A Leadership Curriculum for Agriscience Educators Developed by Aaron Saari Project Background

A Leadership Curriculum for Agriscience Educators
Developed by Aaron Saari
Project Background
The purpose of this project is to better prepare educators in teaching the subject
of leadership in a high school curriculum.
It will focus on, specifically, Agriscience
Educators as leadership is already a part of most Agriscience curriculums.
While
teaching leadership, Agriscience educators can teach certain aspects of leadership as
one specific unit in a class or incorporate several aspects of leadership throughout the
subjects that they already teach.
The methodology used in this project will be to design a specific curriculum for
teachers who either want to develop a leadership class for an Agriscience Program or
give specific examples of how to incorporate leadership into already existing topics.
Some topics included are parliamentary procedure, negotiations, and the use of mission
statements, public speaking and developing teamwork skills.
This project can be useful as a guideline to Agriscience educators who want to
better prepare students for actual situations which they may encounter as they proceed
through this complex world.
It will also serve as a guide to developing leadership
classes in Agriscience programs in this country.
The method chosen for this project is a curriculum
that can be used by
Agriscience teachers at the 9-12 grade level. This was chosen because it is the most
common classroom situation for Agriscience Teachers. This often forces teachers to
unleash their creativity on the class. It challenges teachers to do a variety of classroom
activities suited for all levels of learning. This model will be designed for all levels of
learners including LD (learning disabled), EI (Emotionally impaired), ADD (Attention
deficit disorder), and others.
It will include several different activities including:
cooperative learning activities, role-playing activities, discussion activities, and oral
presentations.
This curriculum will be highly adaptable for any given situation. Most Agriscience
courses vary significantly from year to year based on individual students.
These
variances are due to things such as, learning styles, maturity levels, learning disabilities
and several other factors. Due to these changes it will be valuable to have a curriculum
that can be used in several different ways. It is important to remember that the value of
the skills taught should remain the same regardless of the group.
This curriculum will be presented in the block schedule style of teaching. Block
scheduling has been implemented in several schools throughout this country. It also
seems to be the direction that more schools are heading toward. Block format has been
proven to increase student retention, student outcomes and assessment, and material
presented in a class. Block scheduling has been proven to better prepare students for
life after high school. It also gives more opportunity for hands on activities, which has
improved student achievement in agriscience classes (National FFA Organization,
1995).
The basis for this project arose because of the expanding role of leadership
education in today’s agriscience programs. The changing of the FFA in recent years
has reflected a change in the way that we approach agriscience education. Agriscience
Educators today are gearing more and more of their programs toward leadership
development than programs did in the past .
Currently 20% of local agriscience
programs in Michigan have added a Leadership class to their local programs.
This
change has also caused several other agriscience programs to look at developing a
leadership class for their own schools.
This project also arose because of the need for quality leadership training in
today’s American Education system. The quest for leaders in this country may soon be
a problem. If we do not have quality leaders for the future trained in practical and useful
manners, our future will be bleak. More often than not, young people are ill prepared to
take on the challenges that face them out of high school. Hopefully, this curriculum
model will offer some quality programs for students to use as they get older and take an
active role in their communities.
This curriculum can be used as a model for an already existing leadership class,
or can serve as the basis for developing a leadership course in an agriscience program.
The topics presented in this model are not the only ones that can be taught in such a
course, but are some of the most relevant ones in today’s society. These are several
reoccurring topics that have appeared in Harvard Business Review, The Drucker
Foundation Series, Franklin Covey Series, and several other leadership based books
and publications.
This project is designed to assist agriscience educators in teaching a semester
long course on leadership development in their local agriscience program.
As
mentioned before, this model is limited in that it does not discuss every single
leadership topic that could be taught, as that would be virtually impossible to
accomplish. This curriculum is divided into eight subsections. Each of the subsections
is devoted to a topic of leadership relevant to today’s world. In this model, learning
objectives, student outcomes, time required, learning activities, materials needed and
student assessment tools are presented.
syllabus, which could be used in such a class.
Also included in this project is a sample
Leadership Development – A Leadership Curriculum for Agriscience Educators
Developed by Aaron Saari
This course is a semester long course designed to have students develop their potential as leaders
in their school, community, country and world.
Course Purpose: This course will prepare students to be more effective with leadership skills,
communication styles, group dynamics, and conflict resolution.
Student Outcomes:
The student outcomes of this course are:
1. Development of a personal leadership style.
2. Demonstrate effective communication skills.
3. Demonstration of skills used in group dynamics and group development.
4. Exhibit skills used in resolving differences.
5. Understand the role of FFA and Agriscience in the leadership development process.
Course Objectives:
These objectives will allow students to demonstrate student outcomes:
Students will be able to do the following:
?? Students will develop their own understanding of leadership.
?? Students will determine what encompasses a good leader.
?? Students will discover traits, which leaders possess.
?? Set personal and professional goals and mission statements.
?? Understand the importance of mission statements in both their personal and professional
lives.
?? Understand the role of FFA and other youth groups in developing a Leadership style.
?? Recite a short history of the FFA.
?? List and explain the colors of the FFA.
?? List, explain and/or recite the aims and purposes of the FFA.
?? Identify local, state and national FFA current information.
?? List, explain and/or recite the kinds of membership in the FFA.
?? List, explain and/or recite what is necessary to receive the Greenhand Degree.
?? List and describe FFA awards to members.
?? Identify contests in which students may participate.
?? List the requirements for earning the Chapter, State and American degrees.
?? Understand the benefits of FFA membership.
?? List, explain and/or recite the significance of the FFA emblem.
?? List, explain and/or recite the significance of the FFA creed.
?? Name all of the FFA offices and the symbol, duties and responsibilities associated with
each.
?? Complete a plan for a Supervised Agricultural Experience.
?? Set goals to be accomplished with a SAE program.
?? Differentiate between the different types of SAE programs.
?? Understand the connection between FFA, Classroom Instruction and SAE programs.
??
??
??
??
??
??
??
??
??
??
??
??
??
??
??
??
??
Access and interpret information from different sources
Demonstrate negotiating techniques
Develop personal conflict resolution skills
Determine the effectiveness of parliamentary procedure in the decision making process.
Demonstrate parliamentary procedure skills.
Exhibit parliamentary procedure in a group
Develop written and oral communication skills
Conduct an effective meeting
Demonstrate proper methods for preparing a speech for presentation.
Participate in group decision making and planning
Demonstrate techniques to better their listening skills.
Demonstrate written communication techniques.
Develop written and oral communication skills
Understand the communication process.
Demonstrate factors involved in communication
Differentiate between informal and formal communication.
Gain an understanding of the importance of formal communication in a professional
world.
?? Understand the job interview process.
?? Complete a job application, resume and cover letter
Required Texts
1. FFA Student Handbook
2. FFA Student Manual
3. The Seven Habits of Highly Effective People by Covey
Recommended Texts
1. Leadership Dilemmas- Grid Solutions (Blake and McCanse)
2. Getting to Yes (Fisher and Ury)
3. Roberts Rules of Order
Grading Scale: (Subject to Negotiations)
1. Attitude and Participation in class: 25%
2. Homework Assignments: 25%
3. Quizzes: 25%
4. Projects (Including Speeches): 25%
** It is your own responsibility to hand in all projects and assignments on time in order to
receive credit. Any project or assignment turned in late will receive 50% credit.
Grading Scale:
100-95% - A
94-90% - A89-87% - B+
86-84% - B
83-80% - B79 – 77% - C+
76 – 74% - C
73 – 70% - C69 – 67% - D+
66 – 64% - D
63 – 59% - D59 and Below – E
Schedule of Topics
Day 1
Leadership Defined
Days 2 –3
Developing Mission Statements
Days 4-10
FFA
Days 11-13 SAE
Days 14-15 Negotiating and Conflict Resolution
Days 16-20 Parliamentary Procedure
Days 21-24 Public Speaking
Days 25-27 Teamwork Skills
Days 28-29 Communication Modes
Days 30-31 Communication Styles
Days 32-34 Job Interview
Topic 1: Defining Leadership
Student Objectives:
Students will develop their own understanding of leadership.
Students will determine what encompasses a good leader.
Students will discover traits that leaders possess.
Materials Required:
Paper, Pencil, Old Magazines, and Construction Paper
Educational Resources:
1. Have students write their own definition of leadership in notebooks. Compare the
definitions. Write an ideal definition of leadership on the board.
2. Using old magazines cut out photos of famous leaders. Paste these on construction paper.
Split the class into groups of four. Give each group a photo. Have them write down five
adjectives, which describe the person that they have. Have the group write down the
adjectives on the board. Determine if the rest of the class can guess who each person has.
3. Using old magazines have student create a collage of how they view themselves as
leaders. Have them choose words as: Powerful, Cooperative, etc. Display these collages
around the room.
Assessment:
Completed personal collages
Topic 2: Developing Personal and Professional Mission Statements
Student Objectives:
Students will understand the importance of mission statements in both their personal and
professional lives.
Students will set personal and professional goals and mission statements
Materials Needed:
Copy of Habit Two from The Seven Habits of Highly Effective People, Personal Planners (Most
schools supply students with some type), Examples of Mission Statements (National and State
FFA and School Missions work well)
Educational Resources:
1. Introduce Students to the concept of Mission Statements from the Covey Book. Suggest
ways to use planner to set goals (Some School planners comes with goal setting sheets
and suggestions. Other planners may vary)
2. Have students set 2-3 goals to accomplish by end of year and write in planner. Once
goals have been set have students develop a personal mission statement. (This will be the
basis to put into class portfolio or notebook to be seen.)
3. Once students have completed personal mission statement have them combine aspects of
other students to create a class mission statement that will be displayed on Bulletin
Board, Wall, etc.
Assessment:
Completed Personal Mission Statement and Completed Classroom Mission Statement
Topic 3: FFA and its Role in Leadership Development
Objectives:
Recite a short history of the FFA.
List and explain the colors of the FFA.
List, explain and/or recite the aims and purposes of the FFA.
Identify local, state and national FFA current information.
List, explain and/or recite the kinds of membership in the FFA.
List, explain and/or recite what is necessary to receive the Greenhand Degree.
List and describe FFA awards to members.
Identify contests in which students may participate.
List the requirements for earning the Chapter, State and American degrees.
Understand the benefits of FFA membership.
List, explain and/or recite the significance of the FFA emblem.
List, explain and/or recite the significance of the FFA creed.
Name all of the FFA offices and the symbol, duties and responsibilities associated with each.
Know the meaning and purpose of the FFA Motto.
Describe and perform the FFA Salute.
Describe and explain the FFA dress code.
Describe and explain the wearing of the FFA jacket.
Know and explain the FFA code of ethics.
Materials Required:
FFA Student Handbook, FFA Student Manual
Educational Resources:
1. Have Students complete following Note taking Guide on FFA Power Point Presentations
(Michigan Agriscience web page)
2. Have students recite the FFA Creed (In preparation for Greenhand Degree.
3. Play FFA Jeopardy or Bingo using the following background information.
4. Have students develop a chapter program of activities.
Assessment:
Completed Note taking Guide, Creed and Program of activities. Written Quiz
Background Information
1. AGRICULTURAL EDUCATION CLASSES AT THE HIGH SCHOOL LEVEL.
a. High school agricultural education was supported, in part, by vocational funding
after 1917 with the passage of the Smith-Hughes National Vocational Education
Act by Congress.
i. From the very beginning, teachers who taught organized classes in
agriculture recognized that competitive activities that evolved from good
instructional programs were a common bond.
ii. The National Future Farmers of America was organized on November 20,
1928, at the site of the first national convention in Kansas City, MO.
1. Leslie Applegate became the first national FFA president.
2. Dr. C. H. Lane was the first national FFA advisor.
iii. The first five states chartered to the National FFA Association in 1928
were Virginia, Arkansas, New Jersey, California and South Carolina.
iv. The official FFA creed and colors were adopted at the third national
convention in 1930.
v. In 1939, the National FFA Organization purchased 28½ acres of land that
was part of George Washington's estate. The National FFA Headquarters
and Supply Service were located at this site until 1998, when they
relocated to Indianapolis, IN.
vi. In 1944, the National FFA Foundation was formed, to provide financial
support for programs.
vii. In 1950, the U.S. Congress passed Public Law 740, which granted the
FFA a federal charter.
viii. In 1952, the National Future Farmer magazine began publication. Today,
the magazine is published six times a year at a cost of one dollar per issue
for FFA members.
ix. In 1965, the "New Farmers" organization (a secondary agricultural
education association for African Americans) merged with the Future
Farmers of America to create an integrated FFA.
x. In 1969, the FFA elected to welcome female members into the
organization.
1. In 1977 Julie Smiley from Washington State served as the first
female national officer.
2. In 1982, the FFA elected its first female national president: Jan
Ebberley, from California.
xi. In 1971, the national FFA Alumni organization was established, in order
to provide support for FFA members.
xii. In 1988, 18 Constitution Amendments passed (e.g., changes in the name,
emblem, etc.). Name changed from "Future Farmers of America" to
"National FFA Organization"
xiii. In 1998, the National Supply Service and FFA Headquarters moved to
Indianapolis
xiv. In 1999, the National FFA Convention moved to Louisville, KY.
xv. Current enrollment in the national organization stands at about 452,000
students as of March 2000.
b. Agricultural education is an integral component of a comprehensive education
program.
i. The department chairperson of the local agricultural program is ordinarily
the chapter advisor, though in a multi-person department, the chairperson
may designate the advisor.
ii. To form a chapter in Michigan, six officers or those deemed appropriate
by the local chapter constitution, must be elected as prescribed by the state
constitution.
iii. Prospective members develop a constitution and program of activities.
iv. An application for a charter, along with a membership roster and dues is
submitted to the State FFA Office, 412 Agriculture Hall, MSU, E.
Lansing, MI 48824.
c. The primary aim of the National FFA Organization is the development of
agricultural leadership, cooperation, and citizenship. The specific purposes for
which this organization was formed are:
i. To develop competent and aggressive agricultural leadership.
ii. To create and nurture a love of agricultural life.
iii. To strengthen the confidence of young men and women in themselves and
their work.
iv. To create more interest in the intelligent choice of agricultural
occupations.
v. To encourage members in the development of individual agriculture
programs and establishment in agricultural careers.
vi. To encourage members to improve the home and its surroundings.
vii. To participate in worthy undertakings for the improvement of agriculture.
viii. To develop character, train for useful citizenship and foster patriotism.
ix. To encourage participation in cooperative efforts.
x. To encourage and practice thrift.
xi. To encourage improvement in scholarship.
xii. To provide and encourage the development of organized rural recreational
activities.
2. THE LOCAL CHAPTER
a. Charted in _______________
i. Charter Number _____________
ii. Original Membership _____________
b. Officers:
i. President ______________
ii. Vice President _________
iii. Secretary ______________
iv. Treasurer ______________
v. Reporter _______________
vi. Sentinel _______________
vii. Advisor ________________
viii. Other officers (e.g., Parliamentarian, Historian, Chaplain, Music Director,
Assistant Advisor, etc.) _________
c. Dues - structure at all levels:
i. Chapter ___________
ii. National $5.00 (includes FFA-New Horizons Magazine)
iii. State $5.00
d. The qualifications for holding an office at the chapter level:
i. Must have earned the Chapter Degree.
ii. Must be active and pay dues.
iii. Must exhibit qualities of leadership.
iv. Must be knowledgeable of the chapter organization.
3. STATE ORGANIZATION
a. The Michigan associations consists of 122 chapters in six regions:
i. Southwest Michigan
ii. South Central Michigan
iii. Greater Thumb Area
iv. Mid-Michigan (including Lansing to Detroit)
v. Midwest Michigan
vi. Northern Michigan and Upper Peninsula
b. The annual Michigan State FFA Convention is held at Michigan State University
in East Lansing. Activities include:
i. The state leadership contests.
ii. The elections of state officers.
iii. Leadership workshops.
iv. Presentation of chapter awards.
v. Presentation of State FFA degrees and outstanding junior award.
vi. Presentation of proficiency award winners in 49 different areas.
c. State FFA office is located in East Lansing in the Department of Agricultural and
Natural Resources Education and Communications Systems (ANRECS). The
address is 412 Agriculture Hall, MSU, East Lansing, MI 48824. Phone: (517)
353-9221. Fax: (517) 353-4981. Website: http://http://www.michiganffa.com/
d. FFA officers and advisors.
i. State FFA Projects consultant/State Advisor - Jeffrey Hawes
ii. Agriscience Program Specialist -- Charles K. Arensmeier
iii. FFA Projects Assistant - Jennifer Decker
iv. FFA state officers for ____________:
1. President: ___________________
2. Vice president - _______________
3. Secretary - _________________
4. Treasurer -_______________
5. Reporter - _______________
6. Sentinel -______________
7. Regional vice presidents:
a. _______________
b. _______________
c. _______________
d. _______________
e. _______________
f. _______________
*This information can be obtained from Jeffrey Hawes at (517)
353-9221.
v. The official publication of the Michigan Association is the Michigan FFA
Today.
e. The national organization is divided into four regions:
i. Western Region:
1. Arizona
2. California
3. Colorado
4. Hawaii
5. Idaho
6. Montana
7. Nevada
8. New Mexico
9. Oklahoma
10. Oregon
11. Texas
12. Utah
13. Washington
14. Wyoming
ii. Central Region:
1. Illinois
2. Indiana
3. Iowa
4. Kansas
5. Kentucky
6. Michigan
7. Minnesota
8. Missouri
9. Nebraska
10. North Dakota
11. South Dakota
12. Wisconsin
iii. Southern Region:
1. Alabama
2. Arkansas
3. Florida
4. Georgia
5. Louisiana
6. Mississippi
7. Puerto Rico
8. South Carolina
9. Tennessee
iv. Eastern Region
1. Connecticut
2. Delaware
3. Maine
4. Maryland
5. Massachusetts
6. New Hampshire
7. New Jersey
8. New York
9. North Carolina
10. Ohio
11. Pennsylvania
12. Rhode Island
13. Vermont
14. Virginia
15. West Virginia
f. National officers and advisors:
i. National FFA advisor -- Dr. Larry Case.
ii. National executive secretary - C. Coleman Harris.
iii. National treasurer --. K. Eugene Eulinger
iv. 6 National FFA officers are elected each year at the National FFA
Convention.
1. President –
2. Secretary –
3. Vice president, western region –
4. Vice president, central region –
5. Vice president, southern region –
6. Vice president, eastern region –
g. Offices and services at the national level:
i. National FFA headquarters - Indianapolis, IN.
ii. National FFA supply service - Indianapolis, IN
h. The National FFA Convention takes place in Louisville, KY, during the final
week of October.
i. Michigan is represented by 6 official delegates (state officers) at the
convention
ii. All chapters may send members.
iii. The number of delegates depends on state membership.
1. Each state association is entitled to send two delegates from its
active membership to the National FFA Convention, plus one
additional delegate for each 10,000 active members or major
fraction thereof above the first 10,000.
i. National dues are $5.00.
j. The official national publication is "FFA-New Horizons," published six times a
year. Members are invited to send in chapter information.
k. Membership:
i. In 2000, the National Organization had 452,000 members.
ii. All states have associations, along with D.C., Puerto Rico, Virgin Islands,
Guam and Micronesia.
iii. Japan and Thailand have organizations very similar to the FFA.
4. According to the national constitution, there shall be four kinds of FFA MEMBERSHIP:
a. Active: Any student who is regularly enrolled in agricultural education is entitled
to become an active member of any chartered FFA chapter.
i. Members may retain their active membership for three years after the first
national convention following their graduation from high school or
leaving high school, or until becoming 21 years of age, whichever length
of time is greater.
ii. No individual may retain his/her active membership beyond his/her 21st
birthday.
b. Collegiate: Students enrolled in agriculture courses and former active members of
chartered local chapters who are enrolled in a two- or four-year institution having
a collegiate chapter (e.g., MSU Ag Ed Club).
c. Alumni: Following the termination of active membership status, a former member
or interested community persons become eligible for active alumni membership.
d. Honorary: Honorary membership can be awarded to farmers, school
superintendents, principals, members of boards of education, chapter advisors,
teachers, staff members in agricultural education, business persons and deserving
people who have contributed and who are help to advance agricultural education
and the FFA. Honorary members shall be limited to the following:
i. Honorary Chapter FFA Degree -- chapter level.
ii. Honorary State FFA Degree -- state level.
iii. Honorary American FFA Degree -- national level.
e. The four types of degrees of active membership are based upon achievement.
They are:
i. Greenhand -- bronze pin.
ii. Chapter -- silver pin.
iii. State -- gold pin.
iv. American -- gold key.
f. The requirements for FFA degrees are:
i. Greenhand degree:
1. Be enrolled in a course of agricultural education.
2. Learn and explain the FFA creed, motto and salute.
3. Describe the FFA emblem, colors and symbols.
4. Have knowledge of the history of the organization.
5. Explain the proper use of the FFA jacket.
6. Know the duties and responsibilities of FFA members.
7. Personally own or have access to an official FFA manual.
ii. Chapter degree:
1. Must have received the Greenhand degree.
2. Must have completed at least one semester of instruction in
agricultural education and have in operation a supervised
experience program.
3. Must have knowledge of the local constitution and program of
activities.
4. Must have participated in at least three official functions in the
chapter program of work.
5. Must have earned at least $100 by his/her own effort from his/her
supervised experience program or worked 50 hours in agricultural
work experience.
6. Must demonstrate ability to effectively lead a group discussion for
15 minutes.
7. Must have a satisfactory scholastic record in an agricultural course.
iii. State FFA degree:
1. Must have received the FFA Chapter degree and have been an
active member for at least two years.
2. Must have earned and productively invested at least $2000 by
his/her own efforts from his/her supervised experience program, or
have worked at least 300 hours in work experience.
3. Must have given a five-minute speech.
4. Must be active in chapter activities.
5. Must have a satisfactory scholastic record, certified by the local
superintendent or principal.
6. Must meet state association requirements
iv. American FFA degree:
1. Must have earned the State degree and have been an active
member of the FFA continuously for at least 36 months.
2. Must have earned and productively invested at least $7,500 by
his/her own efforts from his/her supervised experience program.
3. Must show outstanding leadership qualities.
4. Must meet state association requirements.
g. All national awards for outstanding accomplishment by FFA members, and many
of those offered on a state and chapter basis, are provided by the National FFA
Foundation.
i. FFA Agricultural Proficiency Awards are available to all FFA members
enrolled in the high school agricultural education program.
1. The purpose of the awards is to recognize members for their
achievements in activities related to careers in agriscience and
agribusiness.
2. The Agricultural Proficiency Award program recognizes FFA
members in 42 areas.
ii. The National Foundation presents awards to chapters meeting national or
state requirements. The awards are:
1. The Superior Chapter Award: a special multi-year plaque is
awarded the first year a chapter is rated superior by a state
association.
2. National: Bronze, Silver, or Gold Awards.
3. National Safety Award
5. The national emblem of the National FFA Organization is significant and meaningful in
every detail (A replica of the FFA emblem such as on the back of an FFA jacket should
be made visible to the class while presenting this lesson.).
a. The emblem is used by members in all recognized units in the organization, it is
made up of five symbols: the owl, the plow, and the rising sun, within the cross
section of an ear of corn, which is surrounded (or surmounted) by the American
eagle.
b. Upon the face of the emblem appears the words "Agricultural Education" and the
letters "FFA."
i. The Owl is the symbol of wisdom and knowledge.
ii. The Plow is the symbol of labor and tillage of the soil.
iii. The Rising Sun is the token of a new era in agriculture.
iv. The cross section of an Ear of Corn represents common agricultural
interests because corn is native to America and grown in every state.
v. The Eagle is indicative of the national scope of the organization.
6. The FFA CREED was written by E. M. Tiffany and adopted at the third National FFA
Convention. It was revised at the 38th and 63rd National FFA Conventions.
a. I believe in the future of agriculture, with a faith born not of words but of deeds -achievements won by the present and past generations of agriculturists; in the
promise of better days through better ways, even as the better things we now
enjoy have come to us from the struggles of former years.
b. I believe that to live and work on a good farm, or to be engaged in other
agricultural pursuits, is pleasant as well as challenging; for I know the joys and
discomforts of agricultural life and hold an inborn fondness for those associations
which, even in hours of discouragement, I cannot deny.
c. I believe in leadership from ourselves and respect from others. I believe in my
own ability to work efficiently and think clearly, with such knowledge and skill as
I can secure, and in the ability of progressive agriculturists to serve our own and
the public interest in producing and marketing the product of our toil.
d. I believe in less dependence on begging and more power in bargaining; in the life
abundant and enough honest wealth to help make it so -- for others as well as for
myself; in less need for charity and more of it when needed; in being happy
myself and playing square with those whose happiness depends upon me.
e. I believe that rural America can and will hold true to the best traditions of our
national life and that I can exert an influence in my home and community, which
will stand solid for my part in that inspiring task.
7. CHAPTER OFFICERS OF the FFA Organization include six ceremonial officers and
selected officers the advisor/chapter feels necessary.
a. Chapter Officers
i. Office Name Symbol Duties/Responsibilities
1. President Rising Sun
a. Presides over and conducts chapter meetings
b. Calls special meetings
c. Represents the chapter
d. Appoints committees
e. Coordinates chapter function
2. Vice President Plow
a. Assists the president
b. Is in charge of committees
c. Presides at meetings in the absence of the president
3. Secretary Ear of corn
a. Prepares and reads minutes of meetings
b. Sends out and posts notices
c. Keeps permanent records of the chapter
d. Conducts official correspondence and reads
communications at meetings
4. Treasurer Bust of Washington
a. Receives and acts as custodian of chapter funds
b. Collects dues
c. Helps prepare the chapter budget
5. Reporter American flag
a. Prepares news items
b. Classifies chapter news
6. Sentinel Clasped Hands
a. Sets up meeting rooms
b. Attends door and welcomes visitors
c. Helps president maintain order
7. Advisor Owl
a. Supervises FFA activities
b. Advises student leaders
ii. (Possible non-ceremonial officers)
1. Historian
a. Assists the reporter in writing news articles
b. Maintains scrapbook.
2. Parliamentarian
3. Chaplain
8. THE FFA THEME USED IN OPENING CEREMONIES (aka "The brotherhood
pledge")
a. "To practice brotherhood, honor agricultural opportunities and responsibilities,
and develop those qualities of leadership which a FFA Member should possess."
9. THE PROPER USE OF THE FFA JACKET
a. Only members should wear the jacket.
b. Members should keep it clean and neat.
c. The jacket should have only a large emblem on the back and a small emblem on
the front; the name of the state association and the name of the local chapter on
the back; and the name of the individual and one office or honor on the front.
d. The jacket should be worn on official occasions with the zipper fastened to the
top. The collar should be turned down and the cuffs buttoned.
e. The jacket should be worn by officers and members on all official FFA occasions,
as well as on other occasions when the chapter or state association is represented.
It may be worn to school and other appropriate places.
f. The jacket should be worn only to places that are appropriate for members to
visit.
g. School letters and insignia of other organization should not be attached or worn
on the jacket.
h. When the jacket becomes faded and worn, it should be discarded or the emblems
and lettering removed.
i. The emblems and lettering should be removed if the jacket is given or sold to a
non-member.
j. A member always acts like a lady or gentleman when wearing the jacket.
k. Members should refrain from use of tobacco and alcohol while wearing the FFA
jacket or officially representing the organization.
l. All chapter degrees, officers, and award medals should be worn beneath the name
on the right side of the jacket, with the exception that a single State Farmer charm
and American Farmer key should be worn above the name or attached to a
standard key chain. No more than three medals should be worn on the jacket.
These should represent the highest degree earned, the highest office held and the
highest award earned by the member.
m. The official dress for female members is to be black skirt or slacks, white blouse
with official FFA blue scarf, black shoes, and official jacket zipped to the top.
Black slacks may be worn for outdoor activities, such as judging, excessive
traveling and camping.
n. The official dress for male members is to be black slacks, white shirt, blue FFA
tie, black shoes and socks and the official jacket zipped to the top.
10. THE FFA CODE OF ETHICS
a. FFA Members conduct themselves at all times to be a credit to their organization,
chapter, school, community and family.
b. As an FFA Member, I pledge to:
i. Develop my potential for premier leadership, personal growth, and career
success.
ii. Make a positive difference in the lives of others.
iii. Dress neatly and appropriately for the occasion.
iv. Respect the rights of others and their property.
v. Be courteous, honest and fair with others.
vi. Communicate in an appropriate, purposeful and positive manner.
vii. Demonstrate good sportsmanship by being modest in winning and
generous in defeat.
viii. Make myself aware of FFA programs and activities and be an active
participant.
ix. Conduct and value a supervised agricultural experience program.
x. Strive to establish and enhance my skills through agricultural education in
order to enter a successful career.
xi. Appreciate and promote diversity in our organization.
11. FFA MOTTO
a. Learning to do,
b. Doing to Learn,
c. Earning to Live,
d. Living to Serve
12. FFA Is.... (Derived from the National FFA Website)
a. Leadership
i. It's a great feeling! None of us are born leaders, but FFA can help you
become one. FFA members strengthen their personal skills, learn to
manage their time, and discover how to respect themselves and gain
respect from others.
b. Travel
i. How can you get to Australia, Switzerland, Costa Rica and more than 40
other countries? Get a passport and sign up for an FFA international
program! Or, if you'd rather have a stateside adventure, pack your bags for
a state convention or leadership camp, attend the Washington Leadership
Conference and tour our nation's capital, or meet 37,000 other FFA
members at the National FFA Convention in Louisville, Kentucky. Find
out more about FFA International Travel.
c. SAE
i. Find out more about the Supervised Agricultural Experience program.
d. Membership
i. The FFA's 451,997 members and 7,268 chapters represent all 50 states, as
well as Puerto Rico, the Virgin Islands, Guam and Rota. FFA is a diverse
organization, operating in rural, urban and suburban schools. Students
aged 12-21 enrolled in agricultural education programs are eligible for
membership.
e. Careers
i. Do you know what you want to do after you finish school? FFA can help
you develop the skills you need to get there. Don't have a clue? FFA can
help you figure out which of agriculture's 200 exciting career options
match your interests and skills.
ii. If you're like the 73 percent of FFA members who already plan to pursue a
career in agriculture, you know that there are options for almost any
interest, whether you want to work indoors or outside, at a desk on in the
lab, in the city or on a farm, with other people or on your own. Even if you
don't choose a career in agriculture, the skills and training you gain
through FFA will lead to success in any industry. Find out more about
Careers in Agriculture.
f. Community Service
i. FFA members contribute to their communities through projects such as
restoring wilderness areas and conducting safety training programs. They
teach younger students about agriculture and become important friends
and role models through FFA.
g. Competition
i. FFA offers so many opportunities for recognition at the local, state and
national levels; you can hardly avoid being a winner! Find out more about
FFA Programs.
h. Recognition
i. In addition to the satisfaction of knowing your stuff and doing your best,
you could walk away with money for school, cash prizes and exciting
trips, not to mention plaques, ribbons and trophies. Find out more about
FFA Programs.
i. Scholarships
i. The National FFA Organization awards more than $1million in
scholarships to more than 800 FFA members each year. And that's just the
beginning. Many local and state businesses also offer FFA scholarships,
and FFA experience and skills give members an edge over the competition
for scholarships from other groups and schools. Find out more about FFA
Scholarships.
j. Learning by Doing
k. How would you like to get paid for learning? FFA members start their own
businesses or work for an agricultural company throughout high school. Some
FFA members have earned hundreds of thousands of dollars by the time they
graduated from college by reinvesting their profits in their business!
i. While most members don't earn quite that much, their experience still puts
them way ahead of their classmates when it comes to applying for college
or finding a job.
l.
Fun
i. Half a million students across the country are becoming leaders, building
self-esteem and preparing for career success. And they're having a great
time in the process. They're members of FFA, the organization for
students in agricultural education and they're making new friends, going
new places and trying new things. They're having a blast doing it!
m. FFA Facts
i. FFA is a school-based part of agricultural education programs in public
schools, and is federally chartered by Congress through the U.S.
Department of Education.
ii. Chapters are organized in schools with agricultural education programs.
There are 7,241 FFA chapters across the country.
iii. Members are junior high, high school and post-secondary students, ages
12-21. Ninety percent of the 449,814 members are in grades nine through
12.
iv. Student officers work closely with their advisors to conduct business at the
chapter, state and national levels.
v. Advisors are agricultural education teachers in public high schools. There
are more than 11,000 FFA chapter advisors.
Note Taking Guide
...FFA Basics
The Emblem
??
Parts:
1)
2)
3)
4)
5)
What the parts mean:
Eagle:
Corn:
Plow:
Owl:
Words:
Rising Sun:
The Jacket
??
Invented by
??
The jacket
??
Check out www.ffa.org/
- Has a virtual FFA Jacket page that explains history and components of the jacket
FFA trains for careers
??
??
FFA offers skills for students that last…
What agricultural careers are the most popular?
Why FFA?
Note Taking Guide
FFA
FFA Motto
?? Learning to Do
??
?? Earning To Live
____________________
What is FFA?
?? Student
Benefits of FFA
?? Leadership
?? New Friends
??
?? Travel
Benefits of FFA
?? World as a ___________
?? Serve ________________
?? Positive Choices
??
?? WINNER!!!
FFA Emblem
?? Cross-section
?? Rising Sun
??
?? Eagle
?? Owl
??
FFA Mission
FFA makes a Positive Difference in the________________________, using AG Education, by
Developing their Potential for:
?? Premier Leadership
?? Career Success
Aims and Purposes
Development and __________________________________:
?? Competent,
?? Love for
?? Confidence
Aims and Purposes
Development and Encouragement of:
Home Improvement
AG Industry
Good ________________________
Aims and Purposes
Development and Encouragement of:
?? Cooperation
?? Scholarship
?? Play ___________________
FFA as an Experience
?? Applied _____________________
?? Leadership Development
??
?? Opportunities
??
Applying Skills
?? Parliamentary _______________
??
?? Committee Work
??
?? Contests
KEY
Note Taking Guide
FFA Basics
The Emblem
?? Parts
?? Cross section of corn
?? Owl
?? Eagle
?? Rising Sun
?? Words
?? Plow
What the parts mean
?? Eagle: National Scope of the FFA
?? Corn: Unity of FFA members
?? Plow: Labor and tillage of the soil
?? Owl: Wisdom
?? Words: Tell everyone what we stand for
?? Rising Sun: A token in the new era of agriculture
The Jacket
?? Invented by Gus Lintner
?? The jacket has been around the world!
?? Check out www.ffa.org/
--This web site has a virtual FFA Jacket Page that explains the history and
components of the jacket
FFA trains for careers
?? FFA offers skills for students that last
?? 73% of FFA members want tot go into agricultural careers
?? What agricultural careers are the most popular?
Ag Careers
?? Production: 7.5%
?? Managers and Financialists: 14%
?? Scientists and Engineers: 28.8%
?? Social Service Professionals: 9.7%
?? Sales and Marketing: 32.4%
?? Education and Communication: 7.6%
Why FFA?
?? Prepare for the future
?? Learn about careers
?? Advance Agriculture for today and tomorrow
Note Taking Guide
FFA
FFA Motto
?? Learning to Do
?? Doing to Learn
?? Earning to Live
?? Earning To Live
What is FFA?
?? Student Organization
?? Agriculture
Benefits of FFA
?? Leadership
?? New Friends
?? Teamwork
?? Travel
Benefits of FFA
?? World as a Classroom
?? Serve Community
?? Positive Choices
?? Career Success
?? WINNER!!!
FFA Emblem
?? Cross-section
?? Rising Sun
?? Plow
?? Eagle
?? Owl
?? Words
FFA Mission
FFA makes a Positive Difference in the Lives of Students, using AG Education, by Developing
their Potential for:
?? Premier Leadership
?? Personal Growth
?? Career Success
Aims and Purposes
Development and Encouragement of:
?? Competent,
?? Love for
?? Confidence
??
Aims and Purposes
Development and Encouragement of:
?? SAE programs
?? Home Improvement
?? AG Industry Improvement
?? Good Character and Citizenship
Aims and Purposes
Development and Encouragement of:
?? Penny Pinching
?? Cooperation
?? Scholarship
?? Play Well with Others
FFA as an Experience
?? Applied Classroom Learning
?? Leadership Development
?? Personal Development
?? Opportunities
?? Hands On
Applying Skills
?? Parliamentary Procedure
?? Chapter Meetings
?? Committee Work
?? Public Speaking
?? Contests
Name: ____________
Hour: ____________
Date: _____________
FFA Quiz
1. List the five aspects of the FFA emblem.
2. List the 6 officers in FFA.
3. The FFA colors are _____ Blue and ______ Gold.
4. Write the FFA Motto.
5. What is the FFA salute?
6. What are the 4 degrees of membership in FFA?
FFA Quiz KEY
1. List the five aspects of the FFA emblem.
a. Corn, Eagle, Owl, Plow, Rising sun
2. List the 6 officers in FFA.
a. President, Vice-President, Secretary, Treasurer, Reporter, Sentinel
3. The FFA colors are
a. ___National___ Blue and ___Corn___ Gold.
4. Write the FFA Motto.
a. Learning to Do, Doing to Learn, Earning to Live, Living to Serve
5. What is the FFA salute?
a. The Pledge of Allegiance
6. What are the 4 degrees of membership in FFA?
a. Greenhand, Chapter, State, American
Topic 4: Supervised Agricultural Experience
Objectives:
Students will complete a plan for a Supervised Agricultural Experience.
Students will set goals to be accomplished with a SAE program.
Students will differentiate between the different types of SAE programs.
Students will understand the connection between FFA, Classroom Instruction and SAE
programs.
Materials Required:
SAE: It’s More Than You Think Video, VCR, Local SAE Record book with goal sheets (varies
from program to program), computer lab
Educational Resources
1. Explain to students the concept of having an SAE Project (projects may be made part of
semester overall grade)
2. Show Students SAE: It’s More Than You Think (Available from National FFA
Organization Teacher Resource Catalog). While Students are viewing Video have them
complete Assignment (Prelesnik, 1997)
3. Have students look up Internet sources relating to Supervised Agricultural Projects. Some
examples are:
a. www.morganschools.net Morgan County Schools
b. http://www.cals.ncsu.edu/agexed/aee322/index.html SAE Central
4. Then explain what SAE projects are or have students explain to the class what they think
SAE projects are from their Internet sources.
5. Have students fill out the following note taking guide. For Homework Have them set up
plans for their personal SAE Project.
Assessment:
Completed Note taking Guide, Video assignment and Homework assignment of completing
plans for a personal SAE Project
Background Information on SAE’s
1. The Supervised Agricultural Experience (SAE) Program is a learning-by-doing process.
Through it, students reinforce learning by applying skills and knowledge acquired in
class and lab by means of an ownership and/or non-ownership project.
a. It serves as a “roadmap” for project development.
b. It allows the student to establish short- and long- range project goals.
2. SAE IS RELATED TO THE TOTAL AGRISCIENCE AND NATURAL RESOURCES
PROGRAM
a. The relationship of SAE to the other major components of a total agriscience and
natural resources program often is illustrated as one of three interlinking,
overlapping, or equal circles (draw circles on chalkboard):
i. Leadership development
ii. Classroom/lab activities
iii. Supervised experience
3.
4.
5.
6.
b. The interlinking circles are intended to describe the inseparability, equality, and
interdependence of each of these components. Math, science, English, computers,
etc., should be incorporated, also, of course.
STUDENTS MAY BENEFIT IN A VARIETY OF WAYS PARTICIPATING IN AN
SAE.
a. They develop record-keeping skills, such as accounting and balance sheets.
b. They acquire an understanding of the economic forces of the market place.
c. They develop entrepreneurship skills.
STUDENTS CAN CONSIDER A VARIETY OF TYPES OF SAEs.
a. Students may participate in livestock and animal production projects.
b. Students may participate in Wildlife Projects.
c. Students may participate in crop or plant projects.
d. Students may participate in improvement projects.
e. Students may participate in work placement projects.
f. Students may participate in Research Projects
TO START AN SAE PROJECT, THE STUDENT MUST CONSIDER THE
FOLLOWING FACTORS:
a. His/her individual interests.
b. How will the project be financed?
c. Does the project have profit potential?
d. How will the student market the product?
e. What problems may be encountered in undertaking this project?
f. What types of specific needs, if any, will the project require?
g. How does the project relate to the student’s interest in a career?
h. The instructor helps the STUDENT GET STARTED IN A SAE.
i. List and describe the types of SAE’s that are feasible in their community.
j. Review in class sample budgets of actual students’ projects.
k. Complete with each student, on a one-to-one basis the student’s SAE plan.
STUDENTS DEVELOP LONG RANGE SAE PLANS
a. Assist each student in completing the information section in the record book.
b. Student should complete their long-range SAE plan sometime during their first
agriscience and natural resources education class.
SAE Note Taking Guide on Power point Presentation
What are 4 reasons students have SAE’s?
a.
b.
c
d.
What are 5 main aspects of SAE’s?
a.
b.
c.
d.
e.
What are three types of SAE’s?
a.
b.
c.
What is an improvement activity?
Who is involved with SAE’s?
SAE Note Taking Guide on Power point Presentation KEY
What are 4 reasons students have SAE’s?
a. Provide Ag. Experiences
b. Earn Money
c. Learn more about agriculture
d. Earn Awards
What are 5 main aspects of SAE’s?
a. They are in an Agriculture Industry
b. They are outside of school
c. They are supervised by the teacher
d. They are planned around an occupation
e. They are designed to apply to classroom learning
What are three types of SAE’s?
a. Placement
b. Entrepreneurship
c. Exploratory
What is an improvement activity?
A learning experience that improves the appearance of something
Who is involved with SAE’s?
Parents, Student, Teachers, Employers
Name: _____________
Hour: ______________
Date: ______________
SAE It’s More Than You Think Video Questionnaire
1. What do the letters SAE stand for?
________________________________
2. Can you earn money from an SAE? _________
3. Give two examples of an SAE project from the video?
_______________________________________________
4. If you wanted to start an SAE, how would you do it?
_____________________________________________________________________
_____________________________________________________________________
5. Do you have to live on a farm to have an SAE? ___________
6. What is an example of a non-traditional (non-production) SAE?
____________________________________
7. When keeping records for your SAE, you should keep track of purchases and
transactions……….
a. Whenever you want
b. Each Day
c. Monthly
d. Never
8. True/False: A SAE lets you apply what you learn in agriscience class to a real life handson setting.
9. What are two adjectives used at the end of the video to describe SAE projects.
____________________
____________________
10. What is one SAE project you could have this year?
__________________________________
SAE It’s More Than You Think Video Questionnaire – Answer Key
1. What do the letters SAE stand for?
Supervised Agricultural Experience
2. Can you earn money from an SAE? YES
3. Give two examples of an SAE project from the video?
Beef Production, Floriculture, Soil Conservation, etc.
4. If you wanted to start an SAE, how would you do it?
Answers Vary
5. Do you have to live on a farm to have an SAE? NO
6. What is an example of a non-traditional (non-production) SAE?
Floriculture
7. When keeping records for your SAE, you should keep track of purchases and
transactions……….
a. Whenever you want
b. Each Day
c. Monthly
A is correct answer
d. Never
8. True/False: A SAE lets you apply what you learn in agriscience class to a real life handson setting.
TRUE
9. What are two adjectives used at the end of the video to describe SAE projects.
Fun, Exciting
10. What is one SAE project you could have this year?
__________________Answers Vary______________
SAE Goal Setting Sheet and Project Planning Sheet
What is the kind, size and duration of your project?
_____________________________________________________________________
_____________________________________________________________________
What are you going to furnish or assume for the project?
_____________________________________________________________________
_____________________________________________________________________
What are other people going to furnish or assume?
_____________________________________________________________________
_____________________________________________________________________
What part of the returns will you receive?
_____________________________________________________________________
_____________________________________________________________________
What part of the returns will the other party receive?
_____________________________________________________________________
_____________________________________________________________________
What are three goals you would like to accomplish with your SAE this year?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
What are you going to have to do to accomplish these goals?
_____________________________________________________________________
Topic 5: Conflict Resolution and Negotiating
Objectives:
Students will demonstrate negotiating techniques.
Students will test their negotiating skills on the instructor.
Students will develop personal conflict resolution skills
Materials Required:
Class syllabus, Outline from AEE 802 on Getting to Yes: Negotiating Agreement Without
Giving In, Fisher and Ury (Whims, 1999)
Educational Resources
1. Have students write their own definition of Negotiating on a piece of paper. When
through compare definitions with dictionary definition.
2. Ask students if they have ever negotiated anything. (car sales, Curfew Time, Homework
extension) Make an ideal list of everything possibly negotiated in a day.
3. Have a discussion of negotiating with the following powerpoint presentations and Fill out
Note Taking Guide.
4. Show students class syllabus. Break them into groups of 3-4 and tell them that they are
going to negotiate their own syllabus including grading scale. Explain that there has to
be justification for negotiated item. (Whims, 1999)
Pick one student to be chairperson. Tell them they have 5 minutes to discuss what they
want negotiated while instructor leaves. (This takes extreme skill in classroom
management techniques)
5. When students have discussed items they must negotiate what items are going to be
deleted and what changes are going to be made. Other students must observe negotiating
techniques and write things that the instructor does to disrupt negotiations. (Silence,
Walking Out, Not Backing down, Raise in Voice, etc.) The students must also record
changes in student negotiating groups.
6. When all groups are complete have students describe what they felt and did during this
process.
7. Discuss other ways to solve conflict besides the negotiation process. Have the class
come up with a master list of all ways to solve all conflicts. Brainstorm positive and
negative aspects of these conflict resolutions.
8. Have students interview a leader in school or community. Ask questions on how the
leader resolves conflicts, makes decisions, and solves problems in their daily lives.
9. Select some famous leaders in history. Have student research and record information
about the leader. Have them write a research report on the biggest challenges
encountered in their lives and how they overcame them.
Assessment:
Participation in negotiating groups, Written Observations of negotiating process, Quiz over
negotiating process
Negotiating Note Taking Guide
Negotiating
•Definition:
••We Negotiate Everything!
Three types of Negotiators
1)
2)
3)
(What we should do)
Three Things to Keep in Mind when Negotiating
1)
2)_____________ needs to be available
3) Negotiations are usually ________ situations
1)
2)
3) Do not assume that others want the same as you
4) It will not be _________ if we think that they want the same things.
________ Keeps negotiations________, moving along and straightforward.)
Helpful Hints
1. Separate ______ from ____________.
2. Focus on ________ , not ____________
3.
Generate many __________ before deciding.
4.
Insist that the result is based on some __________ standard.
Negotiating Note Taking Guide -KEY
Negotiating
•Definition: Oral Communication of trading goods, services, property or money
••We Negotiate Everything!
Three types of Negotiators
1)
Aggressive
2)
Passive
3)
Pragmatic
(What we should do)
Three Things to Keep in Mind when Negotiating
1)
Power Influences People
2)____Information_________ needs to be available
3) Negotiations are usually ____Tense____ situations
1) If you narrow down to one issue someone has to lose
2) Keep several options available at all times
3) Do not assume that others want the same as you
4) It will not be Win/Win if we think that they want the same things. (
Win/Win Keeps negotiations Positive moving along and straightforward.)
Helpful Hints
1.
Separate People from Problems.
2. Focus on Interests , not Positions
3.
Generate many Possibilities before deciding.
4.
Insist that the result is based on some Objective standard.
Name: ____________
Hour: _____________
Date: _____________
Negotiating Quiz
1. Define Negotiating.
2. List three things that can be done during a negotiation process that can slow things down.
3. List three advantages of taking a Win-Win approach to negotiating.
4. What are two rules to always keep in mind when negotiating things?
5. What are the three factors to keep in mind when negotiating?
Negotiating Quiz -KEY
1. Define Negotiating.
a. Using power and influence to get something
2. List three things that can be done during a negotiation process that can slow things down.
a. Arguing, Not focusing on issues, Put downs on other people
3. List three advantages of taking a Win-Win approach to negotiating.
a. Keeps negotiations positive, moving along and straightforward
4. What are two rules to always keep in mind when negotiating things?
a. If you narrow down to one issue someone has to lose.
b. Keep several options available at all times.
c. Do not assume that others want the same as you
d. It will not be Win/Win if we think that they want the same things.
5. What are the three factors to keep in mind before starting any negotiations?
a. Power Influences People, Information needs to be available, Negotiations are
tense
Topic 6: Parliamentary Procedure
Objectives:
Students will participate in group decision making and planning
Students will determine the effectiveness of parliamentary procedure in the decision making
process.
Students will demonstrate parliamentary procedure skills.
Materials Required:
Gavel and Block, FFA Student Handbook, Robert’s Rules of Order, FFA Leadership Skills
Videos (Greenhand Conduct of Meetings or Parliamentary Procedure) - Obtained from
Michigan State University ANRCES Department on loan.
Educational Resources:
1. Have students fill out the following note taking guide on parliamentary procedure.
2. Present $1.00 to the class. Tell them that they have to make a decision on who receives
this dollar. Choose one student to lead the class in this process. Students must make
motions to decide who gets the dollar. The teacher should be a participant in this process.
Introduce students to the following rules in this process.
a. Students must raise your hand to be called on by the chairperson.
b. Students must only speak one at a time.
c. Students must say “I move” when presenting a new idea.
d. Any students can discuss this issue.
While the meeting is proceeding the instructor can introduce new parliamentary motions
to the group. (Examples: Previous Question, Refer to a committee, etc.) When
introducing a new motion pause the meeting and have a student research what the motion
means and how it should be handled. If time runs out in a period table the motion until
the next period. Have students refer to FFA Student Handbook for description of
motions.
3. Show FFA Leadership Skills Video. These can be obtained through ANRCES
Department at Michigan State University. (Choice of Video Depends on Group) While
going through the video pause several times and discuss what is occurring and why
members are doing this. This may take some time depending on group.
4. Have students solve a problem using Parliamentary Procedure Skills. Use the following
example or make up one of your own. Follow the FFA Career Development Procedure
used by your state.
5. Give Students Written Quiz on Parliamentary Procedure. For homework assign reading
on pages 55-59 of the FFA Student Handbook.
Assessment:
Participation in Parliamentary Procedure activities, Written Quiz, Completed note taking guide.
Parliamentary Procedure for Students in Agricultural Education
The purpose of parliamentary instruction is to improve the ability of FFA members to conduct
meetings according to correct procedure and to aid in the development of abilities needed to
exercise and follow effective leadership in fulfilling occupational, social, and civic
responsibilities. This activity will directly aid in developing abilities in human relations essential
in agricultural occupations because parliamentary procedure is based on democratic principles.
The following sixteen parliamentary skills are those needed to prepare persons to meet most
situations with which they will be confronted. The purposes and most important pertinent facts
are provided here for use of students, teachers, and judges who might be involved in this activity.
1. To receive a motion of business with or without an amendment and receive a motion to
adjourn
a. Purpose – to terminate (close) the meeting.
b. Pertinent Facts (When unqualified)
i. A second is required.
ii. It is undebatable and unamendable.
iii. A majority vote is required.
iv. It cannot be reconsidered.
c. Proper Presentation: “I move to adjourn this meeting.” (While motion is pending)
2. To rise to a point of order
a. Purpose – to enforce the rules by calling attention to a violation of the rules or a
mistake in procedure.
b. Pertinent Facts
i. It does not require a second
ii. It is undebatable and unamendable.
iii. Recognition is not necessary.
iv. A vote is not required unless referred to the chapter for their decision, at
which time a majority vote is necessary.
v. It may not be reconsidered.
vi. It may interrupt a speaker.
c. Proper Presentation: “I rise to a point of order.” Chair replies, “State your point”.
Member states point. The chair replies, “Point well taken”, or “Point not well
taken”.
3. To direct an appeal form the decision of the chair
a. Purpose – to obtain a decision from the chapter to a question on which the
chairman has made a decision.
b. Pertinent Facts
i. A second is required.
ii. It is debatable except in cases where it is related to indecorum (improper
conduct), priority of business, or deviation from the rules of speaking.
iii. It cannot be amended.
iv. A majority vote or tie vote sustains the chair.
v. It can be reconsidered.
vi. Can be made only at the time the ruling is made.
4.
5.
6.
7.
vii. It is in order while another member has the floor.
viii. An answer to a parliamentary inquiry is not a decision and cannot be
appealed from.
c. Proper Presentation: “I direct an appeal to the decision of the chair”.
To receive a motion to suspend the rules
a. Purpose – to permit the chapter to do something that cannot be done without
violating its standing rules.
b. Pertinent Facts
i. A second is required.
ii. It is undebatable and unamendable.
iii. A two-thirds vote is required.
iv. It cannot be reconsidered.
c. Proper Presentation: “I move to suspend the rules by disposing of…….” Here
the member states what opening ceremonies or reports he/she wants to dispose of.
To receive a motion of objection to the consideration of a question
a. Purpose – to enable the assembly to avoid altogether any question which it may
deem irrelevant, unprofitable, or contentious.
b. Pertinent Facts
i. A second is not required.
ii. Can be made when another has the floor.
iii. Can be made only when the question is first introduced, before debate.
iv. Can be applied only to an original main motion.
v. A two-thirds vote must be opposed to the consideration in order to sustain
the objection.
vi. A negative but not an affirmative vote on the consideration may be
reconsidered.
c. Proper Presentation: “I object to the consideration of this question.”
To direct a question of parliamentary inquiry
a. Purpose – to permit a member to gain parliamentary information. Information
desired may pertain to the procedure for introducing business, rules governing a
motion, action to take concerning a pending question, what motion to use, or
effect of a motion.
b. Pertinent Facts
i. A second is not required.
ii. It is undebatable and unamendable.
iii. A vote is not required.
iv. It cannot be reconsidered.
v. Recognition is not necessary.
vi. It may interrupt a speaker.
c. Proper Presentation: “I rise to a question of parliamentary inquiry.” Chair then
replies, “State your question. The member then asks question.
To receive a motion of business with or without an amendment and receive a motion to
lay it on the table
a. Purpose – to temporarily delay action on an item of business. Such a delay may
be desired to give members time to consider the proposal further or to consider
business of a more urgent nature.
b. Pertinent Facts
i. A second is required.
ii. It is undebatable and unamendable.
iii. A majority vote is necessary.
iv. It cannot be reconsidered.
c. Proper Presentation: “I move to lay this motion until….” (Must specify date.)
8. To move the previous question
a. Purpose – to terminate discussion on the motion or motions before the chapter and
to secure an immediate vote.
b. Pertinent Facts
i. A second is required.
ii. It is undebatable and unamendable.
iii. A two-thirds vote is required.
iv. It may be reconsidered before the affirmative vote is taken.
c. Proper Presentation: “I move for previous question” When this happens all
discussion ceases on the motion until the vote for previous question passes or
fails. The previous question is first voted on. After it passes voting on the main
motion occurs.
9. To consider an item of business and receive a motion to refer it to a committee
a. Purpose – to place the question temporarily in a committee.
b. Pertinent Facts
i. A second is required.
ii. It is debatable and amendable.
iii. A majority vote is required.
iv. It may be reconsidered before the committee takes up the question.
c. Proper Presentation: “I move to refer this to a committee of three appointed by
the chair to orally report back to us at the next meeting.” Means of appointment,
number on the committee and when and how to report back must be specified.
10. To receive and dispose of a motion, its amendment, and an amendment to the amendment
a. Purpose – to modify the motion and its amendment that is under consideration.
b. Pertinent Facts
i. A second is required.
ii. It cannot be amended further.
iii. Is of second rank, the amendment to the original motion being of first
rank.
iv. Only one amendment of each rank may be under consideration at a time.
v. A majority vote is required.
vi. May be reconsidered.
c. Proper Presentation: “I move to…” or “I move that….”
11. To receive and dispose of a motion of business
a. Purpose – to present an item of business for consideration and action by the
chapter.
b. Pertinent Facts
i. A second is required.
ii. It is always debatable and amendable.
iii. A majority vote is necessary.
iv. It may be reconsidered.
v. It ranks last in precedence.
c. Proper Presentation: “I move to…” or “I move that….”
12. To receive a motion to take the original motion from the table, secure a vote and, if
favorable, consider the original motion
a. Purpose – to again bring a question before the chapter for further consideration.
b. Pertinent facts
i. A second is required.
ii. It is undebatable and unamendable.
iii. A majority vote is required.
iv. It cannot be reconsidered.
c. Proper Presentation: “I move to remove from the table the motion
concerning…..”
13. To receive a motion to reconsider
a. Purpose – to permit the reconsidering of a vote previously taken on a motion and
to reconsider the question.
b. Pertinent Facts
i. It can be made only on the day the vote to be reconsidered was taken, or
on the next succeeding day.
ii. Any member may second this motion.
iii. It must be made by one who voted on the prevailing side.
iv. A second is required.
v. It is debatable if the question to be reconsidered is debatable.
vi. It is unamendable.
vii. A majority vote is required.
viii. It cannot be reconsidered.
c. Proper Presentation: “I move to reconsider the motion regarding….”
14. To receive a motion to rescind a previous action
a. Purpose – to cancel action taken by a chapter.
b. Pertinent Facts
i. A second is required.
ii. It is debatable and amendable.
iii. A majority vote is required if previous notice of the proposed action was
given, otherwise, a two-thirds vote is required.
iv. It cannot be applied to action that cannot be reversed.
v. Only the negative vote can be reconsidered.
c. Proper Presentation: “I move to rescind the motion regarding……”
15. To leave the chairman’s station and later return to this station
a. Purpose – to permit the chairman to take part in the debate beyond the limitations
allowed the presiding chair.
b. Pertinent Facts
i. Should only be done when the debate is of a nature that unavoidably
requires participation of the person presiding as chair.
ii. Should ask next ranking officer to come to the chair to receive the gavel
before leaving the chair.
iii. Remains seated, after speaking to the motion, until the pending question is
disposed of before resuming the chair.
c. Proper Presentation: The chair states,” May the next presiding office please
assume my position.” When this happens the chair discusses the motion, and the
next presiding officer carries the meeting until the motion passes or fails. After
passage or failure the presiding officer states, “The chair may assume his/her
position.”
16. To call for a division of the house
a. Purpose – to call for another vote on the question, if a voice vote was taken and a
member questions the results.
b. Pertinent Facts
c. A second is not required.
d. It is in order when another member has the floor.
e. It is not debatable and not amendable.
f. It cannot be reconsidered.
g. No vote on division is necessary. A single member, by calling for division, can
compel the group to vote by rising
17. Proper Presentation: “I call for a division of the house.” Once this is called for the chair
must run a vote in a manner, which can be counted.
Problem Solving Using Parliamentary Procedure
Your FFA Chapter has been invited to clean up the local park in your town. You are responsible
for organizing this activity. Decide to accept this challenge and carry it out.
Things to Consider:
1. Who is going to be responsible for organizing this activity?
2. When is this activity going to occur?
3. How is this activity going to be promoted in your chapter?
4. Who is going to bring the equipment (rakes, shovel, etc.)
Abilities to demonstrate
1. To receive a motion with or without an amendment
2. To rise to a question of parliamentary inquiry.
3. To rise to a point of order
4. To move to previous question
Name: _________
Hour: ________
Date: _______
Parliamentary Procedure Quiz
1. To start a motion one must say “I ____ to…” or “I ______ that….”
2. To ________ a motion means you want to change it.
3. Fill in the correct taps of the gavel required to do the following action.
a. Stand Up _____
b. Pass a motion ____
c. Sit Down _____
d. Call the meeting to order _____
4. List two purposes of Parliamentary procedure.
5. List two ways of voting in a meeting.
6. What are two ways to delay action on a motion?
Parliamentary Procedure Quiz – Answer Key
1. To start a motion one must say “I move to.” or “I move that….”
2. To amend a motion means you want to change it.
3. Fill in the correct taps of the gavel required to do the following action.
a. Stand Up 3
b. Pass a motion 1
c. Sit Down 1
d. Call the meeting to order 2
4. List two purposes of Parliamentary procedure.
a. Focus on one thing at a time, extend courtesy to everyone, observe rule of the
majority, ensure rights of the minority
5. List two ways of voting in a meeting.
a. Secret ballot, roll call, voice, counting vote (stand or raise hand)
6. What are two ways to delay action on a motion?
a. Postpone definitely or indefinitely, lay on the table
Note Taking Guide Parliamentary Procedure
What is Parliamentary Procedure?
Why do we use it?
What are four things that happen when we use parliamentary procedure?
A)
B)
C)
D)
What are three types of organizations that might use parli pro?
A)
B)
C)
Fill in the correct usage of the gavel:
A) 1 tapB) 2 tapsC) 3 tapsD) 3 or more tapsWhat is the word that needs to be used when presenting a main motion?
How many times can motions be amended?
What are four things that a chairperson does?
A)
B)
C)
D)
Fill in the correct orders of the Day
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
What are four methods of voting in a meeting?
A)
B)
C)
D)
Note Taking Guide Parliamentary Procedure
What is Parliamentary Procedure?
A set of rules to run a well organized business meeting.
Why do we use it?
It allows for a smooth well run meeting
What are four things that happen when we use parliamentary procedure?
A) Discuss only one thing at a time
B) Show courtesy to everyone
C) Allows the majority to rule
D) Allows the minority their say
What are three types of organizations that might use parli pro?
A) FFA
B) Boy Scouts
C) 4-H
Fill in the correct usage of the gavel:
A) 1 tap- Pass or Fail Motion, Sit, Adjourn Meeting
B) 2 taps- Call Meeting to Order
C) 3 taps- Members Stand
D) 3 or more taps- Maintain Order
What is the word that needs to be used when presenting a main motion?
Move
How many times can motions be amended?
Twice
What are four things that a chairperson does?
A) Lead and directs meeting
B) Keeps order in a room
C) Answers Questions
D) Votes to make or break a tie
Fill in the correct orders of the Day
1) Call Meeting to Order
2)Opening Ceremonies
3) Secretary’s Report
4) Treasurer’s Report
5) Officer/Committee Reports
6) Old Business
7) New Business
8) Speaker/Program
9) Closing Ceremonies
10) Adjourn Meeting
What are four methods of voting in a meeting?
A) Voice
B) Counting (Hands or Stand)
C) Secret Ballot
D) Certified (Roll Call)
Topic 7: Prepared, Extemporaneous and Demonstration Speaking
Objectives:
Students will demonstrate proper methods for preparing a speech for presentation.
Materials Required:
FFA Leadership Skills Videos, Media Center or Computer lab
Educational Resources:
1. Students will watch presentations from Demonstration, Extemporaneous and Prepared
Public Speaking Videos. When through viewing discuss the differences and similarities
between the three videos.
2. Have students prepare a speech of their choice and present it in front of the class. Have
other students evaluate and critique each presentation.
3. Have students complete the following note taking guide on public speaking.
Assessment:
Completed Speeches using the following evaluation form, completed note taking guide
Public Speaking Note Taking Guide
What are the three main parts of a speech?
A)
B)
C)
What are three things you must do before presenting a speech?
A)
B)
C)
What are 4 things you should know before attempting to write a speech?
A)
B)
C)
D)
What are two things an introduction of a speech should do?
A)
B)
What are three things persuasive speeches do?
A)
B)
C)
What are three aspects of informative speeches?
A)
B)
C)
What are three things narrative speeches do?
A)
B)
C)
List three aspects of entertaining speeches.
A)
B)
C)
What are five ways to get an audiences interest?
A)
B)
C)
D)
E)
What are four things to keep in mind when preparing a body of a speech?
A)
B)
C)
D)
What are six types of conclusions of speeches?
A)
B)
C)
D)
E)
F)
Public Speaking Note Taking Guide KEY
What are the three main parts of a speech?
A)
Introduction
B)
Body
C)
Conclusion
What are three things you must do before presenting a speech?
A)
Collect Information
B)
Take Notes
C)
Prepare an Outline
What are 4 things you should know before attempting to write a speech?
A)
The Audience
B)
The Environment where the speech will be given
C)
Time Allotted for Speech
D)
Type of speech
What are two things an introduction of a speech should do?
A)
Have a Statement of Purpose
B)
Get Audience’s Interest, respect and Attention
What are three things persuasive speeches do?
A)
Reinforce Audience Thoughts
B)
Change Beliefs
C)
Get an Audience to act on Something
What are three aspects of informative speeches?
A)
They relate a topic to the audience
B)
They relate a message to the audience
C)
They get an audience to remember something
What are three things narrative speeches do?
A)
Tell a story
B)
Recall a prior event
C)
Demonstrate something
List three aspects of entertaining speeches.
A)
They can be fiction or non fiction
B)
They are often humorous
C)
They keep an audience in suspense
What are five ways to get an audiences interest?
A)
Startling statement
B)
Question
C)
Story
D)
Personal Reference
E)
Quote
What are four things to keep in mind when preparing a body of a speech?
A)
Determine best order of presentation
B)
Have Smooth Transitions
C)
Do Not Make too many points
D)
Do Not ramble
What are five types of conclusions of speeches?
A)
Summaries
B)
Rhetorical Questions
C)
Appeals
D)
Anecdotes
E)
Quotes
F)
Challenges to Audience
Speech Evaluation Form
1. Introduction (15 pts.)
a. Clear Concise Introduction
2. Body of Speech (25 pts.)
a. Proper content
b. Proper Language for topic
c. Well-Connected thoughts and words
d. Correct Content for Topic
e. Good Organization
3. Conclusion (15 pts.)
a. Proper Conclusion
b. Related to the rest of the speech
4. Delivery and Presentation (10 pts.)
a. Eye Contact
b. Posture
c. Other Delivery Aspects
5. Work Time (10 pts.)
a. Utilized Class Time Well
Topic 8: Teamwork Skills
Objectives:
Students will understand the importance of working with others.
Students will understand the importance of learning about others.
Students will assess their personal style of leadership.
Materials Required:
Blindfolds, Large area such as a gym or field, Chart Based on leadership styles presented in
Leadership Dilemmas – Grid Solutions, Three very sturdy chairs
Educational Resources:
1. Have a short discussion on personality types. Ask students what is more important to
them, people or completing a task. Ask them why they think either is important. Discuss
how people often categorized. Discuss how they have felt when they have had to work
with someone who is the opposite of them. Present to them the concept of grid
leadership styles.
2. Have students complete the following personality survey to see what type of person they
are. Discuss the results of the survey and see how many of each type are included in the
class.
3. Have students pick a partner. Take them to gym or playing field. Have one person
blindfold the other. Mark off an area that students who are not blindfolded stand. In
another area mark off a course for students to follow. Students behind the line must yell
directions to students going through course. Have students switch and try again. This
can be varied doing such things as saying only certain words, noises, etc. For the last
variation have one student blindfold themselves while the rest of the group tells them
directions. The students can say any word but right or left. Be sure to pair up students
who have different results on the personality assessment.
4. Give students the task of fitting everyone on the three chairs. They must figure a way to
get everyone on the chairs in some way.
5. When through with activities have the students brainstorm a list of all feelings they
encountered during all of the activities. Choose one volunteer to write list on the board.
Relate this to how people feel when working with each other in “real life”. Discuss how
people overcome these challenges.
Background Information On Personality Types
1. Following is an explanation of the grid system of leadership. Present this system to the
class. Have students decide where they personally fit on this grid.
a. 1, 9 Leadership – These leaders are the leaders who have a high concern for
people. They want to be liked and try to maintain positive feelings with everyone
the work with.
b. 9,9 Leadership – These leaders have an equal concern for people and production.
They want high production, but also want people to be positive. They fully utilize
the talents of everyone that they know.
c. 5,5 Leadership – These leaders try to balance people’s feelings and high
production. They try to avoid extreme sides at all costs and often choose the path
of least resistance in a task to be completed.
d. 1,1 Leadership – These leaders give minimum effort and maintain few
relationships with people. They are often quiet and withdrawn.
e. 9,1 Leadership – These leaders press for performance and results. They do not
care about people’s feelings. They are often pushy, aggressive and very
opinionated.
f. 9+9 Leadership – This style of leadership is not included in the grid with the rest
since it is very extreme. These leaders are viewed as being authoritarian and seek
to control people whenever they can.
2. In this system of leadership the first number is the performance and production number.
This signifies how important production is to the person. The second number is the
people concern of the person. The higher the number, the higher the concern for other
people. This is signified by the grid in Figure 1. By knowing and being able to identify
people within these six types of leadership, it often makes working with them much
easier.
1,9 Behavior
Concern for
People
9,9 Behavior
5,5 Behavior
1,1 Behavior
9,1 Behavior
Concern for Production
9+9 Behavior (Outside of Grid)
Assessment:
Participation in activities and Discussions, Completed list of feelings encountered during
activities, Completed Personality Assessment
The Personal Value Survey
Instructions: For each of the groups of three words place a three by the word that is most
important to you and a 1 by the one that is least important to you. Place a 2 by the remaining
word.
1.
a. Power _____
b. Style _____
c. People _____
2.
a. Thinking _____
b. Practicality _____
c. Winning _____
3.
a. Taste _____
b. Unselfishness _____
c. Reason _____
4.
a. Tangibility _____
b. Overcoming _____
c. Appearance _____
5.
a. Helping _____
b. Science _____
c. Efficiency _____
6.
a. Control _____
b. Charm _____
c. Kindness _____
7.
a. Knowledge _____
b. Utility _____
c. Position _____
8.
a. Culture _____
b. Warmth _____
c. Analysis _____
9.
a. Usefulness _____
b. Command ___ __
c. Refinement _____
10.
a. Aid _____
b. Research _____
c. Application _____
11.
a. Conquest _____
b. Art _____
c. Sympathy _____
12.
a. Learning _____
b. Production _____
c. Strength _____
13.
a. Harmony _____
b. Giving _____
c. Solutions _____
14.
a. Prosperity _____
b. Struggles _____
c. Form _____
15.
a. Understanding _____
b. Logic _____
c. Wealth _____
16.
a. Influence _____
b. Elegance _____
c. Charity _____
17.
a. Explanation _____
b. Profit _____
c. Authority _____
18.
a. Symmetry _____
b. Freedom _____
c. Theories _____
19.
a. Effectiveness _____
b. Privilege _____
c. Beauty _____
20.
a. Assistance _____
b. Information _____
c. Earnings _____
Scoring Sheet
Enter your scores from the form in the spaces below. Then add the scores in each column for the
space provided. The following is a list of importance of items in your life. Although this is just
a survey, it can be quite accurate on what is important to you, and may make you reprioritize
some things in your life.
Political
Aesthetic
Social
Theoretical
Economic
1a
1b
1c
2a
2b
6a
6b
6c
7a
7b
11a
11b
11c
12a
12b
16a
16b
16c
17a
17b
2c
3a
3b
3c
4a
7c
8a
8b
8c
9a
12c
13a
13b
13c
14a
17c
18a
18b
18c
19a
4b
4c
5a
5b
5c
9b
9c
10a
10b
10c
14b
14c
15a
15b
15c
19b
19c
20a
20b
20c
Power
Looks
People
Details
Money
Topic 8: Communication Types and What is involved with them
Objectives:
Students will demonstrate techniques to better their listening skills.
Students will demonstrate written communication techniques.
Develop written and oral communication skills
Students will gain an understanding of the communication process.
Students will demonstrate factors involved in communication
Materials Required:
Copies of CD’s or tapes with story songs, (Jimmy Buffett’s Son of a Son of a Sailor, and Dave
Matthews Band Ants Marching work well), CD or Tape Player
Educational Resources:
1. Play songs from CD. Have students write a story of what has occurred in the songs.
Discuss the stories that the students have written. Ask students how they know what was
occurring in the songs. Ask students what keywords in the songs made them think these
events were happening. Discuss how listening is an important part of the communication
process. Mention how other animals communicate in the world.
2. Draw an abstract design on a piece of paper. Have one student come to the front of the
class and, without showing everyone else describe the design for other students to copy.
Discuss the differences in everyone’s picture compared to the original. Brainstorm better
ways to communicate with one another.
3. Have six students leave the room. Tell one student the following story: The delivery
truck heading south, was turning right at the four way stop when a red car collided with a
two wheel drive truck. The driver of the delivery truck honked his horn three times when
he saw the collision, causing the Ryder truck behind him to accelerate through the
accident. Bring one student at a time into the room to repeat the story. When everyone
has completed this read the original story back to them. Ask why they did not get it
correct.
4. Go over PowerPoint demonstration explaining the communication process and have
students complete following note taking guide.
5. Have students complete following homework assignment.
Assessment:
Completed written stories of songs, Completed Note taking guide, Completed homework
assignment, Completed quiz
Note Taking Guide For Communication
Three Communication Modes
What is Communication?
Written
Verbal
Non-Verbal
Symbols
What is needed for Communication to occur?
Three Types of Communication Processes
Five types of Communication
Note Taking Key
Three Communication Modes
Oral
Written
Non-Verbal
What is Communication?
The Process of Sharing Information
Written
Verbal
Non-Verbal
Symbols
What is needed for Communication to occur?
Sender
Receiver
Information
Three Types of Communication Processes
One Way
Two Way
Multiple Channels
Five types of Communication
Self-Communication
Dyadic (One on One)
Small Group Communication
Public Communication
Mass Media Communication
Homework Assignment
(Answers will vary on all questions from student to student)
Pay particular attention to your styles of communication in the next 48 hrs. List three things that
you notice about your personal style of communication.
In observing your communication answer the following questions.
How often did you say something the receiver did not understand?
How did you clarify that unclear message?
How often did you find yourself not listening when someone else was talking to you?
What would make you more interested in other people’s messages?
List all nonverbal techniques that you use in your communication process.
Choose your favorite teacher. Answer the following questions.
What communication techniques does he/she use when teaching?
What techniques used in class help you understand course material?
What techniques that they have hinder understanding of class material?
Name: _____________
Date: ______________
Hour: _______________
Communication Quiz
1. Define Communication
2. What are three things needed for the communication process?
3. What are three types of communication processes?
4. Define dyadic.
5. What are two ways humans communicate?
Communication Quiz _KEY
1. Define Communications.
a. The process of sharing information
2. What are three things needed for the communication process?
a. Sender
b. Receiver
c. Message
3. What are three types of communication processes?
a. One-Way
b. Two Way
c. Multiple Channels
4. Define dyadic.
a. One on One Communication
5. What are two ways humans communicate?
a. Written
b. Verbal or Non-Verbal or Symbols
Topic 10: Communication Styles (Informal vs. Formal)
Objectives:
Students will differentiate between informal and formal communication.
Students will gain an understanding of the importance of formal communication in a professional
world.
Students will compose an original story and peer edit papers.
Materials Required:
Video: Son-In-Law starring Pauly Shore, Newspapers, Items for a formal dinner (plate, forks,
etc.)
Educational Resources
1. Ask students if the way that they communicate at home or with friends is different than
how they communicate at school or church. Ask them why it is different. Discuss the
differences between informal and formal communication.
2. Show a clip from Son In Law. Have students write down all slang words in a 5-10
minute clip on one side of a paper. On the other side have them write down meanings of
slang words. Discuss why people use words such as dude, cool, etc. Ask students why
teachers or clergy rarely speaks these words. Discuss the reasons why formal
communication is so important in the professional world.
3. Have students write a story about their last vacation using as many slang words as
possible. (school appropriate words, dude, cool, etc.) It must be one page in length.
When they are through have them exchange papers with someone. Their partner must
then rewrite the story in a professional manner changing all slang words. Discuss the
differences in the stories.
4. Have students read a newspaper article. Have them interpret it from a formal mode to an
informal mode. After they write it have another student try to get the original story.
Discuss the difficulties in translating it.
5. Have students create a mock dinner interview. Make a list of unacceptable and
acceptable table manners.
Assessment:
Completed slang word list from the video, completed informal and formal stories and newspaper
interpretations. Completed Note taking Guide
Note Taking Guide Informal vs. Formal Communication
1. What are three aspects of Informal Communication?
2. What are three aspects of formal communication?
3. What are three things that affect social behavior?
4. What are three things that make a good first impression?
5. What are four things that affect communication?
Note Taking Guide- Key
1. What are three aspects of Informal Communication
a. Used with friends and family
b. Contains shortened versions of words
c. Contains slang
2. What are three aspects of formal communication?
a. Used in a professional setting
b. No slang
c. Pronounce words correctly
3. What are three things that affect social behavior?
a. Location
b. Etiquette
c. Proper conversation
4. What are three things that make a good first impression?
a. Firm handshake
b. Good appearance
c. Proper introduction
5. What are four things that affect communication?
a. Location
b. Age
c. Employment
d. Attitude
Topic 11: Job Interviewing and Resume Preparation
Objectives:
Students will compile a cover letter and resume.
Students will simulate the process of going through the job interview process.
Materials Required:
Media Center, Copies of prepared resumes and cover letters, copies of job applications from
places such as Meijer or local businesses.
Educational Resources:
1. Students will prepare a professional resume and cover letter for use in a professional job
interview situation.
2. Students will complete a job application.
3. Students will pair up and interview each other with a prepared list of job interview
questions. (See attached)
Assessment:
Completed Resume, Cover letter and application
Max Benson
Objective
[Click here and type objective]
Experience
1990–1994
Arbor Shoe
Southridge, SC
National Sales Manager
?? Increased sales from $50 million to $100 million.
?? Doubled sales per representative from $5 million to $10 million.
?? Suggested new products that increased earnings by 23%.
1985–1990
Ferguson and Bardell
Southridge, SC
District Sales Manager
?? Increased regional sales from $25 million to $350 million.
?? Managed 250 sales representatives in 10 Western states.
?? Implemented training course for new recruits — speeding
profitability.
1980–1984
Duffy Vineyards
Southridge, SC
Senior Sales Representative
?? Expanded sales team from 50 to 100 representatives.
?? Tripled division revenues for each sales associate.
?? Expanded sales to include mass market accounts.
1975–1980
LitWare, Inc.
Southridge, SC
Sales Representative
?? Expanded territorial sales by 400%.
?? Received company’s highest sales award four years in a row.
?? Developed Excellence In Sales training course.
Education
1971–1975
Southridge State University Southridge, SC
?? B.A., Business Administration and Computer Science.
?? Graduated Summa Cum Laude.
Interests
SR Board of Directors, running, gardening, carpentry, computers.
Tips
Select the text you would like to replace, and type your
information.
July 30, 2002
Mr. Bill Jones
1212 Oak St
Anytown, MI 43213
Dear Mr. Jones,
I am interested in the position, which was recently in the Lansing State Journal for the Landscape
architect. I know that your firm is one of the leading landscape firms in the country and it would
be a great opportunity to for you.
I am a recent graduate of Michigan State University majoring in landscape architecture. My
educational background has given me the skills that will be useful for your firm. Along with that
I have interned at Lansing Pool and Tile for the past two summers.
I have several skills that could benefit your company. I am hard working, diligent, and
trustworthy. In addition, I learn quickly and I am dedicated to the landscape industry.
Enclosed is my resume highlighting my education and experiences. If you would like any
further information, please contact me at (123) 234-5678. I will follow up on December 20 if I
have not heard from you by then. Thank You for your time and consideration.
Sincerely,
Joe Smith
Job Interview Questionnaire
1. Tell me about yourself.
2. Describe your current position of work.
3. What are your biggest strengths and weaknesses?
4. What is your greatest accomplishment in the past year?
5. What has been your biggest failure in life?
6. Why would you be a good employee?
7. How would your coworkers describe you?
8. What one word describes you the best?
9. What technical training do you have in this field?
10. What is your current GPA?
11. What extracurricular activities are you involved with?
12. What morals are important to you?
13. Why do you want this position?
14. Define the word trustworthy.
15. If you could be any animal what would you be and why?