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Options Curriculum Roxanne Helm-Stevens 2014

Welcome to
Options!
The purpose of this workbook is to provide you with the tools to
make a positive impact on your surrounding community. Due to
socioeconomic status or family history, many continuation education
high school students are considered at-risk youth. Options: Life Skills
and Business Education for Urban Youth was designed to equip urban
high school students with information not readily available to them.
At-risk youth who cannot be accommodated by the traditional
school system are often sent to continuing education centers. These
youth are commonly transient, speak English as a second language, or
are foster system children who have been removed from traditional
public education. Many urban school systems lack the resources to assist,
support and help these at-risk youth succeed.
Where Do You Come In?
According to the California Department of Education, the average
education of parents of Azusa Unified School District students is
high school or less. You, as a university student, embody an option
that many students in urban neighborhoods such as Azusa have
never considered. You have the chance over the course of the six-
week project to, first and foremost, reinforce the intrinsic value of
these students, but also to provide them with the tools to understand
their unique skills and abilities and pursue a career that many have
only dreamed of. This curriculum will provide you with everything
you need; all thats missing is you!
You are in a position of influence.
Dont let the opportunity pass you by!

What Is Options?
Developed in 2009 as a community-service learning project for Azusa
Pacific University undergraduate business students enrolled in management
courses, Options: Business Education and Life Skills for Urban Youth
program (aka Options) is specifically designed to meet the needs of alternative
high school students in urban communities. Utilizing innovative and engaging
curriculum designed to facilitate mentorship opportunities, Options equips at-
risk high school students with life skills and business knowledge.
Designed to facilitate mentoring relationships between college students and
high school students, Options curriculum topics range from life skills and
personal development to basic business knowledge and career planning. The
Options program is built around two core pillars: education and mentoring.
Each volume includes six interactive teaching sessions designed to engage
high school students and equip them with tools to help them succeed. Its well-
rounded approach supports high school students by providing opportunities
for relationship building and role modeling.
The Options program has been recognized for its contributions to the
personal and academic growth of participating high school students through
relevant curriculum that engages students and equips them with the tools to
succeed and contribute to society.
The 7 Ms of Classroom Management
1. Model the behavior that you want to see
If you want the class to be enthusiastic and show you respect, you need to do the same
for them. Just like any presentation, the audience will reflect what they see in you!

2. Manage their expectations


Tell the students what they can expect from you from the beginning. For example, how
often will you be visiting them? What will you be doing? How are you going to treat
them? Then, share with them how you want to be treated. The best advice is to ask the
teacher what their rules are in the classroom, and tell the students that those are the rules
that will be followed when you are there (enforced by the teacher in the classroom).

3. Move to engage
Do not sit behind a desk or stand behind a podium and never move. This makes it very
difficult for students to pay attention. Move around. Walk up and down the aisles. It will
relax you, show that you are in control, and give the students a moving target to pay
attention to.

4. Move to disarm
Your physical presence can be the greatest silencer and attention getter that you have. If
a group is being chatty, just move over to where they are and continuing teaching from
that position. 90% of the time, the students will become quiet and pay attention to
youand you never have to tell them to be quiet without you ever needing to request it
of them.

5. Make it fun
Feel free to bring your sense of humor to the classroom! Students want to see you keep
it real and be yourself. If you are a comedian, be a comedian. If you are not, use what
youve got. And make sure to have positive reinforcement. A sheet of stickers can go a
long way to get them to participate. Excitement, passion and enthusiasm from the
presenter can cover a multitude of sins.

6. Make it relevant
These students want and need you to connect what you are sharing with them to their
lives. They want to hear your stories and real-life examples. Always ask them for their
own examples.

7. Make a difference
Always remember, they will never remember everything that you say, but they will
always remember how you made them feel.
Time Out!
How Can You Prepare?

Preparing for Your Role in the Classroom:


Before the First Visit
Plan dates and times for class observation and weekly visits
Look at each module so you know what to expect
o Discuss with your group members how to teach the module to best reach
your class
o Prepare your own stories in relation to the topics discussed
Discuss appropriate classroom procedures
Exchange telephone numbers and email addresses
Ask about distributing rewards (candy, stickers)
Discuss with the school liaison
o School rules
o Children with special needs
Determine how to manage the classroom
Create rules of enforcement to maintain discipline

During Class Visits


Help facilitate classroom activities and grouping
Reinforce lesson content
Create a positive environment before visits
Be on time
Be a positive role model and an experienced resource
o Be open to sharing your stories, this is how you can indirectly mentor these
students and give them insight into your lives
Lead discussions
Stay within time limits
o Know and follow the classroom rules
How to Break the Ice
Teaching in a new classroom, getting students involved, or finding
ways to keep students attention can be some of the challenges you
face as you begin to teach.
Icebreakers are short introduction games used to help your students
to get to know you and each other. Ideally, icebreakers are
interactive and topic and audience relevant. Use this time to learn
about each student and find ways in which you can encourage
them throughout the semester. This is also a great opportunity for
you to share a little about yourself with your students.
Icebreakers should be used at the beginning of the term, and also as
needed throughout the term to keep the students attentive while
also making learning fun.
According to Grahame Knox, icebreakers are used to:
Help new groups get to know each other
Help new members integrate into the group
Help your students feel comfortable together
Encourage cooperation
Encourage listening to each other
Encourage working together
Encourage the students to break out of their cliques
Develop social skills
Build rapport with the leaders
Create a positive atmosphere for learning and participation

Source: http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Break the Ice!
Fact or Fiction?
Ask everyone to write on a piece of paper three things about themselves that others in
the group may not know. Instruct them to write two true facts and one that is false.
Take turns reading out the three facts and have the rest of the group vote on which
are true and which are false. This is a simple activity that is fun, full of surprises, and
a great way to get to know more about each other.

Interview
Divide the students and leaders into pairs. Ask them to take three minutes to
interview each other, learning 3 interesting facts about their partner. Then bring
everyone back together and ask each pair to present the three facts about their partner
to the rest of the group.

My name is?
Go around the group and ask each young person to state his/her name and attach an
adjective that not only describes a dominant characteristic, but also starts with the
same letter of his name (i.e. dynamic Dave). Write them down and refer to them by
this for the rest of the class time.

Deserted Island
Announce to the class, Youve been exiled to a deserted island for a year. In
addition to the essentials, you may take one piece of music, one book, and one luxury
item you can carry with you (but it cannot be a boat or plane to leave the island).
What would you take and why?
Give the students a few minutes to decide on their list and then share with the rest of
the class what they would bring and why.

Name that person


Divide into two teams (intermix the students and leaders). Give each person a blank
piece of card. Ask them to write five little known facts about themselves on the card.
Then collect the cards into two team piles. Draw one card from the opposing teams
pile and try to name the person in as few clues as possible. Five points if they get it
on the first clue and then 4, 3, 2, 1, 0. The team with the most points wins.
Source: http://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf
Break the Ice!
Would you rather?
Place a line of tape down the center of the room, ask the students to straddle the tape.
When asked Would you rather? have the students jump to the left or right as
indicated by the leader based on their answer. Both leaders and students can play this
game. Here is a list of starter questions, add your own and let the fun begin!

Would you rather?

Visit the doctor or the dentist?


Eat broccoli or carrots?
Watch TV or listen to music?
Own a lizard or a snake?
Have a beach vacation or a mountain vacation?
Be invisible or able to read minds?
Make headlines for saving somebodys life or winning a Nobel Prize?
Go without television or fast food for the rest of your life?
Be always cold or always hot?
Not hear or not see?
See the future or change the past?
Wrestle a lion or fight a shark?
What If?

Have the students sit in a circle. Write 20 IF questions on cards and place them
(face down) in the middle of the circle. Have the first person take a card, read it out
loud, answer and explain their answer and then return the card to the bottom of the
pile. Continue with all the students until you run out of time.
Possible questions can be:

If you could go anywhere in the world, where would you go?


If you received $10,000, what would you spend it on?
If you could only watch one movie on repeat for the next year, what would it be?
If you could live in any time period, when would it be?
If you could have any kind of pet, what would you have?
If you could do your dream job 10 years from now, what would it be?
If you sat down next to Jesus on a bus, what would you ask him?
If money were no object, what would you be doing right now?
If you could learn any skill, what would it be?
Options Curriculum Roxanne-Helm Stevens 2014

Now Its Up To You!


Who Will You Be Today?
You have the tools in your hand, but now it is up to you to
deliver the materials to the students. Be confident! You are equipped
and have valuable advice to give these students each week. Dont
doubt your abilities or shy away from opening up to the students, set
an example as you teach, and create a positive environment for the
students to work together and ask questions.

The time you spend in the classroom with the students will have
a greater influence in their lives than you could ever imagine.