“Enabling associations to use the guiding method in training”

1. “Enabling associations to usethe guiding method in training”

2. WAGGGS MISSION STATEMENT“To enable girls and young women to develop their fullestpotential as responsible citizens of the world”achieved through THE GUIDING / SCOUTING METHOD

3. COMMITMENT THROUGH PROMISE & LAW • The Heart of the Movement • The philosophy of Life • Become a committed member of a Worldwide Movement 3 part commitment promise Seek spiritual fulfillment Contribute to the society in which you live Live by a simple code: the Girl Guide/ Girl Scout law

4. Promise (insert original promise text) Law (insert original law text) Membership of WAGGGS represents the whole spectrum of languages, culture, traditions, faiths and lifestyles. While the wording may vary, the essence of the Promise is the same for all. • Discussing the Promise: certain questions may • arise… • What exactly does the Promise mean? • Trainers must be prepared for such questions. • They have to develop confidence in sharing their • understanding of the Promise and developing • the confidence of the Guiders. • Aim of training sessions about the Promise: • To develop understanding of the Promise and its • relevance to Guiding and life. • To enable leaders to increase their confidence • when engaging in discussion and activities about • the Promise. • To show that the Promise has real life • application and that it is relevant in all activities. • When we take the Promise… • We undertake to do or not to do a particular • thing; • It is something which requires us to put • ourselves into what we say; • It is important to have an understanding of • its meaning and relevance in today’s world; • As trainers/leaders it is vital to be aware of • theinterpretation that may be put upon it by • our young members and how the Promise works • in practice.

5. An activity … Participants are asked to role play a real life incident which reflects the Promise and Law – they then make up similar incidents. Discussion using a piece of music, a poem, a story, a television or radio programme. Working with young leaders – current popular music that has words relating to the values embodied in the Promise.

6. THE PATROL SYSTEM MEETING THE NEEDS OF INDIVIDUALS A FRAMEWORK WHERE “LEARNING BY DOING” CAN TAKE PLACE THE NEED TO BELONG AND A SENSE OF SECURITY • IT GIVES THE OPPORTUNITY : • To work together in small groups. • For each individual to be under the leadership of one of her peers. • To learn from one another. • For everyone to have a role and responsibility. • For educational opportunities: involvement, team spirit, co-operation, development of Guiding, taking and sharing responsibilities, democratic skills.

7. Questions to consider… Is there group work within Guiding/Scouting? Who works in a group? (national committees, district teams, same town/village leaders, patrols or sixes for the girls). • In training: … • The Trainer has to take the group of trainees and form them into a team, that will fulfill the functions required of them, in order to achieve a meaningful experience. • The Trainer needs to decide beforehand the nature of the activity, the skills that she is hoping the group will develop and why she is putting the trainees into groups.

8. An activity: “the ball of string” • Aim: - To observe the communication pattern in a group. • - To explore the emergence of leadership in a small group. • - To develop awareness of power held by group members. • Group size: 6 – 12 members Duration: 30 minutes Material: a ball of string • Method: • The trainer tells members that they will be discussing a particular topic. One or two of them • may act as observers. • A ball of string is placed in the centre of the group. The first to speak picks it up. • When the first speaker finishes, he or she holds the end of the string and passes the ball to the • member who wants to speak next. This person does the same, passing on the ball but keeping hold • of the string. • The process continues in this manner as the ball of string is passed around and unwound. As • the exercise progresses, a type of sociogram for the group is formed. • After about 15 minutes, the trainer stops the activity and the experience is discussed. • Follow up: • The group looks at the patterns of interaction that emerged during the discussion. • The trainer asks the observers to provide feedback for the group and allows participants to react. • Conclusions about the phenomena of leadership and power in the group may also be drawn by considering the different lines of interaction produced by the ball of string. • Remarks: • If it proves too complicated to use a ball of string, one may simply use an ordinary ball. One observer may note the lines of interaction. • The topic chosen for discussion depends on the type of group. It may either be suggested by the facilitator or chosen by the participants themselves.

9. LEARNING BY DOING Non-formal education Making one’s own mistakes and learning from them Individual does things for and by herself, and does not listen to or observe passively how to do something Encourages self-initiative and creativity Learn faster and better • These “experiences” will be in the form of games and formal and informal activities which provide opportunities to: • be part of a worldwide movement • belong to a group where she can learn to contribute and get along with others • think for herself, learn to express her views, make decisions and learn to choose • find achievement in real situations • lead a small group and have real responsibility towards others • explore interests and ideas which she might otherwise have never known about • enjoy herself and have fun

10. INDIVIDUAL SELF-DEVELOPMENT Help to identify the needs Help to guide individuals Trainers can: • Questions to consider: … • What motivates us? (Maslow’s Hierarchy of Needs) • Feedback and Personal Evaluation (during, after… training) • Personal training style (how?) • Trainer’s responsibility for on-going development (knowledge, skills, attitudes) • Tutoring (tutoring a prospective trainer) • Time management (ways to make more time)

11. The use of games as a training method… with an emphasis on learning by doing (participation) • A game can be used: • to illustrate the Programme • as an icebreaker • to teach a skill • to aid discovery learning • - for competition • - to team build • - to promote management skills • - to test knowledge A successful trainer views games as an essential part of her “equipment” • In Adult Training Sessions: • to get trainees laughing and talking to each other • to liven an atmosphere that needs perking up • to teach • to help trainees to work together in groups

12. An activity: “your life line” The aim of this exercise is to develop awareness of your strengths and acknowledge your positive qualities. •  List some of the achievements or accomplishments in your life (i.e. things you did or learned) • 1. • 2. • 3. • Which one are you most proud of? • Which one was most difficult? • Which one do you think other people may underestimate? •  List some of your present skills (i.e. things you can do or abilities you have) • 1. • 2. • 3. • Which one do you feel best at? • Which one do you do better than most people? • Which one do people usually compliment you about? •  List what you like about yourself (i.e. what you are, • personal qualities) . This exercise can be done at different stages, e.g. after 6 months or a year. If you wish you may share your answers with others and ask for feedback. (You may also ask someone who knows you ti fill in this list for you.)

13. SYMBOLISM All the things that tie a group together creating a feeling of belonging and group cohesion Uniform Left Handshake Trefoil Motto Salute Good Turn Flag Badges

14. Exercise: “self-presentation through symbols” Self-presentation can be conducted in a symbolic way, either in a group or in a interpersonal setting. Members are asked to choose a symbol that represents them and then identify themselves with that symbol to introduce themselves. For example, “I am a house, an open book, a telephone, a car, a football, a bubble, a piece of abstract music, etc.”. The person then explains in what way that symbol describes him/herself.. or Each person may actually bring an object and show it to the group or to another person. For example, a flower, a stone, a watch, a note-book, spectacles, etc.. While the member explains the reason for the choice, certain details of that object may be used to further describe that member. Brainstorming – Symbols of Unity – What symbols do we use in Guiding and Scouting? List them…

15. ACTIVE COOPERATION BETWEEN YOUTH & ADULTS • A relationship with a meaning: “being side by side” • Co-operation: working together to encourage young persons in their self development. • The adult amongst youngsters: proof that in Guiding/Scouting, it is not teaching but being a Guide/Scout along with them (a Leader must always LEAD the way) • Guiding and Scouting is a movement for young people: The adult is a key part of the movement, not the centre of the movement. • Developing an understanding of each one’s roles. • Respect towards authority, i.e. towards the leaders. «If you touch me soft and gentle If you look at me and smile at me If you listen to me talk sometimes before you talk I will really grow» (a 9 year old girl) As to a Trainer: “active co-operation” could be… … giving value to the trainees’ experience, and helping them to increase what they can learn from it; … not being a teacher, but a helper to develop their own skills, attitudes, etc.; … helping to discover and establish the adult’s role in the movement.

16. Exercise: The Social Atom within Guiding and Scouting • Goals: • To help members express their perception of the group in terms of interpersonal relationships. • To become aware of how members perceive each other within the group. • To create a form of group sociogram by each individual. • Group size: 8 – 12 membersDuration: 1hr 30 minutesMaterial: a variety of coins and matchsticks • Method: • One member volunteers to establish the social atom of the group. Each coin represents how close or how far away the volunteer feels with regard to the other members. The matchsticks placed on a line between two coins represent a link between a volunteer and that member, while matchsticks placed in the form of crossed line represent a barrier between the volunteer and that member. • The same volunteer explains the social atom and interprets each part. The other members may ask for clarification and give feedback. • A second volunteer traces his or her social atom alongside the previous one and repeats the same process. • After the third and fourth volunteer, the whole exercise is evaluated. • Follow up: • Members share their feelings and reactions during the exercise. • There may be an overall discussion of the networks showing the relationships between group members. • Remarks: • This exercise is normally conducted when group members have already been together for some time and their relationships have developed. • This exercise presupposes an atmosphere of trust and acceptance in the group.

17. OUTDOOR ACTIVITIES Valuable in building: self-confidence self-awareness character Strengthening spiritual awareness Environment awareness • As Trainers we have to: • Create the “space” in which games are taking place. • Find out about the “environment” where patrols are asked to meet and carry out their activities. • Provide the “air” which brings the essence of belonging to nature itself, • that is doing activities and living in a real outdoor environment, not in an artificial one. • - Taking care of the environment and appreciating nature.

18. SERVICE IN THE COMMUNITY Responsibility Cultural diversity good turn solidarity Action • The Trainer…: • Encourages a sense of responsibility for the world in which the Girl Guide/Girl Scout • lives. • Provides every individual member with an opportunity to understand and respect • different cultures and ways of living. • Emphasizes the influences that she, as an individual can have in her surroundings. • Extension of the “good turn” • Identifies needs and concerns in the community and takes action to address these • needs which may have to do with health, environment, elderly or disabled people, • facilities and buildings.

19. Exercise: What is Culture? • Goal: To help participants define their culture generally • and then to reconsider their own background. • Preparation: Flip Chart, large sheets of paper with word CULTURE written • in the middle, and pens. • Activity: • Organise the participants into groups of four or five. • Give each group a piece of flipchart paper with the word culture. Ask the groups to write on the sheet anything that they can associate with the word culture. • Each group makes a short presentation, using their sheet, to the whole group. Allow time for discussion and comment. • Groups will need another sheet of flipchart paper for the second part of the exercise. • Ask group members to brainstorm anything they can think of that is representative of their own culture. • Everyone shares their ideas. • Comment: the first part might produce words like religion, customs, social heritage,language, music, arts, ethnicity, clothes, food, the way we live. • [To carry this exercise further, one could identify herself with a culture and see how she fitted in. A cultural awareness exercise can influence the values and attitudes of our • members]

20. INTERNATIONAL EXPERIENCES Conferences Seminars Thinking Day International Camps Meetings • Issues to bear in mind… • WAGGGS is one of the largest organisations for girls and young women in • the world. • To belong to such a movement is to belong to a very special family. • International Education is an essential tool for Girl Guiding/Girl Scouting. • We learn about and from people of other cultures and religions. • We gain an understanding and acceptance of different ways of thinking and • living and make friends from different backgrounds.

21. Icebreaking game: Cultural Greetings Goal: To introduce participants to many different methods of saying hello. Preparation: Write descriptions of different greetings on cards. • Here are some examples: • shake hands (Britain) • big hug and back slap (USA) • kiss directly on the right cheek, then left, then right (France) • kiss on cheek, but without touching the lips to the cheek (Britain) • kiss directly on the right cheek, then left (Greece) • stand facing each other and bow to each other from the waist (Japan) • place both hands together, palms touching, face each other and bow slightly (India) • rub noses (New Zealand) • Activity: Ask participants to form pairs and give each pair one or two cards. • Pairs then greet each other in the manner which is described on their cards. • The other members of the group try to guess the country from which the greeting comes.