Peer Training Session Faculty Advisor Training Module

What is Peer Training?What is Peer Training?A method of teaching whereby students that know and understand A method of teaching whereby students that know and understand

specificspecificinformation help other peers to learn the information.information help other peers to learn the information.

Why does Peer Training work?Why does Peer Training work?Peers Peers are close in ageare close in age have similar knowledgehave similar knowledge speak the same “language”speak the same “language”

Students often feel more comfortable asking questions of their peers Students often feel more comfortable asking questions of their peers ratherrather

than asking adults.than asking adults.Students learn academic and social skills, enhance peer relations and Students learn academic and social skills, enhance peer relations and

improveimproveself-esteem by working with peers.self-esteem by working with peers.

TrainersTrainers improve skills in listening, communication, organization and improve skills in listening, communication, organization and

cooperationcooperation develop a sense of importance by contributing to their community develop a sense of importance by contributing to their community increase self-esteem through their responsibilities as role modelsincrease self-esteem through their responsibilities as role models

What is the role of a Peer What is the role of a Peer Trainer?Trainer?

I. Choose Topic and Format for Presentation (Plan & Practice before doing Presentation)

II. Provide Information to Peers

III. Act Professionally

IV. Make it Fun!

I. TOPICS and FORMATSI. TOPICS and FORMATS

When planning, make it something you would enjoy When planning, make it something you would enjoy if you were in the audience and remember this if you were in the audience and remember this

proverb…proverb…Tell me and I will forgetShow me and I will rememberInvolve me and I will understand

-Chinese Proverb

YOUTH CORPS TOPICS:•Tobacco Cessation•Nutrition•Physical Activity

POSSIBLE FORMATS:Puppet shows, skits or plays, games, experiments, creative videos, songs, displays

II. PROVIDE INFORMATIONII. PROVIDE INFORMATION Face audienceFace audience Speak clearly and Speak clearly and

appropriately appropriately (be a role model(be a role model)) Introduce self, your group Introduce self, your group

and the presentationand the presentation Give simple yet specific Give simple yet specific

directions for activitiesdirections for activities Check for understanding Check for understanding

(observe the audience-are they (observe the audience-are they on task, can they recall on task, can they recall information or repeat directions)information or repeat directions)

Encourage questionsEncourage questions (to clarify and reinforce concepts)(to clarify and reinforce concepts) Review important concepts Review important concepts

at conclusion of at conclusion of presentationpresentation

III. ACT PROFESSIONALLYIII. ACT PROFESSIONALLY

Be patient and respectfulBe patient and respectful (allow enough “wait time”)(allow enough “wait time”) Be positive Be positive (words & body(words & body language)language) Be observantBe observant (encourage everyone to participate)(encourage everyone to participate) Be an active listenerBe an active listener (use good eye contact)(use good eye contact) Be honestBe honest (you don’t have to be an expert-admit (you don’t have to be an expert-admit if you don’t know something and refer if you don’t know something and refer

students to possible resources) students to possible resources) Provide praiseProvide praise Redirect inappropriate actionsRedirect inappropriate actions (by restating what the topic is, asking to (by restating what the topic is, asking to

keep comments or questions on the keep comments or questions on the topic, providing options for participation, topic, providing options for participation, seeking assistance from faculty advisor)seeking assistance from faculty advisor)

IV. MAKE IT FUN!IV. MAKE IT FUN!

REMEMBER TOREMEMBER TO:: Ask yourself if you would enjoy the Ask yourself if you would enjoy the

presentation if you were in the presentation if you were in the audienceaudience Be enthusiastic-it’s contagious!Be enthusiastic-it’s contagious! Use humor when appropriateUse humor when appropriate Use non-verbal cues and Use non-verbal cues and positive body language such as positive body language such as nodding, thumbs up, and SMILING!nodding, thumbs up, and SMILING!

Assignment # 1:Assignment # 1: Practice Being PositivePractice Being Positive

Examples of NegativeExamples of Negative

ResponsesResponses:: That was stupid!That was stupid! DUUUUUUUH!DUUUUUUUH! No!No!

Examples of PositiveExamples of PositiveResponsesResponses:: Great try!Great try! That’s right!That’s right! Terrific!Terrific! Awesome answer!Awesome answer! You’ve got it!You’ve got it! Good thinkingGood thinking!!

Think of Others - Share Your Ideas

Assignment # 2:Assignment # 2:Redirecting StudentsRedirecting Students

Negative PositiveNegative Positive Shut up and pay Shut up and pay

attention!attention! Stop annoying Stop annoying

everyone!everyone! Be quiet and let Be quiet and let

someone else someone else have a turn!have a turn!

Everyone needs to Everyone needs to be looking and be looking and listening.listening.

Show respect for Show respect for others.others.

Thanks for sharing Thanks for sharing your thoughts- now your thoughts- now let’s hear someone let’s hear someone else’s ideaselse’s ideas

Think of Others - Share Your Ideas

Role Play ScenariosRole Play Scenarios

EXAMPLE:EXAMPLE:

During your presentation a student is During your presentation a student is disruptive, shouts out negative comments, disruptive, shouts out negative comments, and has an overall bad attitude.and has an overall bad attitude.

What would you do?What would you do?

Brainstorm some ideas as a groupBrainstorm some ideas as a group

Assignment # 3Assignment # 3::Role PlayingRole Playing

Divide Youth Corps into 2 small groups.Divide Youth Corps into 2 small groups. Distribute several role playing scenario cards Distribute several role playing scenario cards

to each group.to each group. Students decide who will portray the “teacher” Students decide who will portray the “teacher”

and the “student” then act out the scenario and the “student” then act out the scenario using skills discussed in the Power Point using skills discussed in the Power Point presentation.presentation.

Other students in group will observe and Other students in group will observe and discuss how the situation was handled discuss how the situation was handled afterward.afterward.

Repeat activity using another scenario card Repeat activity using another scenario card and 2 different students doing the acting.and 2 different students doing the acting.

Scenario #1Scenario #1

Student is rude to fellow Student is rude to fellow classmates and uses put classmates and uses put downs in response to their downs in response to their comments.comments.

Scenario #6Scenario #6

A shy student is reluctant to A shy student is reluctant to participate.participate.

Scenario #2Scenario #2

When asking students if they When asking students if they have any questions, a student have any questions, a student asks, “Where do babies come asks, “Where do babies come from?”from?”

Scenario #7Scenario #7

A group of students are A group of students are giggling and not paying giggling and not paying attention to your presentation.attention to your presentation.

Scenario #3Scenario #3

An interested student asks you An interested student asks you for the statistics on obesity for the statistics on obesity rates leading to death. rates leading to death.

Scenario #8Scenario #8

An excited student is too An excited student is too anxious to begin an activity anxious to begin an activity and spills supplies all over the and spills supplies all over the floor then becomes floor then becomes embarrassed by his actions.embarrassed by his actions.

Scenario #4Scenario #4

A student responds to a A student responds to a discussion about smoking and discussion about smoking and lung cancer by saying you can lung cancer by saying you can get lung cancer from kissing.get lung cancer from kissing.

Scenario #9Scenario #9

While working with young While working with young children and in the middle of children and in the middle of your presentation a child raises your presentation a child raises his/her hand and announces his/her hand and announces that his/her dog ran away.that his/her dog ran away.

Scenario #5Scenario #5

An over exuberant student An over exuberant student raises his/her hand and shouts raises his/her hand and shouts out “OOO I know, I know Pick out “OOO I know, I know Pick me” for every question you me” for every question you ask.ask.

Scenario #10Scenario #10

While working with young While working with young children you notice one children you notice one squirming and wiggling around squirming and wiggling around nervously then suddenly has nervously then suddenly has an accident.an accident.

ConclusionConclusion“If young people wished, they have it in their hands to make a bigger, more beautiful and better world.” -Anne Frank You will make this a better world by making a difference in your community as you doyour INSight Youth Corps projects!