution handout and review handout with the participants. 4. Remind participants that leaders and mentors will always be looked to or might be in a position to help resolve conflicts. You will need: a. Objectivitydont get personal or take sides. b. Good listening skills (refer to communication workshop). c. Patience! 5. Distribute Conflict Resolution Guide handout and review the handout with the participants. Part 4 (10 min): Role-Playing 1. Pair up participants into groups of three. Ask participants to assign themselves to roles: Sam, Alex, and Mediator. 2. Provide the following scenario: In the morning, the security guard brings in two students (Sam and Alex) to the front office. The security guard states, They were fighting outside of the bathrooms. I didn't see what started it. Im concerned about Sams violent verbal and physical behavior. 3. Have participants role-play and the mediator try to find a solution. Participants can refer to the Conflict Resolution Guide handout for help. 4. After role-play, have all mediators form a circle and do a fishbowl exercise. Ask them to debrief together. How they feel? Was it easy? What was the most stressful part?

Part 5 (5 min): Workshop Debrief 1. Relevant Questions Ask participants on a scale of 1-5, how do they rate their mediating skills and why. What do you feel was the most important thing you learned from todays presentation? 78

2. This workshop was meant to help you learn how to resolve your own conflicts or conflicts between others in hopes of you becoming a peer mediator. You learned to use good communication and good listening skills to help you resolve a conflict. Were the objectives met? Remind participants that mediating is very difficult and that it will take practice!!! 3. Ask if any of the participants have any questions about the presentation. 4. Thank the participants for their participation!

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Miscommunication Lack of information Hot Tempers Harassment Insults Rumors

Physical, Verbal and/or Cyber Abuse Conflict resolution presents people with ways to more effectively deal with tension, but also provides individuals with the tools necessary to manage feelings of aggression, frustration, and violence.

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CONFLICT RESOLUTION
Three Basic Conflict Styles:
1. Avoidance 2. Confrontation 3. Problem-solving

Active Listeners:
1. 2. 3. 4. 5. Listen politely Ask questions for clarification Repeat what was said in your own words Summarize Acknowledge speakers point of view, feelings, etc.

Conflict Resolution:
1. 2. 3. 4. 5. 6. 7. 8. Choose an appropriate time and place Identify the problem Brainstorm solutions Agree on a solution Avoid compromise or win/lose situations Always try for win/win situations Respect the rights and values of others Check back later to ensure the solution is working

Resolution Requires:
1. Moving to agreement 2. Honoring all concerns 3. New actions 4. Commitment to relationships 5. Going past positions 6. Letting go of blame 7. Letting go of punishment 8. Recognizing their value 9. Willingness to learn 10. Courage to change 11. Compassion to forgive

The most important tool

Compromise and win/lose situations almost always produce dissatisfaction in everyone.

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CONFLICT RESOLUTION GUIDE

STEP #1: Person #1: TELL YOUR SIDE of the story

Facts Describe WHAT happened...NOT WHY it happened Use "I" statements Be respectful

Person #2: LISTEN ACTIVELY

Can ask questions to clarify a point When the person is finished, repeat what you heard Please DO NOT change, or add anything

STEP #2: REPEAT STEP #1 with roles reversed STEP #3: CLARIFY the CONFLICT

Checks with the students

STEP #4: Everyone expresses FEELINGS (take turns)

What did/do you feel? How would you rather feel? What are your needs? Hopes? Verbal vs. diagrams for different learning styles

STEP #5: How can we SOLVE this problem? STEP #6: Select a WIN/WIN solution STEP #7: Agree on FOLLOW-UP

Consequences Checking back to be sure the solution works

STEP #8: CLOSURE

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Communication
Purpose: Objectives: To teach effective communication skills by learning good listening skills This workshop will: identify the obstacles of communication provide skills to improve communication Participation in this workshop will help you to: learn how to communicate effectively with others Some supplies are optional or can be substituted for other materials Overhead projector with transparencies or overhead markers Communication Activities handout Listening Skills handout A ball (something soft that can be thrown without hurting)

Benefits:

Supplies:

Part 1 (2 min): Introduction to Workshop 1. Introduce yourself 2. Review the Purpose, Objectives and Benefits (POB). Part 2 (25 min): What is communication? 1. Hold a discussion with the participants Ask participants: What does communication mean to you? What is the purpose of communication? Have participants brainstorm some answers and write them on a whiteboard or overhead. Overall, participants should reach the conclusion that the purpose of communication is to be understood. 2. Ask the participants to brainstorm different modes of communication? (i.e. Verbal, Non-Verbal) 3. For the next 15-20 minutes, ask participants to participate in a series of games/activities (refer to Communication Activities handout). Depending on time and space, you might want to only choose 2 or 3 of the following activities: Word Ball Yet Game Spelling Talk Verbal Mirror Simultaneous Dialogue 4. Have a discussion/reflection about how successful the participants were at the activities. If they werent successful, why not? Part 3 (25 min): Good Listening Skills 1. Distribute Listening Skills handout and begin with the poor listening skills and review them. If possible, provide an example after each poor listening skill: Spacing Out Pretend Listening Selective Listening Word Listening Self-Centered Listening 2. Discuss some obstacles for listening: Judging 83

 Advising Probing 3. Ask participants what some good listening skills are now that they know what the poor skills are. Answers may include: Maintain eye contact Head nods Smiles and Grins Lean forward toward the speaker Ask appropriate questions once the speaker is finished Paraphrase back to check for understanding (when theres a pause or break) Part 4 (5 min): Role-Playing 1. Have participants pair up in groups of 3. They should decide their roles: one child, one parent, one observer. 2. Provide the following scenario: The child wants a later curfew and the parent does not want to extend the curfew. 3. Explain that child and parent should try to use good listening skills to effectively communicate with each other. The observer will take notes on what each person did good or not so good and provide feedback. 4. Have the observer from each group report back to the entire group about what was effective in their group by referring to the skills listed on the Listening Skills handout. 5. If time allows, ask a group that feels they did an extremely good job if they would like to re-enact their role play in front of the entire group. Part 5 (3 min): Conclusion 1. Relevant Questions On a scale of 1-5, rate your listening skills and explain why. Do you feel that these tips will help improve your communication? Why or why not? What do you feel was the most important thing you learned from todays presentation? 2. The purpose of this workshop was to teach you better communication and listening skills. You learned what skills are needed to improve communication and you were able to identify some of the obstacles that get in the way of communication. You should be walking away feeling that you can communicate better with others Were the objectives met? Remind participants that becoming a good listener is the key to effective communication but it doesnt happen overnight. It takes practice!!! 3. Questions and Answers 4. Thank the participants for their participation!

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**Time for each activity can vary to fit your workshop situation WORD BALL
Form a circle with the entire group (if group is large, the activity can be played in smaller groups) Someone in the group starts by throwing a ball to someone else while saying a word, any word Person receiving the ball must catch the ball while responding with another word, something associated with word thrown at them. Example: CatMouse Ball must continue being thrown from person to person creating a chain of word associations. Example: CatMouseCheeseSandwichetc.

YET GAME
Form a circle with the entire group (if group is large, the activity can be played in smaller groups) Have one person put their thumb on their nose. That person goes in the middle of the circle. Person in the middle will stay in the middle of the circle for the entire game. Someone will begin by throwing a ball to the person in the middle while saying a word, any word. Person in the middle catches the ball and says, YET. Person in the middle throws the ball to someone else in the circle. That person must catch the ball while responding with the first word that comes to mind. Words dont have to be a perfect match. Just say the first thing that comes to mind. Examples: Happy YET Dark or Monkey YET Smooth

SPELLING TALK
Have participants break up into pairs. Partners should have a conversation by spelling out every word, including punctuation marks. How many times were you unable to understand and had to ask w-h-a-t? Asking what means that you are not focusing on each other. Try again, if you dont succeed the first time.

VERBAL MIRROR
Have participants break up into pairs and decide who is person A and who is person B. Person A talks about any topic for 30-60 seconds. Person B must act out what Person A is saying but Person B cannot speak while doing so. Dont speak faster than people can think.

SIMULTANEOUS DIALOGUE
Have participants break up into pairs and decide who is person A and who is person B. Then choose a topic A and a topic B. Each partner must talk about the topic that corresponds to their letter. Both participants begin talking about their topic at the SAME time until asked to stop. When stopped, participants should take turns to repeat what the other person said. This is a great example of why you are told not to speak while others are speaking because you cannot listen if you are talking.

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Seek First to Understand, Then to be understood

Listen first, and then talk second. To see things from anothers perspective will offer you a whole new level of understanding. Everyone has a need to feel understood and represented.
Effective Listening Skills: Maintain eye contact Nod head Smile and Grin Lean forward toward the speaker Ask appropriate questions once the speaker is finished Paraphrase back to check for understanding (when theres a pause or break) Poor Listening Skills: SPACING OUTSomeone is talking but we are off in our own little world. PRETEND LISTENINGWe are not paying much attention, but we are pretending by making timely gestures SELECTIVE LISTENINGThis happens when we pay close attention only to the details of the conversation that interest us. WORD LISTENINGOccurs when we listen only to the words that a person is saying, not the meaning behind the words or the body language SELF-CENTERED LISTENINGThis happens when we filter everything through our own past experiences. We are quick to say comments, like: Oh, I know exactly what you are saying Obstacles for Listening: JUDGINGIf we are busy making judgments about what a person is saying while they are talking, we get distracted from what is trying to be communicated. ADVISINGThis happens when we listen to what others are saying and, instead of listening, we begin to give advice based on our past experiences. PROBINGProbing occurs when we try to dig up emotions or information before people are ready to share. This is when people want to helptoo much! 86

Financial Aid
Purpose: To broaden your knowledge on financial aid. Objectives: This workshop will give you the tools to effectively: research financial aid options understand the different types of financial aid Benefits: Participation in this workshop will help you to: understand the different types of financial aid identify potential scholarships Supplies: 1. 2. 3. 4. 5. 6. 7. 8. Access to a computer lab/computer(s) LCD Projector Money Tree worksheet Brainstorm worksheet Financial Aid Checklist $MoneyMoneyMoney$ handout Index cards Table

Part 1(15 min): Workshop Introduction 1. Introduce the workshop. 2. Review the Purpose, Objectives and Benefits (POB). 3. Introduce the tapping activity. Ask participants to: Stand around a table shoulder. Put your hands flat on the table and overlap your hands with the persons on both sides. One person will begin this activity. Begin by tapping once. Tapping once indicates that the tapping should go in one direction, either to the left or right. Tapping twice reverses the direction of the tapping. Play the game a few times 4. Explain the twist: Knocking once signals the next participant skips a hand. Knocking twice signals the next participant to skip a hand and reverses the direction of the tapping. Spend a couple of minutes playing the game. 5. The objective of this activity is to concentrate upon others, use your listening skills, and become relaxed and comfortable with one another.

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Part 2 (5 min): Understanding Financial Aid 1. Ask participants if they know what financial aid is. 2. Write down what they say, acknowledge their ideas. 3. Explain: You dont have to be rich to go to college! Each year billions of dollars are distributed to students who apply for financial assistance. This year, the Department of Education will provide more than $83 billion, about 60 percent of all student aid, to help millions of students and families pay for postsecondary education. The money comes from the federal government, the state government, the colleges, and private sources. Financial aid is used to help students and parents pay for college and is designed to reduce the financial barriers that prevent people from attending college. Often, students that belong to families with greater financial need receive greater financial assistance. You and your parents have to fill out many forms when you apply to colleges. It takes time, energy, and involves everyone working together. Thus, good communication and organization will be of the essence. Keep in mind that you cant get financial aid by just asking for it - you have to apply for it. 4. About Need: The way colleges define need is based on two main factors: Costs associated with going to school (tuition, books, fees, etc.) and living there (food, housing, transportation, personal expenses, etc.). What you can afford: Colleges consider your familys expenses as well as your income. They determine this by factoring in your familys income, assets and expenses. Part 3(10min): The Different Forms of Financial Aid 1. Colleges decide how much aid to offer and what kind. Some of the factors determining the financial aid package you may be awarded are age of your parents, how many people are in the household, how many in college, your income and assets, when you apply, etc. There are four main types of financial aid offered to students: 1. Scholarships: Scholarships are free money given to you through programs and private organizations that are based on unique and varying circumstances. It helps if you have high grades, are involved in the community, sports, and have good scores on the SAT/PSAT, ACT, NMSQT and other pre-college exams. Some scholarships will require you to compose an essay that will be in competition with other students essays. Each scholarship is different and each possesses unique qualifications. Developing a timeline of scholarship deadlines can help you to plan ahead. Keep in mind that it takes time to apply for financial aid but doing so can help you get money that you never have to pay back. Refer to the $Money..Money.. Money$ handout for internet resources for scholarships. 2. Grants: Grants are also free money given to you that do not have to be paid back. You can get grants by just applying for them. Some examples include: : Pell GrantAwarded to eligible undergraduates who are identified as low-income University GrantAwarded to students that demonstrate academic excellence and/or financial need by the university they are attending Cal GrantsThere are 3 different types of Cal Grants, A, B, C, that are awarded to California residents that will be attending institutions of higher education. Cal Grants A and B are awarded to students that demonstrate financial need, maintain a certain GPA, and are attending 2 year and 4 year colleges/universities. Cal Grant C requires attendance at a California occupational or career college. Students must submit a GPA verification form. Forms can be found at school sites. Your school must verify your GPA on the GPA verification form and submit it no later than MARCH 2 of your senior year. 88

3. Work-study jobs: Students may work part-time (up to 20 hours per week) and earn money to help pay for their educational expenses. They are located both on and off campus. They allow you to work an adjustable schedule around your class load, gain work experience, become better connected to the University, and earn money that will not affect future financial aid eligibility. 4. Loans: Loans are money borrowed from banks, colleges, or the government. This money must be paid back. The interest rates (APR) are different depending on whom you borrow from or how long it takes you to pay it back. While loans may seem scary and intimidating, they are often a good alternative for students as they carry a relatively low APR. Few students can afford to pay for college without some form of education financing. Two-thirds (65.7%) of 4-year undergraduate students graduate with some debt, and the average student loan debt among graduating seniors is $19,237 [20032004 National Postsecondary Student Aid Study (NPSAS)]. Perkins Loan: Low interest loan, usually awarded to low-income students. Stafford Loans: have a low fixed interest rate and deferred principal. Some students can qualify for subsidized loans that can defer interest payments until after graduation. Part 4 (30 min): Where do I sign up for all the money? 1. Explain: Everyone should submit the Free Application for Federal Student Aid (FAFSA). This application contains information on parent as well as student yearly income. The application can be long, tiresome, and complicated to fill out, so ASK for help!!! Make sure to submit it as soon as January 1st but no later than March 2. You should think of FAFSA as first come first serve. You will need your parents taxes from the previous year and will be collecting several documents-all personal information- so be careful. The later you wait to submit your FAFSA may mean that fewer resources are available to you. Also, never pay to submit the FAFSA, it is a free application. If you have questions, ask! Remember that every year the application is due NO LATER THAN MARCH 2nd for the following academic year. 2. Pass out the worksheet titled Brainstorm. Ask participants to: write their name in the center of the cloud take a few minutes to brainstorm as many things about yourself 3. Use yourself as an example to get them going (i.e., I am a woman; right handed; Frisbee champion; guitarist; daughter of a veteran; youngest child; migrant; love math; want to be a vet; etc.). 4. Allow participants to work on their brainstorm. After a few minutes ask them to identify 6 items that best represent them or have a significant impact on who they are. If a Computer lab is available: Allow participants to conduct a scholarship search online around the themes identified above. Ask participants to: o log on to the Internet o conduct a search for scholarships related to the 6 items identified above (i.e. Scholarships for women) or log on to the web sites located on the $Money..Money..Money$ handout and search for scholarships that may apply to them. If a computer lab is not available: Use a projector to engage in an interactive scholarship search. You can use $Money..Money..Money$ handout to explore scholarship web sites 89

and scholarships. Solicit the scholarship search topics for your search from the participants (i.e. scholarships for women). OR distribute Scholarship Worksheet. distribute the Money Tree Worksheet. Distribute index cards and ask the participants to write the following information: 1 Name 2 Ethnicity 3 Information about the persons background: documented/undocumented, firstgeneration going to college. 4 Parents background: documented/undocumented, divorced, college educated or not. 5 Economic background or situation 6 Dream college or university 7 Family contribution 8 Ask participants to fill out the index cards as they apply to them. Explain: Players will review their index card information and the scholarship worksheet. The only way the students can win the scholarship is if the scholarship qualifications apply to their index card information. Before you begin to identify your goal, calculate how much money you will need for college. Keep track of the money by writing the amount of each scholarship they win by writing it in the Money Tree worksheet. Allow a few minutes to complete the worksheet. Share the results with the whole group. Part 5 (5 min): Workshop Debrief 1. Relevant Questions: nd Which application is due no later than March 2 ? What kind of financial aid is free? What was the most important thing you learned from this workshop? 2. This workshop was intended to help you develop a greater understanding of financial aid. You should be able to identify the different forms of financial aid and conduct scholarship searches. 3. Questions/Answers 4. Thank you

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91

Brainstorm

___________________ __________________

___________________ ___________________

___________________ ___________________

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FINANCIAL AID CHECKLIST

TO HELP YOU STAY ON TRACK THE YEAR BEFORE STARTING COLLEGE FALL Talk to your high school counselor about your college plans and money needs. Ask about scholarships offered by local organizations and businesses. Check out ways to pay for college, starting at www.going2college.org, www.calgrants.org, and www.federalstudentaid.ed.gov. Look into AmeriCorps at www.americorps.org to learn how to earn money for college for return for volunteer service. Sign up to take the SAT or ACT, if you havent done so already. Make sure you have a Social Security number. Check out colleges on the Web, starting at www.californiacolleges.edu, www.nces.ed.gov/ipeds/cool, and www.federalstudentaid.ed.gov/choosing. Also, meet with college representatives who may visit your school. Keep a calendar of important deadlines for college admission and financial aid. Get started filling out forms and writing essays for college and scholarship applications. Ask your teachers, counselors, employers, friends, and families for letters of recommendations. Make sure you have an e-mail address thats appropriate for corresponding with colleges, lenders, and employers. Apply for a federal PIN at www.pin.ed.gov ahead of time so you can e-sign the FAFSA for faster processing. Visit your top college choices or take a virtual tour online. Keep up your grades. Complete the FAFSA on the Web Worksheet, which youll find at www.fafsa.ed.gov or your school. Check to see if your school will submit your verified Cal Grant GPA electronically or if you need to submit it using the paper Cal Grant GPA Verification Form. Request any additional financial aid applications you college or financial aid program may require. Start applying for private scholarships. Some may have very early deadlines. WINTER Attend your schools financial aid workshop. Complete the FAFSA at www.fafsa.ed.gov as soon as possible, starting January 1. Use estimates if you or your parents havent completed your federal tax return. Provide the required e-signatures and an e-mail address for faster processing. Attend a California Cash for College workshop in January or February for free help completing the FAFSA and other formsand to apply for a $1,000 scholarship. Visit www.californiacashforcollege.org for dates and locations. Be sure to meet all financial aid deadlines. Some may be earlier than he March 2 Cal Grant deadline. Keep a copy of everything you submit. SPRING Apply for a Cal Grant for submitting the FAFSA and your verified Cal Grant GPA no later than March 2. After you apply, track you application using Web Grants for Students at www.calgrants.org. Review your Student Aid Report and make corrections, if necessary. Be sure you or your parents complete your tax returns so you can update your Student Aid Report, if necessary. 93

If you receive a California Aid Report or a corrections letter regarding your eligibility for a Cal Grant, review it carefully and respond, if necessary. Watch for college acceptance letters and financial aid offers. Evaluate all financial aid offers carefully. Ask questions! Consider grants, work-study and other aid you dont have to repay before accepting a student loan. Decide on a college and send in all forms or deposits by the deadline (May 1 for most colleges). Let your college know the financial aid awards youre accepting and the ones youre declining. Look for a summer job, or consider summer school or an internship. Arrange for housing plans. Apply for a Cal Grant by September 2 if youre going to a community college and missed the March 2 deadline.

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Here are a few places on the WEB to start your FINANCIAL AID/SCHOLARSHIP Search!
http://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp Here you'll find help for every stage of the financial aid process, whether you like it or not. http://www.csac.ca.gov/ The California Student Aid Commission's web site contains a wealth of information on state, federal, and institutional financial aid programs. http://www.edfund.org/wps/portal/StudentsAndFamilies A parent/student help guide for Financial Aid planning. http://www.edfund.org/schools/fprograms/index.html A site map of different Financial Aid programs. http://www.fastweb.com/ Register for FREE with fastweb and receive hundreds of scholarships that match you! http://www.free-4u.com/minority.htm An awesome scholarship site for all kinds of minorities! http://www.collegefunds.net/scholarships/minority-scholarships http://www.collegefunds.net/ Check out these scholarships, just for you! http://www.gram.edu/Financial%20Aid/privatescholar.asp More minority scholarships, check these out too! http://www.finaid.org/ The Smart Student Guide to Financial Aid. http://www.ed.gov/finaid.html Whether you're ready to apply for financial aid or just interested in more information about the federal student aid programs, including Pell Grants and Stafford Loans, the starting point is here. http://www.studentscholarshipsearch.com/ Scholarship Resource Network Express is a search engine and database of private scholarships designed to assist students identify sources for undergraduate through postgraduate study.

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http://www.finaid.org/otheraid/minority.phtml Find information about scholarships and fellowships for minority students. http://www.finaid.org/otheraid/female.phtml Find information about scholarships and fellowships for female students. http://www.ncaa.org/wps/ncaa?ContentID=10 Athletic scholarships for undergraduate student-athletes at Division I and Division II schools are funded through the membership revenue distribution. These scholarships are given directly by each academic institution. Division III schools do not offer athletic scholarships. http://www.scholarship-page.com/index.php The Scholarship Page! started in 1997 out of frustration. A student was looking for scholarships because they were flat broke (even though they worked part-time) and their parents could not afford to support him while he was in school. http://www.naas.org/ The goal of the National Academy of American Scholars is to encourage a national discourse in order to raise the current educational level of pre-level college students by setting high academic standards and offering incentives to surpass these standards - in other wordsthey have money!

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Supplemental Material: Working with Students

Understanding how students feel and think can at times be very difficult. This supplemental reading is designed to help you understand and develop the necessary skills to work with students, parents and educators. As children get older we begin to notice more active moves on their part to organize their lives independently from adults. The roles children begin to develop start to become increasingly gender specific. During childhood, kids play together and sit together at school, but this togetherness disappears by the age eleven and does not return until the child reaches age sixteen. Research has helped us understand the developmental stages that children go through and how they handle conflict as they seek independence. The following are some of the findings from several studies, and are descriptive of the general characteristics children experience as they move from different ages.
1. Children are sociableOne of the most apparent characteristics of primary school is the desire for

group activity with children their own age.

2. Childrens activities are organizedChildren now accept the need for some organization and

begin to see the value in rules. There are frequent moments of anxiety because rules are hard to accept when they go against one, but these moments become less frequent and less as the child begins to develop.
3. Children have their secret activities and codesChildren begin to develop small worlds of their

own, often secret from adults.

4. Adults are judged more objectivelyAided by discussion; primary children acquire enough skill

to judge critically and to discuss the good and bad sides of their teachers. Childrens critical discussions of adults make them fallible human beings in their eyes and help them with the dependence once felt.
5. Children desire the approval of their peers and fear ostracismChildren need the approval of

adults, but are beginning to hold more value in the approval of members of their own groups.
6. Children want to learnChildren have a desire for knowledge that is more self-motivated and

systematic. They also seek a more scientific explanation for events.

7. Children seek adventureIndependence from adults is sought, but the home is still the primary

base for safety and sympathy when the child experiences emotional stress.
8. Boys and girls play separatelyThe two groups now tend to go their separate ways, but there is

increased antagonism in any interactions they do continue to have. Eleven year olds are right in the middle of so many different developmental changes. The beginning of middle school intensifies these for many students. Eleven can be described as a search for knowledge, adventure and social experience. When in groups, they want to know what is going on, make suggestions and try their hand on the job. This curiosity can be seen in the childs own activities, like the acquisition of hobbies and collections of all sorts. Group activities tend to be more thoroughly planned and executed. Girls tend to like these activities as well, but they concentrate more on relationships within the group. Girls activities tend to stay close to, and center around, the home, while boys activities are as disconnected from the home as possible. Girls will play games in a more real way, while boys play involves more competition and creativity. It is important to realize that these characteristics are never completely negative. Being restlessly active can indicate self-motivation; questioning represents a natural curiosity to grow and learn; their impatience is a representation of the many roles that they take in life. 97

At age twelve, children are working towards an even greater independence from adults than previous stages and the learning of definite masculine and feminine roles is more apparent. The characteristics used to describe eleven year olds can be applied to this age group as well.
1. Children are sociableFriendships at this age tend to be more stable. Most activities take place in

groups and for success to be achieved the group must conform in ways of thinking and behaving.
2. Childrens activities are organizedBoy groups have a definite social structure, with a leader and

others that follow. The leader is chosen based on that ability the group deems as significant. Girl groups are bound more by mutual friendships, small groups composed of smaller pairs/trios. Personal friendships take precedence over loyalty to the group. Girl groups are most evident in school, whereas after-school, the groups tend to break up into their smaller groups of best friends.
3. Children seek adventureGroups now become a place to learn new skills in a sport and develop a

different perspective on current paradigms. Schools do not always provide this knowledge.
4. Children have their secret activities and codesAt this age there is a realization that there are

things that you dont talk about with adults.

5. Adults are judged more objectivelyA group at this age is looking to find a deeper understanding

of what it is like to be an adult. In their groups they begin to discuss their relationships with parents or teachers and start to evaluate them. They begin to seek out occasions to be around interesting adults who are willing to talk and listen.
6. Children desire the approval of their peers and fear ostracismThere is an increasing need for

groups to provide a haven for safety and organized activity. Members of a group are to provide psychological comfort in times of distress. The fear of social isolation can be so great to even cause one to keep the secrets of their group, even if it means to tell a lie or defy an authority figure.
7. Boys and girls play separatelyBoys are determined now to be masculine at all costs. This is

seen by the increased aggressiveness in their talk, behavior, and desires. Girls see boys as rude and nasty and many of their activities as childish. At this age, girls start to show greater maturity in their development The twelve year old continues to show the energy of the eleven, but with a much greater capacity to control extremes of anger and impulsiveness. The In-group of a twelve year old is very important. Children often have several groups they hold high appreciation for, but may differ in the degree they feel loyal to. At this age, children often find themselves faced with pressure to perform delinquent acts to gain group acceptance. Girls move from creative play towards using and developing their creative skills. They may begin to play an instrument, start a new craft or start writing short stories. At thirteen children start to slow down and begin to specialize. Thirteen year olds tend to be a little distant and pre occupied. This may reflect the necessity for making choices and the beginnings of a more acute self-awareness. Although this age can be difficult, they will respond to someone who is in control of the situation, who is able to organize skills they have learned, and who can channel a childs energy towards purposeful activities. At this time students have begun to realize the importance of education and the usefulness of conformity. At fourteen, teens start to develop an overall evaluation of themselves. Adolescents are beginning to experience problems which include self-absorption, social-absorption and sexual development: Self- absorption: physical appearance, examination, ability, money, achieving and selfconsciousness. Social-absorption: The crowd is now more mixed with the presence of girls. This presence tends to cast a civilizing affect on boys. Sexual development: Changes in both body and emotions. 98

At fifteen, students start to become annoyed and moodylike before. These attacks are outbursts followed by the slamming of the door or storming off. Boys and girls are on much better terms because of puberty and you see an increase in horse play. Teens start to show more embarrassment towards family affection. Fifteen-year-olds are beginning to be more concerned about their bodies as well. Sixteen is a point where students become more socially aware. Conversation is more controlled and future-oriented. In school, students see the need to do well in their classes and start to think beyond high school years. There begins to be differences in physical development among people, which guides some of the activities they feel comfortable with. Adolescents are more concerned with who they are and how others see them. Working with Parents and Teachers In order for us to gain an understanding of adolescence, we must first start with determining key guiding influences that students face each day: the two most important are parents and teachers. Teachers and adults have a profound effect on the decisions they make and the paths they take in life. Parents are put in one of the most difficult positions because they are responsible for the life and development of their children. The hard part is the very process of this development. If a parent is too strict, the child will rebel; if the parent is too lenient, the child goes wild. The main responsibilities of parents to their children may be summarized as follows: 1. 2. 3. 4. 5. To provide food, clothes, shelter, toysversus being over-indulgent and neglectful To give affectionversus being over-affectionate or rejecting To protect from physical and psychological harmversus being over-protective or indifferent To encourage the development of skillsversus being over demanding or unconcerned To controlversus being authoritative or over-permissive

Some effects of parents overdoing it 1. Over-possessive ParentsPossessive parents = over-controlling/indulgent + over-affection. They tend to become too involved and have the appearance that the parent is using the child to fill a personal void. Possessive parents have often had circumstances where the child is made so precious that the parents are so anxious for their welfare and safety that they over-protect the child. Children of possessive parents often view the world as a more dangerous place than it actually is. In school, over-protected students tend to be well behaved and studious, but they find it difficult to make friends and participate in new experiences. This well-behaved student at school commonly misbehaves at home. Being disobedient, acting out and throwing tantrums are often signs of a child trying to free themselves from their parents while keeping the role of good student at school. 2. Rejecting ParentsNot only do these parents reject their children, but they also show a general indifference to their childs safety, and a lack of concern for their personal and social development. Rejecting parents will neglect their children physically, but the way in which it happens differs greatly. A well off parent may spend all their efforts trying to find a sitter that works around current obligations. When the child asks for a kiss, the mother quickly points to her cheek as to not smudge any make-up. Children in these situations tend to be less physically active, quiet, and sometimes very insecure. Because of the lack of affection at home, any participation on their part must be rewarded by praise and recognition or there will be no persistence in activities. 3. Authoritarian ParentsAuthoritarian parents are over-controlling and lack affection. The control may be obtained through moral concepts with little or no physical punishment. The authoritarian imposes high standards in many non-essential aspects of life, such as table manners, care of household furniture, neatness, tidiness, and order. Authoritarian parents may not be consistent with their punitive actions but may express themselves through continuous nagging with an 99

occasional resort to physical punishment. Where control is accomplished through moral judgments, children often find themselves socially timid and non assertive, whereas if control is fostered through physical punishment the child is socially outgoing and aggressive. 4. Over-Permissive ParentsThese parents allow the child to do more or less what they wish. Usually, they are over indulgent so that the child is given far more than they reasonably need. The parents may seem indifferent because they have not stopped the childs aberrant behavior. The over-permissive parent is concerned for the childs safety but find themselves unable to be assertive until it comes to a point of boil-over. Children of permissive parents are often very unstable and have big mood swings. These students are the split child and find themselves acting in these ways because they have no external control from their own impulsiveness. 5. Democratic Parents These parents work with a balance between the extremes in parenting styles. For the very young child, they provide chances to explore, but are reminded that they must stay close by for potential hazard; for older kids, freedom of choice whenever possible, yet the realization that they do need help, support and advise on many issues that are important to them. At school, these students are independent, responsible and co-operative. They are often capable of conversing with adults on a surprisingly adult level. After discussing several parenting styles and how they may affect the way children see the world, it is good to know that teachers act in many of the same ways. Differences are found in the climates that teachers develop in the classroom. The word climate refers to the environment that the teachers develop and how the students react to this development. This climate is very strong and has a lot of influence over the behavior of students, not just in the class but academic success overall. Sometimes simply a chance in class or teacher will not better the climate, as perceived by the student, which was already established. Teaching styles and the climates they foster 1. An authoritarian climate...The teacher is a strict disciplinarian. They give instructions and orders in a very direct manner. Lessons in the classroom are very organized and filled with routine that must be followed step by step. Compositions are short and neat but seem to be very scripted and unimaginative. There is a hushed silence in the classroom that seems unnatural. 2. A laissez-faire climateIn this climate there is no routine; students are working on different parts of the same book. Composition pieces are scattered and thoughts are unorganized, but there are a few that stand out because of their creativity. The classroom is noisy and students are walking from desk to desk. 3. A democratic climateThe appearance and climate is determined by the activity at hand. Sometimes the class is quietly sitting in rows reading a book and other times the class is noisy, active, and working on group projects. Attention is paid to what is being written and not how it has been written, corrections in grammar and punctuation will be eventually made as the students writing abilities develop over the year. These teachers are extremely flexible and pay close attention to how the students are learning. Just as strict environments inhibit individuality of thought, expression, and impede exploration, children in democratic climates behave more spontaneously, volunteering suggestions and asking more questions. Explain: You will often find yourself acting one way and then switching to a more effective style when the situation calls for it. Similarly, if you find yourself acting in one way more than others, this is not a predictor of your behavior, unless you stay there and are unaware of the benefits of other methods. This supplemental reading is intended to help you understand people differently and potentially aid you when facilitating a large group. 100