Setting Up for Success
By Janina Cousins
You can see the vision, you’ve completed the training, you’re equipped with the program materials – YOU ARE READY! I know the feeling. You can’t wait to jump in and get started.
Before you do - there’s a few things to consider that will go a long way in helping your program be a success from start to finish. Here are some of my tips that will help you with your program implementation.
Selecting Students
My mantra is MIX IT UP. Forming a group that works effectively can be tricky, and I always suggest putting a mix of students together to help create balance in the group. If all the students in your group have been identified as at-risk it can be challenging for both the facilitator and the students themselves. Having students in the group with stronger social skills helps.
One the easiest ways to approach student selection is to actually avoid it altogether. Try running multiple sessions across the year so all students get to participate in the program (selecting students by class).
Communicating with Students
Let students know what’s happening. It’s a bit strange to be invited to something that you know nothing about. We supply invites that can be given to students – so you have something to pass to them while you’re explaining a bit about the program. I always encourage transparency – be available to answer any questions they might have beforehand, and talk with them about why they have been selected to participate if they would like to know.
Communicating with Parents
The majority of parents like to know what’s happening at school, and what their child is involved in. Check with your school regarding their communication and permission policies regarding extra-curricular programs. We provide information that can be sent to parents – and we also provide information regarding the session content and activities that students participate in. Again, I encourage transparency. Be ready to chat with parents about the program and what their child will be learning.
Setting Up Your Space
This is important! The space that you select to deliver your program will contribute to your success. If possible, find a space that’s just right for the size of your group – not too big (like the gym) and not to small (like your office). Students need to be able to sit in a circle comfortably with space between each person, and there also needs to be room for the group to move around to complete activities. The environment that you set up for social/emotional learning contributes to the physical and emotional safety of your students (see below).
There are some other things to consider as well. Think about where YOU are going to sit. What’s behind you? Make sure you’re not sitting in front of a window or something on the wall that’s really interesting – it will be a distraction! Will your students sit on chairs, or on the floor? On cushions or beanbags? What will give them the OPTIMUM chance to focus on the content and activities? Putting time and thought into setting up your space will greatly benefit you and your students.
Physical Safety
Before you deliver your program, think through the variety of physical activities that will take place. What can you do to manage any risks that might present themselves?
Something I find helpful is to prepare how I’m going to introduce an activity – I carefully think through how I’m going to explain the activity, and the order in which I’m going to give students instructions. This goes a long way in managing physical risk, as it prevents students from jumping straight into an activity and potentially hurting themselves or someone else.
I tend to introduce the activity by name, explain the purpose or outcome that I want to see achieved through the activity, go through the instructions, and lastly put students into groups. Thinking this through and making a plan will help your sessions run smoothly!
Emotional Safety
Creating a safe environment is essential in any social/emotional learning program. When students come into a group setting, they should feel comfortable to share their opinions, thoughts and feelings without being worried that they might be judged or shamed. We can facilitate that sense of safety by setting guidelines about how the group will function. Take the time in your first session to address this with your students, encouraging them to come up with ideas about how the group can best function. Write down their ideas so you can refer back to them later.
I hope that this article has been helpful and given you some ideas about how you can approach program implementation. With a little extra planning and intentional communication, your program can be a success for both your school and your students.
© Janina Cousins
www.emergingyouth.com.au