The Role of a PL
The Daily Flow
Safety & Behavior
Learning & Leading
Building & Growth
100
Before students arrive you should.....
-Arrive on time & check in with your Supervisor
-Review the day's lesson plan & materials. PREP.
-Set up activity areas & supplies.
-Ensure safety materials (first aid, emergency rosters) are on hand.
(pg.12)
100
What should staff do during snack-time?
-Make sure students are sitting down eating.
-Staff is constantly moving around monitoring ALL STUDENTS.
-Hold students responsible for cleaning up their snack and area!
100
What are the common behavior triggers that cause students to act out? (List three)
-Boredom or confusing instructions
-Loud, chaotic spaces
-Feeling left out
-Being hungry,tired, or overstimulated
-Unclear rules or unfair treatments
(pg. 22)
100
What does PBL mean?
Project Based Learning
(page 36)
100
How do you build relationships with students?
Answer varies. Points given if Ms. Felix approves.
200
After students leave staff should...
-Submit attendance & incident reports to AS or Supervisor
-Reflect on what went well and what needs improvement.
-Prep tomorrow's lesson/materials.
200
Staff should always have the following with them at all times...
-Clipboard with:
Step out logs
Reflection sheets
Behavior Logs
No Homework Logs
Center sign up sheets
RAP cash
(2) Pens
(2) whiteboard markers
Some bandages
-Ipad
-ID/badge
200
Complete the statement:
"Discipline isn't about punishment, it's about______"
Teaching better choices (pg. 23)
200
Name a 21st Century skill that helps kids succeed in school, jobs and life.
Communication / Collaboration / Critical Thinking / Creativity
(page 34)
200
What does it mean to build bridges with school-day staff?
Introduce yourself to teachers and front office staff
Ask how students are doing during the school day
Share helpful updates (like when a student is having a tough time)
Keep things positive by never complaining about students to school staff.
(page 41)
300
During program hours staff should...
-Take attendance & monitor student movement (step-out logs).
-Facilitate snack/supper time with care & attentiveness.
-Lead planned lessons & enrichment activities.
-Manage transitions using cues (countdowns, call- and-response).
-Monitor student behavior & apply positive reinforcement.
-Track behavior concerns & noble successes.
-Communicate with students, school staff, & parents with respect & positivity.
-Clean & reset activity areas after each session.
300
Name three transition tips.
1. Use clear, consistent cues (stop at the red pole, when I say "go"
2. Give warnings before a transition. (5 mins left)
3. Use visual timers to monitor time.
4. Assign a line leader.
5. Plan for extra time between blocks!
6. Have a backup mini activity ready.
(pg. 18).
300
Name the 3 R’s of Redirecting Behavior.
Remind- gently restate
Redirect- offer a new choice or action
Reinforce- praise when the behavior improves
(page 25)
300
DOUBLE JEOPARDY!
Why is it important to have great lessons?
Higher daily attendance
Fewer behavior issues
More enrollment
(page 33)
300
DOUBLE JEOPARDY!
Name a California Quality Standard that is being used in afterschool and expanded learning program.
Safe & Supportive Environment
Active & Engaged Leaning
Youth Voice & Leadership
Healthy Choices & Behaviors
(page 44)
400
List RAP's core values.
-Children first
-Team Spirit
-Fun + Learning = Magic
-Everyone's a Learner
400
During program, students take too long to clean up after snack, which causes the next activty to start late. Staff are frustrated and as a result leave half their class behind at snack. As a result, students also lose focus during transitions.
How should this issue be prevented?
-Use clear consistent cues (In 5 mins start cleaning up!)
-Use verbal cues (When I say go, line up)
-Set clear expectations (stay seated, ask to go anywhere).
-Never leave without your whole class.
(pg.18)
400
DOUBLE JEOPARDY
Identify the steps on the RAP conflict flowchart.
1. See it
2. Space It
3. Solve It
4. Share It
(pg.30)
400
Name and describe the 4 basic steps you take when planning and facilitating a lesson.
1) Warm Up - quick game or intro question
2) Main Activity - the main challenge, art or group project
3) Wrap Up- Share out, reflect, debrief & show what they learned
4) Clean- Up - Model responsibility and teamwork.
(page 34)
400
What does it mean to; "speak with care"? (at least 2 examples)
- Using names
- being honest without being harsh
-giving directions in a calm, confident voice
- letting kids know what's expected (and the possible consequences if expectations aren't met
(page 39)
500
Name five hats (capes) a PL puts on in a day.
-Safety Hero
-Activity Coach
-Homework Helper
-Snack Manager
-Calm Keeper
-Role Model
-Time Wizard
-Listening Ear
-Problem Solver
-Includer
-imagination Spark
-Hype Leader
(pg. 10)
500
Scenario time!
As the class settles in to begin work on the winter talent show, Kristine begins calling out jokes about the show before the teacher even gives out directions. Other students laugh and it quickly turns into side conversations.
Later, Kristine blurts out unnescary comments and debates with peers aboout who should play the center in the performance. Her comments make it difficult for Ms. Felix to get through the lesson.
As a result, the class is late in transitioning and nothing was accomplished.
What should Ms. Felix have done?
-Used a call to attention the minute the class was off-task.
-Pull Kristine aside to give her a warning.
-Give a reflection sheet to Kristine for disrupting class.
-Set clear participation expectations
500
Scenario:
The holidays are coming and a student is giving Maliha a present for being their favorite program leader. She thanks them with a hug and say, “aw, thanks so much! That’s why I like you.” She takes a selfie with that student and decides to post it on her IG with the caption; “She’s my fav! Love working with kids! #worklife. The following day, She decided to give that student a giftcard in appreciation.
Name and describe all the boundaries that were broken in this scenario.
Maliha did not maintain appropriate physical boundaries. Maliha initiated a hug. (pg. 26)
Maliha is showing favoritism by saying, “that’s why I like you.” (pg. 28)
Maliha was taking pictures of students in her personal phone (pg. 28) and posting it on social media. Not allowed (pg. 26)
Maliha is giving gifts/money to students. Not allowed. (pg. 28)
500
Name the 5 C’s of Positive Youth Development
Competence
Confidence
Connection
Character
Caring
(page 35)
500
RAP uses a Conflict Flowchart to solve student to student arguments. Name and describe the 5 steps.
See It - Notice the behavior
Say It- Use a calm, clear voice when talking to students
Space It - Separate students if needed. Give breathing room. Listen to both sides
Solve It- Help them make better choices.
Share It- Communicate with Supervisor if it involved physical harm, serious disrespect or repeat behavior
(page 30)