SAFETY

True or False?

100

The need to address the social-emotional challenges that interfere with students’ connecting to and performance in school is critical. If False, Why?

True!

200

The three components of safety are physical, social, and emotional. If False, Why?

True!

300

Promoting safety increases the outcome of youth acting out in order to give themselves a sense of self. If False, Why?

False. Promoting safety reduces the outcome of anxiety in youth and acknowledges that youth have a self-awareness and further builds positive self-esteem.

400

A high youth to staff/volunteer ratio is necessary for both physical and emotional safety

False. Low youth to staff.

500

Despite the cultural pressures that teachers may face in classroom settings, they are always aware of the social issues that their students go through.

False. One of the most challenging, and frequently unacknowledged, issues that many adults face is helping young people deal with social pressures.

Define This.

100

Define Safety.

Safety means that young people feel both physically, socially and emotionally safe

200

The experience of _______ _______ means that young people feel secure that they will be valued and accepted by the group; that they can participate fully without fear of teasing, harassment, or ostracism; that racial and cultural differences between individuals are embraced.

Emotional Safety

300

________ ________ means that young people feel safe, confident that the surrounding adults will protect them from harm and assist them if they are feeling threatened.

Physical Safety

400

Define Active Listening and how does it create a safe learning environment?

Active listening is a communication technique that requires the listener to understand, interpret, and evaluate what they hear. The ability to listen actively can improve personal relationships through reducing conflicts, strengthening cooperation, and fostering understanding.

500

How stereotyping related to Safety?

Stereotyping is often subtle, and is communicated thoughtlessly if we are not careful. It is as much about what we don't vocalize as what we —tolerating loudness from boys but not from girls, making assumptions about a child’s interests or skills based on his/her race, or posting images on the walls that leave some young people out.

Safety Q's

100

Why is Safety an important component of the Experiential Learning?

Stimulates the learning experience of youth in a classroom.

200

How can teachers promote a sense of safety in their youth programs? Give one or two examples.

- Giving youth a voice. - Provide open-ended questions and constructive feedback. - Setting up Ground Rules/Agreements. - Teachers should be culturally sensitive to youth. - Promoting parental involvement.

300

Give examples of characteristics of implementing ground rules?

- Cooperative and non-competitive - Safe, supportive, trusting environment - Non-defensive - Enjoy ourselves - Confidentiality - Transparent workshop processes

400

Continuity and consistency. Why is it important to Safety?

Young people feel safest when they have ongoing, trusting relationships with the adults in their program and when there is a sense of routine.

500

Name three ways that Prof. Meschke created a safe learning space among our classmates.

- Socratic seminar. - Allowing flexible in terms of the syllabus, tests, lesson plans and homework. - Providing a "compliment sandwich" feedback in all graded assignments.

Scenarios

100

There is a 4 year old girl that has a very short boyish haircut. The other preschoolers tease the little girl that she is a boy and persistently refers to her as a he. How would one intervene in a safe manner?

Announcing the circumstances to students in order to promote healthy development i.e.) gender differences and similarities; this way students understand the differences among genders and what is acceptable.

200

Chelsea wants to be accepted by her peers by acting-out and consistently needing attention from her youth leaders.

- Wait, watch and listen; don't intervene immediately since it may satisfy the negative behavior. - Help to explore self-defeating behavior by consistently asking questions or possibly removing her from the neutral environment.

300

A child displays his discomfort as the youth facilitator straps him onto the harness of the Zipline. He decides he does not want to go but his Mom stands by the sidelines with a camera on hand and pressures him to keep going. What should the facilitator do?

- Provide the child with options that he can go through with the Zipline or not go through with it. - Reassure the child that the zipline is safe through developmentally-appropriate guidelines of the zipline. - Facilitator can demonstrate being on the zipline and how they can also be just observants.

400

After music class, a 10 year old youth decides to write on the teacher's folder that was on the teacher's desk marked Mr. P, then decided to add, Mr. P-enis.

- Disregard the vulgarity to cease further commentary by youth. - Explain that the situation is inappropriate, because the folder was the teacher's not the youth.

500

A 6 year old soiled his pants in class since he couldn't make it on time to the boy's restroom. There weren't any pants left so he had to wear a girl's plain bell bottoms. Clint, that youth leader starts teasing the youth, regardless of his unknown knowledge of bell bottoms. As the second facilitator, how would you intervene?

- Pull aside the other facilitator and tell them that they are potentially damaging the youth's self-esteem. - Let the youth leader know that the situation is unprofessional and the he is crossing boundaries as a mentor.