Enabling associations to use the guiding method in training

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Enabling associations to usethe guiding method
in training
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WAGGGS MISSION STATEMENTTo enable girls and
young women to develop their fullestpotential as
responsible citizens of the worldachieved
through
THE GUIDING / SCOUTING METHOD
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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
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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 todays 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.

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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.
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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.

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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.

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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.

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LEARNING BY DOING
Non-formal education
Making ones 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

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INDIVIDUAL SELF-DEVELOPMENT
Help to identify the needs
Help to guide individuals
Trainers can

• Questions to consider
• What motivates us? (Maslows Hierarchy of Needs)
• Feedback and Personal Evaluation (during, after
  training)
• Personal training style (how?)
• Trainers responsibility for on-going
  development (knowledge, skills, attitudes)
• Tutoring (tutoring a prospective trainer)
• Time management (ways to make more time)

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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

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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)

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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.)
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SYMBOLISM
All the things that tie a group together creating
a feeling of belonging and group cohesion
Uniform
Trefoil
Left Handshake
Motto
Salute
Flag
Good Turn
Badges
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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
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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 ones 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
adults role in the movement.
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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 members Duration 1hr
  30 minutes Material 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.

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OUTDOOR ACTIVITIES
Valuable in building self-confidence self-awarene
ss 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.

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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.

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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

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INTERNATIONAL EXPERIENCES
Seminars
Conferences
International Camps
Thinking Day
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.

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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.