Camp Menu
Day | Meal | Main Dish | Drink | Snack |
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Duty Roster
Meal | Cook | Asst. Cook | KP | Water | Fire |
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Sample Reading From the Days of Brownsea Island
...Here's an example of some of the brief readings that are done before one of our classes. Usually read by one of our youth Staff members to the class before we begin:
MORE ON BROWNSEA ISLAND
THE QUESTION IS SOMETIMES ASKED, WHICH WAS THE FIRST TROOP? A NUMBER OF TROOPS HAVE CLAIMED TO HOLD THAT DISTINCTION, BUT IT IS IMPOSSIBLE TO MAKE ANY DEFINITE DECISION BECAUSE SOME TROOPS HAVE BEEN FORMED LONG BEFORE THERE WAS ANY PROPER SYSTEM OF REGISTRATION. THE HONOR OF BEING FIRST IS REALLY SHARED BY A NUMBER OF PIONEER SCOUTS WHO, BY THEIR ENTHUSIASM, MADE AN ORGANIZED MOVEMENT NECESSARY.
THE MAGAZINE, THE SCOUT, RAN COMPETITIONS IN 1909 TO SELECT SCOUTS FOR B-P'S SECOND CAMP. THIS WAS HELD AT HUMSHAUGH IN NORTH-UMBER-LAND IN AUGUST OF THAT YEAR.
BADEN POWELL HAD HIMSELF TAKEN A HOLIDAY EARLIER IN THE YEAR IN SOUTH AMERICA, AND FOUND THAT SCOUTING HAD ALREADY REACHED THAT PART OF THE WORLD. AS A RESULT OF HIS VISIT, THE FIRST FOREIGN SCOUT ASSOCIATION WAS FORMED IN CHILE.
Something you may find interesting. Here's a copy of a Wood Badge Prayer which was used at the closing of a Scout's Own which we presented to the entire class & Staff. Hope you like it.
NE III 151 WOOD BADGE SCOUT'S OWN PRAYER
Dear Lord:
I am a Cub Scout, a Boy Scout, and a Venturer.
Thank you for guiding us to Gilwell.
Help us to keep focus on our vision and on the 5 goals of our ticket
And, in doing so, inspire as many young people as possible as we have been inspired
By our Training.
As I have climbed your mountain, I have learned many great traditions
But as we look at our Guides, we ask ourselves:
Can we ever have the Sincerity of our Troop Guide
Can we ever have the Ageless Wisdom of the Instructor
Can we ever have the honest fortitude of the Quartermaster
Can we ever have the Fatherly Love of the Scoutmaster.
Grant my heart wings,
that I may soar with the true meaning and spirit of Scouting.
Grant me Charity,
that I may wear the caring smile of the Assistant Scoutmaster.
Grant me Strength,
that I may show the confident Leadership of the Senior Patrol Leader.
Grant me these, Lord, and I will carry this Learning to every
young man who looks up his mountain and to me his Guide.
AMEN
At a recent Court of Honor, we read the following Rank Descriptions" before calling the boys & their parents up to receive their badges and pins. The descriptions were originally written by one of our leaders so they haven't appeared anywhere before. You're welcome to copy & paste the material if it may help you out in some future ceremony:
SCOUT
Receiving the rank of SCOUT is an important first step on a trail where many things are learned. A boy who receives the Scout rank is starting out fresh, full of enthusiasm, and ready to travel much further. He'll soon learn new skills and if he keeps going to camp, he'll learn more by watching the older Scouts the Junior Leaders. It may seem like a lifetime away but if he sticks with it and moves along, he too will, one day, reach that level. The whole trail of Scouting is ahead of him. He has made the decision to be part of a group whose members practice good citizenship, physical fitness, and how to live in concert with nature
TENDERFOOT
Some of the other ways to describe a Tenderfoot is to say novice or rookie, but in Scouting, the Tenderfoot Scout begins to learn to live according to the Scout Oath & Law. He takes the first steps in learning new skills like tying knots, which, if he masters, will stay with him for the rest of his life. If he was a Cub Scout or if his family goes camping often he'll start to look at the outdoor experience in a different way. He'll start thinking about the conservation of natural resources the importance of doing a Good Turn EVERYDAY, some basic first aid skills to help his fellow man in ways he may not have thought of before. He may be a Tenderfoot but the learning process has speeded up and he's growing fast.
SECOND CLASS
Finally, made it to Second Class can the next step be far behind? The Second Class Scout is thoroughly entrenched in the system of the Troop. Things are coming a little easier now and he has possibly had the experience of several campouts. He now has a complete understanding of the Scout Motto Be Prepared. If he's enthusiastic about advancement, he has his sights set on a much bigger prize and understands what it takes to get there. He may already be involved or will soon be joining others in Junior Leader Training. He soon is attending his second summer camp and will make plans to choose his time wisely to work on Merit Badges which he knows he'll need to move along to higher ranks.
FIRST CLASS
The First Class Scout is much more experienced. He may soon be called upon to be given real responsibility in a position of Leadership. He's learning more advanced skills and, without even realizing it, he's teaching younger Scouts how to pack for camp, all about teamwork and how to play fair. He's growing up and on the doorstep of his teenage years. If Scouting continues to inspire him, he'll go much further. He's thinking about advanced Merit Badges and those which are required" as he paves his own way on the trail to Scouting's highest prize.
STAR
There should be no turning back when you've reached the rank of Star. The Star Scout is counted upon by his fellow leaders, youth and adults alike, to lead by example. He may be utilized in the capacity of an instructor and many hidden" talents may be slowly be coming to the surface. He is an important part of the Troop and must have served in a Troop leadership position for several months to reach this point. He is also learning about the seriousness and importance of the "service project" and understands that it's his duty to perform such tasks. He has earned at least six Merit Badges, four of which are required to attain the rank of Eagle Scout.
LIFE
The Life Scout is no rookie or novice. The Life Scout is totally dedicated to the Troop and to Scouting. (In our Troop, he is fully Junior Leader Trained and may even be called upon to serve on the JLT Team either as a Staff member or presenter). He may be serving on Troop Staff and is responsible to make the program run. A tough job for one so young but definitely UP to that challenge. He has earned at least eleven Merit Badges and worked hard for them. He knows that, with focus and determination, he can hit the next target. He is relied upon by adult leaders to help plan and coordinate various tasks in the Troop. He now knows some things about the history of Scouting and sees a lot of what lies beneath the surface. If he's doing it right, he attends as many campouts as possible and takes an active role in meetings and other Troop activities. HIS Court of Honor will belong to him and him alone.
The above was read in between each presentation. Thanks for looking it over and feel free to use it if you like.
Personalize your drink coasters with this excellent themed craft. Your kids can customize them for special occasions like New Year, Christmas, Thanksgiving, Hanukkah, and more.
What you'll need:
How to make it:
- Open the graphics software and choose Avery Kids #03111 Square Stickers as the format.
- Design the coaster to match the celebration that you are having.
- Add photos to the coasters if you would like a personalized coaster for each guest.
- Print out the stickers, and let dry.
- Peel off stickers, and apply them to cardboard.
- Cut around stickers.
- Apply Con-Tact paper on the top and the bottom of the coasters. Be sure to leave enough Con-Tact paper around the coaster to seal it from spills.
- Set out and enjoy the compliments.
Objective: Instruct students on proper use and safety of heat sources
Introduction |
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What is the Firem’n Chit Requirements of What does the Firem’n Chit Cover Outdoor Code |
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The Main Course |
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Three things a fire must have Science of Fire Types of wood Fire Layouts Fire usage and weather considerations Starting a fire Fire Safety Low Impact |
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Ending |
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Tests How to get help and additional resources |
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Everyday Americans experience the horror of fire. But most people don't understand fire. Only when we know the true nature of fire can we be prepared ourselves. Each year more then 5,000 Americans die and more then 25,000 are injured in fires many of which could be prevented. It is interesting to note that children of all ages start 100,000 fires annually. Approximately 25,000 of those fires are set in houses. That children make up between 20% - 25% of all fire deaths and that over 30% of the fires that kill children are set by children playing with fire.
What is the Firem’n Chit:
The Firem’n chit is a card issued to a Scout authorizing him to use fires and other hot objects.
BSA Requirements for the Firem'n Chit are:
- I have read and understand fire use and safety from the Boy Scout Handbook
- I will secure necessary permit (regulations vary by locality)
- All flammable vegetation to be cleared at least ten feet in all directions from fire
- Fire must be attended to at all times
- Fire-Fighting tools (water and/or shovel) must be readily available
- Fire must be cold out before leaving
- I subscribe to the Outdoor Code
What Does the Firem'n Chit Cover:
- Fires
- Stoves
- Lanterns
- Fire Starters
- Any Hot objects
The Outdoor Code:
The Outdoor Code is a creed an oath to remind a Scout of the importance of caring for the environment.
BE CLEAN IN MY OUTDOOR MANNERS,
I will treat the outdoors as a heritage. I will take care of it for myself and others. I will keep my trash and garbage out of lakes, streams, fields, woods, and roadways.
BE CAREFUL WITH FIRE,
I will prevent wildfire. I will build my fires only where they are appropriate. When I have finished using a fire, I will make sure it is cold out. I will leave a clean fire ring, or remove all evidence of my fire.
BE CONSIDERATE IN THE OUTDOORS,
I will treat public and private property with respect. I will use low-impact methods of hiking and camping.
BE CONSERVATION-MINDED.
I will learn to practice good conservation of soil, waters, forest, minerals, grasslands, wildfires, and energy. I will urge others to do the same.
Science of Fire::
What is fire? Fire is a chemical reaction, between different chemical compounds or elements, each has stored energy. With the right mixture a fire will happen. For example, for a fire to occur these items have to come together: heat (ignition source); fuel (something to burn); and oxygen (air). Remove any of them and the fire will not happen. |
The main types of wood:
- Wood Hardness:
- Hard: good for slow burning fires that yield long lasting colas. Hardwood trees usually have broad leaves which most of them lose there leaves in the fall (deciduous)
- Soft: make a hot and fast fire that is short-lived. These trees have needles (cedars, pine) and cones. Most are evergreen (ones that don't lose there needles) except larch, cypress, and tamarack.
- Tinder: Tinder absorbs moister easily and may be least effective when you need it most. The mountain men knew to keep their tinder dry.
- Dry grass, dry leaves, and very fine fibers of dry bark, such as birch or cedar, are types of tinder you may be able to find outdoors. Usually, the finer the tinder the better. Start with a base of fine tinder and form a teepee-shaped pile, about 2" high, with larger tinder over the finer.
- Char cloths are how our forefathers started fires. They used dutch ovens to char cotton cloth, and often used a gun flint to set sparks to the cloth. To make char cloth, cut up old denim jeans, or some other dense cotton fabric, into small 1" to 2" squares, and char these by burning them in a closed container such as a can, dutch oven, or ball of clay. If using a can, poke holes in either end using a nail, make sure there is not paint or fumes in it, and that you can get the lid off afterwards. Place the squares loosely in the can, and cook on a bed of coals (don't do this in your oven where the smoke and smell can get out of hand). Try to keep the smoke that is blowing out of the can from catching fire, and be careful lest the lid blows off the can. The char cloths are done when no more smoke blows out of the nail holes. The cloths should come out soft and black, with no residual fabric. If not completely soft and black, they have not cooked enough. Use char cloth for tinder to catch the spark on from flint and steel. When the spark catches and the cloth glows red, place it quickly in some tinder, dry grass works great, and blow into flame.
- Dryer lint from cotton or wool fabrics is a modern favorite. However, take care not to use lint from synthetic fabrics...it melts instead of burns.Pitch or waxed fire starters are easily made from paper dipped in wax, pitch, or tar.
- Magnesium shaved off a magnesium block/flint and steel kit is highly flammable. Use a pocket knife to shave off the block a nickle-sized pile of magnesium slivers.
- Old web belts or compression straps also make great fire starters. Cut the belts/straps into 3" to 4" long strips, soak them in wax, and let dry.
- Kindling: Younger scouts often seem to forget the kindling, and then wonder why their fire won't light when they try to set spark to just tinder and a few large pieces of wood! Remember, wood requires more heat than kindling to ignite. Therefore, it is essential that some form of kindling be used to feed a fire until it gets hot enough to ignite the larger pieces of wood.
- Dead twigs that snap in two when bent. Don't use green twigs that are still flexible, and obviously, the drier the twigs the better. Soft woods, particularly evergreen twigs, are best, and split twigs burn faster than whole ones.
- Fuzz sticks are dry sticks shaved on the sides with a knife so that the shavings are still attached to the stick.
- Fuel: A good supply of fuel needs to be gathered BEFORE building the fire. Use what fuel is available, keeping in mind that the drier the fuel, the better.
- Dead, dry wood is best. Generally, the denser the wood (in other words, the heavier it is), the hotter the fire, and the slower it burns. Wet wood, green wood, and wood with lots of pitch will burn, but tend to smoke. However, almost any wood will burn if the fire is hot enough. Also, splitting the wood helps. The finer it is split, the better it burns, and the less smoky the fire.
- Cow chips, as long as they are dry, will burn. Although they smell, burning cow chips helps keep the mosquitos away. The greener the are they more they smell, and the less likely they are to burn!
Four main types of fire layouts:
- Tepee
- the traditional standing triangular fire base, with tinder underneath the standing twigs and logs. Allow enough room for air circulation in and between the logs. This type of fire is used in calm weather when you want a tall flame.
- A basic fire that is quickly built and can be used for small campfires, or to start other fires. Push two crossed sticks into the ground next to tinder. Lay kindling on the crossed sticks and over the tinder in the form of a teepee, and add larger pieces of wood to the outside. The high flames of a tepee fire are good for one-pot cooking and reflector ovens.
- Log Cabin
- rectangular layout of logs built on top of each other like a log cabin with ignition source in the middle and bottom. Will collapse on itself as fire consumes material. Method allows for adequate air circulation and ease of adding additional layers. This type of fire is better for harsh conditions, or when big fires are wanted.
- This is a large fire that is built by criss-crossing logs and sticks in the shape of a pyramid with a hollow center. Place the largest logs at the base and build up to a top of kindling. Tinder can be placed at the top, and the fire will burn from the top down, or a tepee of tinder and kindling can be placed in the center of the log cabin if it is well ventilated with an open framework. Log Cabin fires are good for group campfires with lots of people. Although they make lots of coals, which can be good for cooking, log cabin fires tend to be large, making it hard to get close to them.
- Lean To
- Alternate, stick the end of the stick in the ground at an angle and lean other smaller sticks against it. Put tinder inside and light from the open end. This type of fire is used when the wind is coming from only one direction, it is also great for cooking as the flames are all on one side.
- This type of fire is mainly a cooking fire that creates a nice bed of coals for Dutch Ovens or for roasting. Build the fire against a large log by placing tinder and kindling next to the main log and leaning wood against the log and over the tinder. As fuel is added, it is leaned against the main log, which acts as a reflector and allows coals to bank up against the reflector.
- Charcoal
>
Please note that the Scouts nor the adults are allowed to use any kind of gas on a campfire for any reason. Not only is it dangerous, but is just not a good example to set.
- Usage
- Cooking: Fires are great to cook on or over
- Entertainment: Many groups like to have a campfire program around a fire or at least tell ghost stories and whittle on a piece of wood.
- Weather: Always keep an eye on wether, things like rain, snow and especially wind make a big difference on how you build a fire, and how big a fire may be allowed to become.
Starting A Fire:
Scouts love fires, and even though the ability to build a fire is one of the most important survival skills that a scout can master, many scouts have trouble getting a fire started.
Some things to remember:
- Choose the Location for your fire carefully.
- Spark, Tinder, Kindling, and Fuel are all required to build a fire. Keep them dry.
- Light your Fire by shielding your match from the wind, and light the fire on the downwind side.
- Fires need Oxygen, so don't smother yours with too much wood.
- Extinguish your Fire properly when done.
Spark:
All fires begin with a spark. There are many ways to make a spark. Here are some of the more common.
- Matches - These should be carried with you at all times in the outdoors (remember they are one of the ten essentials). Make sure your matches are "strike anywhere" type and waterproof them by dipping each match in nail polish or paraffin wax. After dipping, place the matches in corrugated cardboard to dry, and roll the matches up in cardboard. It is good idea to put a piece of sandpaper in your waterproof match container to use as a striker.
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Flint and steel - One of the safest and most reliable ways of starting a fire is with flint and steel. Magnesium blocks with attached flints are readily available these days in most Sporting Goods stores, and magnesium scraped off the block with a pocket knife makes great tinder. Use a key chain to attach a broken hacksaw blade to the magnesium block, and you have a ready made steel striker that will prevent wear and tear of your pocket knife. Strike a file, hacksaw blade, or knife against the flint to shower sparks against your tinder (a char cloth works great here), and watch for a wisp of smoke or a glowing red spot when a spark catches on the tinder. Once a spark cathces, blow on the tinder until it bursts into flame.
- Cigarette lighters - Actually just a modern form of flint and steel. It is a good idea to always have at least a couple of cigarette lighters among your ten essentials.
- Battery - A little known trick is to conduct electricity from flashlight batteries through steel wool. Use a very-fine grade roll of steel wool, cut or tear the roll into strips 1/2" wide, and unroll the strips to 7" or 8" long. Although one battery will work, two are better. Place the batteries on top of each other in upright positions. Take one end of a strip of steel wool and hold it against the bottom of the lower battery, then rub the other end of the wool across the top of the top battery. When the steel wool sparks, place it next to the tinder, and blow on it to start a fire. An electric spark from a car, snowmobile, boat or airplane battery can also be used to ignite a rag dampened with gasoline. However, DON'T DO THIS NEAR YOUR FUEL SUPPLY!
- Magnifying glass - A magnifying glass in direct sunlight with the point of light focused on dry tinder will cause the tinder to smoke and eventually break into flame. In an emergency any convex lens will do, including camera or binocular lens.
- Rubbing two sticks - This was how the California Indians did it. Most used a softwood drill, a bow, and lubricated hand socket, together with a hardwood fireboard to create heat that eventually lit tinder. It is important that one of the woods (either drill or fireboard) be soft and the other hard. Woods commonly used were Yucca for the softwood and Oak for the hardwood. A notch is cut in the side of the fireboard through which a drill will pass and rest on a flat, shallow grooved surface below. A socket (lubricated with grease) is held in the hand and allows the drill, which is rotated back and forth with the bow string, to turn freely without hurting the hand. As the drill rotates, a fine dust results that becomes hot from the friction of the drill. When the dust starts to smoke, it is placed on the tinder, and blown on until it bursts into flame. Starting fire by rubbing two sticks together is a difficult skill to master, but some experts can start a fire in literally just a few seconds using this technique.
Lighting a Fire:
- Select a sheltered area that is out of the wind and located where the fire won't spread.
- Use dry tinder, or tinder which is highly flammable even when wet, such as birch bark or pitch.
- Have all the kindling and wood on hand before you strike the match.
- Use the match to light a fire starter, such as waxed paper or a sliver of pitch, then use the the fire starter to acually light the fire.
- Start with a small fire and add to it as the flame increases. Blowing lightly on the burning wood helps to increase the flame. Also, add kindling above the flame, and use dry dead, wood.
- Keep your firewood dry by palcing it under a shelter, dry out damp wood near the fire, and save the best kindling for starting the next fire.
- Build as many fires as possible without using matches, and save your matches for emergency uses.
- It is easier to keep a fire going than to light one. To make a fire last overnight, place a layer of dry, green logs over the coals at bedtime, to keep the coals smoldering till morning.
Rules:
- Dig a pit from overhanging branches
- Circle the pit with rocks
- Circle a 10 foot area around the pit down to the soil
- Stack extra wood upwind and away from the fire
- After lighting, do not discard match until cold
- Never leave a campfire unattended
- Keep a bucket of water and shovel nearby
Needed Gear:
- Water
- Shovel
- Adult Supervision
Putting Out A Fire:
Knowing how to extinguish a fire properly is just as important as knowing how to start one.
- Break up the fire with a shovel spread out the coals evenly.
- If water is available, sprinkle it over the coals while stirring them with a shovel. Continue sprinkling water until the coals are cool enough to touch. Do not to pour large quantities of water on hot coals, lest a sudden rush of steam burn you or any bystanders.
- If water is not available, stir dirt thoroughly through the hot coals, and cover with dirt at least two inches deep. Buried embers can continue to smolder for quite awhile, so check them frequently, and don't leave until all the coals are cool enough to touch.
Location:
- Fire is your friend but it also commands respect. Even a small fire, if located in the wrong place, can spread to become a forest fire burning out of control.
- The best place to build a fire is on solid rock, mineral soil, or sand. Fires built on dry grass, leaves, evergreen needles, or dead roots are forest fire hazards..
- If the ground is dry, scrape down to bare earth. In winter dig down to dirt, or stomp down the snow if it is deep. If the snow is very deep, a small fire can be lit on top of a layer of green logs.
- Never build a fire against an old stump.
- Build the fire next to water, or have a supply of sand nearby, in case the fire needs to be extinguished quickly.
- Never build a fire under a tree, especially in winter. Hot air and smoke rising from a fire can cause melting snow to slump off the tree and fall in the fire. It can also ignite dry humus and leaves to set the tree on fire.
Low Impact:
- Build fire only where allowed
- Use existing fire rings and pits
- Collect wood only if it is plentiful and then sparingly, otherwise being your own
- Make sure your fire is dead out
- Scatter ashes, cover black spot with dirt and ground cover to erase burn scars
Tests:
Trick Questions:
1) Would you ever put a burning stick up your nose? 2) Would you ever walk over a fire? 3) Would you ever play around a fire? 4) Is there ever a time you can burn down a forest? 5) Does green (wet) wood burn good? 6) Do you ever run around a dead fire? (Answer to all these are no. Even 6, which is because there is no running in camp) |
Serious Questions:
1) In many public parks & grounds you may need a _____________ to build a fire. 2) In areas where campfires are not allowed you may need to cook on a ________________. 3) Name two of the four fuels commonly used in camping stoves. 4) Never leave a lighted stove _____________________. 5) Always keep a campfire under complete ____________________. 6) If you must prepare a new fire site remove a (how many) _______________ foot square piece sod and place it in a _________________ place with which side up? 7) What are the three categories of materials needed for a proper fire? 8) What is a fuzz stick? When is one used? 9) Name three types of campfire 'fireplaces'. 10) When putting out a fire sprinkle ______________ on the embers, then _____________ the embers with a stick. 11) When water is scarce, what two items can be worked into the coals to extinguish the flames? 12) When using charcoal, you should light the briquettes how many minutes before you need them? 13) What should a fire site be examined for before leaving the site? |
- Demonstrate
- Have the Scouts, I usually let them do this in small groups, light a fire using what they learned in the course. You can make it more interesting by telling them they will only be able to use 2 matches and this pile of wood. Just make sure they have everything they need to start a fire safely.
Additional Help and Resources:
- First and foremost the best place to find information on this subject is the Official Boy Scout Handbook and Official Boy Scout Field Book
- You may also find information online by using a search engine such as http://www.google.com
Conclusion:
A fire is a good tool when use safely and carefully, but can turn deadly if not used properly. Keep an eye on everything, don't let things get carried away. Remember Safety First, Safety Always.
I use the following books as references to base this document off of:
The Official Boy Scout Handbook, Older versions of the Boy Scout Handbook, Camping & Wilderness Survival by Paul Tawrell, The Complete Wilderness Training Book by Hugh McManners, and various web pages.
You can develop & customize your own
JLT course with the help of these links
The following is a list of useful links that I have compiled. If you wish to be added to this list, please click on add link.
Before we get to the links, here's a great article on Leadership you can use from 1979:
Leadership in Scouting
Charles Stafford
The Leader, October 1979
If there is one thing in Scouting likely to cause lively discussion it is LEADERSHIP. In this and two future issues we will look at some of today's knowledge about leadership - especially leadership by adults - and see how we can make best use of this knowledge to help young people ".. grow as resourceful and responsible members of their community".
Definition: Leadership
Leadership is a function that helps a group identify, and move toward its goal.
Leadership is action by anyone that influences others to follow.
Anyone may provide leadership-it is not the prerogative only of people in authority.
It's Important to Feel Like a Somebody
"That's the clearest description of that system I have ever heard. Will you come and explain it to our board?" I had just finished a fifteen-minute talk on a complex system of procedures to a group of businessmen and women, and that comment made my day. It made me feel really good-my step became lighter, the song in my heart changed tempo and my work became more challenging. Isn't it wonderful to feel like that?
One of the best measures of our success as Scout leaders is how we feel, as we make our way home after a meeting.
If you're usually in good spirits after a meeting, it probably means you've had some real satisfaction there; that some of the boys have helped you feel like a somebody. Since that sort of feeling is gained with others who feel good about themselves, you can bet your boots some of the boys also are feeling like somebodies, and that the meeting was successful. Successful, if for no other reason than the self-esteem and confidence of some boys and yourself have been reinforced, and each has grown as a person.
The development of positive ideas about oneself (self-esteem or self-worth,) is vital to the growth and living one's life to the full. That's what Scouting is all about-and seeing that it happens is perhaps the most important contribution leaders can make to building "resourceful and responsible members of the community". When we have confidence in ourselves, tackling everyday problems is fun and challenging. When we feel put down everything tends to be a problem and we feel less able to cope. So it really is important to accentuate the positive. I'm sure it's easy on your way home to think about the things that didn't go too well at a meeting, but look also at the things that went well-even if it's only one lad's cheery grin.
A low sense of self-worth is common to many so-called non-achievers in school. A teacher told me about a girl who was having trouble with math. She kept saying "I can't do it", each time her math was wrong. He told her to change from saying "I can't do it" to "I haven't learned how to do it yet". Gradually she caught on to this idea her view of herself changed and so did her ability with math. Now she knows she can do it.
How Do We Start?
We would all like to be successful leaders. How do we go about helping the youth with whom we work to feel like somebodies?
One of the first things to do is to find out which behaviors help and which hinder growing. Take a moment to think of some of the things that your parents, teachers, leaders did that helped you feel good about yourself and those that put you off. Which of these do you most often use?
Here is a list of behaviors in seven categories beginning with those most helpful and ending with those that are most hindering.
- An interested, understanding, and encouraging attitude.
- A challenging attitude.
- Reward and praise.
- A firm, clear stand, limiting freedom. If punishment is involved, it is administered without anger.
- A punishing, angry attitude; harsh punishment embarrassing, shaming, insulting, diminishing.
- A babying and strongly protective attitude.
- An ignoring or not interested attitude.
In which categories do your most frequent behaviors fit?
What are some likely consequences of using hindering behaviors?
Can any of us afford them?
Action
Using the information above, here are some actions you can take to build a positive climate at your meetings.
- Avoid put-downs
Blaming and putting others down come very easily to most people in our society but we don't help boys grow by making them feel small or emphasizing their weaknesses. We help by encouraging them to recognize and use their strengths.At every meeting make a determined effort to say something positive and rewarding to each member. It doesn't have to be something big. "Glad to see you Peter - I missed you last week." If you model this behavior, others will follow.
Another way of helping boys look at strengths is to involve them in selecting members for special tasks. For example: "We have been asked to provide four boys for a Guard of Honour at City Hall. What important things can we use to help us select the right persons?" When these criteria have been listed and some priority given to them, the boys could each apply them to choosing four names. They would share their selections and eventually decide on the four boys who will represent the troop. In this way, many boys hear of the strengths that other members perceive them to have. What is more, those selected will know why they have been chosen and try all the harder to be good representatives.Â
- Describe Behaviour
Rather than blame a boy for something that has happened, describe to him what is observable, without judgment. For example: "John, you have been late for our last three meetings," not "John, you're always late".
Words like ever, never, always in this context are blaming. Blaming raises defenses and blocks developing an understanding of the issue and of the behavior. So does name-calling. If you can describe what happened and follow by expressing how it affects you, the way is open to a broader realization and helps a dialogue develop.
"John, you've been late for the last three meetings."
"I know Scouter."
"I'm concerned that you may be losing interest."
"No, that's not true, I've taken on a paper route."
"Oh, l see-and you find it hard to get it done in time."
"Yes I do and I have to eat my supper and everything."
"That's a busy schedule all right. What arrangement can we come to?"
Now the situation is open between you; the information is shared and the climate is set for working out an understanding.
It is important to separate behavior from the person. He may have acted foolishly-but that doesn't mean he's a fool. He may have acted unkindly, but that doesn't make him mean. How much more useful it is to bring a problem-solving approach to the matter where no judgments are made.
Example: A patrol is in camp and a boy put a pot of water directly on the fire. As the fire burned, the pot tilted and water poured onto the fire. Some typical responses might be:
"Look what you've done, you stupid ass!"
"Don't you know how to put a pot on the fire yet?"
Some of the possible feelings the individual might have are: that he's clumsy or stupid, that his mates don't like him, that camping is the pits.
Taking a problem-solving approach, any member could have said:
"You set the pot on the logs, they burned away and it tipped over. How can we avoid that?"
The boy understands the problem and now discovers ways to avoid it. This approach helps the boy learn practical skills and feel good about himself.
 - Cooperation
One of the ways to help young people learn more helpful ways of behaving is to put more emphasis on cooperative activities in your program. The problem with competition is that one person wins and others lose, and this tends to generate a win/lose attitude which gets carried over to other aspects of life. In the process, some people come to see themselves as winners, and others as losers. When the emphasis is on winning, the more competent often get mad at the less competent; sometimes they try to take over and do it for them; sometimes they don't want them around. Activities lose much of their fun if some boys are being pressured by others. This is not to say that there should never be competitive activities, but rather that a balance between competition and cooperation needs to be maintained. Emphasis should be on the fun of learning and doing things together. You can be a winner without coming first.
Have plenty of activities where the reward comes from doing and achieving together, where time is not a heavy pressure and we are not looking for the best or the first. For example, a project where each lodge, (six or patrol) has to design and make something that incorporates a skill they have recently been taught. When time is up, each group visits each other's construction and finds one or two things about it that are interesting, useful, beautiful, exciting, new, imaginative, etc. Each group will then look at its own construction in the light of what others have said about it. They can also talk about how they worked together and how certain behavior helped or hindered. Help the boys to describe the action (behavior) and to avoid blaming or judgmental comments. Even with praise, describing something and saying how it makes you feel is more helpful than a judgmental statement.
For example:
"Peter was a good leader."
This statement will no doubt make Peter feel good but it does not help him to know what was good. Compare with this statement:
"It was exciting when Peter said 'Let's all put our weight on this bar', and we did and... "
 - Listening
People feel they are somebodies when they know you are listening to them. In the early days of Scouting, B.-P. said in his Outlook, "If you really want to help your boys, listen to them "
We have to program time into our schedules for members to talk with us. This may be particularly important at the beginning and the end of meetings. It may also be important to let the boys know at what times we are specially prepared for them to phone us at home so that our private time is not constantly interrupted with telephone calls.
Sometimes a person wants to talk when they are occupied and cannot give attention to listening. A useful approach is to say "Is it urgent?" If it is, chances are you will change your priorities to listen. If it isn't, arrange a time to talk and be sure to keep it.
Another problem that interferes with listening is thinking up our answer while the other person is talking. Once we've got an answer to a part of his conversation, we are just waiting for him to stop, so that we can plug it in. The result is we often miss a great deal of what he is really trying to say, our response is not seen as appropriate and the others get the impression we don't really care. After a while, he may no longer bother to talk to you.
 - Good Communication depends on:
Mutual respect. I am important-you are important. Deal with each other as people rather than as, for example, leader and Cub, where the implication is that the one in authority is more important. One of the difficult things for small people to do Is talk to adults when they are standing. The difference in height makes it very uncomfortable and continues to remind the little one of how small he is.
Try to maintain eye contact. This doesn't mean staring, but it does mean looking other people in the eye quite a bit of the time.
In communications, 50% of the message is conveyed by body language, 40% by the tone of the voice, and only 10% through words. So, if I want to know what someone is trying to communicate, l have to pay particular attention to body language and the tone of voice.
These must convey the same message as the words if they do, the message is loud and clear-if not, the message is conflicting. We must try to respond to the message, not just the words. For example, a boy may come to you and say "Scouter, l don't want to play in this game, I'm tired". His tone of voice and body language will give you some very good clues to whether he is really tired of using that to cover something else-feeling left out, scared of the game, or whatever. You can respond simply to the words and the assumptions you make, by saying: "Oh, everyone's going to play, you'll feel better when you get into the game". That sort of answer clearly does not deal with the person. It tends to say "You don't count. Do what everyone else is doing and you'll be all right". A more helpful response might be: "You're too poohed out to play the game?" Or "You look unhappy", (depending on the message in the body language and tone of voice). These responses direct themselves to the individual and say: "I am concerned with you". The effect of this is that it enables the person to reflect more truly what he's feeling, and will help you and the boy get quickly to the problem.
It is amazing how the attitudes of leaders are reflected in the behavior of their boys. At a recent jamboree, I was giving instruction in canoeing. Some leaders who brought a group to be constantly ordered the boys about. In the canoes, these boys argued about who was to do what strokes, where. Other leaders recognized when their boys could be responsible for themselves and, in these cases, the sternman gave orders, as necessary, and the bowman complied.
A leader in the second category said:
"Jim is afraid of the water and cannot swim but wants to canoe".
"Yeah, he's a scaredy-cat," said another boy, not unkindly.
"He's not a scaredy-cat," said another, "he's just scared of the water."
Jim had no problem getting a partner. He was obviously very scared but also determined. At one time they wobbled and he cried. His sternman quietly encouraged him and his Scouter paddled over and added his encouragement. At no time was there any loud or derogatory talk. Those boys and leaders felt like somebodies. They demonstrated that they cared about one another.
Everyone needs and wants to be valued, to feel that he is somebody. If our own self-esteem is low, we are not able to give much to others, but the happy consequence of building up others is the boost it gives our own feelings.
It is not easy for any of us to change the way we have done things for many years but if we want to we can and the rewarding responses we get will spur us on. A useful book is Helping Children to Like Themselves, by Jane E. Carothers and Ruth S. Gaston, published by R/J Associates, California. It's full of good activities. You can also ask your council for help through special training in this area.
Here's success to your development of somebodies.
Last edited: October 06, 2000
The NetWoods Virtual Campsite, Steve Tobin, Campmaster
Links that you can use to create your own SPECIAL Troop JLT Course
The Greater Niagara Frontier Council This will link you to the GNFC page which is my Council. Aside, from what I think, is a darn good Council web page, the links provided are another good source of information along your quest to build a great training program.
http://www.pinetreeweb.com/homepage.htm
Even though this is a common and popular site I feel it is worth adding. I continue to get a lot of material here. It has a massive search engine and if you have an interest in Scouting all over the world, you must try this site out!
http://www.rogerknapp.com/knap/inspire.htm This site is FULL of wonderful Inspirational Stories that we use in the course constantly. Sometimes we open & close with reading and this site has MUCH to offer!
http://www.usscouts.org/ Tons of resources for almost ANYTHING Scouting you may be looking for including many good Leadership Links!
http://www.whitestag.org/ ! This site has also proven to be a valuable source for me. It is always updated and even features an invitation to subscribe to a Junior Leader Training group on Yahoo. There are also offers to purchase elaborate training material used in the 'White Stag' system of JLT. Just added recently, the material offered in the new Wood Badge course will soon be adapted to National Junior Leader Training. A great site!
http://usscouts.org/boyscouts/teambuilding.htm This is a link featured on www.scoutmaster.org which presents a program called "The Benefits of Team Building". It is designed to strengthen the Troop Committee but some of the concepts can be adapted to Junior Leader Training.
THE MAC SCOUTER Another MAJOR LEAGUE source for Scouting subject matter. This is another one of those sites that you MUST check out if you volunteer any time at all in Scouting!
All About Wood Badge Having recently completed NEIII-151 I found it worthy to include this really great site which is all about Wood Badge. If anyone should happen upon this site and wonder whether or not they should take a "Wood Badge for the 21st Century" course, please email me so I can encourage you to do so.
The Scouting Way The Scouting Way brings these "rules to live by" to life with personal
stories from athletes, political leaders, business people, and everyday folks.
Some stories are about Scouting, some not. But each uplifting narrative
illustrates how living The Scouting Way helped them achieve their success. --- (You can use this site to subscribe to a great email letter!)
http://www.kudu.net/ Here's a very neat site with some wonderful traditional ideas!
BACKPACKER BackPcker is a great magazine for outdoor enthusiasts. One thing I use the site for is to access many "TIPS" on camping & BackPacking. I even copy & paste some of the material which I add to our Training course.
New JLT text & Class material
Fellow Scouters are sending me new ideas all the time. I'll be sharing the new stuff with you soon
Think of the 'Forum" for your thoughts on Training
The Norwegian Waddle Race
This very neat team-building idea was sent to me by a fellow Scouter. We plan on using it at our upcoming Junior Leader Training Graduation Weekend this June. Here's a text description of how it works:
EQUIPMENT - for each team of 5. Two 12ft spars - One 6ft spat. Three 18 ft ropes for lashing and four 18ft guide ropes.
ACTION:
Teams lash two long spars onto shear legs to form a cross-piece. (Use square lashings at all three points) Tie four guide ropes to the top of shears. Raise shears. Four Scouts keep shears upright. One Scout steps onto the cross-piece and waddles along by lifting butts of shear legs alternately and walking forward.
SCORING:
The first team to waddle 30 ft wins.
If we pull this off correctly, I'll look forward to adding actual photos of the event on the Team Building Photo Page.
I had a great time at our Greater Niagara Frontier Council's University of Scouting on March 9. I had the pleasure of sharing information about our special format of Troop JLT to an audience of almost 40 Scouters. It was also nice to see about 5 or 6 youth including a Troop senior patrol leader who previously attended the Council's JLTC. I hope that all interested parties visit this site often and "steal all you can".
Utilizing the Norwegian Waddle at our JLT Graduation Campout
At our JLT camp in early June, we'll be featuring an exercise called 'The ultimate lashings demo'. They won't realize it at the time but the candidates will actually be learning the proper lashing for the Norwegian Waddle.
Later in the day, we'll have them do this team-builder and the winning Patrol will earn the right to enter the graduation campfire circle first on the night of their graduation from the course.
Later when they perform the exercise, the winning Patrol will earn the right to enter the campfire circle at the Saturday night graduation fire.
“OTHER PLANETâ€
FLAG CEREMONY
Cubmaster is in astronaut gear, den
chiefs/den leaders dressed as aliens. The
Cubmaster is trying to put the flag on this
new planet. The aliens are curious about
what he is doing and ask him lots of
questions. What is that? What is he
doing with it? Where he is from? All
questions lead to the fact that he is
putting the flag on this planet to claim it
for the USA and Cub Scout Pack ____.
The last remark would be, “I hereby
claim this planet for the USA and Packnotes
____. Please join me in the pledge.
                        Â
   “WHAT WILL WE HAVE
IN THE FUTURE?â€
Could be Gathering or opening.
Ask everyone to think of something that will
change in the future and tell about it
(something that will be different in the next
40 years). For instance, will we all have a
cellular phone number assigned to us at birth
that we will keep our whole lives? What
about worldwide money? Will we eliminate
the electric cord so all appliances will be
cordless? Will your property be enclosed in
a clear bubble so it will be like summer all
year? What do you think the future will be
like?
CUBMASTER MINUTE--“TIDBITSâ€
• Living on Earth is expensive, but it does include a free
trip around the sun every year
• How long a minute is depends on what side of the
bathroom door you're on.
• Birthdays are good for you; the more you have-- the
longer you live.
• Happiness comes through doors you didn't even know
you left open.
Ever notice that the people who are late are often much
jollier than the people who have to wait for them?
• Some mistakes are too much fun to only make once.
• A truly happy person is one who can enjoy the scenery on a detour.
• We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some
have weird names, and all are different colors, but they all exist very nicely in the same
box.
Â
HOW TO TALK TO ADULTS
Here are some hints on how to talk with adults so they listen and understand you. You'll find this helpful if you are or someday will be a junior leader. Believe it or not, some adults are scared of kids. This will also help if you just have a hard time establishing communication with an adult.
COMMUNICATING WITH ADULTS CAN BE FRUSTRATING. HAVE YOU EVER HAD GOOD IDEAS THAT A LEADER JUST WOULDN'T LISTEN TO? DO YOU HAVE THE SAME PROBLEM WITH YOUR PARENTS, TEACHERS, OR OTHER ADULTS?
- Communicating across a generation gap can be hard for both parties. Consider the character of that particular adult. Talking to someone who spent 8 years in the Navy can be very different than someone who has never been in the armed forces.
- Think about how you can get that adult to respect you. If you are inside, remove your hat. Be formal, use Mr. or Mrs.
- Remember, the adult is most likely uncomfortable too. Try NOT to use slang or unusual expressions they might not understand.
Those tips should, at least, make a conversation easier. TRY TO THINK LIKE THEM AND MAKE SURE WHAT YOU'RE SAYING IS CLEAR. If the adult is stubborn, back up whatever you are saying with good facts. Make sure you listen to them too and consider their ideas.
Most adults turn out pretty cool once you get to know them and talking will become very easy. Once good communication is established, adults WILL give you all kinds of ideas and support.
I am personally comfortable with any adult. Sometimes they just won't listen to me or my ideas. They think I am too young to know what I am talking about. If you have a problem like this, find an adult that you know well and get along with, and talk with them about your problem. Have that adult talk to the one you're having a problem with. Many problems occur with some older adults where they may be used to the old days when children didn't speak unless spoken to.
When I talk to these kinds of adults, I usually have plenty of facts and reasons to back myself up.
ALWAYS REMEMBER TO BE POLITE AND TO LISTEN TO THEM TOO
Now that we've looked at how to show kids how to talk to adults, let's take a look at showing adults how to teach kids about leadership styles by using your Troop leaders as a teaching tool:
STYLES OF LEADERSHIP
Another thing we talk about in one of our classes is the Styles of Leadership. Every decent-size Troop has many different personalities that run the show. You may have the disciplinarian, the teacher, the mediator, whatever. I think it's important to talk to your JLT class about the personalities of the adult leaders. I really think it helps to show them how YOU recognize these differences and to illustrate to them how everyone IS different. It's really good right here if you can work in the second part of the Scoutmaster's Junior Leader Training video segment where the exercise, "My Friend the Potato" follows. That's a good way to get into explaining to them the Troop's different Styles of Leadership. It also gives you an opportunity to show them how different THEY are from each other and that when the time comes for them to be called upon to be a leader, they'll have a clearer understanding that no one person leads the same way another does.
If you have a group of twelve and thirteen-year-olds in the course, explaining things this way to them by using as an example the actual adult leaders of the Troop, will help them relate even better to what you are trying to explain to them.
You might be able to go into this class with a chart of your Troop Leader's names on it and you can easily fill the time for a whole session by talking about it. They'll enjoy your ability to relate to the different types of leaders in the Troop as well. If they've been in the Troop for a while, they already know everyone's personality. For a Trainer to talk about it openly in a JLT class is, I think, a real positive step towards gaining their trust further. You have to remember above all when teaching these classes that if THEY DON'T BELIEVE YOU then you're wasting your time.
Here's some information you can use to create a class called "Styles of Leadership".
Style One Dictatorship - In this style of leadership, the situation calls for quick decision making and the leader has little or no opportunity to poll the group's feelings on what decision should be made. The leader considers alternatives, chooses one, and tells the Patrol what they will do.
Style Two Selling - In this style of leadership, the leader once more makes the decision for the group, but seeks to tell others in the Patrol why his decision was best for the group. He is trying to persuade others that his idea will benefit the group.
Style Three Consulting - In this style, the leader consults with the group for their feelings on what should be done but then makes the final decision for the group.
Style Four Delegating - In this style, the leader states the problem and delegates the decision-making to the group. The group's decision must fall into acceptable boundaries for the leader to accept responsibility for their choice.
What is control?
Action taken while the group is at work to keep the group together and get the task done:
What are some reasons to control?
Routine responsibilities of the leader:
Keeping on schedule
Proper uniforming
Properly equipped
Proper Motivation
Good quality work
Special responsibilities of the leader:
Get a specific task accomplished
See that the members participate within agreed limits
Coordinate with other Patrols
Relate to the SPL and Scoutmaster
How do you control?
Observe
Instruct
Help
Set an example
How does control differ from discipline?
Control happens during an activity to ensure it gets done right. Discipline usually happens afterward when something has gone wrong.
In Closing:
Controlling the group's performance is the key to successful leadership. In your home or Unit, your job depends upon your ability to effectively lead others. The stronger your leadership, the more the Scouting program will happen in your Unit.
THE ART OF LISTENING - Very Important Leadership Quality
HOW CAN YOU RELATE LEADERSHIP TO EVEN TELLING A SIMPLE JOKE?
1) You need command of your audience
2) You hope that your audience is skilled in the art of listening
3) If it is to be effective, you have to get it right---like giving directions
4) You need to hold their attention & make them understand what you're saying
5) Finally, you're hitting them with EXPECT THE UNEXPECTED
It all boils down to EFFECTIVE COMMUNICATION and LISTENING
This may all sound pretty simple but when giving instructions or receiving instructions the message has to be clear. Just like in every leadership situation.
WHY IS LISTENING SO IMPORTANT?
Are you familiar with the U.S. spy plane, which had to make an emergency landing on a Chinese island?
What did the Chinese government want in order to agree to give back the 24 crewmen?
An apology for what?
How did THE SKILL OF LISTENING play a part in their release?
You will encounter leadership situations constantly, which require you to be a GOOD LISTENER:
1. Giving & receiving instruction
2. Getting and giving directions
3. What exactly does the Scoutmaster want?
4. Counseling a friend or another Scout with a problem
5. Tuning-In to potential problems /overhearing conversations that may require your intervention
LISTEN SUGGEST PERSUADE-----HELP FIGURE OUT THE BEST SOLUTION!
Stick To Your Values
Spreading the values you believe in is vital to achieving successful growth. If you ignore the values, you send a clear message to everyone that these values are not really important at all.
Look in the mirror
Look in the mirror and know your strengths and weaknesses. Part of becoming a great leader is engaging in serious and frequent self-assessment to evaluate how you're doing. Identify the gaps in the accomplishment of your goals and the effectiveness of your decisions, as well as the appropriateness of your style and behaviors that reinforce your values. Then determine what should change and take action to fill those gaps.
Get feedback from your Patrol Members-Troop
One of the most important characteristics of any great leader - and unfortunately, one of the rarest - is the ability to solicit and absorb candid feedback from the team. So you must push your people to give you the feedback you need to gauge your own effectiveness as a leader, as well as your decisions and ideas for the Troop. Don't fall into the trap of allowing people to tell you what you want to hear.
Use mentors, coaches, adult Troop leaders, and peers for counsel and advice
It's critical to find mentors, advisors, and peers who can offer ideas. Don't be close-minded and don't be afraid to recognize and admit that you may sometimes hit a brick wall.
Be a continual learner
The ability, willingness, and eagerness to learn is the single most important factor with ongoing success as a true leader. Put yourself in perpetual 'discovery' mode and seek every opportunity to learn about yourself, other people, new skills, and other vital information. Make sure you learn all the things you need to learn. Everything you learn can be used to build your own strengths as a leader as well as your Troop or Patrol. This kind of continuous learning and self-development does not mean simply 'being open' to ideas other people propose. Instead, it requires you to be proactive about trying to push the envelope, see outside the box, set goals for yourself, and then find the best ways to add to the competencies of the company and you, its leader.
Have fun and enjoy the ride
Just as October Sky is important to Wood Badge, we've chosen Pay It Forward
THE QUALITIES OF 'FOLLOWERSHIP'!
A GOOD FOLLOWER accepts direction & instruction. ...is ACTIVE RATHER THAN passive ...Is Responsible! ...is Loyal & Dependable COMING FULL CIRCLE I expect you've noticed already that it's no coincidence that the qualities of a good follower overlap those of a good leader. A follower is able to assume leadership when necessary. By training young people to be effective followers, we're training them to be good leaders. Here's a neat little tool called 'The Par Eighteen Evaluation". It was sent to me by a fellow Scouter that I think could be useful in evaluating a group's performance, both, during training and in actual practical situations: After you complete an activity, ask yourself the following six questions and score the group. Give the group from zero to three points for each question. The maximum score is eighteen --- make it 'par' for your group... KEEPING A GROUP TOGETHER ___ Do your Patrol members work together? GETTING THE JOB DONE ___Was the job done right? Here's some material you can use to explain Patrol Method as it may pertain to your Troop. Our Unit has a Jr. Staff who serves directly under the SPL and they, along with the Patrol Leaders, plan and run our program. Well, here it is: PATROL METHOD Remember months ago when we told you that You Make The Difference and now is the time to do that. Counseling and Counseling Techniques. This is JLT class material featured at our graduation campout and, this year will be taught by one of our youth staff. I hope you find this material useful. I feel that there are some very good ideas here: Why do we counsel? | |
VALUES & ETHICS THE NON-FORMAL BOY SCOUTING EDUCATIONAL PROGRAM WAS DESIGNED TO SUPPLEMENT WHAT BOYS WERE LEARNING IN SCHOOL. IT SOUGHT TO HELP BOYS LEARN ATTITUDES, VALUES & SKILLS. WHEN BOY SCOUTING CAME TO AMERICA IN 1910, IT KEPT BADEN POWELL'S ORIGINAL FOCUS ON PERSONAL CHARACTER, PHYSICAL HEALTH, PRACTICAL SKILLS FOR A WORK CAREER, AND SERVICE TO OTHERS. NOTHING HAS CHANGED | |
MODEL OF A TROOP JLT CAMPOUT WEEKEND SCHEDULE FRIDAY SATURDAY SUNDAY When you see "JLT Class" it basically means that it's a time set aside for a lecture/team-building exercise session. If you'd like more info on the format & structure of our Graduation Weekend Camp, email me directly from the contact page and I'll be happy to share what I can. | |
HERE'S CLASS MATERIAL ABOUT THE BENEFITS OF CHANGE
OBJECTIVES OF THE SESSION:
SESSION NARRATIVE Here's some material I found in a Benefits of Team-Building course. This might be good stuff to use for older Scouts. We'll be presenting this subject matter to our old boy Staff (ages 14 to 16): a famous Army General was interviewed and asked how he would go about developing leaders, whether it was in government, community or business. He replied: |
GETTING STARTED - Letter to our JLT candidates prior to the course: WELCOME TO OUR JUNIOR LEADER TRAINING COURSE! These classes feature material from the Boy Scouts of America, JLT course outlines from various internet sources, and outdoor tips from contemporary outdoor magazines like "Backpacker". THERE ARE CERTAIN RULES BY WHICH WE PLAY THIS GAME WHICH YOU MUST FOLLOW:
THIS MAY SEEM LIKE AN ELEMENTARY IDEA BUT DON'T TAKE FOR GRANTED THAT THE PATROLS IN YOUR COURSE WILL COMMUNICATE 'AT WILL'...YOU HAVE TO TEACH THEM TO DO THAT: THIS IS A DETAILED DESCRIPTION OF OUR FIRST LEADERSHIP CLASS FROM THIS YEAR'S COURSE: Our Troop meets in a school so we have the good fortune of having other areas of the building available to us. When we do training on a Scout meeting night we take the JLT candidates to a separate area to eliminate distractions. We called out the names of the boys in the course and walked them (in silence) to a training room upstairs and lined them up. We have a home-made wooden stand (like a pole with various badges of offices of rank tacked to it with a piece of wood at the top where we light 3 candles for each session of training) The 3 flames represent the 3 points of the Scout Oath. We are lucky to have many assistant Scoutmasters, so myself, my training partner, the Scoutmaster and about 12 other assistant adult leaders, and the SPL came into the room and encircled the candles, and together we (the leaders) recited the Scout Oath and then all but myself & training partner exited the room silently. (the boys seemed really impressed by this and a really good atmosphere was created) After the leaders left, I led the group in the recitation of the Scout Law (we open EVERY CLASS with that). I then asked for a group representative to help with a leadership exercise and gave them 30 seconds to choose one. I then gave the boy they chose a piece of paper that only HE can look at which read the following: "A Simple Task"
We then reviewed what they learned from the exercise: COMMUNICATION BY A GROUP LEADER / COMMUNICATION BY WAY OF READING INSTRUCTIONS / RELAYING DIRECTIONS TO A GROUP / WORKING TOGETHER TO ACCOMPLISH A TASK / HELPING EACH OTHER-This is the main theme & idea in Junior Leader Training. We then had everyone in "Scout Arms" & a leadership prayer was read. We then issued Patrol Flags-blank material attached to two long staves (they were expected to paint their flags accordingly) Next, we presented a short lecture on most of the basic concepts that they will learn in the course and presented a "Team-Building" exercise called "All Aboard" which is found in "Woods Wisdom". (This is a really great first one to do, It really gets them all involved and one of them inevitably emerges as a leader suggesting the best way to do it). Next, we did a quick inspirational reading (like a Scoutmaster's minute) recited the Scout Law again, and went over the next training date before dismissal. So that's a typical class in our JLT course. I'M A BIG BELIEVER IN THE 'REFLECTION PROCESS' WHICH I LIKE TO USE AFTER DOING A TEAM-BUILDING EXERCISE WITH THE GROUP. THE FOLLOWING IS A NEAT ARTICLE & SOME TIPS ON DOING A GOOD REFLECTION:
Facilitate the Discussion As a leader, avoid the temptation to talk about your own experiences. Reserve judgment about what the participants say to avoid criticizing them. Help the discussion get going, then. let the participants take over with limited guidance from you. If you describe what you saw, be sure your comments do not stop the participants from adding their own thoughts. Above all, be positive. Have fun with the activity and with the session. Use Thought-Provoking Questions
Remember, reflecting on an activity should take no more than ten to fifteen minutes. The more you do it, the easier it becomes for both you and the participants. Remember that the value and the values of Scouting often lie beneath the surface. Reflection helps you ensure that these values come through to Scouting participants. A Model for Reflection Discuss what happened. Direct open-ended questions toward specific incidents. For example, you might ask, "Who took leadership? What did they do to make them a leader?" or "How did decisions get made?" | ||||
WHY THE SPECIAL RULES? Two reasons. One, in order for you to absorb all of the material presented, you have to attend as many classes as possible. Since the course lasts all year, we understand that you may not be able to attend every class for one reason or another. It's important for you not to fall out of the loop. And two, YOU WERE SELECTED to attend the course and JLT, no doubt, will make you better Scouts. It doesn't hurt to maintain a higher level of discipline when we meet. Being involved in the course has ALREADY elevated your status with the Troop. Experience tells us that JLT makes a difference. Scouts who completed the course in the past perform better in certain situations than IF THEY WERE NOT trained. You will get a deeper understanding of what the BSA is all about LEADERSHIP CONCEPTS THAT WILL RELATE TO THE TROOP AND YOUR LIFE. A TYPICAL LESSON PLAN MAY LOOK LIKE THIS RETENTION is so important! One 'side-benefit' of doing an elaborate course really does help retain Scouts in your Troop for longer periods of time. Another thing we've seen happen is that the first-year Scouts actually look forward to their second year because they know they'll be in the course. We've had the good fortune of creating a mystique about our course. When we go on a regular weekend campout, we house the Troop in a cabin and might reserve a lean-to or another smaller cabin exclusively for our JLT group. We then hold short (30-40 min.) leadership classes before bed. But the next morning, we may re-join the rest of the Troop before breakfast, singing perhaps, and the younger ones see this. They are wondering...where do they go? What's it like over there? This works for us and subsequently, Scouts STAY in the Troop longer passing by that vulnerable period of time where many drop for a variety of reasons. | Â | BEFORE YOU START THE COURSE COMMENTARY ON TEACHING A JLT COURSE/WORKING WITH YOUTH Let's say you're an adult Scouter dedicated to the ideals of the 'movement'. OK, now you've decided to teach Junior Leader Training. As an adult, it's easy to have certain expectations from the group of boys you chose to be in your course. And why not? You are just used to things getting done, working out smoothly. When you work with adults you usually get the results you'd expect from the reliable ones you count on TO BE THERE TO HELP. But now you're working with kids in, what you hope to achieve, a controlled atmosphere. You expect a lot from them because, after all, they are your future leaders. You must not forget that they are kids FIRST and not every task or class will be to your liking. Some are smarter than others, some are lazy, some are Super Scouts, and some daydream too much. DON'T LOSE YOUR PERSPECTIVE. Think about your life. You're holding down a job, making a marriage work, paying bills, hoping your car starts in the morning, and maybe taking care of little ones while the wife works...whatever. The biggest things that may be weighing on their minds are homework deadlines, beating the newest video game, and "will she say yes" when I ask her out to the dance? These are real-life crisis situations in the lives of those you teach, unimportant to you but the whole world to them. Try to never require any written work in your JLT course, they get enough of that in school. Offer them hand-outs on material covered but don't insist they read them only suggest. The ones who take the time to do that in their own private moments are the ones who will turn into your true leaders. GET TO KNOW THEM, FIND OUT WHAT MAKES THEM TICK, their favorite music, TV shows & movies. You can teach them about B-P's times, but we don't live in B-P's times. (A nice ice-breaker exercise is to go around the room at a class and have everyone "say something about themselves that you don't think anyone else knows"...you'd be surprised at what you can find out about what's on their minds). STAY AS CONTEMPORARY AS POSSIBLE WHILE TEACHING THEM TRADITIONAL THINGS. And one more thought, as suggested by a Scouter from our JLT E-mail group... MAKE IT FUN...IT'S OK FOR ADULTS TO MAKE IT WORK BECAUSE WE UNDERSTAND...MAKE IT FUN FOR THEM. "If You Build It They Will Come"! Â
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In Conclusion
Our JLT Training meets & exceeds National BSA standards. The 2 main differences between our program and a Council program is that you train over a period of months instead of all of it in a week. Also, you're doing it with Scouts that you know...and you will get to know each other a lot better.
OUR COURSE ALLOWS YOU TO CUSTOMIZE THE MATERIAL
TO FIT THE NEEDS OF YOUR TROOP
Good Luck-we hope you follow through to its conclusion. It'll make you think of Boy Scouting in a whole new light. (Here's another thing we tell our JLT candidates)-We encourage you to share your JLT experience with your parents but please don't discuss information about the course with younger Scouts who are not yet in the program. This will keep the material fresh and the mystique alive. Most of all HAVE FUN!