Caring for Children
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Children represent an extra degree of care and thoughtfulness in our interactions and tone. While our goal is to foster maturity, children are still learning what that means. We want our programs to expand the edge of our participants’ capabilities while not pushing our them over that edge. These teaching techniques concern our role as caretakers. They are common sense and can also apply to adults and all the members of our Village.
Contents
Tone
Keep It Age Appropriate:
Keep your tone age appropriate. The humor or themes that are fun for a teen could be disastrous for a younger child. While teens dig zombie camp, many 5-year-olds would never sleep again after hearing tales of the undead. This includes the stories we tell and the skills (e.g. Zombie blood trailing) we train in our camps. Adapt schedules and activities to fit the age you are working with.
Keep it Positive:
Many of us had enough negativity in our childhood—tests at school, difficult family life—and as we grow older, life never turns out exactly how we expected. Camp should be a compelling adventure that’s reinforced with positive communication. When teaching, consider these points to create a more positive experience:
- Give clear and concise directions, and be consistent.
- Make sure the surrounding areas are safe.
- Participate and show your own interest in activities.
- Provide choices that encourage self-discipline and self-direction.
- Focus on the desired behavior, not the undesired behavior.
- Set high expectations and ask participants to do their best.
- Immediately, proactively and respectfully maintain expectations.
Problem-Solving with Students
Whenever possible, talk in private about sensitive matters (have another witness, never be alone with a student). Don’t embarrass students in front of their peers. If you are having a challenge with two or more students, first discuss the issue with each student separately, then bring those students together to discuss solutions.
Listen to and understand their problem (that doesn’t mean you must agree with it). Ask them to use critical thinking skills to determine a solution. Try to guide the student to the right answer—don’t just give it away. If you need to discuss a student issue with the group, do your best to keep it anonymous.
Keep Your Cool
Students feed off of your energy (positive and negative). Keep your cool. Students will test the boundaries and limits. Learning what they are capable of is a natural part of childhood.
Remember Don’t surrender to begging or repetitive questions. Giving in leads to more begging. Make choices because they are functional, not just because you are pressured into it.
Raise the Bar
Turn the Trackers Code into an ongoing conversation. Explore your goals and how to cultivate a higher purpose in your program, your organization and your Village. Explore deeper reasons for learning the skills we teach.
Motivation & Response
Motivation
When confronted with challenging behavior, consider these motivations as a possible source:
- Attention: Kids need to feel like they “belong” and are noticed.
- Power: Kids want to feel in control and to have agency in what they are doing.
- Revenge: When someone feels hurt, they may believe hurting others will help them save face and ‘belong’ again.
- Inadequacy: When children they are incapable, they may respond negatively.
There are many ways to modify behavior in a positive way and keep everyone on track. For example, catch children being good, ignore inappropriate behavior when possible (don’t reward it with attention), implement routines that structure the day, and give children outlets to express feelings (consistent group discussion and debrief is great).
Response
Be thoughtful about your responses and applying consequences to negative behavior. Always find a way to make progress. Consider the following options:
- Natural Consequences: Sometimes children need to experience the direct consequences of their behavior. Carelessly losing a tool means not being able to use it for the next activity.
- Logical Consequences: The behavior and consequence should be related, if possible. You violate the rules of the archery range, you do not participate in archery for that activity.
- Solve & Resolve: Empower children to help fix what they break, clean up their mess, or make amends with someone they had a conflict with.
- Time Out: It helps for children to take time away from an activity and the group to reflect on their choices.
- Redirection: For uncooperative or distracting behavior, try recapturing attention by introducing a new activity or discussion.
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