Program
Aide
Training
Program
Aide
Training
I. Introductions/Welcome
II. Program Aide Roles and Responsibilities
| 1. Desirable personality traits |
| 2. Required experience |
| 3. Time commitment needed |
| 1. A Program Aide is responsible for.. |
| 2. A Leader is responsible for.. |
| 3. What Older Girls Can and Cannot Do in Older Girl Leadership Projects |
| 4. Strategies for Working With Adults in Leadership projects |
1. PA's should be involved in the planning and preparation |
2. What do you do if leader tells you "Just show up and I'll tell you what to do"? |
II. Girl Scout Basics
| 1. Play Promise and Law game |
| 2. Handout |
| a. The New Girl Scout Law |
| 3. Discuss how the promise/law affects their lives ? |
| 1. Handout |
| a. Program Goals - an Overview |
| b. Program Goals |
| c. 5 Worlds of Interest |
| 2. Groups choose activity out of age level handbook |
| a. Determine what world of interest it would relate to |
| b. Determine what program goal it would achieve |
| 3. Process group info |
| 1. Discuss how and why girls share in decision making |
| 2. Assume you are planning a campout |
| a. What types of things might Daisys decide? |
| b. What types of things might Brownies decide? |
| c. What types of things might Juniors decide? |
| d. What types of things do Cadettes/Seniors decide? |
| 1. Cooperative puzzle (from Contemporary Issue "Valuing Differences") |
| 2. Discuss what can be learned from this activity? |
| 1. Brainstorm types of gender bias experiences (Cadette Handbook p.55) |
| 2. Discuss responses |
| 1. Short intro on book format |
| 2. Handout |
| a. Safety-Wise Quiz |
| 1. Handout |
| a. Facts about GSUSA |
| b. Facts about MTGSC |
III. Working With Younger Girls
| 1. Handout |
| a. Age Level Characteristics |
| 2. What types of things would be appropriate for one age level but inappropriate for another |
| 1. Hand out Mars bars and tell girls they can't eat it now |
| 2. Handouts |
| a. How to Teach Something You Know to Others Who Don't |
| 3. Ask "How do you get someone to learn?" |
| a. Motivation-how are we motivated? |
| b. Association-associate activities with something they know |
| c. Repetition-we learn better when we repeat and rephrase info |
| d. Sensations-The more senses we use the better we learn |
| 4. When association is accomplished, girls can eat MARS bar |
| 1. Handout |
| a. Hints for Beginning Game Leaders |
| 2. Each group is assigned a simple game and teaches it to the group |
| a. Discuss how to adapt it to disabilities encountered OR |
| b. if time, play it using different variations based on different disabilities |
| 1. Handout |
| a. Song Leadership |
| b. Song Leading |
| 2. Teach a song using techniques presented |
| 1. Use activities selected in II above |
| 2. Have girls plan activity including: |
| a. Supplies needed |
| b. Estimate how much time needed |
| c. What would need to be done for clean up |
| d. Whether activity would be complete at end of time (e.g., would need to dry) |
| e. Who is responsible for what part of activity |
| 3. Discuss what happens when this kind of preparation is not done for an activity |
| 1. Give scenario to each group to discuss & present solutions |
| 2. Any other solutions? |
| 3. What is best role for Program Aide in problem situation? |
| 4. How would you approach the troop leader if you saw a problem in a troop setting? |
IV. What Now
| a. Reference Forms (3 per girl) |
| b. Girl and Parent Agreement |
| c. Program Aide Log |
| d. Program Aide Note Sheet |
| e. Program Aide Placement |
| f. Leader Evaluation of Program Aide |
| a. May be for an event you are working on |
| b. May be a Council specialty training if scheduled |
| a. DO NOT double dip |
| b. Can log hours planning, leading, assisting, or attending(as a PA) |
To Training Outlines