Ideas on ways in which non-primary service population groups are challenging to me historically:
- Not who I accepted this position to work with, not generally at-risk.
- Groups of students can be less obviously dysfunctional in trust and communication faculties.
- Not the kids I grew up with for the most part, so not students I traditionally identify with even though outwardly we are often very similar.
- It's easy to even have feelings of ange or jealousy towards students' priviledge (whether they are aware of it or not).
Because of the above reasons I don't always gain rapport like I do with my primary-service groups. I have also had difficulty both meeting program goals and challenging students at times.
Things that went well this time around:
+ In the past I have been more of a micro-manager when I facilitate. Now that I've got a good pair of facilitator legs on me, students respond better in general (including this population).
+ Give lots of compliments for positive behaviors: "Thanks for chipping in with the restoration process, that went really well!"
+ Instead of fighting their need to socialize or just relax gunneled up in canoes, I just co-opted it for "bonding." I'd give a topic of conversation and say "switch" during hikes and students had an opportunity to be one-on-one. I even had them come up with paired handshakes.
+ Honoring the knowledge they do have. If students know how to put on helmets and harnesses, having them help check each-other (works with students who have just learned, as well).
Things that I could do better at:
Δ It's easy to let students take breaks and give up when they get
frustrated; Frustration comes with struggle, and when my students have to
struggle, I know I'm doing my job right. At the same time, when a group says
"no," it's important to respect that, as well. I could do a better job in this arena.
Δ I had a student with an injury during one group who had a hard time being involved; I had to constantly remind him that he needed to interact in some way. Finding other ways to engage with students like him in the future, to see if I can get better outcomes.
Δ I was being really good about giving copies of the schedule to my chaperones. My chaperone talks have improved with the addition of a "cheat sheet" on the back of my clipboard. I need to get back to doing my mini-schedule, writing down my students' names, and giving a copy to my chaperone.
Δ 'Blogging before the program is off of my mind. I've probably lost a lot of opportunities for improvement from not being as religious about this as I could.
