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What do volunteers do and how you can help? Volunteer handbook
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Volunteer Handbook
Travis Unified
Volunteer Handbook Travis Unified 707-437-4604
Volunteer HandbookWelcome to the Travis Unified School Volunteers. We are thankful that you have chosen to volunteer your services to our students. With the support of volunteers such as yourself, the opportunity to meet the individual needs of each child is greatly increased. The Travis Governing Board encourages parents/guardians and other members of the community to share their time, knowledge and abilities with our students. Community volunteers in our schools enrich the educational program and strengthen our schools’ relationships with homes, businesses, public agencies and private institutions. The education of the youth of today takes a whole community. Caring members of our community bring new energies and resources into our schools. All over the country schools are drawing support from their communities through the efforts of volunteers who work in our schools, become career mentors, contribute goods and supplies, and those that support our schools financially through endowments and grants. This handbook is designed to provide you with practical information that will assist you in your volunteer placement. It is our goal that the time you spend with our students is worthwhile for you as well as the students. If you have any questions that have not been addressed in this handbook, please feel free to call the number listed below. Once again, thank you for helping make a difference in the lives of students in Travis Unified schools. Jacki Cottingim, PhD.Superintendent The Travis Unified The community of students is culturally and ethnically diverse: 61% Caucasian 16% African American 10% Hispanic 7% Filipino 3% Asian In addition to the excellent K-12 program, Travis USD
includes the
The
Suggestions for Starting Your Volunteer Experience Following are suggestions that should prove helpful in developing a successful partnership with our students and teachers. 1) Meet with the teacher/staff member before you start. Volunteers are placed with teachers or other staff members who have requested volunteer assistance. Some have specific roles and tasks for their volunteers, while others identify those tasks on an as-needed basis.
2) Get to know the school grounds.
3) If you are volunteering in a classroom, spend some time observing the class.
4) Establish positive relationships with the students
5) If you are experiencing some problems with your placement, try to resolve them first with the teacher or staff member with whom you are working. If you are uncomfortable with this, please contact the district volunteer coordinator. 6) If you need to quit volunteering for some reason, please inform your teacher as well as the volunteer coordinator. Have a good time and thank you!!! Getting Off to a Good Start When Working with an Individual Student: · If you working with an individual student, take some time to get to know him/her. o Find out what your student does outside of school. o What sports do they play, favorite t.v.shows, favorite games. o Does s/he have a pet? Talk about the pet. · Tell the student a little bit about yourself and your interests. · Discuss what your schedule will be. Don’t make any promises you can't keep…students remember everything! Keep to your schedule as much as possible. Your student will be expecting you and will look forward to you coming to his/her school. If you need to make a change, let the student/teacher know in advance if possible. · Be a good listener. Let the student know that you care about their thoughts and ideas. · Accept the student for who s/he is…don't try and make them into something they are not. You are here to help, not change them. · Be encouraging. Recognize effort as well as products. · If you don’t know an answer to something, admit it and work it out together…nobody knows everything! · Let the child know that you enjoy your time with him/her…and enjoy yourself!! When Working with Groups of Students (small or large groups) · Find out what the teacher wants you to work on…get specifics. · Indicate to the children how you would like to be addressed. · You may want to have the children wear nametags so that you can address them personally. · Discuss with the teacher ahead of time what classroom management techniques you should be using, in the event of the need for discipline…or if the teacher wants to handle this. · Encourage all the students, not just the ones with the correct answer. · Give each student time to answer…don't allow other students to jump in and answer for him/her. · Let the children know that you enjoy your time with them…and enjoy yourself!!
Learning StylesNot everyone learns in the same way. Your learning style is simply the way in which you learn best. Most people use all of their senses as they process information; one sense generally dominates. Here are some descriptions and suggestions that may be helpful in understanding the students with whom you work: 1. Auditory Learners · They learn best through verbal demonstrations. They prefer talking about a situation and enjoy listening to themselves talk. · Read instructions aloud · Have them repeat instructions to you · If the student is having difficulty understanding, rephrase instructions 2. Visual Learners They learn best by observing. They prefer watching demonstrations and have intense concentration and ability to visualize information. Students who are visual learners like to write, doodle, and study their environment. · Keep a copy of the written instructions, charts, etc. in front of them · Use visual aids for reference (maps, charts, pictures, etc.) · Try having students write or draw problems on paper · Encourage the use of a homework notebook to remember assignments 3. Tactile (Kinesthetic) Learners They learn best by doing. They remember best by what they did, not what was seen or heard. They need frequent breaks when studying and are easily distracted when they are not able to move. · Have students use manipulatives, such as money or blocks with a math problem · Learning aids, such as a globe, for geography · Have students use their bodies to act out fiction or non-fiction stories. Characteristics of Children Aged 5-8 Years
Physical Characteristics · Full of energy, may find it difficult to sit still · Tire easily · Aware of physical limitations · Increasing fine motor skills (e.g., using scissors, writing). · Proud of their accomplishments · Prefers to participate rather than observe Self-image · Self image based primarily on what they think others think of them. · Proud of their own accomplishments; want to be treated as individuals · Eager to please adults they admire · Becoming more independent of home and parents · Flourish from positive reinforcement about specific things · Sometimes adamant about their likes and dislikes Relationship with Others: · Try out new ways of getting along with others · Imitate adults in attitudes and actions · Sensitive about feelings--both their own and others · Aware of individual differences in physical appearance · Still seek acceptance and encouragement primarily from parents and teachers · Beginning to develop a sense of right and wrong in attitudes and actions toward others Interest in Learning: · Beginning to draw conclusions from practical experience · Still have private worlds of fantasy and wonder · Eager to learn · May surprise adults at times with their insight · Eager to try new activities but frustrated by attempting things beyond their capabilities Characteristics of Children Aged 8-12 Years
Physical Development: · Growing steadily; physically active · Differ widely in physical maturity (girls likely to mature earlier than boys) · May be maturing sexually and having questions about their bodies · Becoming increasingly interested in improving personal appearance Self-Image: · Becoming more independent of adults · Often frustrated when they do not measure up to their own expectations or those of others · Want to make their own decisions · Often mention what they would like to be when they grow up · Want tasks to perform; want to be useful Relationship with Others: · May be aware of the opposite gender but unsure of relationship; teasing often denotes attraction to opposite sex · Have increased concern about right/wrong (example: lying, cheating) · Developing more responsibility for forming and keeping friendships · Interested and informed about people around the world · Values of peer group generally accepted over those of adults Interest in Learning: · Developing longer attention span · Interested in current events · Increased skills in reading and expressing ideas in writing · Learning to think abstractly · Often try to be perfectionists which can result in frustration Characteristics of Middle School Children Physical Characteristics: · Have spurts of boundless energy and periods of dreamy lethargy · Vary greatly in size, strength, and dexterity; girls tend to mature earlier than boys · Becoming increasingly interested in improving physical appearance · Are concerned about the normalcy of their development · Rapidly changing bodies and minds · Enjoy exploring and experiencing new things · Exhibit erratic behavior Self-image: · Extraordinarily self-conscious about themselves and the attitudes of others towards them · Need to hear that what they do is valued by others whom they respect · Are concerned about presenting a positive image for their peer group; want to avoid embarrassing situations. · Can be easily discouraged if they do not achieve · Not comfortable taking risks in front of peers Relationships with Others: · Parents and families remain of primary importance in setting values and giving affection (although this might not always be obvious!) · Are concerned with the standards set by their peer group…want to conform. · May show an indifference towards adults · Like to discuss their experiences with adults who will listen, not judge. · Want to know and understand rules (explicit boundaries help define the areas in which they may legitimately seek freedom to explore). · Increasingly able to participate with adults in framing their own rules and limits · Are angered more easily and may take longer to recover · Interest in Learning: · Enjoy participation in activities that shape their lives and allow them to use their new talents · Want to be included in the planning of events Characteristics of Middle School Children ( cont’d) · Can have a short attention span; prefer choice of varied tasks that enlist diverse interests and abilities · Enjoy exploring and experiencing new things · Are able to see relationships among similar concepts, ideas, and experiences and make inferences; learning to think abstractly. · Interested in current events Characteristics of High School Students
Physical Characteristics: · Vary greatly in size, strength, and dexterity · Have spurts of boundless energy and periods of dreamy lethargy. · Bodies are going through physical changes that affect personal appearance · Some can have bad diet and sleep habits; some require many hours of sleep · Can have rapid weight gain at beginning of adolescence · Have a hard time getting going in the morning Self Image: · Fear rejection; are vulnerable; emotionally insecure; mood swings · Feelings are easily hurt · Use loud behavior to cover up lack of self confidence · Have a fear of ridicule and being unpopular · Very concerned about their appearance; self conscious about their physical changes Relationships with Others: · Feel a strong need to fit in and conform; dress and behave like their peers · Are concerned about what others say about them · Allow their friends to set the general rules of behavior · Peers offer needed support and companionship · Identify with other adults · Are critical of adult behavior…judge them subjectively. · Tests limits · Increasingly able to participate with adults in framing their own rules and limits. Characteristics of High School Students (cont’d) Interest in Learning · Want to be included in the planning of events · Enjoy participation in activities that shape their lives and allow them to use their new talents · Have a longer attention span · Eager to understand the possibilities of adulthood (need relationships with adults who are willing to share their experiences, view, values, and feelings). · Enjoy exploring and experiencing new things · Don't often "see the point" in studying some subjects Confidentiality You will be serving in a unique capacity with our students. Sometimes students share things with a volunteer that they have not shared with anyone else. This information may be about private family matters, or information about themselves that they are entrusting to you. It is very important to the integrity of your work with students that you do not share this information with others. If you feel it is important that another person have this information, please talk to the teacher or the principal. There may also be a time when a student shares something with you that causes you some concern… concern about their personal safety. If this should be the case, please immediately contact the classroom teacher or principal. That person will know the proper procedure to deal with this situation. 2001-2002 School Holidays/Non-Student Days Traditional School Year ·
· Sept. 3 Labor Day · November 12 Veteran's Day (observed) · November 21 Day before Thanksgiving · November 22 Thanksgiving Day · November 23 Day after Thanksgiving December 24-January 4 Winter Recess ·
Birthday ·
February 15 Local · February 18 Presidents' Day · March 20-April 5 Spring Break · May 27 Memorial Day · June 7 Last Day of School (Traditional Calendar) · July 4 Independence Day Please see inserts for year round schedules. Initial Volunteer Checklist When you begin your volunteer experience, please discuss the following with the teacher: __1. Signing in and out of the building and wearing a volunteer badge __2. Your schedule __3. School-wide rules and which ones apply to adults as well as students __4. The teacher's classroom policies, procedures and rules, as well as his/her management system, methods of reinforcing students, and emergency procedures __5. What your specific duties will be, materials you should use, and strategies to use when working with students. __6. How and when to contact your teacher/staff member regarding a change in your schedule, etc. Consider exchanging phone numbers. __7. Alternate plans for days when the teacher is absent and a substitute is in charge of the class. __8. How the students will refer to you (first name, Ms., Dr., Mrs., Mr., etc) __9. Procedures for taking student(s) out of the classroom for individual work, if applicable __10. Your special interests, talents, and skills __11. Confirm scheduled school holidays and identify any pre-planned field trips that fall on your scheduled day(s). Volunteer Opportunities in the Travis Unified Working in classrooms Tutoring individual students Literacy Programs Community Service--providing a hands-on experience for our students in a variety of settings
We gratefully acknowledge the
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