Rules/Procedures Modeling Calendar of Events Clear Expectations

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Marc Acuna

A leader is best when people barely know that he exists, Not so good when people acclaim him,

Worst when they despise him.

"Fail to honor people, They fail to honor you"; But of a good leader, who talks little,

When his work is done, his aim fulfilled,

They will all say, "we did this ourselves."

- Lao Tzu

Student Leadership is a blessing when it's strong, and a curse when it isn't. Some student leaders are born great, but most often great student leaders are created. There are three steps to molding good students into good leaders. Sponsors must focus on three things for their organizations: Structure, Purpose, and Connections. Established student organizations have structure and modeling already in place, but emerging programs must create from scratch. Let's focus on connections.

The 1-2-3 Punch


- Rules/Procedures

- Modeling

- Calendar of Events

- Clear Expectations

2. Purpose

- Mission Statement

- Modeling

- Short Term/Long Term Goals

3. connections

-Visible Connections



  1. Rock Star

    1. Make Rock Star cards that reflect your organization.

    These can be anything from designed post cards to blank index cards. The two essential items need to be a place for your group name and a blank space

    for writing praises.

    1. Distribute these Rock Star cards to your students.

    2. Each student is to write a note of praise, give ' thanks to someone, or create a positive cartoon about the organization's accomplishments.

    3. Then the students compile the cards and share as a class. This affirms jobs done well, gives peer praise, and creates unity and connection with your group as a whole. (This also gives you a chance to see what the students perceive as successes.)

    Want your leaders to be legends? Maybe you just want them to take legendary strides in your CTSO. Rock Star or a similar accolade may be exactly what you need. Rock on!


    1. Post these Rock Star Cards or maybe create a collage with them. This will help you refer to them as needed, will motivate your students to do more things well, and provides quiet support for students who need recurring re­inforcement.


    1. Students connect with each other and morale is bolstered.

    2. Student leaders are recognized by their peers.

    3. Sponsors see and hear the perceptions of the club's students.

    4. The feeling tone is guided toward positive, personal, and powerful.

    Notes & Reminders

    page 2


Roller Coaster

Use this activity as a metaphor for CTSOs and CTE classes be­cause they are all like roller-coasters. Each one forms its own highs and lows. The main focus is that it may be a crazy ride, but the group sticks together. Togetherness makes the bad times bearable and the good times even better.


  1. Students line up in front of the leader.

  2. The leader faces the participants.

  3. The leader takes the class on a ride, similar to that of a roller coaster. This ride is done in Follow the Leader format, with the leader giving visual and audible signals.

  4. All participants follow the leader.

  5. The goal is that 100% of participants become 100% together in the actions and words.

  6. Afterwards, the group discusses how the Roller-Coaster felt, how being out of step felt, and how getting to the point of total unity felt. Then the spon­sor explains how the CTSO or class is similar.

  7. Unity is the answer to many problems!


  1. Student unity is enhanced.

  2. A sense of team is established in a non-competitive forum.

  3. Modeling of leadership skills is successful.

Notes & Reminders

Page 3

M & M's Metaphor

Calling all chocolate lovers and people lovers too. This ac­tivity shows just how similar we all are. Dig in, eat up, and build unity in the process.


  1. The students read over the color chart and pick which one represents them the best.

  2. Then they spilt up with another person with an op­posite color.

  3. After explaining their differences, they both eat their color M&M.

  4. Then they get the color their partner had and eat that one.

  5. After eating them they both realize that the treats taste the same, as we are all similar.

Color Chart

Red: Daring, Stubborn, Feisty Orange: Funny, Unorganized, Athletic, Yellow: Smart, Outgoing, People Person Green: Mathematical, Organized, Work Alone


  1. Students learn about each other individually.

  2. Students understand diversity and "sameness."

  3. Students appreciate differences without having to treat people differently.

Notes & Reminders

Page 4

Banana Bonding

Banana Bonding is a fun way for your kids to get "in touch" with each other. They simply use motion and song to break the barriers of personal space and public speaking.


  1. Students form a group circle, facing one another.

  2. Then they sing the silly song, while performing the actions that coincide.

  3. The song will likely struggle through the first verses until the kids become comfortable.

  4. When you finish one round, go again and see the improvement and pleasure on your kids' faces.

  5. Remember to let the kids add new items to the song the next singing session. This gives them ownership and shows you that they are comfort­able.

(The song is located on the next page.)


  1. Students become comfortable with performing in front of groups.

  2. The group is unified in a fun, goofy way.

  3. There is no longer anything that is too weird for your group.

Notes & Reminders


Banana Song

Need the song? Here you go:

Form banana, form form banana Form banana, form form banana

Then you peel banana, peel peel banana Then you peel banana, peel peel banana Then you go bananas, go go bananas Then you go bananas, go go bananas

Then you form the orange, form form the orange Then you form the orange, form form the orange Then you peel the orange, peel peel the orange Then you peel the orange, peel peel the orange

Then you squeeze the orange, squeeze squeeze the orange Then you squeeze the orange, squeeze squeeze the orange

Then you form potato, form form potato Then you form potato, form form potato Then you peel potato, peel peel potato Then you peel potato, peel peel potato Then you mash potato, mash mash potato Then you mash potato, mash mash potato

Then you form avocado, form form avocado Then you form avocado, form form avocado Then you peel avocado, peel peel avocado Then you peel avocado, peel peel avocado Then you guacamole, gauc-gaucamole Then you guacamole, gauc-gaucamole

Then you form the com, form form the corn Then you form the corn, form form the corn Then you peel the corn, peel peel the corn Then you peel the corn, peel peel the corn Then you pop the corn, pop pop the corn Then you pop the corn, pop pop the corn

Then you form the mullet, form form the mullet Then you form the mullet, form form the mullet Then you shave the mullet, shave shave the mullet Then you shave the mullet, shave shave the mullet Then you rock the mullet, rock rock the mullet Then you rock the mullet, rock rock the mullet

Page 6


Diversity anyone? This activity focuses on diversity and apprecia­tion of the people around us. This also forces students to step into someone else's shoes for a while.


  1. Labels are created, either typed and copied or maybe just written on sticky notes.

  2. One label is placed on each student's back.

  3. Students then complete an activity while treating each of their partners as if he/she fit the stereotype of the label worn.

4. c The class then comes together to share reactions of the participants, stereotypes they see around them, and reasons diversity should be cele­brated.

Some Labels:


Homecoming Queen

Club President







Teacher's Pet







  1. Students comprehend the force of labels.

  2. Students understand each other better.

  3. Sensitivity and awareness are generated.

  4. Student leaders are able to step up and speak out.

Notes & Reminders

Page 7

Notable Quotables

Students need to think like leaders and sound like lead­ers, so what better way to have students do this than to

pick notable quotes that resonate with them?


  1. Students are given a list of quotes or a list of websites with strong leadership quotes.

  2. Then each student finds a quote that best reso­nates with his/her own style, goal, or philoso­phy.

3. Students create a collage or share in speeches these five thing:

  1. The quote and its speaker

  2. Why the quote is notable

  3. The connection to the quote

  4. How this inspires, informs, etc.

e. Implications for the rest of the group

4. These are presented to the group and discussed in whole group.


  1. Students take an introspective look at leadership and its implications.

  2. Sponsors see where the students are coming from.

  3. Common themes or concerns are resonated for all.

Notes & Reminders


  1. Notable Q_u_o_t_a_b_l_e_s _

    Here are a few student-found quotes.

    What do you think your students will say about these and others?

    "To lead people, walk beside them '" As for the best leaders, the people do not notice their existence. The next best, the people honor and praise. The next, the people fear; and the next, the people hate ... When the best leader's work is done the people say, We did it ourselves!'"

    - Lao-tsu

    "Dictators ride to and fro upon tigers which they dare not dismount. And the tigers are getting hungry."

    - Winston Churchill

    "All of the great leaders have had one characteristic in com­mon: it was the willingness to confront unequivocally the ma­jor anxiety of their people in their time. This, and not much else, is the essence of leadership."

    - John Kenneth Galbraith

    "If a rhinoceros were to enter this restaurant now, there is no denying he would have great power here. But I should be the first to rise and assure him that he had no authority what­ever."

    "The best is he who calls men to the best. And those who heed the call are also blessed. But worthless who call not, heed not, but rest."

    -Hesiod 8th Century BC Greek poet

    "Never give an order that can't be obeyed."

    - General Douglas MacArthur

    "Leadership must be based on goodwill. Goodwill does not mean posturing and, least of all, pandering to the mob. It means obvious and wholehearted commitment to helping followers. We are tired of leaders we fear, tired of leaders we love, and of tired of leaders who let us take liberties with them. What we need for leaders are men of the heart who are so helpful that they, in effect, do away with the need of their jobs. But leaders like that are never out of a job, never out of followers. Strange as it sounds, great leaders gain authority by giving it away."

    - Admiral James B. Stockdale

    "Great leaders are almost always great simplifiers, who can cut through argument, debate, and doubt to offer a solution - G.K. Chesterton to Alexander Woollcott everybody can understand."

    "The task of the leader is to get his people from where they are to where they have not been."

    - Henry Kissinger

    "No institution can possibly survive if it needs geniuses or

    . supermen to manage it. It must be organized in such a way as to be able to get along under a leadership composed of average human beings."

    - Peter Drucker

    "You do not lead by hitting people over the head - that's assault, not leadership."

    - Dwight D. Eisenhower

    - General Colin Powell

    "Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportu­nity to change things for the better."

    - Harry Truman

    "The leader is one who mobilizes others toward a goal shared by leaders and followers ... , Leaders, followers and goals make up the three equally necessary supports for leadership."

    -GaryWills Certain Trumpets: The Call of Leaders

    "All Leadership is influence."

    - John C. Maxwell



Scavenger Hunt

Want to see your leaders really shine (or see which leaders

need some help)? Why not take your students on an adven­ture? A scavenger hunt is a fun way to separate the leaders ~ from the followers and the thinkers from the doers.

  1. Make a creative list of things students must find around campus or around your activity area. This list can include resources for your club (people, things, bathrooms, fun outlets, contests, etc.).

  2. Divide students into several teams.

  3. Students must find each item and be able to explain how it helps the club.

  1. Then the students complete an evaluation of team members and group lead­ers.

5. These are shared, compared, and goals are set for the next activity.


  1. Student leadership is put to the test.

  2. Student interactions are evaluated and redirected.

  3. Students familiarize themselves with the resources available to the club.

Notes & Reminders

Page 10


  1. The Wall should be changed consistently.

  2. Students add and remove items as they become out of date or are surpassed by an even greater accomplishment.
Wall of Fame

The best leader is the one who has sense enough to pick good people to do what he/she wants done, and self-restraint enough to keep from meddling with them while they do it.

- Theodore Roosevelt

The Wall of Fame does just that. Let them go and see what they can do!


1 ~ Students collect all awards, ribbons, recognitions, pictures, and other accolades such as Rock Star cards.

  1. Students organize and mount these in a Wall of Fame.


  1. Students control praise and recognition.

  2. Minor leadership roles can be maintained and practiced.

  3. Positive reinforcement and unity are promoted.

Notes & Reminders

Page 11



Positive Placards

Everyone needs positive encouragement, especially our stu­dents who dedicate many hours to creating a top club. Although we can say thank you and let our students know how great they are, getting positive feedback from their peers is what really counts. This activity is a great team builder or even when times are rough it is a great way to pick up the mood in your class •

  1. Each student wears a placard on his/her back. (This can be card stock on a string or card stock safety pinned on.)

  1. The students roam around the room, writing posi­tive statements and kudos on the placards of their group mates.

  2. Once everyone is finished, the students sit in a group.

  1. They read their placards silently, then they share their placards with the group.


  1. Students connect with each other and morale is bolstered •

  2. Student leaders are recognized by their peers and feel belonging.

Notes & Reminders

Page 12


Fear: Fear ... Energy ... Acceptance ... Release

Fear is a distressing emotion aroused by impending danger, evil, pain, etc. Whether the threat is real or imagined, a person can feel afraid.


  1. Students and the instructor begin the activity by sitting in a cir­cle. They talk about human fears and why these affect individu­als so much.

  2. They prompt students to voice their opinions about how fears can create barriers that damage communication with others.

Sample intro questions:

What is FEAR?

How is FEAR created?

Can FEAR destroy relationships with others?

  1. After the discussion is complete, set the mood for the activity.

  2. A single candle should be lit and centered in the circle. All lights should be turned off, and the students must remain seated in a tight circle on the floor. If there are no volunteers, begin the circle yourself.

  3. Start the circle with a basic fear, nothing too deep or emotional. After the circle is complete begin another round with more in-depth FEARS that really affect you and students. As the students share each fear it must stay completely silent as this adds a certain comfort for sharing.

  4. When the second round is complete, have the students focus on the candle and the flame. They must visualize the flame as their fears. Together the group will take a deep breath and extinguish the flame along with eliminating their fears. As the smoke rises it represents, Freedom, Energy, Acceptance, and the Release of all fears shared with the group.

Notes & Reminders

Page 13


Need more info? Try these resources.

Epstein, Robert, Ph.D. The big Book of Motivation Games. New York:

McGraw Hill, 2001.

Fiscus, Lyn. Leadership Logistics. 2004 •


Error! Hyperlink reference not valid.

Newstom, John and Edward Scannelli. The Big Book of Team Building Games. New York: MacGraw Hill, 1998.

Tubesing, Nancy Loving, Ed. D. Instant Icebreakers: 50 Powerful Cata­lysts for Group Interaction and High Impact Learning. Daluth: Whole Person Associates, 1997.

West, Edie. The Big Book of Ice Breakers. New York: McGraw Hill, 1999.

Contact us if you need more information.

Marc Acuna

Rebecca Hurst


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