Tips

Role Definitions

To make your time as a volunteer a bit easier, it is important to understand the roles of the different people you will come into contact with as a Boosters volunteer.

Program Director
Each school has its own PD to oversee all of the volunteers at a particular school. The PD is responsible for keeping track of all of their volunteers, including sign-in sheets and hours tabulation. The PD also keeps in contact with the school and all of its teachers through a community partner.

Head Program Director
The HPD oversees the Boosters program as a whole and works to solve any problems with the PDs. The HPD is responsible for overseeing training and the daily operations of the program. Any problems which cannot be solved by the PD are passed on to the HPD.

Community Partner
Each school has a community partner who is responsible for helping us coordinate the Boosters program at a particular school. The community partner is generally an Educational Coordinator, school counselor or teacher. The PD works closely with this person to match volunteers and to insure that the volunteers have an enjoyable experience.

Booster
The role of the Booster in the classroom should be a combination of both a friend and a teacher. It is important to open up as a friend to talk about problems and to lend a helping hand in a given situation. Although in some senses the volunteer should approach a situation as a friend, it is also important that the children remember the Booster's position as more than just a peer. Make sure the child will always ultimately respect the authority of the volunteer.

The language used when talking with the children should reinforce the volunteer's position in the classroom. It is important to strike a balance between talking in a condescending manner and talking beyond the child's abilities. Make sure always to be understandable. Above all, never show anger or frustration, for this might alienate the child. Instead, encourage casual conversation. This will help establish your relationship as both a friend and role model for the child.

Whenever talking with the children, the Booster should make an effort to use positive reinforcement. By accentuating what the child has done right and avoiding phrases such as "stop it" or "don't" the volunteer can help the student gain a greater degree of confidence and a higher self-image. If for some reason a negative tone cannot be avoided, always explain the reasoning behind such a statement. For example, a volunteer might say, "Please don't climb on the shelves because they could break or tip over and you might get hurt. Maybe you could build stairs to climb on in the block area or climb on the monkey bars when we go outside." Such a response proposes alternatives and helps the child understand why climbing on the shelves is "wrong."

Encourage the children to talk about what it is they are doing, why they are doing it, and what might happen if they were to try something else. Verbalizing their actions helps the child better understand exactly what it is they are doing and aids in the learning process. If for some reason a problem should arise, depending on its severity, it may warrant a report to the teacher. Do not take it upon yourself to punish this child. This is the responsibility of the teacher. However, do always stress talking problems out within the context they occur, an important aspect of problem-solving at this age.

To some degree, your role in the classroom as a Booster will also be defined simply by the manner in which the children address you. This varies depending on the specific teacher with whom you are working. Some teachers might prefer that the Booster be addressed by his first name. This creates a relaxed atmosphere and helps the children to relate to the volunteer as a friend. Other teachers require a more formal address such as Mister or Miss. This question should be brought up at the volunteer's initial visit.

It is very important always to remember that upon entering the classroom, the Booster immediately assumes the position of role model for these young children. Many kids don't have a positive role model. Be sure to always act responsibly and pay close attention to your language. You are someone for these children to look up to. Follow up on promises and always listen closely to what the child is saying. Above all remember that these children are counting on you to be there. Don't disappoint them!

Troubleshooting

We do not anticipate that Boosters will encounter any difficulties during their time as volunteers; however, in the event that a problem does arise, it is important to know what to do.

Teacher
The first person to contact if there is a problem in the classroom is the teacher. Most of the time problems can be worked out directly without the need for outside intervention.

Program Director
If problems cannot be resolved through the actual teacher, then the PD from your school should be contacted. It is important to keep in close contact with your PD in order to make your experience as a Boosters the best it can be. If you have problems outside the classroom such as scheduling, etc., the PD should be contacted immediately so that the necessary changes can be made.

Community Partner
The PD will come to the Community Partner if there are problems regarding a particular teacher which cannot be solved by the volunteer alone. The Community Partner knows each of the teachers and can facilitate correction of the problem from that perspective.

Head Program Director
If a problem arises which cannot be handled by the PD, then it is referred to the HPD. Generally, problems should be able to be handled well at this level.

Associate Director
At the end of the chain is the Associate Director for Programs of Madison House, Elizabeth Bass. The Associate Director for Programs oversees all of the PDs at Madison House. If a problem is of such magnitude that it cannot be solved at any other level, then it is referred to the Associate Director for Programs. This is a very rare occurrence, but it is an option that we have in place to deal with difficulties.