Honesty and Respect - Maithreyi Venkataraman

Honesty means being truthful and developing a practice of always speaking the truth. An honest person shows good behaviour and maintains discipline. Honesty is one of the most critical values inculcated in a child. As unfortunate as it may seem, the fact that we cannot turn a blind eye is that dishonesty is seen in abundance in today's world. It has infested the world to such an extent that the adults do not even realize that they are doing an immoral act. Hence, there is an urgent need to teach this vital virtue.

As a mentor, I have encountered many instances wherein the students have been dishonest. In my formative years as a mentor, while I was gaining maturity as a teacher, I was very strict with my students about being dishonest, but it was not that effective. With experience, I learned the right way to handle the situation: to understand the reason behind the act and not the reason for the action.

The most common situation when a student is dishonest is when they have not done their homework or any other such assignment assigned to them with a specific timeline. The way by which a child covers his act is by making excuses which are not valid. And, invariably, the only reaction they get from their teachers is a strict scolding or any other such form or reprimand method for being dishonest. As teachers do so with the best intention of the student in mind, of correcting them and teaching them the right thing to do, we mentors must always observe if a behaviour change has occurred in these students.

It has been observed that behind every action of a child, an adult indeed has a role to play - young minds learn a lot through imitation; they are constantly monitoring and imitating the adults who they look up to, it could be a parent, a family member or a mentor.

It is essential to teach a child that when a person is honest, it enhances their confidence and makes them brave. Everyone is fond of such a person, and an honest person generates trust in the hearts and minds of others. It is essential for both mentors and parents always remember that if a child is being dishonest, it is not always the fault of the child- it is also because we adults have not created the trust in those young minds that we can handle the truth. We have created a fear in the children's minds, and the fear of our reaction discourages them from telling the truth.

The most effective way I have learnt to inspire children to be honest, is by telling them how they enhance their individual personalities by being honest and making them realize that by telling a lie, they are not fooling the person but are breaking trust. We mentors should also tell the students that a lie can provide temporary relief, but it actually only puts them into more trouble. As one lie can easily lead to a hundred more lies. Hence, one must be truthful from the beginning, and it will result in them having very good lifelong friends and make their lives very happy.

Respect is a feeling one holds as regard for the other. Respect is not just restricted to actions and not bounded by age or gender. It is a fundamental right of every living being, and it is essential that students need to learn and understand the need and manner to show respect to all.

Respect can be broadly classified into two aspects they are – a) self–respect and b) respect we give to other living beings.

Self–respect reflects respect for oneself and behaving with honour and dignity at the same time. A child must have self-respect as only then will they understand and realize the need to give respect to others. Respect should be taught to a child so that it should be perceived as a fundamental human quality that is the basic identity of a human being.

As mentors, we need to teach the children that respect is expressed in many ways and is not restricted by age. The child must understand that every action they exhibit in the company of their friends, family, teachers or any stranger reflects the respect they show towards that particular person. Even simple steps like –listening to a person when they speak and maintaining eye contact with those when they talk to you. ... show respect.

As mentors, we have the added responsibility to make our students understand that it is essential that they show respect to their peers and their elders and that they will be treated with respect. An effective way to teach this in class will be by allowing children to do a self-analysis. Give them situations they may have faced in school or at home and encourage them to express how they felt when they were not given any heed or when they were treated rudely. Did they feel bad or left out? Moreover, ask them to compare the same to situations when they felt happy and vital.

The students should further be asked to express the feeling they desired more, the happy feeling or the time they felt left out.

These questions and activities will initiate the child to think, realize, and empathize with people who are not being treated with respect. And it will, in turn, also discourage them from being disrespectful to others and make them realize that – "If they want to be treated with the respect, they need to first give respect and that respect should consistently be earned, never forced.

As mentors and adults, we shoulder a huge responsibility toward our students and children. To inculcate both the above-discussed virtues, we have to realize we can never be hypocrites and always be role models as every action of ours is observed, noticed, learned and imitated by our children.

Maithreyi Venkataraman
Gyanshree School
JOL Cohort 2022

These Great Teachers Will Soon Be Forgotten

 But what about our children?

Photo courtesy of the author

Do you remember the names of your teachers?

As a child, I respected my teachers — no matter the grade level. Even when they bored or infuriated me, which was most of the time, I recognized that they were necessary for my personal growth. They were part of life. We just had to deal with them.

A few of them even inspired me. We all have that experience — the handful of teachers whose names we remember decades later. The teachers motivated us and altered the trajectory of our life.

In my twenties, I developed a new appreciation for all my teachers. I came to understand that they were instrumental in making me the person I had become. Even the boring and annoying ones.

And I didn’t have to think too long when I was offered the opportunity to become one myself.

You don’t hear it often but being a teacher — in my case a college professor — was my dream job. The opportunity to inspire the next generation and give back to society.

The salary wasn’t the most important thing. It was a calling and soon it had become larger than life to me. The opportunity to help change how young people see the world. The freedom to make the job yours, and to bring a little bit of your own personality to the role.

But now, the world has caught up with me. The “dream job” has become a distant memory.

And this frightens me. Because it is happening at precisely the moment that we need to be doubling down on education and encouraging the real teachers.

A teacher is nothing more than a poorly paid administrator.

The teacher’s freedom is now curtailed. More and more time is spent on managing paperwork and navigating more and more policies, rules, and regulations. Everything is about teaching taxonomies and philosophies, learning objectives, evaluations (lots of them), writing reports, and more and more pointless meetings to discuss these meaningless issues.

Of course, we need some structure in education. But right now, it’s out of control. Everything is about standardization and homogenization.

Mind-numbing is the experience of being a teacher today. We have gone beyond spoon-feeding the students. Today’s teachers must find their way through a never-ending maze of formal procedures and mundane tasks. None of which add any value to the student experience. The students will soon forget the teachers’ names.

You spend less time teaching and inspiring the next generation. All energy is devoted to keeping the managers happy and becoming a manager yourself.

If I wanted to be a manager, I would not have become a teacher.

No wonder that the great teachers — the one’s whose names we always remember — are quitting.

And new talent? Well, “thanks but no thanks” has become the standard response.

The daredevils who defy logic and start as fresh teachers will most likely leave the lecture room sooner rather than later.

And let’s be honest. There is no real teacher who loves the managerial and administrative components of the job. So why do so many people go along with it and let it dominate their lives?

Being a teacher — a real teacher and not a manager — is a dying profession.

Only the managers survive. And no one will remember their names.

These developments are devastating. For teachers and young people.

In a digital world where everyone is wholly exposed, we need to give our children more guidance. We need more real teachers (not less).

Undoubtedly, the digital world offers many possibilities for online teaching and teacherless self-learning.

But the digital world must not eclipse the demand for teachers and education.

In fact, the digital world offers an excellent opportunity to restore the balance in education and give more room again for the innovators and the inspirators. The ones who want to understand the world and love to experiment, learn, and teach.

It’s time for action.

Our children need real teachers. The ones whose names they will remember.

Source
https://medium.com/age-of-awareness/these-great-teachers-will-soon-be-forgotten-80cc9cdd84d0
Thanks to Sunil Malhotra.

Dr Ashok Pandey "I am passionate about Education...

Learning Forward Podcast 2nd October 2021

Mark your Calendar.  

Episode #97: Sandeep Dutt, in conversation with Dr Ashok Pandey, his life story is beautiful; growing up in a village, he understood the need for values, diversity, and respect for the Guru. He talks about the idea of diversity and dedication of teachers; his teacher had a bag library and carried books for children to read to school every day! The role of a teacher is the highlight of this show. In the late 1960s, his teacher won the President of India's Award and travelled to Delhi. We see in him the true spirit of 'Guru without gururh' (truly selfless)'.

Dr Pandey believes in teachers first and empowers every individual; he is a team-builder and celebrated school leader. Dr Pandey was listed by Forbes India 2020 among the top 100 People Managers; he is now the Director of the Ahlcon Group of Schools in Delhi and has served as the Principal of the Ahlcon International School until 2019. Author of several articles and research papers, his third book, Launch Your Inspiring Principal Leadership, was published in 2019. Dr Pandey received the President of India award for his outstanding education services. Currently engaged in inter-faith dialogue and peacebuilding, has participated in the Global Peace Convention, held in Seoul,2019, the UN festival for Action on SDGs held in Bonn, 2018 and the Indo-Australia Leadership dialogue, Melbourne, 2017. Dr Pandey sits on the National Council of Teacher Education (NCTE) Governing Body, India; volunteers as the National Coordinator of Climate Reality Education Program in India; and sits on several advisory bodies. Dr Pandey is passionate about a system shift in education.

According to Dr Pandey, the teachers must eschew being a broadcaster and acknowledge several alternative sources of knowledge. The classrooms need a redesign to elicit students' love for learning and self-development. The pedagogy must shun predictability and encourage curiosity, innovation, and participation. Schools should be a place where students learn to become responsible citizens and engage in community development. As an advocate of Sustainable Development Goals, he believes that equity and social justice should shape curriculum and pedagogies.

Learning Forward Station on Vurbl.Com
https://vurbl.com/station/learning-forward/

You will love the stories shared by our happy teachers and passionate educators. We grow the capacity of your people to improve student achievement and transform your school into a culture of trust and collaboration in less time with fewer resources. Each person in your school contributes to the culture of your school. School culture is built on the actions and interactions of the people. You make your school stronger by adding value to others and making others feel valued.

Vurbl app for ios at the app store and that Android will be releasing soon!

Responsibility and Cooperation - Nikita Rajpurohit

Responsibility is a duty or obligation to do something. Responsible people are the ones that many look up to. They are the people who are considered role models for others to follow and are even known for their examples of responsibility followed by others. They are always the ones who help out. This quality helps people to find a fondness and trustworthiness in them towards those who are responsible.  Whether you are working, going to school, doing housework, or babysitting, being responsible is something that cannot be avoided in your day to day life. Some see the most responsible people as the first ones to call when emergencies happen while others know that a responsible person can be counted without having to be asked to be responsible.

Cooperation refers to the action or process of working together for the same goal. We cannot have cooperation without the development of sympathy. Sympathy depends upon the capacity of an individual to imagine himself in the place of another, particularly when the other person is in difficulties.  Cooperation is possible only when there is like-mindedness, the similarity of purpose, mutual understanding, mutual helpfulness and selfless attitude.

Both are two different terms, for sure, but they play a major role between a student-teacher life. So that student could be responsible for his task, be disciplined and cooperate with everyone in his surrounding. Responsibility of a student is to utilize the time he is spending in the school, gain knowledge, maintain discipline and follow what he is instructed by a teacher. At the same time, a teacher is responsible for giving the best clarification to the students about academics and their life as well. Students are curious because these are the growing years of life and they want to know everything they are still not familiar with. Here comes the role of responsibility of a teacher.

If a student is responsible, it makes it easy for a teacher to give the new- forming brain a good shape. And when a teacher is responsible, it automatically makes it easier for students to shape themselves into a better person every day. Besides responsibility, teachers and students must cooperate with each other or else difficulties might arise for both of them. If a teacher is non- cooperative, students might not feel so comfortable to share their questions/ opinions with him/her. On the other hand, if a student doesn't cooperate with the teacher, it might be difficult for a teacher to bring him on track. Therefore, responsibility and cooperation both are necessary terms in a student-teacher life.

Nikita Rajpurohit

The Fabindia School

War Vs Peace

…establishing peace is the work of education” – Maria Montessori

A peaceful classroom is invaluable to both educator and students. The situation of war and peace can be experienced daily in the classroom.

To establish peace in a classroom, a necessary condition in reforming education, we need to reflect on the aims of education. Many children and youth today live in an exaggerated atmosphere. Teachers are unable to calm down the students and many a time, teachers themselves start behaving in a charged up manner. Once peace is broken, a cycle of conflict sets in and violence becomes a real possibility. Teachers have a significant role in breaking this cycle. To do so, they need to understand the mindset of the children and encourage them to be positive in life.

We are reading

The war within the students' mind can only be settled with the peaceful and calm attitude of a teacher. The aggression in a child cannot be handled with the counter aggression of a teacher.
Before being judgmental, the teacher should clarify the problem, identify the critical element, understand the content in which that behaviour occurred and lastly analyze their own behavioural response to the situation. Once the situation is fully understood, steps can be taken to select the best response.

Hence, a teacher plays a vital role in settling down the war going in the minds of the students. They are the ones who can remould the student’s negative thoughts into a positive outlook, which will help them in the long run.

After all, it’s been said, “ Teachers builds the future of the nation.”

- Understanding Icons
The Iconic School

“When I am teaching at my best, I am like a _________ .”

You may know Palmer Parkins' The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life as one of the best books ...we are inspired and share an exercise from the book.

"WHEN I AM TEACHING AT MY BEST, I AM LIKE AN ANGEL 😇
I rediscover my special abilities and feel it’s possible to help each child of mine to explore his own superpower and acquire wings. The inspiration of the pupa becoming a butterfly is aloft! The magic lies in using one's own potential.  I am the guardian of my children. I feel responsible for their spiritual, emotional, mental and physical evolution.  May God guide each one of us to provide this support system to the young ones entrusted to us. Like the angles hovering around their loved ones, may we keep receiving and spreading abundant blessings".

Priyakee Gupta, Educationist/ Advocate
Director:  SACRED HEART SCHOOL SILIGURI
Academics: Loreto Darjeeling and North Bengal University law college

"When I am with my students, I am like a Gardner who takes care of the budding flowers to flourish and grow with colourful petals. I wish all my students to enrich their talents and prepare for a brighter future ahead".- Sangita Roka, Matron

"I serve Sacred Heart School as an English Teacher. When I am teaching at my best, I am a Sculptor, making children come to life by joining and moulding the materials together". - Preeti Rai, English Teacher

"When I am teaching at my best, I am like a Stockbroker, who multiplies and adds happiness and knowledge; subtracts and divides sorrows. I play with numbers and variables and encourage children to do the same. I motivate them to enjoy solving problems; it is what provides us with solutions".
- Anand Acharya, Maths Teacher

"When I am teaching at my best, I am like Dronacharya, not only teaching the subject matter but also try to build my student into a wholesome person. Excellent intellectually, spiritually, physically, morally and emotionally. This is my prime duty". - Gautam Mukherjee

" When I am teaching at my best, I am like the Spectrum. I am ready with the versatility to impart the ultimate colours that expand the learning capacity indulging my little ones into hope, surprises and laughter making the characters more colourful. I strive to reach every ward so that no child is left behind. I am open to learning which gives me time to analyse. I love my profession. It gives me immense pleasure and opportunity to be more than just what I am. I can do this all day.- Mahima Pradhan

"When I'm teaching at my best I'm like a Waterfall, pouring down knowledge and wisdom. I find my students as to be the rivers carrying the resources of knowledge and wisdom, paving their way through the challenges of life". - Niloy Hait

"When I'm teaching at my best I'm like a Juggler,  juggling and playing with numbers. Involving the student's active participation in creating an atmosphere of making learning more funfilled as well as challenging". - Poulami Moitra Hait

"When I am teaching at my best, I am like a Boat. The students are like an ocean. They might not be at their best every time, but they are very interesting to work with. We work together whether fast or slow and take up something new every time. We try to understand them in various ways and teach them according to their needs". - Pankaj Sharma

"When I am teaching at my best, I am like a Mystic who is empathetic but also makes the students wonder with amazement that such information does exist. I am sensitive to their environment and their capabilities putting myself in their place is how I approach them. While in the library at my very best, I am like a Watchdog patiently looking after our library, observing the psyche of our students by the way they are reacting to certain situations, just like a watchdog". - Winston Dutta

"When I am teaching at my best, I am an Analyst. As we all know, economics is a subject of practicality. Many students believe this subject to be boring and abstract. But I as an analyst always tries to find ways to reach out to the comforts, interests, strengths and weaknesses of the students. I make sure that that they connect the theories and laws of economics to the happenings of the world". - Nigam Pradhan

"When I am teaching at my best, I am like a Motivational Speaker. Most of the students claim science as a boring subject. But as we are surrounded by technology and the product of science every day and also to know about the natural world, it is better to have scientific knowledge also. I try to motivate students not to see it in a complicated way but rather look at it in an interesting way. When I teach anything, if I get back a response of interest, I feel satisfied and that motivates me too. I share them the knowledge I have, to help them learn about the world which will help them grow even as a person. I prefer to inculcate scientific attitude in them. I try to teach them to think well and make an informed decision". - Ruchi Tamang

"When I am teaching at my best, I am like a Researcher. Whenever I teach any topic, it takes me to that time when a researcher was using all possible concepts to build the theory and verify it. It gives me immense pleasure on how simple concepts with a given amount of thoughts can give a wonderful result. I try to relate all the thoughts that might be going on at that time with the physicist". - Roshan Pradhan

"When I am teaching at my best, I see myself as an Artist. I take up words and try to create images with them. I try to show children the beauty, magic and rhythm of words. I try to bring the characters to life. I have always believed in feeling the characters and the situations that we discuss. While teaching language, I try to encourage children to imagine". - Malini Banerjee

"When I am teaching at my best, I am a Seer, struck by wonder at how many things can be explained to a willing mind. I realise that the things that didn't make real sense while learning or reading, all comes together while imparting it. However, I do believe in this quote: "We ( teachers or students) remember those lessons the best which we don't remember learning." So teaching for me is more about learning, because the more teach, the more I learn". - Arpan Rai

"When I am a teacher, I am an Actor with the apt attention of my students over the day. I am mindful of my audience the entire day and their needs to make learning effective and enjoyable. I have become a person who I thought was only possible. The respect that I get though I work hard to earn stays forever once achieved. My audience requires me to play different roles over the day to meet my ultimate aim of making learning possible. Some students listen to the clown in the circus while some see a superhero". - Ruby Pradhan

"When I am teaching at my best, I am like a Clown- with a didactic act. With a handful of subjects of fun and to cause laughter but a bagful of matters to reflect on, to realise and to learn from, my role in a class serves best to manifest both comedic role and a sacred role. I believe that Education at its best should make pupils able to deliver Solutions to the problems of the world today. As a clown, with a didactic act, I have been endeavouring to be a catalyst for individual and societal transformation. No other stage is as perfect as a classroom for clowning because it comprises the future of the world". - Sangarsh Chhetri
Image Courtesy: Iconfinder.Com

"When I am at my best, I am like a Rockstar 😊. My complete loyalty is to my fans and my Art. While I need to see that what I present is true and correct, my responsibility is also to present something original, what I feel is intrinsically truthful and that which raises the standards of my fans to the next higher level of perception and understanding!" - Prafulla Pradhan

School Coach: the role defined

A school coach—sometimes called a school-improvement coach—is typically an individual hired to advise a school on how to improve its academic program, instructional effectiveness, and student performance. While a school coach acts much like a consultant, the use of the term “coach” is usually intentional—i.e., it’s meant to distinguish the school coach’s role from those of other professional educational consultants. While the specific role and responsibilities of school coaches may vary widely from school to school, there is some degree on consensus on what a school coach is, and is not, within the education community. For example, school coaches are usually mission-driven or expertise driven, as opposed to project driven, in the sense that they bring a particular educational perspective, belief system, instructional expertise, or advocacy role to their job. School coaches are often hired specifically for this reason: they are committed to helping schools achieve a specific goal, such as increasing educational equity (an ethical or social-justice goal) or expanding and improving the use of new learning technologies in the classroom (an instructional or programmatic goal).

While school coaches may be independent contractors, many are employed by nonprofit organizations or universities, and they may be hired by a state agency, school district, or school or by an outside organization or foundation. In many cases, school coaches are employed as part of a state program or grant-funded school-improvement project. School coaches may work on a fee-for-service model—i.e., they provide narrowly defined services on a short-term contract that may be renewed annually or every few months. Yet it is also very common for school coaches to be contracted for a multiyear commitment as a school undertakes a comprehensive restructuring of its academic program.

In some cases, school coaches are described as “critical friends”—a common education term that refers to fellow professionals who are understanding, supportive, and empathetic but who are not hesitant to speak candidly about problems and provide constructive criticism about what needs to change. In this way, school coaches are similar to athletic coaches: they are experienced professionals with specialized expertise who advise, train, and mentor the team and who are not hesitant about making individuals put in the practice and hard work necessary to succeed.

School coaches are often former educators and school administrators who can understand the workings and internal politics of a school from an educator’s perspective, although some have previously worked in other professions outside education, such as psychology, business, or communications. Coaches typically have expertise in skills such as group facilitation, interpersonal dynamics, public speaking, and conflict resolution, and they often help educators communicate, collaborate, and solve problems more productively and cooperatively. In some cases, though, a school coach will provide “coaching” on a specific issue, such as training teachers in specialized instructional techniques.

Another variation on the school-coach role is the on-staff coach—a full-time or part-time district or school employee who provides coaching services to educators in a local school system. While on-staff coaching may take many different forms, and job descriptions may vary widely, these positions are often created for educators with highly specialized experts who are tasked with delivering professional development to teachers. Two common positions, for example, are literacy coaches and learning-technology coaches; the former helps teachers improve the quality of reading and writing instruction in all subject areas, and the later trains teachers in how to use new technological devises and products as instructional assets.

While there are no formal credentialing organizations for school coaches, many organizations around the country offer training, resources, and support networks for school-coaching professionals.

https://www.edglossary.org/school-coach/

Shireen Ahmed: It was like questioning myself whether I am going in the right direction?

I have gone through the book "Is Your Child Ready To Face The World? It was like questioning myself whether I am going in the right direction?

The early elementary years are exciting and industrious to instil the values in our children. They are observing and picking up values, skills, and knowledge and learning lessons in sportsmanship, teamwork, creativity, practice and commitment. Here the parents continue to be the major influence in their child's' life, and your involvement with them is essential during these years. Your challenge is to keep being a positive role model, setting a limit, discussing your expectations, and listening to them.

The best part of the book is Prof. Anupam Sibal has guided us that how we can instil humility, compassion, determination, gratitude... through the stories of the legends in a very interesting way. I agree with the fact, it really doesn't matter whether you are the CEO or prime minister, for your child you are his or her world. They look at you, they need all love, praise and attention from you.

Shireen Ahmed
Caring Icons
The Iconic School, Bhopal

Role of teachers in 21st century

The reading, writing, designing etc is well taken by the new technology but what it can never replace is the touch of the mother that a child feels comfortable and relaxed in his mind and heart with his teacher, the child cry on 1 st day of school because he searches the mother in his teacher but after a week or so the child stops crying because he finds his mother in his teacher and start to share his journey of exploring things, feeling and confusion with the beautiful comfort zone of love and care, 

The latest technology can give a rose graphics, animations  but cannot give the fragrance of rose and the touch of softness that gives a child soothing effect of presence of life, The technology helps a child in creating the best of the creations by its software but can't replace the holding of teachers hands gradually moving the fingers of child to make a boat and clap, smile to motivate the best creation made with immense love and togetherness. Technologies are useful and make things easily accessible but Teachers drive the Thoughts to make this journey inspiring, happy and motivating to rise and excel. Technology gives a child mind of creation and Teachers give child wings of passion to create a mind and heart of Excellence.

Technology is new era of innovation and teachers are the source of channelizing Thoughts to Innovations. No technology can ever replace a teacher because Technology can get virus but teachers are ever ready to face the new challenges to rise over all things.

~ Ms Tazeen Siddiqui is Managing Director, Mansha Educational society. Her email address is  fortazeen@gmail.com

Draft Volunteer Conduct Agreement

NAA means National Award Authority, and the NAA India office is in New Delhi, contact Nivedita for further information. Call us now +91 11 26497154/ 26493400


The draft Volunteer Conduct Agreement reads as follow:-

Throughout the world the Award is reliant on the hard work, commitment and dedication of volunteers.  It is volunteers who, for the most part, deliver the Programme to young people and act as instructors and supervisors for the different activities.  Without volunteers the Award could not operate. When working with volunteers, NAAs should undertake the following steps:

·         A description of the role must be written and agreed with the volunteer.

·         Relevant references must be taken up and the equivalent of a Criminal Records Bureau check must be carried out, where possible. 

·         All volunteers must undergo an induction into the organisation. 

·         The necessary volunteer conduct agreement should be signed.

·         Training should be provided where necessary to enable the volunteer to carry out their role.

·         A highly supportive level of supervision and management must be carried out with regular meetings to review progress.

·         A proper ‘thank you’ needs to be made at the end of the project and the appropriate handover undertaken.

It is important that no document sets out ‘rights’ or ‘obligations’ nor gives the volunteer employment rights. It is also important to include expectations of the volunteer and of the organisation in the role profile.

Recognition of Achievements

NAAs should present adults involved in the Award, certificates in recognition of outstanding service to the Award. The certificate should be signed by the chairman or president of the NAA, or their nominated representative.

The success of the Award has depended largely on the extent to which people have helped with its organisation, development, promotion, operation, and assessment. Meritorious service of this nature can be acknowledged by the award of a certificate recording such recognition. Emphasis should be on outstanding service over a significant period of time; the presentation of a certificate should never be regarded as automatic.

Minimum Service

The minimum time involvement should normally be at least 3, 5 or 10 continuous years, though there may be exceptional cases when a shorter period of service would be worthy of recognition, or where breaks in service could be taken into account.

Criteria

The judgement of outstanding service must inevitably be subjective, but considerable involvement of an individual's own free time to the undoubted benefit of a number of young people, is the basic criterion. Evidence is also required of positive advancement of the Award’s aims and philosophy. The person should have demonstrated superior efforts and initiatives during his or her period of involvement with the Award and is expected to have shown exceptional ability, reliability and results in one or more fields related to its operation.

Future Commitment

The presentation of a certificate of recognition is not merely a reward for meritorious past service, though that is a necessary condition, but a point at which exceptional talent, initiative and diligence have been recognised at the highest level, and beyond which nominees are expected to commit themselves to further efforts on behalf of the Programme and its participants.

Procedure

Nominations should be made to national Award offices. The presentation of the certificates is at the discretion of the national Award committee or board.

Eligibility

There will be many categories of persons eligible for nomination, including Award advisers, long-standing chairpersons and members of Award committees and panels, members of expedition panels, unit co-ordinators, leaders and organisers, and instructors and assessors of Award activities.

Presentation

Wherever possible, an appropriate occasion (for example, a local Award presentation) should be chosen for the recipient to be presented with the Certificate of Recognition.

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Role Profile Format

Role title:

Reports to:

Method of reporting: (eg to whom; how often and how)

Location:

Objectives of role: (including but not restricted to geographic area, specific projects and outcomes)

Specific responsibilities and actions required:

Timeframe:

The NAA will provide: (eg equipment, invitations to meetings, funding, expenses, secretarial support etc)

Checklist:

Action	Date and by whom
Role agreed
References taken up
Criminal Records Check carried out (where possible)
Induction undertaken
Volunteer conduct agreement signed
Training undertaken
Supervision and management process agreed
Thanks given
Handover completed

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In consultation with [Representative’s Name] of [NAA Name] in [country], I accept these terms and undertake that I will:

1.       Exercise due care and diligence in carrying out my role and responsibilities

2.       Comply at all times with the requirements of the [NAA Name] and with all applicable laws relevant to fulfilling my obligations to the [NAA Name]

3.       Consult to undergo a police and/or reference and/or background checks when requested by [NAA Name]

4.       Undertake training and meet accreditation requirements, as appropriate

5.       Respect the privacy of persons served by the [NAA Name] and hold in confidence private and personal information collected by the [NAA Name]

6.       Immediately advise the [NAA Name] of any matter of which I am involved that has or could lead to a criminal conviction

7.       Advise the [NAA Name] of any officer or employee of the [NAA Name], or any assessor, instructor or volunteer involved in the management and/or delivery of the [NAA Name] who I believe has acted in a way which may be detrimental to the good name of the [NAA Name]

8.       In carrying out my role and responsibilities for the [NAA Name] I agree to:

·         Represent the Award with professionalism and be responsible for conducting myself with courtesy and appropriate behaviour

·         Conduct myself in a respectful manner, exhibit good conduct and be a positive role model

·         Display respect and courtesy for participants, other volunteers, staff, contractors and property

·         Provide a safe environment by not harming youths or adults in any way whether through discrimination, sexual harassment, physical force, verbal or mental abuse, neglect or other harmful actions

·         Work cooperatively as a team member with the employees of the Award and other volunteers

·         To follow through and complete accepted tasks

·         To copy and distribute materials only for the purposes of the Award and will not use them without the prior written consent of the [NAA Name]

·         Not use those materials in any way which would bring [NAA Name] into disrepute

·         That once my appointment with the Award ends,  I will immediately stop all use of the materials

·         That any improvements or developments or new versions of the materials, including new materials I create based on or incorporating them, belong to [NAA Name] and I assign all rights, including intellectual property rights to [NAA Name]

The NAA agrees to:

1.       Explain the rights and responsibilities of volunteers

2.       Provide support,  supervision and training to enable volunteers to undertake their roles

3.       Respect my privacy  and hold in confidence private and personal information collected by the [NAA Name]

4.       Treat volunteers with respect in line with equal opportunity requirements

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The [NAA Name] has provided me with a description of my role and responsibilities, and the requirements and fundamental principles of the Award which I have read and understand. I will comply with all these requirements.

I am aware of my obligations as outlined in this document and that my appointment as an [instructor/assessor/volunteer] in relation to the Award may be terminated as a result of any breach by me of the undertakings in this document.

I agree to the above terms.

Volunteer name: _______________________________________________________

Address: ______________________________________________________________

______________________________________________________________________

______________________________________________________________________

Volunteer signature: _____________________________________________________

Date: _________________________________________________________________

Representative of NAA signature: __________________________________________

Date: _________________________________________________________________

Role of Volunteers - Workshop ROV 2009

1st September 2009


Role of Volunteers (ROV), New Delhi India, 19-20 September 2009
Theme: Youth as a Volunteer
Format: Workshop

Building on the core competency and capacity building in India, the focus will be on:

Ø Train the volunteers as award volunteers
Ø Offer a snapshot of the Award programme
Ø Respond to the need for a Volunteer Management Policy

ROV will carry forward youth engaging in society, and work on ways to deliver the Programme for the 18-25 age groups

1. Format & Key Topics
The ROV will incorporate group work, case studies, presentations and subject matter experts on how to best engage and add value to the sections of the Award Programme.

2. Outcomes: Confidence and clarity on the Role of a Volunteer
To demonstrate the Award’s usefulness to society and drive development, Participants will interact with Trainers and volunteers.

3. The Trainers
The trainers for ROV trainers will be from the National Office and the Volunteers.

4. The Participants
The participants sought for ROV 2009 must be Volunteers. We are seeking participants with a demonstrated interest and/or involvement in extending the Award into the wider community to meet a higher need.

5. The Venue
ROV 2009 Training Venue
Sri Aurobindo SocietyAdchini Crossing, On Qutab RoadNew Delhi 110017
http://sriaurobindosocietydelhi.org.in/

The centre is equipped with the necessary equipment, landscaped outdoor facilities, an AV and training centre.

6. The Costs
All costs will be covered by the National Award Office; from noon Saturday 19th September 2009 to evening Sunday 20th September 2009.

A registration fee of Rs. 100/- per delegate applies to all without any exemptions.
The Fee has to accompany the FORM, please remit to “IAYP India” at New Delhi

7. The Programme

Saturday 19th October3.00 PM to 5.30 PM  Welcome Briefing & Evening Tea
Sunday 20th October Session ,Lunch & Closing Session

Registration Forms – by 13 September 2009
Completed registration forms for all participants should please be returned to the National Office by 13th September 2009. Formal invitations will be provided upon receipt of completed registration forms with participant names.

Apply to:
INTERNATIONAL AWARD FOR YOUNG PEOPLE, INDIA
BOOKCAFE, 86 SHAHPUR JAT, KHEL GAON MARG, NEW DELHI 110049
PHONE: +91 11 6466 2720 FAX : +91 11 2649 7165
EMAIL: help@iayp.in
WEB: www.iayp.in
BLOG: www.brewingknowledge.com
FACEBOOK: www.facebook.com/iayp.in

ASK for FORM by EMAIL please.

Role of Volunteers - IAYP

Our volunteers love creating a positive, supportive environment that’s bristling with energy for participants. They support the IAYP's overall mission and help run IAYP centres and groups, helping young people to achieve their full potential.

There are many different roles for our volunteers - have a look to see what they do:

IAYP Zonal Field Officers
These people set up and manage the IAYP in a centre. If you become a Co-ordinator, you'll support your Leaders and oversee all groups.

IAYP Leaders
Our Leaders are responsible for a IAYP group. You'll lead, guide, inspire and encourage young people, agree their programme choices and sign off Record Books.

IAYP Assessors
Assessors check on a young person's progress and agree the completion of a section of their programme. You'll need knowledge of the activity they're doing and you'll sign off their Record Book to confirm completion.

In the Expedition section, qualifying expeditions must be assessed by a competent adult who is approved by the Operating Authority and accredited by the IAYP through the Expedition Assessor Accreditation Scheme.

IAYP Supervisors
Supervisors are people with a good understanding of a participant's chosen activity. You'll help them set their goals and regularly meet with the young person to check on their progress, address any potential issues and adjust goals.

A Supervisor is essential for the Expedition section as they are responsible for supervising and supporting a team of participants to ensure their safety and well-being whilst they are doing their expedition.

Volunteers/helpers
Adults who can spare some time to help our IAYP Leaders run a group can be a volunteer. You may give general support, i.e. admin, help run one section or give specific training.

Whilst not all volunteers will be involved in the detailed running of programmes everyone needs to ensure continuity throughout, share responsibilities and maintain the overall quality of the IAYP experience.

If you'd love to make a positive impact on young people, then we want to hear from you! Get in touch with your local Operating Authority today!
Welcome to get in touch with us http://www.iaypdukeaward.in/contact_us.htm