Leader Resource Guide - 4

Transcription

2011
www.4-H.sk.ca
Saskatchewan 4-H Council
Table of Contents
Leader Resource Guide
Section 1 - Saskatchewan 4-H Council
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General Information
Who to Call for Help
Map of District and Regional Boundaries
The Saskatchewan 4-H Council
Saskatchewan 4-H Requirements
Saskatchewan 4-H Liability Insurance
The Saskatchewan 4-H Foundation
Saskatchewan 4-H Opportunities
Section 2 - Protecting the 4-H Family
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Screening Volunteer 4-H Leaders
Above Suspicion - Protecting Yourself
A Child is Hurting - How Can I Help?
An Adult is Hurting - How Can I Help?
Youth Suicide Prevention
How Do I Address Conflict in my Club?
Ways to Prevent Problems from
Occurring in Saskatchewan 4-H
Dealing With Someone Who is Angry
Saskatchewan 4-H Grievance
Procedures
Grievance Report Form
Section 3 - The General Leader
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Job Description
How to Register Your Club
The Leadership Team
Recruiting and Involving Volunteers
Involving Parents
Decision Making Skills
Managing Misbehaviour
2011
Section 4 - The Project Leader
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Job Description
What Do I Do Now?
Selecting a Project
Principles of Good Instruction
Teaching Tips
Building the Framework
Promoting Self-Esteem
Flex Those Projects
Learn to do by Doing
Understanding Youth
Age Characteristics
Section 5 - The Club Meeting Guide
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Organization Meeting
Effective Meetings
Responsibilities of Club Members
Duties of Club Officers
Committees
Parliamentary Procedure
Evaluating the Meeting - checklist
Section 6 - Planning an Effective Club
Program
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Program Planning
The Budget
Financing your 4-H Activities
Sponsorship
4-H Community Projects
Curling
Public Speaking
Achievement Day
Recognition of the 4-H Member
Follow-up and Winding up the Year
Section 7 - Energize Your Club
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Energize Your Club
Quick Meeting Breaks
Group Participation Activities
Cheers, Chants and Calls
Active Games
Non-Active Games
Guest Speakers
Ceremonies
4-H Grace
Flag Etiquette/Ceremony
Section 8 – Saskatchewan 4-H Policies
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Saskatchewan 4-H Requirements
(members, clubs, districts &
achievement days)
Volunteer Screening
Guidelines for Usage of 4-H Logo,
Emblem, etc.
Insurance
Board of Directors
Mailing Lists to Other Organizations
Financial Disclosure
Negative Publicity
Resolution Procedures at AGM
Livestock Show Rules
Light Horse Guidelines & Shows
Public Speaking
Provincial Curling
Membership & Program Fees
Expense Reimbursements
Provincial 4-H Programs
Section 9 - Handouts and Forms
Some of the information in this section change
from year to year. Therefore, when you receive a
current version from the provincial office, please
replace it with the old version. This section is also
a good place to add other 4-H information that
you want to keep. (I.e. Bits & Pieces, District/
Regional Newsletters, etc.)
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Annual Planning Calendar
Budget Form
Curling Registration Form
Detailed Project Information &
Suggested Project Competition
Standards
Getting Involved Form
Involving Families Form
Parent Release Form
Planning an Activity or Event
Record Book Checklist
Record Book Score Sheet
Sample Club Constitution
The Chairperson’s Meeting Guide &
Motions
Tips for Completing Scholarship
Applications
Videos
Year End Summary Report Form
This material has been developed and/or compiled by the staff
of the Saskatchewan 4-H Council for the use and benefit of 4-H
members and leaders in Saskatchewan. Permission for
reproduction in whole or in part must be obtained from the
Saskatchewan 4-H Council, 3830 Thatcher Ave., Saskatoon SK
S7K 2H6 (306) 933-7727.
Saskatchewan 4-H
INDEX
Created September 2007 (revised 2011)
How to use the index:
Topics are listed in alphabetical order, with page numbers following:
Group Participation Activities, 7.3
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'7' indicates that the page is found in Section 7.
'3' indicates that information is found on page 3.
Therefore, this information is found in Section 7, Page 3.
A
A Child is Hurting, 2.2
Abuse, 2.3
Indicators of, 2.3
Contact Phone Numbers, 2.8
Responding to, 2.5
Summary of Procedures, 2.7
Achievement Day,
Follow-up, The Clean-up Session, 6.25
How do I prepare, 6.10
Judges, 6.17
Leader questions, 4.6
Materials Order Form, 6.21
Planning, 6.11
Planning Schedule, 6.12
Questionnaires, 6.22
Requirements of, 8.3
Acknowledgements,
Winding up the club year, 6.26
Active Games, 7.5
Activities,
Active Games, 7.5
Ceremonies, 7.15
Cheers, Chants and Call, 7.4
Flag Etiquette, 7.18
Flag Raising Ceremony, 7.19
Grace, 7.17
Leader Resource Guide Index
Index.1
Activities (continued),
Group Participation, 7.3
Guest Speakers, 7.14
Non-Active Games, 7.10
Planning an Activity or Event, form, 9.6
Quick Meeting Breaks, 7.2
Adjournment, 5.9
Adult,
An Adult is Hurting, 2.8
Advancement,
of volunteers, 3.6
Advisory Council, 1.3
Comprised of, 1.5
Age Characteristics of Members, 4.10
Agenda,
After the Meeting, 5.3
Meeting Monsters, 5.3
Parliamentary Procedures, 5.7
Sample of Business Meeting Agenda, 5.2
Agriventure Opportunity, 1.9
Alberta Leaders Conference, 1.12
Alumni, see Saskatchewan 4-H Active Alumni
Amendments, 5.8
An Adult is Hurting, 2.8
Anger,
Dealing with someone who is Angry, 2.13
Grievance Procedures, 2.14
Annual General Meeting, 1.11
Annual Planning Calendar, form, 9.7
Applications, Tips for Completing Scholarship and Bursary Applications, 9.15
Arranging for Judges, 6.17
Assistant Leader,
Benefits, 3.2
Job Description, 3.1
Other Helpful Skills, 3.1
Purpose, 3.1
Requirements, 3.1
Responsibilities, 3.1
Supervision, 3.2
Time Commitment and Expenses, 3.1
Associate 4-H Leader, 1.11
Awards, see Prizes and Awards
Index.2
B
Bayer Cropscience Scholarship, 1.10
Board of Directors, 1.3
Comprised of, 1.5
Boundaries,
District, 1.4
Regional, 1.4
Budget,
Financing your 4-H Activities, 6.3
Form, 9.5
Seven Benefits to Budgeting, 6.2
Why Budget, 6.2
Building the Framework, project leaders 4.5
Bursaries, Tips for Completing Scholarship and Bursary Applications, 9.15
Business Meeting Sample Agenda, see Agenda
C
Calendar, Annual Planning form, 9.7
Canadian 4-H Council, 1.6
Board of Directors Representative, 1.5
Canadian 4-H Foundation, 1.6
Canadian National 4-H & Youth Judging Competition, 1.10,
Chaperone, 1.12
Canadian Wheat Board Scholarship, 1.10
Chairperson’s Meeting Guide, 9.8
Characteristics, Age of members,
Chaperone Opportunities,
Canadian National 4-H & Youth Judging Competition, 1.12
National 4-H Citizenship Seminar Chaperone, 1.12
National 4-H Conference, 1.12
Checklists,
Evaluating the Meeting, 5.9
Record Book, 9.37
Cheers, Chants and Calls, 7.4
Child,
A Child is Hurting, 2.2
City Survival, 1.11
Claim,
Saskatchewan 4-H Liability Insurance, 1.7
By a child of Abuse, 2.5
Clinics,
Livestock Judging, 1.10
Cloverleaf, 1.1
Cloverbud,
Age characteristics, 4.10
Index.3
Clubs,
Annual Planning Calendar, 9.7
Budget, 9.5
Energize your 4-H club, 7.1
Fundraising, 6.3
Meeting Guide, 5.1
Registration Guide, 3.2
Registration Package, 3.2
Representative to District 4-H Council, 1.10
Suggested Project Completion Standards, 9.25
Year End 4-H Club Summary Report, 9.4
Colour, 1.1
4-H Emblem, 1.1
Committees, 5.6
Ad hoc, 5.6
Reports, 5.7
Standing, 5.6
Tips of forming a, 5.6
Common Shortcomings in Evaluation Efforts, 6.13
Community Projects, 6.6
Competitions,
Regional and Provincial 4-H Livestock Judging, 1.10
Completing Scholarship and Bursary Application, Tips for, 9.15
Cone of Experience, 4.9
Conference,
Alberta Leader's, 1.12
National 4-H, 1.9, 1.12
National 4-H Skills (...and Thrills) Conference, 1.9
U.S. National 4-H Conference, 1.9
Conflict,
Beginning to Resolve Conflict, 2.12
How do I address conflict in my club, 2.11
Managing Conflict Efficiently, 2.12
Constitution, 9
Core Values, 1.1
Credit,
High School Special Project, 1.11
Curling,
Bonspiel, Forden Proposal, 8.60
Brief Overview, 6.7
Draws, 8.45
Registration form, 8.61; 9.38
Rules, 8.42
Index.4
D
Deadline,
Volunteer Screening, 3.2
Decision Making Skills, 3.9
Detailed 4-H Project Information, 9.17
Districts,
Activities, 1.10
Boundaries, 1.3
Curling, 1.10
4-H Councils, 1.6
4-H Council Representatives, 1.10, 5.6
Public Speaking, 1.10
Regional Specialists 1.2
Draws,
Curling, 8.45
Forden Proposal, 8.60
E
Effective Meetings, 5.2
Effective Club Program, Planning a, 6.1
Elections, 5.8
Emblem, 1.1
Emotional Abuse,
Indicators of, 2.4
Energize your 4-H Club, 7.1
Etiquette, Flag, 7.18
Evaluating,
Common shortcomings in evaluation efforts, 6.13
Methods of Evaluation, 6.14
Questions to take into account, 6.17
Steps to Constructive Criticism, 6.14
The Meeting, 5.9
Things to consider when evaluating members, 6.16
Tips from leaders, 6.17
What is in an evaluation? 6.13
Winding up the club year, 6.26
Why evaluate, 6.13
Evaluations,
Judge Only Evaluation, 6.16
Leader and Judge Evaluation, 6.16
Member and Leader Evaluation, 6.15
Member and Project Group Evaluation, 6.15
Member, Project Group and Leader Evaluation, 6.15
Member, Project Group, Leader and Judge Evaluation, 6.15
Member Self-Evaluation, 6.14
Index.5
Exchanges,
4-H Youth Exchanges Canada, 1.9
RBC 4-H InterProvincial, 1.9
United Kingdom, 1.9
Executive,
Board of Directors Executive Positions, 1.3
Duties of Club Officers, 5.5
Experience, Cone of, 4.9
Explanations and Definitions of Score Card Terms, Public Speaking, 8.40
F
Families,
Involvement of, 3.8
Involving 4-H Families, form, 9.3
Five Basic Needs of Youth, 4.9
Financing your 4-H Activities, 6.5
Flex those 4-H Projects, project leaders, 4.8
Forms,
Annual Planning Calendar, 9.7
Budget, 9.5
Curling Registration Forms, 8.61; 9.38
4-H Public Speaking Registration Form, 6.9
Getting Involved – Parents, 9.2
Grievance Report Form, Confidential, 2.15
Involving 4-H Families, 9.3
Parent Release Form Acknowledgement and Waiver, 9.1
Planning an Activity or Event, 9.6
Year End 4-H Club Summary Report, 9.4
Foundation,
Canadian 4-H, 1.6
Saskatchewan 4-H, 1.8
4-H Videos, see Videos
4-H Youth Exchanges Canada, 1.9
Framework, building for leaders, 4.5
Fun,
Core Value, 1.1
Fundraising,
Community Garage Sale / Rummage Sale / Flea Markets, 6.5
Food Services, 6.5
For your club, 6.3
Live Auction, 6.5
Product Sale, 6.5
Publicizing your fundraising, 6.4
Raffle / Lottery, 6.5
Saskatchewan 4-H Lottery, 6.5
Tips on planning an event, 6.3
Index.6
G
Games see Quick Meeting Breaks
General Endowment Fund,
Saskatchewan 4-H Foundation, 1.8
General Information, 1,1
General Leader,
Benefits, 3.2
Other Helpful Skills, 3.1
Purpose, 3.1
Requirements, 3.1
Supervision, 3.2
Time Commitment and Expenses, 3.2
Getting Involved, Parents, 9.2
Gifts,
Good Instruction, Principals of, 4.4
Grace, 1.1
Grace Ceremony, 7.17
Green Pantone, 347
Grievance Report Form, 2.15
Guide, Chairperson’s Meeting Guide, 9.8
Guidelines for Usage of the 4-H Trademark, Logo, Pledge & Motto, 8.7
H
Hall of Fame, see Saskatchewan 4-H Hall of Fame
Hands,
Pledge, 1.1
Head,
Pledge, 1.1
Health,
Pledge, 1.1
Heart,
Pledge, 1.1
Hector Loveridge Memorial Scholarship, 1.10
High School Special Project Credit, 1.11
Honour,
Core Value, 1.1
Host Family, 1.12
Index.7
I
Ideas,
For Recruiting Volunteers, 3.5
Insurance, see Liability insurance
Integrity,
Core Value, 1.1
Intermediate Members,
Age Characteristics of, 4.11
Inviting,
An Adult to consider a volunteer job, 3.6
Involvement,
Involving 4-H Families, form, 9.3
Of 4-H families, 3.8
Of parents, 3.7
Planning together with volunteers to finish a job, 3.6
J
Judges,
Are People Too, 6.19
Arranging for, 6.17
Expenses, Achievement Day follow up, 6.25
Judging, see Livestock Judging
Judging Card, 6.20
Junior Leader Project, 1.11
Junior Members,
L
Leaders, refer to Project Leaders or General Leaders
Associate, 1.11
Opportunities, 1.12
Project Leader, 4.1
The Leadership Team, 3.4
Leader Training, 1.12
Learn to do by Doing,
Percentages 4.8
Liability,
Insurance information, 8.9
Light Horse Project,
4-H Light Horse Shows, 8.30
Guidelines, 8.28
Livestock Judging Competitions and Clinics, 1.10
Livestock Show Rules, 8.27
Logo,
General Usage of, 8.8
Lottery, see Saskatchewan 4-H Lottery, 6.5
Index.8
M
Managing Misbehaviour, 3.10
Map,
District and Regional Boundaries, 1.4
Materials Order Form, 4-H Achievement Day, 6.21
Meetings,
Club Meeting Guide, 5.1
Effective Meetings, 5.2
Sample Business Meeting Agenda, 5.2
Saskatchewan 4-H Council Annual General, 1.11
Members,
Recognition of, 6.24
Responsibilities of Club Members, 5.4
Memorial Gifts,
Minutes, 5.5, 5.7
Misbehaving,
Management of, 3.10
Mission Statement, 1.1
Motions, 5.7
Adjournment, 5.9
Amendments, 5.8
Elections, 5.8
Evaluation Checklist, 5.9
Motions – General Information, 9.10
Postponing a, 5.8
Referring a, 5.8
Rescinding a, 5.8
Resolutions, 5.8
Robert's Rules of Order, 5.9
Withdrawing a, 5.8
Motto, 1.1
Index.9
N
National 4-H Citizenship Seminar, 1.9,
Chaperone, 1.12
National 4-H Conference,
Chaperone, 1.12
Leaders, 1.12
Members, 1.9
National 4-H Skills (...and Thrills) Conference, 1.9
Neglect,
Indicators of, 2.4
North East,
Regional 4-H Specialist, 1.2
Regional Map, 1.4
North West,
Regional Map, 1.4
O
Opportunities,
Member, 1.9
Leader, 1.12
Organizational Meeting, 5.1
Outstanding Bills, Achievement Day, 6.25
P
Paperwork,
Judge's Expenses, 6.25
Outstanding Bills, 6.25
Year End Club Summary Report, 6.26
Parent Release Form – Acknowledgement and Waiver,
Form, 9.1
Parents,
Involvement of, 3.7
Getting Involved, form for parents, 9.2
Tips on Better Parent Cooperation, 3.7
What do parents want to know about 4-H, 3.7
Parliamentary Procedure, 5.7
Physical Abuse,
Indicators of 2.3
Planned Giving Program,
Planning,
An Effective Club Program, 6.1
Annual Calendar, form, 9.7
Schedule for Achievement Day, 6.12
Pledge, 1.1
Index.10
Past President,
Board of Directors Executive, 1.5
People,
Matching volunteers with the job, 3.5
When do people help, 3.4
Policies, see Saskatchewan 4-H Council General Policies and Guidelines
Postponing a Motion, 5.8
Potash Corporation of Saskatchewan, 1.10
Preliminary Organization for Next Year, 6.26
Presentation of Participation Certificates, Winding-up the club year, 6.26
President,
Duties of, 5.5
Principles of Good Instruction, 4.4
Prizes and Awards,
For members, 6.24
Types of awards, 6.24
Problems,
Preventing them from Occurring in Saskatchewan 4-H, 2.12
Program Planning,
Six Steps to Program Planning, 6.1
Budget, 6.2
Projects,
Community Projects, 6.6
Detailed 4-H Project Information, 9.17
High School Credit, 1.11
Junior Leader, 1.11
Light Horse Project Guidelines, 8.28
Selecting a project, Project leaders, 4.3
Standard Project Completion Standards, 9.25
Project Leader,
Achievement Day, 4.6
Age Characteristics of Members, 4.10
Beginning, Middle and End of project year, 4.2
Benefits, 4.2
Building the Framework, 4.5
Cone of Experience, 4.9
Flex those 4-H Projects, 4.8
How to run a Project Meeting, 4.5
Index.11
Project Leader (continued),
Learn to do by Doing, 4.8
Other helpful skills, 4.1
Principles of Good Instruction, 4.4
Promoting Self Esteem, 4.7
Selecting a project, 4.3
Supervision, 4.1
Requirements, 4.1
Teaching Tips, 4.5
Time Commitment and Cost, 4.1
Understanding Youth, 4.9
What do I do now, 4.2
What is a 4-H project, 4.3
Who to ask for help, 4.7
Promoting Self Esteem, 4.7
Protecting the 4-H Family, 2.1
Protecting Yourself, 2.1
Provincial Office,
Staff, 1.2, 1.6
Address, 1.2
Publicizing your Fundraiser, The Tools, 6.4
Public Speaking, 1.10, 6.7
Public Speaking,
Explanations and Definitions of Score Card Terms, 8.40
Policies, 8.39
Public Speaking Guidelines, 8.36
Registration Form, 6.9
Public Speaking Score Sheet, 8.41
Q
Questionnaires,
Achievement Day, 6.22
Before Achievement Day, 6.22
Hints on Making up Project Questions, 6.22
Quick Meeting Breaks,
Active Games, 7.5
Ceremonies, 7.15
Cheers, Chants and Call, 7.4
Grace, 7.17
Quick Meeting Breaks, 7.2
Quorum, 5.7
Index.12
R
RBC 4-H InterProvincial Exchange, 1.9
Recognition,
Hall of Fame, 1.12
Of the 4-H Member, 6.24
Of leaders, 3.6
Of Speakers, agenda, 5.7
Record Books,
Checklist, 9.36
Score sheet, 6.23
Score sheet form for record books, 9.37
Recruiting,
Ideas, 3.5
Matching person to the job, 3.5
Volunteers, 3.5
Referring a Motion, 5.8
Regional
Activities, 1.10
Curling, 1.10
Regional Boundaries, 1.4
Regional 4-H Specialists, 1.2, 1.6
Registration,
Club Registration Guide, 3.2
Curling Registration Form, 8.61; 9.38
How to Register your Clubs and 4-H Leaders, 3.2
Implications of not submitting items, 3.3
Not officially registered until, 3.3
Release,
Reliability,
Core Value, 1.1
Reporter,
Duties of, 5.6
Publicizing your Fundraiser, 6.4
Representatives,
To District 4-H Council, 1.10
Requirements of Achievement Days, 8.3
Requirements of Clubs, 8.2
Requirements of Districts, 8.3
Requirements of Members, 8.2
Rescinding a Motion, 5.8
Resolutions, 5.8
Index.13
Responsibilities,
Club Members, 5.4
Delegating Leadership Responsibilities, 3.4
Rotating Leadership Team Responsibilities, 3.4
Rules,
Curling, 8.42
Light Horse, 8.28
Livestock Show, 8.27
S
Samples,
Constitution, 9
Curling Registration Forms, 8.61; 9.38
Judging Card, 6.20
Parent Release Form – Acknowledgement & Waiver, 9.1
Public Speaking Score Sheet, 8.41
Questions for Achievement Day Questionnaires, 6.22
Saskatchewan Equine Ranching Association Scholarship, 1.10
Saskatchewan 4-H Active Alumni, 1.11
Board of Directors Representative, 1.5
City Survival, 1.11
Saskatchewan 4-H Council, 1.5
Annual General Meeting, 1.11
Year End 4-H Club Summary Report Form, 9.4
Saskatchewan 4-H Council General Policies and Guidelines
Guidelines for Usage of the 4-H Trademark, Logo, Pledge & Motto, 8.7
Liability Insurance Information, 8.9
Light Horse, 8.28
Livestock Show Rules, 8.27
Parent Release Form – Acknowledgement and Waiver, 9.1
Provincial Curling Bonspiel Format, Forden Proposal, 8.60
Provincial Curling Rules, 8.42
Public Speaking Guidelines, 8.36
Requirements of Achievement Days, 8.3
Requirements of Clubs, 8.2
Requirements of Districts, 8.3
Requirements of Members, 8.2
Sample Curling Registration Form, 8.61; 9.38
Fund, 1.8
General Endowment Fund, 1.8
Memorial Gifts, 1.8
Planned Giving Program, 1.8
Tribute Gifts, 1.8
Saskatchewan 4-H Hall of Fame, 1.12
Index.14
Saskatchewan 4-H Lottery, 6.5
Saskatchewan 4-H Opportunities, 1.9
Saskatchewan 4-H Public Speaking Guidelines, 8.36
Saskatchewan 4-H Provincial Curling
Draws, 8.45
Registration Form, 8.61; 9.38
Rules, 8.42
Scholarships,
Bayer Cropscience, 1.10
Canadian Wheat Board, 1.10
Hector Loveridge Memorial, 1.10
Potash Corporation of Saskatchewan, 1.10
Saskatchewan Equine Ranching Association, 1.10
The Western Producer, 1,10
Tips for Completing Scholarship and Bursary Applications, 9.15
Score Sheet, Record Books, 6.23; 9.37
Screening, see Volunteer Screening
Secretary,
Duties of, 5.5
Minutes, 5.5
Selecting a Project, 4.3
Self Esteem, Promoting of, 4.7
Seminars,
Canadian 4-H & Youth Judging Competition, 1.10
Chaperone, 1.12
National 4-H Citizenship, 1.9
Senior Members,
Sexual Abuse,
Indicators of, 2.4
Show Rules, Livestock, 8.27
Skills,
Decision making skills, 3.9
South East,
Regional Map, 1.4
South West,
Regional Map, 1.4
Sponsorship, 6.5
Standards, Project Completion Standards, 9.25
Staff,
Contact Information, 1.2
Provincial 4-H Office, 1.2
Regional 4-H Specialists, 1.2
Steps to Constructive Criticism, 6.14
Index.15
Suicide,
Youth Suicide Prevention, 2.9
Warning Signs, 2.9
What to do, 2.10
What not to do, 2.10
Summary of Steps for Dealing with Suicide, 2.11
Suspicion,
Protecting Yourself, 2.1
T
Teams,
The Leadership Team, 3.4
The Western Producer Scholarship, 1.10
Third Party,
Tips,
Better parent cooperation, 3.7
Completing scholarship and bursary applications, 9.15
For evaluation, 6.17
Forming a committee, hints, 5.6
Helping members fill the five basic needs, 4.10
Making up project questions, hints, 6.22
Planning a fundraising event, 6.3
Teaching, for project leaders, 4.5
Trademark, 1.1
Training,
of leaders, 3.6
Travel Awards,
Leader Opportunities, 1.12
Member Opportunities, 1.9
Treasurer,
Duties of, 5.6
Treasurer's Report, 5.7
Tribute Gifts,
U
Understanding Youth, 4.9
U.S. National 4-H Conference, 1.9
Index.16
V
Values, Core, 1.1
Vice President,
Duties of, 5.5
Victim,
Contact phone numbers, 2.8
Videos, 9.29
Vision, 1.1
Volunteer Screening, 2.1
Package, 3.2
W
W. Garfield Weston Foundation U.K. Exchange, 1.9
Waiver,
Parent Release Form – Acknowledgement and Waiver, 9.1
Who to Call, 1.2
Winding-Up the Club Year, 6.26
Withdrawing a Motion, 5.8
Workshops,
Leader Training, 1.12
Western Producer Scholarship, The, 1.10
Y
Year-End Club Summary Report,
Information, 6.26
Form, 9.4
Youth,
Suicide Prevention, 2.9
Understanding of, 4.9
Index.17
Section 1
Saskatchewan 4-H
Saskatchewan 4-H Council
Page
General 4-H Information
•
Vision, Mission, Core Values, Motto, Pledge, Grace, Emblem
Who to Call for Help
1
1
2
•
Provincial 4-H Staff and Regional 4-H Specialists
2
•
Board of Directors and Advisory Council Members
3
Map of District and Regional Boundaries
4
5
7
8
9
Section 1 – Saskatchewan 4-H Council
General Information
Vision
4-H Pledge
We take pride in being an organization based
on our pledge, our values and our belief that the
power of the 4-H experience has a positive
impact on individuals, families, communities and
our country.
With a focus on fun and learning we provide
opportunities that will develop skills needed in an
ever-changing future. Using the talents and
energies of our members, volunteers and staff,
we create innovative ideas and programs as well
as maintain our successful traditional ones. We
work to spread the impact of 4-H, to help the
youth of today become the leaders of tomorrow.
I Pledge:
My HEAD to clearer thinking
My HEART to greater loyalty
My HANDS to larger service, and
My HEALTH to better living, for
My Club, My Community, My Country and My World
Mission
4-H Emblem
Saskatchewan 4-H is a project-based youth
organization, devoted to strengthening the skills
of responsible citizens. We focus on the growth
and development of our members, leaders,
volunteers and staff through our motto: “Learn to
do by doing”.
Core Values
We respect the importance of family and
honour our 4-H traditions by upholding all of
these core values:
• Honour and Integrity: Treating one another
respectfully, fairly and justly.
• Reliability: Being dependable and
responsible for our actions.
• Co-operation: Working as a team to achieve
our goals.
• Fun: Creating positive and enjoyable
experiences.
We do this within a safe, caring and positive
environment.
4-H Motto
Learn To Do By Doing
4-H Grace
(Tune of “Auld Lang Syne”)
We thank Thee Lord for blessings great
On this our own fair land
Teach us to serve Thee joyfully
With Head, Heart, Health and Hands
The national 4-H emblem is a green four-leaf
clover with a letter ‘H’ inscribed on each leaf and the
word ‘Canada’ forming the base. The four ‘H’s stand
for Head, Heart, Health and Hands. These symbolize
the ideals and objectives of this educational
movement for young people through:
• Training the head to think, plan and reason.
• Training the heart to be kind, true and
sympathetic.
• Training the hands to be useful, helpful and
skillful.
• Promoting good health for effective home and
community service.
The four-leaf clover symbol originated in the
United States. It started out as a three ‘H’ cloverleaf
to represent Head, Heart and Hand. In 1911, another
leaf was added, to represent Health. The Canadian
4-H Council officially adopted this four-leaf clover in
1952. The four-leaf clover signifies “good luck” and
“achievement”.
The official colours in Canada are green and
white. The white is for purity. Green is nature’s most
common colour and is symbolic of youth, life and
growth. The green pantone number is 347.
Trademark and copyright protect the 4-H name, emblem, pledge and motto. This means they cannot be changed in
any way. In order to preserve continuity of meaning and to engender public awareness, alterations, additions or
deletions to the 4-H name, pledge, emblem and/or motto are strongly discouraged.
Saskatchewan 4-H Leader Resource Guide - Section 1
1.1
Who to call for help?
Saskatchewan 4-H staff can help answer your questions about the 4-H program and the opportunities
that exist for leaders and members. As well, they can answer any policy or other questions that arise.
Provincial 4-H Office Staff
Website: www.4-h.sk.ca
Phone
Email
Valerie Pearson, Executive Director
933-7729
[email protected]
Lauren Heistad, Marketing and Communications Officer
933-8268
[email protected]
Paul Sinkewicz, Communications Coordinator
933-7348
[email protected]
Donna Nelson, Executive Assistant/Receptionist
933-7727
[email protected]
Ginette Schinkel, Administrative Assistant
• Membership Registration, Projects and Leader Screening
933-7728
[email protected]
Reta Downing, Accounting Clerk
933-7731
[email protected]
3830 Thatcher Avenue, Saskatoon SK S7R 1A5 FAX: (306) 933-7730
Regional 4-H Specialists
Regional 4-H Specialists are your link to the Saskatchewan 4-H Council. Please call your specialist
first before calling the provincial office. They can answer all your questions, and if they
don't have the answer… They will find it!
Regional 4-H Specialist
Phone, Fax, Email
District #
North West
Justin Zhong
3830 Thatcher Avenue
Saskatoon SK S7K 2H6
Phone (306) 933-6723
Fax (306) 933-7730
Email: [email protected]
22, 23, 24, 29, 30, 33, 34,
35, 36, 38
North East
Jackie Medvid
Phone (306) 964-1544
Fax (306) 933-7730
18, 19, 20, 21, 25, 26, 27,
28, 31, 32, 42, 43
South West
Amy Andrew
Phone (306) 964-1545
Fax (306) 933-7730
2, 3, 4, 8, 9, 10, 11, 16, 17,
40
South East
Melodi Hawkesford-Lee
515 Henderson Dr. Regina S4P 3V7
Phone (306) 787- 1958
Fax (306) 787-0410
1, 5, 6, 7, 12, 13, 14, 37, 39,
41
1.2
Board of Directors – 2011/2012
Jackie Andreas ......................................President/SW Leader Delegate ............................. 773-0742
Joanne Hamilton ................................... Vice Pres/NE Ldr Del/Advisory ............................. 524-2176
Cindy Cooper ..........................................Secretary/NE Leader Delegate .............................. 675-5645
Stan Figley ......................... Canadian 4-H Council Representative/SW Leader Delegate. 375-2775
Kyla Shea ........................... Past President/NW Leader Delegate ........................................ 955-1831
Blain Hjertaas .........................................Foundation Rep/SE Leader Delegate...................... 452-3882
Charlene Easton .....................................South East Leader Delegate .................................... 435-2345
Craig Boake ............................................South East Leader Delegate .................................... 876-4711
Marc Bernier ...........................................North East Leader Delegate ..................................... 763-3903
Tanya Beland ..........................................North West Leader Delegate .................................... 937-2980
Lee Walerius ...........................................North West Leader Delegate .................................... 933-4611
Kirk Williamson ......................................North West Leader Delegate .................................... 651-1727
Karen Kvale ............................................South West Leader Delegate ................................... 243-2118
Jade Richards .........................................Member Delegate ..................................................... 582-2014
Brad Hamilton ........................................Member Delegate ..................................................... 574-4668
Doris Morrow .........................................SAFRR Representative ............................................ 787-6588
Valerie Pearson .....................................Executive Director (ex-officio) ................................ 933-7729
•
Italics and Bold are Executive Positions
Advisory Council
Dallis Aiken .............................................North West Member Advisor .................................... 468-2720
Rosalynn Meyer ......................................South West Member Advisor .................................... 629-3772
Braden Bernier .......................................North East Member Advisor ..................................... 763-3903
Jane Neumier .........................................South East Member Advisor ..................................... 743-2625
Brad Hamilton ........................................Board Member Representative ................................ 378-7895
Jade Richards .........................................Board Member Representative ................................ 582-2014
Alyssa Anderson .....................................Alumni Representative ............................................. 291-1827
Joanne Hamilton ....................................Board Leader Representative .................................. 524-2176
1.3
District and Regional Boundaries
1.4
The Saskatchewan 4-H Council administers the 4-H program in Saskatchewan. The council, through a
board of directors, advisory council and committees, determines projects, policies and programs at the
provincial level. The council employs and directs provincial and regional 4-H staff.
The entire council meets annually at the Saskatchewan 4-H Council Annual General Meeting, held in April.
From this pool of delegates, a board of directors and advisory council is elected to carry out the work of the
council in between annual general meetings.
The Board of Directors is comprised of:
•
•
•
•
•
Three currently registered 4-H leaders duly appointed by each of the regions as their leader
delegates, who shall maintain a liaison with the community in their respective regions. Four of
these leader delegates will be elected as president, vice-president, secretary and Canadian 4-H
Council representative, and will also sit on the executive committee.
- The president is Chairperson of the Board.
- The vice-president serves as acting President in the absence of the President with full
powers of authority.
- The secretary records the minutes of all meetings.
- The Canadian 4-H Council representative shall serve as a liaison to the Canadian 4-H
Council.
The immediate past president, who offers expertise based on experience and knowledge gained
as president.
Two currently registered 4-H members, 18 years of age or older as of the date of the Annual
General Meeting, and who shall offer expertise based on experience gained as a member.
One representative duly appointed by Extension Service, Saskatchewan Agriculture Food (SAF).
The Executive Director, who sits on the board as an ex-officio.
The Advisory Council is comprised of:
•
•
•
•
One registered member duly appointed by each of the regions and who shall maintain liaison with
the 4-H community in their respective regions.
One representative duly appointed by the Saskatchewan 4-H Active Alumni, who shall serve as
liaison with the Saskatchewan 4-H Active Alumni.
Two registered members who sit on the Board of Directors, 18 years of age or older as of the date
of the Annual General Meeting, who may be elected at the Annual General Meeting, and who shall
offer expertise based on experience gained as a member.
One Board of Directors Leader Representative as appointed by the Board of Directors.
Note: Board members and advisory council members are elected (other than SAF and alumni
representatives) for two-year terms. There is presently no limit on the number of years a board member
may serve.
As a group, the board of directors has ultimate responsibility for the policies and functions of the 4-H
organization and this means that it is legally responsible for all facets of its operation. If there should be a
lawsuit brought about, for example, by a former Director, or contractual difficulties with the owner of a
building in which 4-H has conducted a program, the board of directors of the Saskatchewan 4-H Council,
as an incorporated body, is considered the legal entity which must deal with those issues.
1.5
It is important to note that a small legal case can wipe out the budget of a voluntary, non-profit
organization like Saskatchewan 4-H. Fortunately, the Saskatchewan 4-H Council has both general liability
coverage for members, leaders and volunteers (refer to the information on liability insurance at the end of
this section), as well as directors and officers liability insurance which covers members serving on the
board of directors.
District 4-H Councils: District 4-H Councils are organized in 41 of the 44 agricultural districts in the
province. Each club is responsible for sending member and leader representatives to the district council.
The council organizes and coordinates 4-H activities among the clubs in the district. Throughout the year,
the district councils provide inter-club recreational and educational activities such as curling and public
speaking. Districts promote 4-H, support regional and provincial programs at the district level and
exchange ideas between clubs. Most districts meet twice a year with the annual general meeting being
held in the fall. Each district council is responsible for sending one member and one leader representative
to the Saskatchewan 4-H Council Annual General Meeting.
Provincial 4-H Office Staff: The provincial staff is made up of the Executive Director, Outreach
Coordinator, Provincial Program Specialist, two part-time Administrative Assistants, an Accounting Clerk
and four Regional 4-H Specialists. The Executive Director is hired by the board of directors of the
Saskatchewan 4-H Council to manage the day-to-day operations of the council and to hire, evaluate and
supervise regional and provincial office staff to carry out the council’s programs and services. The
Saskatchewan provincial office is the central source of information and provides administrative services to
clubs by providing manuals, record books, achievement day supplies, etc.
Regional 4-H Specialists: Each region has a Regional 4-H Specialist. They work with leaders to provide
training and support, and with members to provide training and programs. Examples of training include
leadershops, club presentations (topics include record books, parliamentary procedure, public speaking,
judging or anything else the club needs) and club executive training. They also serve as club and district
advisors, assisting with problem resolution and prevention. Finally, they attend special events, district and
regional activities, and meetings. The south east regional office is located in Regina. The north east, north
west and south west regional offices are located in the provincial office in Saskatoon.
Canadian 4-H Council: The Canadian 4-H Council was formed in 1931 to co-ordinate the 4-H program at a
national level. The council organizes and co-ordinates conferences, exchanges and scholarships at the
national and international levels. With headquarters in Ottawa, the council is maintained through the
memberships of the ten provinces, Agriculture Canada and representatives of business and agricultural
organizations.
Canadian 4-H Foundation: Incorporated in 1969. The foundation is a not-for-profit organization whose
main purpose is to raise funds, which support the continuation of national 4-H programs. The foundation
solicits and receives donations from a wide variety of sources and invests all the funds under the direction
of a volunteer board of trustees and a financial advisor. The principal amount of the donation remains
intact, while up to 90% of the investment income is presented to the Canadian 4-H Council in the form of
an annual grant.
1.6
This is 3rd party liability insurance. It is not personal insurance. Commercial general liability covers third
party bodily injury and third party property damage arising from your premises, products, and
operations/activities. The policy does not cover your injuries (accident insurance) or your property damage.
The First Party is your insurer - THE CO-OPERATORS.
The Second Party is the insured – YOU.
The Third Party is ANYONE ELSE. The purpose of the liability policy is to cover claims made by
other people.
There are many exclusions to third party claims. The basic exclusions are:
•
•
•
•
You must not have intentionally caused the bodily injury or property damage.
Any activities involving automobiles, watercraft eight metres or more in length, any terrain or motorized
vehicles or their trailers, any vehicles used in relation to speed or demolition events and any water
craft less than eight metres in length that are used to transport people or property for a fee.
Any property in your care, custody, or control whether you own/rent it or not.
Professional services (surveys, engineering, etc.)
There are also several limitations to Third Party claims:
•
•
All claims are subject to a $2,500 deductible, with the exception of abuse claims.
The maximum claim for incidents involving abuse is $250,000 with $2,500 deductible. $500,000
aggregate.
This policy is designed to cover employees, 4-H leaders, members and adult volunteers for acts performed
which may cause bodily injury or property damage to third parties. Coverage is provided for legal counsel
and claims, which you are legally liable for. The majority of claims are settled out of court due to increased
costs of defense. Commonly, insurers will assess what they believe a judge would grant as damages you
are responsible for and then offer a settlement on that basis.
What to do in case of a claim:
In the event of an accident or any occurrence which might lead to a claim, it is imperative that you:
•
Never admit fault. If you do, you may be putting the insurance carrier in a poor legal position and they
may refuse to provide coverage.
•
Notify the Saskatchewan 4-H Council immediately, even if it seems minor. The third party may decide
to report on the incident at a later date, and if the initial incident was not reported, coverage may be
denied. It is imperative that you put your insurer on notice of all potential claims.
•
Have all parents/guardians sign a release/waiver. Although this does not alleviate your responsibility,
it does act as a deterrent to lawsuits. (A sample form is included in the handout section).
1.7
The Saskatchewan 4-H Foundation was incorporated by an act of the provincial legislature in 1960. The
foundation is an independent body responsible for fundraising programs to support 4-H in Saskatchewan.
Foundation grants enable the Saskatchewan 4-H Council to provide youth leadership and education
programs.
The major purpose of the foundation is to solicit, receive and hold monies, gifts or property on behalf of
4-H. The growth of this fund is essential for the long-term security of 4-H in Saskatchewan. The foundation
contributes annually to the operations of the Saskatchewan 4-H Council. Trustees of the foundation are
established in the “Act” of the 4-H foundation. The Dean of the College of Agriculture from the University of
Saskatchewan is often elected as the chairperson of the foundation.
Gifts to the Foundation can be directed to one of two funds:
1. General Endowment: The purpose is to provide long-term security for the 4-H program. For ten years,
4.5% of a gift is spent annually on 4-H programs and services. The balance in invested to enable the
foundation capital to grow. After ten years, the foundation has the option of directing the gift to 4-H
programs or continuing the investment to provide for further growth and greater security.
2. Saskatchewan 4-H Foundation: The purpose is to annually direct 80-100% of a gift directly to 4-H
programs and services. Whenever possible, 20% is invested to allow for growth of the foundation
capital.
A donor may also choose to give to the foundation under one of these special gift categories:
•
•
•
Memorial Gifts can be made in memory of a loved one.
Tribute Gifts can be made on behalf of a special person to salute an occasion such as a birthday,
anniversary, graduation, retirement or volunteer recognition.
Planned Giving Program provides the opportunity for individuals to make a gift of a lifetime. Details
are available from the council staff on bequests, gifts of life insurance, gift plus annuities, gifts of
residual interest and charitable remainder trusts.
1.8
Beyond the club level there is a whole world of 4-H opportunities. If you would like additional information
on any of the opportunities below, please contact your Regional 4-H Specialist, or visit the website at
www.4-h.sk.ca for a current list of opportunities for members and leaders.
Member Opportunities
•
•
•
•
•
•
•
•
•
•
Travel
Scholarships
Public Speaking
District and Regional Activities
Club Representative to District 4-H Council
Livestock Judging Competitions and Clinics
Junior Leader 4-H Project
High School Special Project Credit
Saskatchewan 4-H Council Annual General Meeting
Saskatchewan 4-H Active Alumni
Leader Opportunities
•
•
•
•
Leader Training
Travel Awards
Host Family Information:
Saskatchewan 4-H Hall of Fame
1.9
Section 2
Saskatchewan 4-H
Protecting the 4-H Family
Page
Screening Volunteer 4-H Leaders
1
Above Suspicion - Protecting Yourself
1
A Child is Hurting
2
An Adult is Hurting
8
9
How Do I Address Conflict in my Club?
11
Ways to Prevent Problems from Occurring in Saskatchewan 4-H
12
Dealing With Someone Who is Angry
13
Saskatchewan 4-H Grievance Procedures
14
Grievance Report Form
15
Section 2 - Protecting the 4-H Family
Screening of Volunteer 4-H Leaders
In 1999, the Saskatchewan 4-H Council developed a volunteer screening procedure to ensure clubs
provide a safe environment for young people to learn and grow.
All NEW volunteers must complete the volunteer screening process set by the Saskatchewan 4-H Council.
The process consists of: an application, criminal record and three references. Leaders need to re-certify
every 5 years.
Procedure: The provincial office sends out the volunteer packages when the club registers. Completed
forms must be returned by December 15th. Files are reviewed by two representatives on the Volunteer
Recruitment Committee. Applicants are notified in writing of acceptance or denial.
New leader applicants can begin their leadership duties immediately, but are on probation until accepted
by the Saskatchewan 4-H Council. They do not have leader status until all their documents are in. Leader
applicants on probation must not be allowed unsupervised access to 4-H members; another screened
leader or parent must always work with them until they have been approved.
Re-certifying leaders can continue their leadership duties, but are on probation until accepted by the
Saskatchewan 4-H Council. They will not be accredited until their documents are in.
Files are reviewed by two representatives on the Volunteer Recruitment Committee. Recommendations are
submitted to the Saskatchewan 4-H Council for approval.
Above Suspicion – Protecting Yourself
As more cases of sexual abuse are revealed through the media, there are bound to be situations where
there is doubt about the guilt of the accused. Sometimes, allegations are actually “unfounded” and often
the accused is acquitted because of insufficient evidence. We are then left to wonder whether or not the
individual was really “guilty”. Because of this uncertainty, and the fact that the media is quick to jump in, a
career can be easily tarnished or a reputation damaged even if the person is innocent. As a result, some
people are urging those who care for children not to show any kind of physical affection whatsoever.
This kind of instruction is over-reactive, part of the backlash against the new measures for working against
child abuse. It is important to be caring and to encourage children by being warm and affectionate. Any
extra effort by a child deserves a friendly “pat on the back” or a “tousling of the hair”. Being touched in
positive and appropriate ways means “I like you” and “You belong here”.
2.1
There are sensible ways for volunteers to continue to show warmth to children while still protecting
their own integrity.
1. Make a point of showing affection to all your children in open places where others can see and share
in the warmth. If you are comfortable with others watching what you are doing with children, you are
probably OK.
2. Touch children in safe places on their bodies, and avoid private places. The back, the head and the
shoulders are acceptable; the buttocks, the breasts, the thighs and the groin are not.
3. If a child is hurting or feeling ill and needs to be examined, ensure that another person of the same
sex as the child is present in the room while you are carrying out the examination. If possible, leave an
examination of private places to health professionals. Do not force the child to remove clothing for the
examination.
4. If a child is sad and needs to be comforted, show affection by placing your arm around a shoulder and
giving a gentle hug or a good squeeze from the side.
5. If the child needs to have a private conversation with you, remove yourselves the necessary distance
from the others but stay in view of the group or leave a door slightly ajar.
6. If possible, try to remove yourself from a "one on one" situation. Gain permission from the child to have
a second "support" person present during conversations.
A Child is Hurting… How Can I Help?
In today’s rapidly changing society, there is a growing need to learn more about
subjects such as child abuse and teen suicide. These two issues have traditionally
been considered so reprehensible that people refuse to believe they happen and
avoid talking about them. However, society is gradually starting to accept the fact
that these situations do exist and need to be dealt with. People you know and care
about can be involved and/or affected.
As leaders and active participants in your local communities, you are at the forefront of prevention and
care. The purpose of this section is to provide you with ways to recognize children in need of help and
determine what steps you can, and should take to ensure their well-being.
The information on child abuse in this section was supplied by the Alberta 4-H Council and is approved by
the Department of Alberta Family and Social Services. The information on suicide has been reviewed and
approved by Alberta Health's Mental Health Division.
Through your involvement in 4-H, you have come forward to say “I care about kids enough to spend time
with somebody else’s children.” You plan and create activities based on the needs of children... and these
usually result in “fun times” with opportunities for easy-going communications. These are times when
abused children feel safer about talking. You need to know how to recognize when a child is hurting and
how to help.
2.2
The underlying values of volunteers interested in helping a child or adult who is hurting are as follows:
•
•
•
•
A belief in the value of human life -- that every life is precious.
A belief in life enhancements -- a belief in promoting healthy individuals, families and communities.
A belief that protection of the child is a society, community and personal responsibility.
A belief that we can work effectively towards protection of the individual by being educated and by
collaborating with others.
Children are dependent upon you for their safety and well-being and have a right to be protected from
abuse and neglect. Child abuse is anything that endangers the development, security or survival of a child.
There are at least four kinds of abuse:
1.
2.
3.
4.
PHYSICAL – the intentional use of force on any part of a child’s body that result in serious injury.
EMOTIONAL – anything that causes serious mental or emotional harm to a child.
SEXUAL – the improper exposure of a child to sexual contact, activity or behaviour.
NEGLECT – any lack of care, which causes serious harm to a child’s development or endangers the
child in any way.
Keeping alert to the signs of abuse requires a caring watchfulness. Even if the child says nothing, general
signs can arouse your suspicions, such as:
•
•
•
•
Eating or sleeping disturbances.
Overly compliant or overly aggressive behaviour.
Chronic anxiety or withdrawal behaviour.
Abuse of alcohol and/or drugs.
It is important to keep in mind that these signs do not necessarily mean the child is being abused. They
can, however, act as warning signs to watch the child carefully, and to look for more noticeable evidence
of abuse.
INDICATORS OF PHYSICAL ABUSE
Physical signs might include the following:
•
•
•
•
•
•
Bruises or welts on face, torso, back or thighs;
bruises that reflect the shape of the item used
(e.g., rope, belt buckle) or numerous bruises of
different colours.
Immersion burns or burns reflecting the shape
of the item used (e.g., stove burners, iron, and
cigarettes).
Bite marks.
Lacerations and abrasions.
Dislocation of shoulders, hips, etc.
Head injuries.
The child may:
Be wary of physical contact with adults.
Be reluctant to wear shorts or a bathing suit.
Seem afraid of parent or other person.
Be frightened in the face of adult disapproval.
Be apprehensive when others cry.
Show extremes of behaviour -- aggressive or
withdrawn.
 Be overly anxious to please.
 May openly approach any adult including
strangers.






2.3
INDICATORS OF EMOTIONAL ABUSE
•
•
•
Child’s appearance may not indicate or suggest the extent of the difficulty.
Child may appear clean, well groomed and well nourished.
Child’s facial expression and body carriage may indicate sadness, depression, timidity or held-back
anger.
The child may:
 Self mutilate, suffer depression, and attempt suicide.
 Appear overly compliant, passive, and shy.
 Have episodes of very aggressive, demanding and angry
behaviour.
 Fear failure, have trouble concentrating or learning and give up
easily.
 Be either overly boastful or negative about themselves.
 Constantly apologize.
INDICATORS OF SEXUAL ABUSE
Physical evidence of sexual abuse is rare. Often with young children, abuse is not intercourse but touching,
which may leave no physical signs. Where physical evidence is present it may be:
•
•
•
•
•
•
Soreness in the genital area.
Unusual detailed sexual knowledge.
Inappropriate provocative behaviour.
Fear of normal physical contact, particularly by
adults.
Torn, stained or bloody clothing.
Pain or itching in genital area or throat;
difficulty going to bathroom or swallowing.
The child may:
 Display unusual interest in sexual matters.
 Use language and make drawings that are
sexually explicit.
 Fantasize excessively.
 Show fear of closed spaces.
INDICATORS OF NEGLECT
The child may:








Have poor hygiene, or lack of medical or dental attention.
Have sores in the mouth.
Be very underweight and gain weight when offered proper nutrition.
Be consistently dirty or dressed inappropriately for weather, or wear torn clothing.
Often be hungry or thirsty.
Often be tired or listless.
Demand a lot of physical contact and attention.
Assume role of parent or adult in the family.
2.4
If you notice any signs that you believe to be indicators of some type of abuse, you can let the child know
that you care by saying something like “Is something troubling you that you want to tell me about?” If the
child says no, an appropriate response might be “If you ever feel like talking, I’ll be here for you”.
Children, who are abused, regardless of the method, suffer from a variety of physical and/or psychological
damages. For example:
•
•
•
•
•
•
•
•
Their general health may be impaired.
They may be permanently disabled or suffer learning disabilities.
They may have a distorted self-concept.
Their self-esteem may be low.
They will likely learn that it is OK to hurt those they love.
They may be mistrustful.
If sexually abused, they will likely be confused about their sexuality and sexual expression.
They may feel stigmatized and think of themselves as victims and, therefore, powerless.
Damage that is done to children returns to haunt all of us when children who have been abused never
fulfill their potential. Some of them may become violent adults who hit out at others in their communities
or in their families. Stopping the abuse of children should be one large step in ensuring a less dangerous
world and a brighter future.
A child who discloses a situation involving abuse requires a sensitive and understanding response.
1.
2.
3.
4.
5.
6.
Believe in the child.
Listen openly and calmly.
Reassure the child.
Write down the facts.
Report immediately to the proper authorities.
Keep the information confidential.
1. Believe in the child
There have always been cynics who say that children have terrific imaginations and that stories about
abuse are just part of their fantasy worlds. For most children, abuse is not a fantasy. Children do not
describe something they know nothing about.
Children who disclose sexual abuse, for example, often do not attach the same moral values of right
and wrong to the event as adults do. Usually what they describe is their own perception of the event
and their feelings about it. They may describe something that is confusing to them, such as a promise
they were forced to make about keeping the sexual activity a secret. Or, they might be preoccupied
with a concern about being wakened in the night to do something that they do not understand and is a
“nuisance” to a drowsy child. Often children are more upset by the accompanying threats or
psychological manipulation than they are about the actual violation itself. They may fear that by telling
they will be responsible for causing trouble in the family.
Keep in mind that the child is coming to you because of powerful feelings of confusion, fear, betrayal
or hurt. Trust that the child is speaking to you from a great need. So open your heart and let the child
know you believe what you are hearing.
2.5
2. Listen openly and calmly
As the child speaks, you may be overwhelmed with your own feelings of anger, pain and perhaps also
fear. At the time of disclosure, put your own feelings aside. (You will have time to explore them later.)
Be emotionally available to the child and listen. Give your full attention to the child and nod
understandingly as the story is told. Do not be judgmental or disparaging of the child, his or her
abuser, or anyone in his or her family.
To ensure that the child’s message is not overheard, move away from onlookers. If you are inside, try
to find a private place. It is wise to leave the door slightly ajar.
Never place yourself in a potentially compromising position. Do not ask probing questions. Just
listen to what the child has to say. Do not promise to keep the information a secret. The child needs to
know that you cannot do that; you must tell someone who can help.
3. Reassure the child
Let the child know that you believe him or her. Do not, in any way, let the child think that he or she is to
blame for the abuse. Tell the child that what has happened is not his or her fault. Assure the child that
you will try to get some help to make things better. You may also be able to assure the child that he or
she can count on your support and friendship.
4. Write down the facts
As soon as possible after listening to the child, prepare a written report. Do not do this in the child’s
presence. Describe the child’s disclosure in the child’s words, if at all possible. If you are, at any time,
inferring something from what the child has said, you should very clearly indicate this. If the child has
named someone, write down the identity of that person as the child has described it. Write down as
much as you know about the incident, even if it seems incomplete. Record the child’s name, address
and telephone number and the date, time and place where the disclosure took place. An investigator
and possibly a court will need the information you record should the case proceed to that level.
It is important to understand that some children “recant” or deny having been abused even after they
have disclosed to someone. There are several reasons why children might do this. They might feel
guilty for causing trouble for their abusers. They might be trying to protect their families. Your written
report will be especially helpful in such cases. Remember that you are helping a child in need.
5. Report immediately to the proper authorities
Reporting suspected child abuse is a moral and legal responsibility. The Child Welfare Act states that
any person who has reasonable grounds to believe a child is in need of protective services must report
those suspicions. Any person who is found guilty of not reporting his or her suspicions can be fined up
to $2,000 or put in prison for a period of not more than six months.
The Act also states that the duty to report overrides any right of confidentiality or privilege a person in a
profession or occupation may claim, except for the confidential relationship that exists between a
solicitor and a client.
2.6
No action may be taken against a person reporting, unless it is done maliciously or without reasonable
and probable grounds for its belief.
Reports received by Social Services are confidential and the name of the person(s) reporting is not
shared with anyone unless they are required to testify in court.
To report suspected child abuse, consult your telephone directory under Government of Saskatchewan
for the nearest Saskatchewan Social Services District Office.
The responsibility for investigating reports lies with child welfare staff of Saskatchewan Social Services,
with assistance from the police where appropriate.
Refrain from initiating further interviews with the child after receiving the child’s first disclosure. It is in
the child’s best interests to be interviewed by the responsible authorities that are trained and
authorized to carry out investigations.
The responsibility for notifying parents about an investigation also rests with Saskatchewan Social
Services or the police.
6. Keep the information confidential
Tell only those persons who must know. For example, give the child’s name and details of the
disclosure to Saskatchewan Social Services personnel only. Do not break the child’s confidence by
telling anyone else.
Summary of Procedures for Reporting Child Abuse
1.
2.
3.
4.
Believe the child.
Listen openly and calmly. Do not probe for more details.
Reassure the child.
Write down what you hear, using the child's words, but not in
the presence of the child.
5. Report immediately to the proper authorities. Phone the
operator and ask for the Child Abuse Hot Line or phone
Saskatchewan Children's Services.
6. If the disclosure occurs during a resident 4-H event, inform the
program supervisor that a disclosure has been received. Keep
the child's name and details of the abuse confidential. The
supervisor is to be notified so that he or she may facilitate
access to the child for interviews by Saskatchewan Children's
Services during the program.
 While offering support, refrain from initiating further interview
with the child.
 Do not notify the parent; that is the responsibility of the
appropriate authorities.
 Keep the information confidential.
2.7
An Adult is Hurting – How Can I Help?
In the 4-H program, there are also youth between the ages of 18 and 21 who are not protected under the
Child Welfare Act. You may even have a fellow volunteer, staff member or counselor disclose a case of
abuse to you. What do you do when an adult discloses? An adult who discloses a situation involving abuse
also requires a sensitive and understanding response.
1.
2.
3.
4.
5.
Believe in the person.
Listen openly and calmly.
Reassure the person.
Share information about options and support services.
Keep the information confidential.
Chances are, this will be the first time this person has shared this information with anyone. Let him or her
talk and vent his or her feelings. Avoid being shocked or angered, as this will only re-victimize. If you react
this way, instead of opening up more, this person will limit the disclosure because he or she will be more
concerned about whether or not you can handle it. Be caring and be there for that person. How you handle
a disclosure of abuse from an adult is very similar to how you should handle a disclosure from a child,
except for the reporting of the abuse.
Reporting of adult abuse does not come under legislation and, therefore, is done by the victim should he
or she decide to, or with his or her consent. The exception is an adult who is not competent to make the
decision as to whether or not to report.
The following are some options available to the victim:
1. If the abuse occurred when this person was under 18 years of age, he or she may call the 24-hour, tollfree number 1-800-332-1091 and talk to someone who can give advice on the law.
2. Anyone with a child abuse concern can receive appropriate referrals for counseling from the Kids Help
Phone Line at 1-800-668-6868.
3. He or she may report the abuse to the police where it may be treated as assault under the criminal
code.
4. In the case of a sexual assault, past or present contact the 24 Hour Abuse Line:
Emergency Services
24 Hour Abuse Line
Kids Help Phone Line (24 hours)
Parents Help Line (24 hours)
Abused Women’s Info Line
911
1-800-214-7083
1-800-668-6868
1-888-603-9100
1-888-338-0880
For local help, refer to the abuse page in the front of your local phone book. Online information can be
found at the Provincial Association of Transition Houses and Services of Saskatchewan (PATH) website at
www.abusehelplines.org.
Since this adult trusted you enough to open up and share some painful experiences, he or she also
trusts you to keep this information confidential.
2.8
Basic Information About Suicide:
The origin of depression in teens is complex. They experience many underlying feelings connected to
physical, psychological, emotional and social changes. Some of these feelings are boredom, restlessness,
discontent, irritation, anger, inadequacy, rejection, failure and incompetence. It is often one or a
combination of these feelings that motivates their behaviour and masks depression.
Adolescence is a time of exploration through trying on new roles and identities. Teens are on the bridge
between childhood and adulthood facing many changes and many “firsts”. They form their identity against
this backdrop of change. Many behaviours are motivated by the basic needs of security and acceptance.
This developmental stage is oriented to action as well as soul-searching.
Why do people commit suicide?
The suicidal person feels a tremendous sense of loneliness, isolation, helplessness and hopelessness. For
the young person, these feelings may be caused by family conflicts, a divorce or separation, the death of a
parent, the break-up of a romance, the move to a new school, or pressure to succeed at school.
Suicidal people feel that they can no longer cope with their problems and that suicide may be the only way
out. A lot of people think about suicide at some point in their lives. Most people find that these thoughts
are temporary and things do get better. Suicide is a needless and permanent solution to short-term
problems.
Warning Signs:
One sign alone does not mean that a person is suicidal. Several signs at one time, however, may mean
that the person is seeking help. A few of these signs are:
Physical
•
•
•
•
•
•
•
•
•
•
•
•
Purchase of the means of suicide; e.g., pills,
rope, weapons
Loss of appetite (or gain) -- most lose
Loss of weight (or gain) -- most lose
Sleep disturbance
Lack of interest in appearance
Poor hygiene
Self-mutilation
Putting out cigarettes on wrists
Pulling out hair
Slashing, and so forth
Chronic fatigue or tiredness
Physical health complaints
Emotional
•
•
•
•
•
•
•
•
A sudden lifting of sadness, depression, or
withdrawal which might indicate that the
decision to commit suicide has been made
Withdrawal from family and friends
Unrealistic expectations about performance,
career, self, and so on
Feelings of hopelessness and worthlessness
Feelings of anxiety or uneasiness
Mood swings of a radical nature -- from happy
to sad and back again very quickly
Thoughts of inadequacy and “I can’t”
Prolonged tearfulness or irritability (can be
very angry)
2.9
Behavioural
•
•
•
•
•
•
•
•
•
•
Previous suicide attempts or gestures
Sudden mood changes or significant
behavioural changes
Giving away one’s personal possessions;
packing one’s belongings
Themes of death, depression and suicide in
artwork and writing
Impulsiveness -- using charge cards
excessively, stealing
Reckless behaviour -- driving unsafely
Abuse of alcohol or drugs
Change in sexual behaviour or promiscuity
Sad face, stooped posture
Can be very demanding of others
Cognitive
•
•
•
•
•
•
•
Significant decline in, or neglect of,
schoolwork frequently coupled with
expressions of helplessness and apathy
Concentration difficulties
Memory disruptions Trouble making
decisions, not sure what they want or need
Ambivalence
Slowed, fuzzy thinking
Confusion
Psychological exhaustion
Many of these indicators can be normal reactions to daily stress and strain. The key to recognizing
depression is to identify indicators not typically seen in an individual’s behaviour. Remember that you
are looking for increased frequency and intensity in the above depressive clues.
What To Do:
When you suspect that a person may be suicidal, you may become nervous and anxious. This is a normal
feeling. It may help if you remember the following:
1. Believe or trust your suspicions that the individual may be self-destructive.
2. Communicate your concern for the well being of the person. Be an active listener and show your
support.
3. Be direct. Talk openly and freely and ask direct questions about the person’s intentions.
4. Get professional help. Encourage the person to seek help from a school counsellor, a minister or
someone else who can help with the problems. If the individual resists, you may have to get the
necessary help for him or her. Know your community resources.
What Not To Do:
1. Do not allow yourself to be sworn to secrecy by the suicidal person. You may lose the confidence of
that individual for a while, but you may save a life.
2. Do not leave the person alone if you believe the risk of suicide is immediate.
3. Do not act shocked at what the individual tells you.
4. Do not debate whether suicide is right or wrong. This might make the person feel worse.
2.10
Summary of Steps for Dealing with Suicide
1.
2.
3.
4.
Believe it!!!
Encourage the person to talk about the problem.
Determine the seriousness of the situation.
Remove the means if possible (guns, pills, ammunition and
so on).
5. Encourage the person to get professional help,
accompanying them if possible.
6. Consult with family members, friends or helping agency.
7. Maintain contact with the suicidal person.
A Positive Note:
People have a will to live, a will that can once again become dominant. With proper guidance and
treatment, the hopelessness disappears and the potential suicide victim can be restored to full, active and
happy living. Help is available. You may be an important part of that help and a vital first link in assuring
that professional assistance is obtained and that a life is saved. If you need help for yourself or a friend,
call a crisis line near you.
The Child Welfare Act states that any person who has reasonable grounds to believe a child is in need of
protective services must report those suspicions. In this Act, “child” means a person under the age of 18
years.
How Do I Address Conflict In My Club?
Conflict is a normal part of life. Healthy conflict can lead to positive changes in personal relationships and
organizations. Negative conflict can, however, be very destructive and can sap energy from a group.
The most important idea for you to remember in resolving conflict in your club is to remain neutral and try
to uncover the cause of the conflict. When you understand the cause of conflict, you can begin to address
how to resolve it. Small conflicts in your club can indicate larger problems. Always seek the cause.
Conflict is usually caused by misunderstandings, personality clashes, differences in values or goals,
unclear responsibilities, lack of resources or change. Some conflicts can be avoided by being proactive,
that is, by discussing potential areas of conflict in an open and honest manner, before the conflict arises.
Conflict resolution is not about making people happy. Conflict resolution is about effectively putting an
issue to rest, so that it does not keep arising. When we resolve conflict there is no clear “winner” or
“loser”.
Use open communication in conflict resolution to help define problems and discover solutions. Both
parties need to state their problems. Hear them out. As the neutral person, look for areas of agreement.
When you are trying to develop a plan of action, remember that you can only request behaviour changes.
You can’t change another person’s attitudes, perceptions or personality.
It takes common sense, patience and practice to effectively help people in conflict. Remember that
conflict is normal and cannot be avoided. If constructively managed, it can create growth and development
in people and groups.
2.11
To begin to resolve conflict you will need to:
•
•
•
•
•
•
Stay calm and try to keep the group calm.
Clearly define the problem.
Try to draw out feelings and meanings.
Stay neutral.
Be creative in seeking solutions. Propose a joint problem solving approach.
Help the group look for an active solution where everyone wins.
Don’t try to “save” the group.
Allow them to work out their conflicts themselves as much as possible.
To manage conflict effectively, you need to:
•
•
•
•
•
•
•
•
•
•
•
Describe issues clearly.
Clarify what is being said.
Paraphrase to confirm understanding.
Analyze situations.
Support others.
Ask others what they are hearing.
Listen responsively and attentively.
Offer relevant information.
Suggest alternatives.
Accept other points of view.
Avoid explaining the other’s behaviour.
Be easy on giving “advice”.
Ways to Prevent Problems from Occurring in Saskatchewan 4-H
1. Every person involved with 4-H is responsible for the physical, emotional and mental well being of
others in 4-H.
2. Become familiar with the 4-H mission, vision and core values.
3. Make sure your clubs and District 4-H Councils have written constitutions. A constitution outlines the
group’s rules and regulations. Update the constitution regularly. A constitution should meet the group’s
needs. It is important that every group follow its bylaws.
4. Keep rules short and simple. Avoid creating rules that cannot be enforced.
5. Program information and regulations affecting a member should be given to the member’s family at
the start of the year. Clubs may choose to have parents sign an agreement form acknowledging the
club rules.
6. Every club and District 4-H Council should plan programs that meet the needs of members. Give
copies of the program plans to families.
2.12
7. Elect club executive and leaders annually. Encourage shared leadership and delegation of
responsibility.
8. Separate your role as a volunteer from any personal business. This avoids the perception that you are
in a conflict of interest. Be up-front about situations that could be seen as a conflict of interest. State
that you could have a conflict of interest and therefore will remove yourself from the discussions or
decision-making process for this particular situation.
9. Be a positive role model. Practice a code of conduct based upon the purpose and philosophy of the
4-H program.
10. Keep confidential and sensitive information confidential. Protect the integrity of the people concerned.
11. Always keep the needs and safety of members first.
12. Follow 4-H Policies as determined by the Saskatchewan 4-H Council. A complete set of policies is
located in Section 8.
Dealing with someone who is Angry:
1. Acknowledge their feelings.
“Wow, I can see this is a problem for you.” Don’t say ‘I understand how you feel’. You get angry
sometimes, too. You need to recognize that this is truly how the person feels at that point. This will give
them the message that you are receptive to their situation.
2. Keep paraphrasing the facts.
Angry people spout a lot of phrases. Continue to just focus on the facts (i.e. who is involved, when this
took place, what happened, etc.)
3. Don’t get caught up in their behaviour.
Sometimes angry people display aggressive behaviour. If you feel that you are not in danger and that
the person will not become abusive, then ignore the physical behaviour (i.e. talking with their hands,
facial expressions).
If you are fearful that the person will harm you, then exit the situation as soon as possible. Let the
person cool off before you continue to discuss the problem.
4. Handle the verbal ‘stuff’.
When faced with personal attacks, profanity, sarcasm, and exaggeration, we tend to let our emotions
run our thoughts. Try to ignore all the ‘stuff’ and focus on the facts. This will also help you to stay on
track and not be distracted by the ‘stuff’. However, if you do not tolerate attacks or profanity, again,
exit the situation and approach the person again after they have had time to control their anger.
5. Focus on the solution (rather than the problem).
Let’s face it; the problem is in the past. Let’s try to keep moving forward. This may mean making
amends or putting something in place so that the next time you encounter the situation you have a
method of dealing with it.
2.13
Saskatchewan 4-H Grievance Procedures
Responsibilities: Every club is autonomous and, therefore, should manage its own affairs. This principle is
very important in determining when a club dispute or conflict should go on to another level. Problems
should be handled at the level at which they arise (club, district and so on). Clubs and district 4-H councils
are responsible for upholding the image and philosophy of 4-H. They promote the merits of 4-H and
provide leadership within the organization.
Grievance Process: Clubs and district 4-H councils are asked to use the following procedures:
A. In the event of conflict:
1. The parties involved must make every effort to resolve the grievance at the local level. Using a
local, mutually acceptable mediator is recommended.
2. The regional 4-H specialist should be advised if a club or district is having difficulty solving a
conflict. The regional specialist may be of assistance in offering advice on the process of conflict
resolution. In some cases the regional specialist may act in the role of mediator if:
i) The regional specialist is comfortable in that role and has received training, and
ii) If the parties involved agree to this process.
Note: Regional specialists will act only as facilitators to mediation and will not take sides in a
conflict.
B. A grievance report is completed when incidents or conflicts involve the following:
•
•
•
•
•
•
•
•
•
Bodily harm.
Physical assault or injury.
Verbal threats or harassment of a derogatory nature.
Inappropriate sexual advances.
Unwelcome or inappropriate sexual attention.
Inappropriate touching or solicitation.
Conflict of interest.
Contravention of any Council policies governing 4-H.
Activities or behaviour that contravene the requirements and qualifications of an individual’s
position with 4-H.
The grievance report must be completed immediately and submitted to the regional 4-H specialist or the
executive director of the Saskatchewan 4-H Council.
The executive director, in consultation with the regional 4-H specialist and/or the president of the
Saskatchewan 4-H Council, will determine if further investigation is required. If an investigation is required,
the executive director and president will determine the course of action.
Note: In cases such as assault or physical threat, the person who was assaulted or threatened will
notify the proper authorities.
2.14
Saskatchewan 4-H Council - CONFIDENTIAL GRIEVANCE REPORT FORM
A written grievance report must be completed and submitted immediately following an incident involving
4-H members, leaders, parents or other 4-H volunteers in cases of, but not limited to:
1. Bodily harm, physical assault or injury, verbal threats or harassment of a derogatory nature,
inappropriate sexual advance, unwelcome or inappropriate sexual attention or advances,
touching or solicitation.
2. Conflict of interest.
3. Contravention of any Council policies governing 4-H.
4. Activities or behaviour, which contravene the requirements and qualifications of an individual’s
position with 4-H.
All details included in this report must be factual and as accurate as possible. All individuals involved in
the incident/grievance must give a full written report. All reports must be signed and dated by the reporting
individual. Reports must be submitted to the appropriate regional 4-H specialist and will be kept on file for
a minimum of five (5) years. Once a grievance report is written and filed with the regional specialist, the
specialist and executive director will initially investigate it. Depending on the severity of the grievance, the
executive director and the president of the Saskatchewan 4-H Council may be contacted and other
individuals on board of directors of the Saskatchewan 4-H Council may also be informed. In the best
interest of the 4-H organization, temporary or permanent suspension of a 4-H volunteer leader is a
possible result of a written grievance report.
1.
Name of individual filing this report
Address
City
P.C.
Home Phone Number
2.
3.
4.
Work Phone Number (if applicable)
Role of individual filing this report: (Please check one or more)
4-H Leader
Name of Club
4-H Member
Name of Club
4-H Parent
Name of Club
4-H Volunteer
Name of Club
Please name the individual or individuals and their role (example: 4-H Leader, 4-H Member, 4-H
Parent, Volunteer, Judge, etc.) whom the grievance is being filed against and the 4-H club they are
associated with.
/
Date of incident
Day
/
Month
Time of incident
am/pm.
Year
The information on the following page must be reported in detail. Add extra pages if necessary.
2.15
5.
6.
Describe, in detail, the incident in a factual manner. Please omit accusations and personal opinions
unless they describe how you personally felt as a result of the incident. Include only information
pertinent to the incident.
Was medical attention sought?
Yes
No
Yes
No
If yes, when and where?
7.
Were the police notified?
If yes, when and where?
8.
To whom else was the incident reported? Please list name, position and address.
9.
Were there any other witnesses to the incident? (Note: these individuals should also file a written
report, which should be attached, if possible.)
10.
Name
Position
Address and Phone Number
Name
Position
Name
Position
Do you wish that your identity be maintained confidential? (Note: if this grievance results in a
dismissal, it will be subject to an appeal. In the event of an appeal, the dismissed individual has the
right to hear matters against him/her and respond to the grievances. Your attendance may be
required at such a hearing.)
Yes
No
Signed
Date
Please deliver this form to your Regional 4-H Specialist or
Executive Director of the Saskatchewan 4-H Council
2.16
Section 3
Saskatchewan 4-H
The General Leader
Page
Job Description
1
How To Register Your Club
2
The Leadership Team
4
5
Involving Parents
7
9
10
Section 3 - The General Leader
Job Description - General and Assistant Leader
Purpose: The general leader has the primary responsibility to lead the 4-H club through its annual work.
The assistant leader supports the general leader and carries out designated duties.
Responsibilities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
To contribute to the mission, which states: Saskatchewan 4-H is a project-based youth
organization, devoted to strengthening the skills of responsible citizens. We focus on the growth
and development of our members, leaders, volunteers and staff through the motto: “Learn to do by
doing”.
Advise and support club members, project leaders and parents.
Ensure the Saskatchewan 4-H registration and leader screening procedures are completed for the
club and that required provincial and district fees are submitted.
Help to recruit project leaders.
Recruit member representatives for the district 4-H council.
Share information received from the provincial and regional offices with the club.
Help the club's elected officers learn and carry out their duties; assist them in developing agendas,
finding meeting places and using proper parliamentary procedure at club meetings.
Support members as they develop and carry out the club's program plan.
Explain club requirements and member expectations to members and families at beginning of the
year.
Communicate regularly with project leaders and ensure they hold regular project meetings.
Ensure the club maintains accurate minutes and financial records.
Encourage members to complete their yearly record books.
Ensure club follows Saskatchewan 4-H regulations.
Ensure club has a current constitution and follows it.
Work with other clubs, district councils and the community. Share information from these sources
with the club.
Keep the best interest of all 4-H members in mind at all times.
Keep overall mission of the Saskatchewan 4-H Council in mind at all times.
Requirements
•
•
•
•
Minimum of 18 years of age by December 31 of current year.
Must complete the Saskatchewan 4-H Council volunteer screening process.
Valid driver’s license if transporting youth.
Positive, enthusiastic, honest and energetic.
Other Helpful Skills
•
•
•
•
Good organizational, communication and time management skills.
Ability to work with diverse age groups and a variety of learning levels.
Basic understanding of financial bookkeeping.
Ability to delegate duties.
3.1
Time Commitment and Expenses
•
•
Approximately 15-20 hours per month depending on the extent of club activities, committee work
and district involvement; a minimum of three general meetings per year.
Expenses may include out of pocket expenses for club supplies that are usually reimbursed by club
funds. (Receipts must be submitted to club treasurer.) Other personal expenses may include
mileage, phone calls and meals.
Supervision
•
•
•
Leaders are responsible to the club and must be elected or approved by the 4-H members each
year.
The club leader supervises project leaders, assistant leader, resource people, judges and
members.
New leaders are on probation until all screening procedures have been completed and approval is
received from the Saskatchewan 4-H Council.
Benefits
•
•
•
Fun!
Enhance leadership, communication and organizational skills.
Opportunities for leadership training, personal growth and travel.
How to Register Your Club and 4-H Leaders
1. In the fall, the provincial office sends out a Club Registration Package to general leaders for clubs
that were registered the previous year. The registration package contains all the information
needed to register a club and order project materials. All new clubs should contact their regional
specialist first for assistance.
One thing to keep in mind, when recruiting leaders, is that all leaders need to complete a
"Volunteer Screening Package" in order to be eligible to lead a 4-H project. Screening packages
are sent directly to leaders when the club registers. It is a good idea to get the screening process
going as soon as possible. Screening packages are available from the provincial office. Refer to
Section 2, page 1 for more information on the screening policies.
2. At your club's organization meeting, collect all the information from members and leaders that you
need to complete the provincial registration forms. You may want to design a 4-H family
information sheet to help you collect this information.
3. Collect the required membership fees for each member. The provincial fee may change from one
year to the next. The fee for the current year will be published in the "Club Registration Guide" in
the registration package.
4. Complete the registration forms. If you have questions, please call your regional specialist or the
provincial office for assistance.
3.2
5. Send your completed registration forms, year-end summary report (if not already sent in) and
membership fees to the provincial office by November 15th. Clubs that register after November 15th
must pay a late registration fee. (New 4-H clubs and/or new members are not subject to the late
fee).
Until your club is registered, it is not an officially recognized 4-H club and is not entitled to the benefits
of the 4-H program. If your club is not registered:
•
•
•
Members and adult volunteers are not covered by the 4-H liability insurance.
Your club will not receive 4-H supplies.
Members and leaders are not eligible to attend any 4-H events.
Accuracy Counts!
Please complete the registration forms accurately. The club registration process and the sending of
club supplies may be delayed if the appropriate documents or membership fees are not received.
There are certain guidelines and policies set by the Saskatchewan 4-H Council to keep in
mind when registering your club:
You are not officially registered until:
•
We have received both the leader
and member registration form.
•
We have received the appropriate
amount of membership fees.
•
If you were registered the previous
year, you will have to submit a
"Year-End Club Summary" report.
(A blank one is available in the
Section 9)
The implications of not submitting the
items on the left:
•
You will not receive club materials.
•
You are not covered under the
Saskatchewan 4-H Council liability
insurance.
•
Members and leaders are not eligible
to attend any 4-H events.
3.3
The Leadership Team
The success of a 4-H club depends largely on how assistant leaders, parents, senior members and other
resource people are involved. The club leader is not expected to do all the work. A leadership team can be
very effective because there is:
•
•
•
•
Greater efficiency… because people share the workload.
Solid support for decisions… because they are reached as a result of united effort.
Greater leadership potential… because every member is a contributor.
Greater continuity of leadership… if one or more members of the group end their involvement.
Rotating Responsibilities
Research has shown that a 4-H volunteer’s tenure is increased when there is a rotation of leadership
responsibilities. For example, every few years one of the assistant leaders can take a turn as club leader.
This increases interest and incentive because of new challenging roles and a larger variety of learning
experiences for each leader. Research also indicates that a volunteer’s tenure is greater if the individual
serves as an assistant leader before serving as a club leader.
Delegating Responsibilities - Involving Others
Creating an environment where people are willing to help is part of your role and is the basis for effective
delegation. Delegating means giving people the authority to act and the freedom to make decisions. A
good delegator:
•
•
•
•
•
•
Knows the tasks that need to be done.
Knows the abilities, time available and willingness of potential helpers.
Is willing to accept the decisions of others.
Recognizes the efforts of people who help.
Doesn’t take over when helpers have difficulty completing a task, but does know how and when to
give support.
Promotes cooperation, coordination and communication.
People help when:
•
•
•
•
•
The task is clear and specific.
They know the people they will be working with.
They feel that what they are asked to do is useful.
They are allowed to make suggestions.
They receive recognition for their work.
3.4
What jobs does your club need to have done? This is important to know before you
head out on the recruitment trail! A job description, prepared by you, will help to
clarify what the job is.
It may be beneficial to your program to actively recruit to find the best person for a
particular job. The form “Getting Involved” in the Handout Section may give you a
start.
Here are some ideas to help you out:
1. Consider asking:
•
•
•
Former members, parents, grandparents or retired people in the community.
New residents in the community (ask them before other organizations descend on them!).
Persons in the community who have had no 4-H involvement but who do have the skills the club
could use.
2. Place an ad in your local paper (if it’s upside down, everyone is sure to see it!).
3. Throw a party for everyone in the community who has ever been in 4-H. Look over the crowd for
possible volunteers and check with them later.
4. Plan to have an assistant general leader and assistant project leaders. With their experience, they may
feel comfortable moving into the leader position another year.
5. Ask two volunteers to job share. “Two heads are better than one” when coming up with ideas. The
workload won’t seem as heavy and they can support each other.
6. Invite a prospective adult to a club function. Let them see what it is all about.
Something to ponder before you set out to recruit…
If you have a one-project club, such as an all beef club: Do your prospective volunteers
realize that they can be a help to your club even if they don’t know how to clip an animal
or where the brisket is? Every club needs help with program planning, driving, making
lunch, making phone calls and keeping records.
Matching the person with the job:
A person is more likely to enjoy, perform well and grow in a job matched to personal needs and interests.
Talk with the volunteer about the job, their skills and interests, etc. The "Getting Involved" form in Section 9
can be used to help the potential volunteer think about personal skills and choose a job that will be
comfortable for them.
3.5
Inviting an Adult to Consider a Job:
A person who chooses to accept a job will be much more committed to doing it well. Giving a person a
choice begins with personal contact. The “one-to-one” approach is the most effective way of asking! The
asking can be done by the general leader or by other experienced leaders or members in the club.
Potential volunteers will be flattered by a well thought-out approach. Here are some tips for talking about a
position with a prospective volunteer:
•
•
•
•
•
•
•
Show interest in the person as a person.
Know essential information about 4-H and the job. Be prepared for questions.
Explain why the job is important and how the job will benefit their child and the club.
Match the person with the job. Help the person see that it is a job that they can do.
Give clear and reasonable job expectations using a job description. Be particularly clear about the
amount of time required and beginning and ending dates.
Tell your recruit what kinds of training, resources and support are available.
When the person is ready, ask for a decision. This may come right away, or they may want to think
about it for a few days.
Involvement:
Plan together to accomplish the job: The person who says “yes” needs to join the team as soon as
possible. Bring the new volunteer into the team while interest is high. The new volunteer can help with
planning, can be trained by the person presently doing the job and can begin to get acquainted with club
members and resources.
Share the load and don't work your ready-and willing volunteers too hard. When jobs become overwhelming, break them up into smaller tasks and involve more people. Follow up as appropriate. A phone
call or "coffee visit" will help keep commitments firm.
Training:
Training has already begun through discussion of the job description with the volunteer. Staff and
experienced leaders are anxious to provide training for volunteers and welcome requests. Contact your
Regional 4-H Specialist for training sessions in your area. Be sure that new volunteers are encouraged to
attend. A new team member may like to travel with you to some of these events. A good form of training is
having experienced volunteers orienting new ones. Printed materials and records may be given to the new
person. The retiring leader may remain “on call” for guidance as needed.
Advancement:
The purpose of 4-H is to grow and learn. Volunteers who have mastered one job are encouraged to move
on to other challenges within and without 4-H. Every team member can and should be training someone to
take his or her place. Membership on district and provincial 4-H councils are further ways to meet
individual learning needs and to serve clubs and communities.
Recognition:
Be sure to say thank-you and give encouragement along the way! Recognition is a very important part of
volunteer management. People like to know that they are appreciated.
3.6
Involving Parents
There are important reasons why club leaders should involve parents in the club and its activities. Parent
interest and cooperation is a major factor in determining the child’s attitude towards club activities. If the
parents are keen, enthusiastic and willing to help in any way they can, it does much toward creating the
same attitude in the club member. The child also requires the active support of parents for such things as
helping to find ways to finance project materials, transportation for club events and assisting with project
difficulties.
.
What do parents want to know about 4-H?
If you want parents involved in 4-H, you must be able to provide them with the following information:
• How will 4-H help my child? Why should my child join 4-H? What are the goals of the club?
• What is expected of my child and me? How much time will it take? Will it interfere with schoolwork?
How much will it cost? What is involved in completing a project? How much help will I need to give
my child?
• Do I attend all meetings? Am I “butting in” if I stay and get involved? What kinds of things could I
do that would benefit my child and the club?
• What are my fund-raising responsibilities? What are the dates of club activities?
Tips on Better Parent Cooperation
Ask Parents:
• For their consent when their child first joins the club.
• To come together occasionally to discuss the club’s program.
• To attend meetings of the club whenever possible.
Inform Parents:
• Make them aware of the objectives of 4-H and how it can benefit their child.
• Tell them what materials or assistance their child will require to complete the project.
• Tell them what duties are expected of them.
• Take the opportunity to discuss the club program and their child’s progress. Remember the
parent’s interest is almost always related to their own child’s membership and progress.
Involve Parents:
• Hold regular meetings in parents’ homes.
• Specifically invite them to events planned by the club.
• Ask them to help with parts of the club program they may be interested in, or have special ability
for.
• Express appreciation for their help both privately and in public.
Stress the development of fair play! What the club member learns in the process of winning
an award is more important than the award itself. Have parents encourage their child to
participate for the learning experience and NOT for the prizes and awards.
On the following page is a sample of how you could get families to participate in your club.
A blank form is located in Section 9.
3.7
Involving 4-H Families
TEAM FAMILIES
Mr. Jones
(Retired)
Mom
Dad
Jack
(15)
News Sheet and News Reporter
Head Leader
Mom
Joan
(14)
Phone Coordinator
Share the fun entertainment and recreation
Jill
(16)
Pat
(17)
Lynn
(15)
Achievement Coordinator
Bonspiel Coordinator
Gosselin
Fillion
Knistjansson
Grier
Melenchuk
Sue
(15)
Co-ordinate Lunches
Co-ordinate Public Speaking
Smith
Wiens
Oganowski
TEAM JOBS
Mr.
Jones
and
Junior
Leader
Dave
(15)
Tour Coordinator
Mom
Project Leaders:
Foods 1
Foods 2
Woodworking 1
Woodworking 2
Mom
Mom
Dad
Dad
3.8
The late teen years is a time of decision making for most young people. The bewildering range of options
available and the complexity of the marketplace can make decision making even more problematic for
young people just leaving high school. Members who have basic decision making skills are better able to
handle the decisions facing them. They can be sure that they’ve made the best decision possible under
the circumstances.
.
The decision making process has six steps and can be applied to virtually any decision. The steps of the
process are presented in a linear sequence, but in practice people often move back and forth between the
steps. The following example of “Choosing a Club Shirt” illustrates the six steps in the process:
1. Identify the goal or define the problem.
Is the decision really which kind of club shirt is best, or is there another factor influencing your
decision? Other reasons, which might be involved, include:
•
•
"I feel that I don’t fit in at 4-H. I think that if I had a club shirt the other kids would accept me
more.”
“I never know what to wear to Achievement Day. A 4-H club shirt would make it easy.”
2. Gather information about the goal or problem.
Assuming that the decision is “which kind of 4-H club shirt is best?” the following types of information
might be gathered:
•
•
•
•
What different styles and colours are available?
What is the price range?
Is there a difference in quality between the most and least expensive?
Do any come with a guarantee or other consumer protection?
3. Identify possible solutions or alternatives.
In most situations there is usually more than one possible solution or alternative. When you are buying
a club shirt there may be three or four shirts that you really like that are in the right price range and
offer similar quality.
.
4. Identify the consequences of each alternative and make a decision.
Is one shirt warmer than another? Will one last longer because it is better quality? Which of these
factors is most important to you? The decision that you make should be the one that you’ll be happy
with later. Some things to consider when identifying the consequences of each alternative include:
•
•
•
•
•
Cost
Amount of time and energy required implementing
Effects on other people or the community
Effects on the environment
Extent to which the solution is consistent with personal values, beliefs and goals
3.9
5. Take action.
Draw up a plan of action on your decision and proceed. In this situation, action means buying your first
choice of 4-H club shirt.
.
6. Evaluate the results of your decision.
Finally, think about the results of your decision. Did you get enough information? What would you do
differently next time? Has the shirt been worth the money? Do you still think that your decision was the
best one?
Unacceptable behaviour, what’s a leader to do?
This question has challenged leaders since 4-H began. At a meeting, a leader can face the challenges of
general rowdiness, talking back, members not listening or talking amongst themselves, just to name a few.
Because this type of behaviour can cause some adults to lose their temper, it’s important to know what is
acceptable and unacceptable way to respond to these situations as a 4-H leader.
The follow reactions to misbehaviour are unacceptable:
•
•
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•
To hit, push or physically abuse a youth.
To berate a youth through name-calling, insulting character or verbal abuse.
Attempting to intimidate a youth through yelling or swearing.
Physically threatening a youth.
Often the above types of punishments come from acting out of emotion. As an adult, the 4-H leader must
stay in control of his/her emotion and act in a calm rational manner.
When first confronting a situation where a youth is misbehaving:
•
•
•
•
•
Take a step back and take a deep breath; this will help to calm emotions.
Behaviour is goal oriented so try to find the cause of the behaviour.
When speaking to the youth, focus on the behaviour and not the youth’s character.
Don’t take the behaviour personally and try not to respond to it emotionally or instinctively. Be as
neutral as possible.
Once calm, as a leader, there are a number of choices of how to handle the situation.
Steps to Managing Misbehaviour
1. Once the inappropriate behaviour has taken place, it cannot be undone. Make the incident into a
learning situation for that youth. Remember that good discipline is fair, consistent, immediate,
positive, appropriate in intensity and effective. It may sound difficult, but it becomes easier with
practice.
.
3.10
2. Take the member aside privately, so not to humiliate them in front of the others. Talk to them about
what has happened. Only you may speak - this is not a discussion. Be sure to express yourself in
simple, clear language and speak only of the behaviour, not the person. Express how their behaviour
has disappointed you, using your tone of voice, facial expression and words. Remember, however, to
keep the talk brief. Remind the member how important they are to the club and to you. At the end of
your talk, make sure that the member understands why they are “in trouble” and then finish on a
positive note. Also keep in mind, when the talk is over, it is over!
3. Allow the member to experience the consequence of their actions. A good practice is to create the
consequence with the member. A consequence should be related to the incident, respectful of all
those involved and reasonable. For example, if the member was found to have put graffiti on the
bathroom wall, the best consequence may be to clean the walls of the bathroom. One thing to
remember with the use of consequence is that things usually get worse before they get better. The
member will try to test your commitment to it. It can be difficult, but as the leader, you must remain
kind and firm during the test period. Punishment may get a quicker result, but with the use of
consequence, the member will develop responsibility for their own behaviour - as long as the leader
lets them be responsible for solving their own problems. It can be very difficult to hold back and to let
members learn on their own. 4-H is a “safe” environment and what better place for members to make
a mistake and learn from it?
“An ounce of prevention”
This proactive approach can save leaders the difficulty of having to deal with inappropriate behaviour later
on. At the beginning of the club and project year, the leaders and members should sit down as a group,
and together create a set of ground rules. If done as a group, it will give members ownership and make
them feel both responsible and respected. The types of rules that should be addressed include how
members will treat each other, conduct in meetings, standards for participation in the club and whatever is
important to both the leader and member. Try to summarize rules into five key points so it is easier to
remember and therefore comply. Post the rules at each meeting and if a situation arises, refer all
members back to the posted rules that they created at the beginning of the year.
As a leader, be aware of the early signs that a situation is about to develop and be prepared:
•
•
•
If the group is bored or restless, use a rouser to wake them up.
If your group is overexcited, slip in a quiet activity like cleaning up, or working on a puzzle.
If meetings never start on time due to a member that won’t settle down, five minutes before the
meeting, give them a time warning. Have members on “clock-watching” and “round-up”
committees to help get the others settled and then start the meeting on time.
Often good planning, a “grab bag of tricks” and some insight will be indispensable tools to keep order.
See mistakes as opportunities to learn and know that some members will need to learn a lesson over and
over again. Remember that you, as a leader, are a role model and members will do what they see you
doing.
If you treat everyone with fairness and respect, you will quickly earn the respect and admiration of the
members in your club. Plus, you will teach members in your club that this is the behaviour that is expected
of them towards others.
3.11
Section 4
Saskatchewan 4-H
The Project Leader
Page
Job Description
1
What Do I Do Now?
2
Selecting a Project
3
4
Teaching Tips
5
5
7
Flex Those Projects
8
Learn to Do By Doing
8
Understanding Youth
9
Age Characteristics
10
Section 4 - The Project Leader
Job Description
Purpose
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•
Teach members (aged 6-21) technical knowledge and project skills.
Contribute to the mission of the Saskatchewan 4-H program.
Responsibilities
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Determine project objectives and teaching methods; design and teach lessons.
Ensure members and their families are informed of project requirements at the beginning of the
year. Inform parents about cost and assistance required from them.
Find meeting place and supplies for project meetings. Provide a safe working environment for
project activities. Monitor risk associated with these activities.
Evaluate member performance on an on-going basis. Offer encouragement and support.
In cooperation with members and parents, develop and report project budget to the club for
approval.
Find resource people as needed.
Attend general club meetings and functions; participate on committees as required by the club.
Work with general leader and other leaders (or designated committee) to plan achievement day.
Ensure Saskatchewan project guidelines are followed.
Requirements
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Minimum of 18 years of age.
New leaders and those being re-certified must complete the Saskatchewan leader screening
procedures consisting of an application form, three written references and a criminal record check.
Leaders must re-certify every five years.
Valid driver’s license, if transporting youth.
Positive, enthusiastic and honest.
Other Helpful Skills
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Good organizational, communication, delegation and time management skills.
Ability to work with diverse age groups and a variety of learning levels.
Combination of education and experience related to the project (or willingness to learn).
Time Commitment and Cost
•
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Approximately 10 hours per month; time depends on project and leader’s experience.
Costs may include out of pocket expenses for project supplies that are usually reimbursed by club
funds. (Receipts must be given to club treasurer.) Other personal expenses may include mileage,
phone calls and meals.
Supervision
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•
Responsible to general leader.
Supervises project members, resource people and judges.
New leaders are considered to be on probation until all screening procedures have been
completed and approval is received from the Saskatchewan 4-H Council.
4.1
Benefits
•
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Fun!
Enhance leadership, communication and organizational skills.
Opportunities for leadership training, personal growth and travel.
What Do I Do Now?
Every new project leader begins the club year with a lot of questions, such as “What have I gotten myself
into?” Hopefully, this outline of things that need to be done will be helpful as you work your way through
the 4-H year. Every 4-H year has three parts: 1) the beginning, 2) the middle and 3) the end. There are
different duties associated with each part of the year.
1. The Beginning
Most clubs begin in the fall, are active through the winter months and wind up in late spring or early
summer. So the “beginning” may be sometime in September, October or early November.
Here’s what needs to happen:
•
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•
•
•
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Read through the materials for your project unit - manual, record and leader guide, if there is one
available.
Distribute project materials that you receive from your General Leader to your members.
Get to know your members - their backgrounds, experience in project area, abilities, etc.
Arrange for a meeting place that has or can accommodate the equipment you will need for your
project work.
Assist members in making a decision about the frequency of meetings, times and dates that they
will be held.
Discuss with members and parents the number and type of project articles that will be worked on
during the year.
Outline the approximate cost, equipment and materials needed by each member (make certain
parents are informed about this).
Draw up a tentative outline for the year (when various topics will be covered).
Let parents know what kind of help you will need from them and get commitments, where
possible.
Search for resources you could use in teaching the project (project kits, videos, local speakers,
etc.).
2. The Middle
•
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Meet regularly with your project group.
Plan the time you will need in advance of each meeting.
Introduce variety in the meeting sessions by: mixing in recreational activities, varying the location,
using different methods of presentation (such as skits, quizzes, tours, games, debates, and case
studies).
Working at your own pace is important. The amount of project work actually done at the meetings
will depend on the nature of the project, age and ability of members and support available from
parents at home. The 4-H manuals only provide guidelines.
Encourage members to regularly work on their record books.
4.2
3. The End
A 4-H club year winds up with an achievement day - a public display of work done during the year. You
will have a number of responsibilities in connection with the wind-up of the year.
•
•
•
•
•
Assist the general leader in choosing a 4-H judge for your project area.
Encourage members to finish their project work and record books on time.
Help members plan their display space and any special activities they may be involved in at the
achievement day program.
Communicate any special problems or considerations to the judge before evaluations begin.
Work with club members and leaders in setting up, conducting and cleaning up after the
achievement day program.
Give yourself and members a big pat on the back.
Selecting a Project
A 4-H project is
•
•
•
•
Planned work in an area of interest to the member.
Guided by a volunteer who is the project leader.
Aimed at objectives that can be attained and measured.
Summarized by some form of record keeping.
Selecting a Project
With so many projects available, selection can be a difficult decision. Members, together with their parents
and leaders should discuss the following:
•
•
•
•
•
•
•
Member’s interests - Has the member chosen a project because he or she is interested, or
because a friend is taking it?
Abilities - A project should teach members something new, so it should be chosen with a view to
the development of new abilities and the increase of knowledge. The project should be
challenging, but not out of reach.
Resources - Does the member have access to the necessary equipment and resources, such as an
animal, land or special tools that may be needed? Are these available for the duration of the
project? Money and space required should also be considered.
Location and time - Can the chosen project be carried out where the member lives and in the time
that is available? Members who live away from home to go to school should give serious thought to
this.
Project requirements specify that the member, not the parents, is responsible for completing the
project.
The family situation - Does the chosen project fit the family situation and is it interesting to both
the family and club member?
Some projects have age limits. Check each project to determine the minimum age required.
4.3
About 28 core projects are available to 4-H members. New projects are added and old projects are
reviewed and updated on an ongoing basis. Your suggestions are welcome. They help keep the project
materials contemporary and effective. A complete detailed list of projects available is located in Section 9.
If you have comments or questions about 4-H projects and resources, call your regional specialist or the
provincial office.
Set a positive example
Be enthusiastic and excited about what you are teaching and your members will be interested and
motivated to learn.
Prepare
Be familiar with the material to be presented. Know the overall goal so you can give members a
clear idea of what they are trying to accomplish.
Be concise, clear and simple
Give instructions in logical order. Explain new terms by relating them to old understood terms.
Don’t assume members know the meaning of the words you use.
Take advantage of every opportunity to praise
Members are individuals with different interests, values, and motives. But they all need to feel
good about themselves. Give rewards for work done – a pat on the back or a word of praise.
Maintain interest by encouraging activity and participation
Demonstrate and have members follow as soon as possible by “doing.” Vary your teaching
methods; get members actively involved whenever possible. Maintain order with firmness and
patience.
Learning is a fun activity
Make sure both you and your members have fun. Young people love parties, so recognition events
can be fun.
4.4
Teaching Tips
Here are some additional tips to keep in mind as you lead your project group:
•
•
•
•
•
•
•
Let members know when you plan to start and get their attention first.
Know your members and speak their language. Use examples related to their experiences. They
appreciate it when you meet them at their level. Remember, children don’t learn or mature at the
same rate and come from different family influences and pressures.
Establish a feeling of trust. Members should feel free to make a mistake. Don’t be afraid to make a
mistake yourself. Members will learn it’s normal to make mistakes.
Use visual aids if the real thing is not present.
Give members time for feedback. Encourage it by giving it yourself. Help members see how close to
their goal they are.
Members aren’t always free to pick their own schedules – holidays and school breaks must be
taken into account.
Ensure that you make decisions with members - not for them.
What materials are available to assist leaders?
There are a variety of written materials available for each 4-H project. As a leader, you should have a copy
of all your projects materials. This may include a member's project manual, record book and leader’s
guide.
How Do I Run a Project Meeting?
4-H is proud of its motto: "Learn to do by doing."
Project meetings should be a "learn to do by doing" adventure for members, as they learn the skills
necessary for successful completion of their project. Your meetings will vary according to the project taken,
the age of members and the size of the project group. A general guideline for your meeting might include:
1. Member's Progress Report - this is an opportunity to check on the work each member has done since
the last meeting.
2. Review of Last Meeting - a quick review will let you know if the members understood and give them a
refresher.
3. Activity Period - the majority of the meeting should focus on teaching new skills and information. This
is the time you could work on actual project articles, take a tour, do project-related games or bring
record books up-to-date.
4. Assignments and Announcements - this is a good time for reminders of dates and supplies for the
next meeting. Members can be responsible for completing some project work at home between
meetings.
4.5
How Often Are Project Meetings Held?
Each project varies with the amount of time required to achieve a completed project. In determining how
often your project group needs to meet, consider:
•
•
•
•
An estimation of the total time necessary to complete project requirements.
Time frame between reorganization and achievement.
Other 4-H activities in which the member may be involved.
The age and time availability of members.
These considerations will indicate the number and length of meetings required and you can space them
evenly with the club's year.
What is Achievement Day?
What do I have to do to prepare for it?
Achievement day is an annual celebration and showcase of your 4-H club's work. It is an opportunity to:
•
•
•
Give recognition to members and leaders for work accomplished.
Evaluate members' projects.
Display accomplishments to the community.
What is your responsibility for achievement day? Your primary responsibility is to offer encouragement and
assistance to project members for completion of their project. You may also be asked to be responsible for
a specific portion of the achievement day program.
Each project has completion requirements. Your role is to inform members of these requirements and to
offer assistance and supervision to each member in achieving these requirements. Members display their
completed project activities and record books at achievement day for evaluation.
Do I have to do everything myself?
No, don't take the workload all on yourself. Recruit assistance. Tasks may be shared with a variety of
people.
Members develop new skills and gain leadership abilities through completion of tasks. Parents increase
their knowledge of and involvement in their son/daughter's club through requests of assistance.
Community members have a wide variety of skills - 4-H can gain a lot by asking individuals or groups to
share this knowledge. Be inventive and get others involved.
Am I responsible for the costs of the members' project supplies?
No, that is the member and his/her parents' responsibility. You can make arrangements suitable to your
project group's needs. For certain projects, you may want to purchase the supplies and divide the bill
between the project members.
4.6
Who can I ask for help?
If you have a question, a situation has you stumped, you don't know the details about an event or you
simply want to know more about the 4-H program, here's who could provide the answers:
•
•
•
•
•
•
•
•
•
Your general leader
Your regional 4-H specialist
Provincial 4-H staff
Saskatchewan 4-H Council leader delegates
Other 4-H leaders
Community resources
Libraries
Saskatchewan 4-H website: www.4-h.sk.ca
Surf the Internet - there are may other informative sites that you can access through 4-H links.
A number of development opportunities will be made available to you throughout the year, such as
leadershops, district meetings, leadership conference, etc. Take advantage of these opportunities to learn
more about the 4-H program, meet new people and develop or enhance your skills. 4-H staff is always
open to topic suggestions - assist them with planning activities by letting them know your interests!
Members and leaders can meet new people and learn new skills through participating in a variety of
regional workshops, conference and camping program. Travel opportunities are available at the provincial,
national and international level.
You may be wondering what you can do at the club level to promote high self-esteem among your
members.
Here are some guidelines:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Teach members with praise and caring.
Accept them for who they are. Show them you appreciate their uniqueness.
Show affection in little ways that make you a positive role model.
Teach by doing. Be positive in dealing with others, so members learn appropriate social skills.
Teach members how to control emotions and handle stress in order to solve problems and resolve
conflict.
Give responsibility to members. They'll appreciate your trust in them and feel they're making a
contribution.
Help members set and work towards goals that are clear, reasonable and attainable.
Plan activities that will lead to success. Avoid setting up members for certain failure.
Encourage discussion of your members' problems and feelings. More importantly, really listen to what
they say.
4.7
Flex those 4-H Projects!
One common question leaders ask is about the recommended age for projects, such as “The project
selection guide says that you have to be 12 years old to take Babysitting and I have a member who is 11,
and wants to take it with her friends… can she do it?" The answer is likely yes! If the leader feels the
member has the ability and necessary background to do the project, and the leader is willing to provide the
support necessary for that member to succeed - go for it!
The ages given are just recommendations. Project manuals are written to an "average" level of ability,
training and supervision. You, as a leader or parent, are in the best position to judge what the member is
capable of. For some projects, the age guidelines may be indicated for safety reasons, and leaders would
be advised to vary these with caution.
Another common question asked is "Am I limited to the activities in the book?" or "Do we have to use the
patterns that are included?" No, if you have another idea or pattern, go for it! We can't include enough
ideas and patterns in every project to satisfy everyone - so if you have a project you would like to
substitute, great! Articles or patterns are chosen to teach a specific skill in that project unit, so if you are
substituting, just try to include the same skills.
If you are going to vary the completion requirements or age guidelines for a project, it would be a good idea
to confer with your regional 4-H specialist. This will ensure that there are no surprises come achievement
day, and they may also have helpful suggestions.
Learn To Do By Doing
One of the principles behind all 4-H training is “Learn to Do by Doing”. The 4-H motto is based on sound
principles - people learn by doing and achieving things.
People generally remember about 10% of what they read.
While some material can be simply read and understood by members, providing reading materials ahead
of time is best. The project leader can then reinforce any written material passed to members.
People generally remember about 20% of what they hear.
Lectures should be kept very short. Always keep it under 30 minutes with younger children.
People generally remember about 30% of what they see.
Wherever practical make a demonstration part of every lesson. “The eye is the window to the brain.”
People generally remember about 50% of what they hear and see.
Explain and demonstrate the principle.
People generally remember about 70% of what they say and write.
Explain the principle, demonstrate the principle, have the member write it down and repeat it back. Record
books and journals will also reinforce the project concepts.
People generally remember about 90% of what they say and do.
Whenever possible the member should have the opportunity to practice. The ideal lesson is five minutes of
explanation, ten minutes of demonstration and fifteen minutes of practice.
4.8
Understanding Youth
This is the challenge! It's exciting, fun and makes leaders very special people. Clubs have members
spanning an 11-year age range. This means working with many different needs, strengths, abilities and
maturation levels. Individuals mature according to generally defined patters, but each may be behind or
ahead of the "norm" for a particular age. Each individual has certain basic needs. However, these needs,
though fundamentally the same, vary in intensity for each person due to different physical, social and
emotional factors.
Five Basic Needs of Youth
1. Belonging - being accepted, feeling a part of the group, builds security and the desire to participate.
2. Affection - or love is essential in personality development. We need to know we're wanted and loved in
spite of our shortcomings. The warmth of a sincere compliment for a good effort or a friendly pat on
the shoulder are ways of increasing feelings of self-worth.
3. Achievement - youth want to know their efforts are worthwhile and appreciated. Projects need to keep
pace with ability since the rate of achievement varies with each member. Doing things for others as
well for themselves should be included.
4.9
4. Independence - becoming independent of parents is a sign of growing up. The desire to be
independent is often troublesome to parents and leaders, but it cannot be avoided. This desire can be
shown by impatience with the leaders, guidance and a preference for making up their own minds.
5. New Experiences - young people need and want to grow up and be active. They need new and
different experiences to stretch their horizons.
Tips for Helping Members Fill these Needs
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Get to know them as individuals. Let them know you're interested in them.
Be sensitive to their feelings. Create an atmosphere of warmth and acceptance to help them feel
comfortable.
Work individually as well as collectively with them. Provide some time to work with each member
as an individual, especially in helping to set goals, plan activities and evaluate progress.
Individual integrity is encouraged when a member is considered for what he is rather than for what
he does. Accept youth as they are, rather than for what you wish them to be.
Recognize and allow for individual differences. Youth vary in ability, interests, desires, areas of
sensitivity and goals.
The progress of an individual can best be rewarded by recognition from the person working most
closely with him.
Records are one way to recognize progress. Learn the value of self-evaluation methods and use
them. A leader must help them learn to evaluate their own progress.
Recognize that competition can be cruel. Youth should be given the opportunity to elect individually
whether or not to compete without being pressured.
Recognize that the ability and willingness to accept responsibility is learned through opportunity
and practice.
Decision-making is learned through practice in reviewing alternatives, making a choice, setting
goals and evaluating progress.
Use democratic approach. Work with members to make decisions jointly.
Age Characteristics
Children move through stages of development as they mature. The rate of development varies from one
child to another. Development is influenced by the experiences children have, as well as by hereditary
factors. Children may grow rapidly in one area and more slowly in another. The direction of development is
from general to specific, from dependence toward independence and interdependence, and from gross
motor control toward fine motor control.
6-8 Year Olds – CLOVEBUD
• Develop socially and emotionally during these years. Some children may be shy and appear to lack
initiative. However, as they come to know their leaders and peers, they usually gain confidence and
begin to establish friendships and become an active part of the group.
• They are eager to be trusted with responsibility.
• They can show considerable empathy toward people and animals when their own needs do not conflict
with the needs of others.
• They are developing a sense of independence but are also learning to work with others.
4.10
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•
•
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Physical activity is one common characteristic, although they vary a great deal in the development of
physical skills and abilities.
Some are slow and cautious about trying new things; others seem to accept any challenge that is
presented.
Group activities need to be short and allow for more participation.
They have a powerful urge to find out about things. They ask many questions and love to play guessing
games or solve riddles.
They enjoy listening to stories, but do not learn from mere listening to information. Their intellectual
growth comes from exploration, testing and investigating rather than only from listening.
9-12 Year Olds - JUNIOR
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Many have excess energy.
Very sociable and as the age increases there is rising interest in people rather than activities; seldom
want to be alone. Popularity and group acceptance is very important.
Coordination is becoming well developed and the ability to use equipment increases.
May be prone to take risks.
Tend to avoid the opposite sex.
Beginning to develop their personal value system and fair play is an important factor to them.
Wide range of individual differences as maturity levels differ dramatically.
Sense of humour is well developed by the end of age group.
Some specifics for 12 year olds
o May be extremely touchy and prone to mood swings (enthusiasm-apathy; love-hate; selfishthoughtful).
o Interest in opposite sex begins to show.
o Fear independence, yet want it.
Implications for leadership and programming for 9-12 year olds
o Fair play is vital and they respect a consistent, reliable and trustworthy leader. Guard against
favouritism.
o Demonstrate strong democratic and group consensus leadership.
o Group work is essential; incorporate team activities to encourage a sense of belonging.
o Include very active games.
o Provide a range of activities to accommodate difference maturity and skill levels.
o Increase personal responsibility.
o Well-planned programs are essential to maintain interest; include some activities that mix the
sexes.
o Allow for questions.
o Guided competition can lead to development of sportsmanship.
13-15 Year Olds - INTERMEDIATE
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This group is nearing physical maturity. They may be self-conscious due to changes in voice or
appearance.
Appearance is very important.
Interest in the opposite sex.
Heightened emotionality.
The opinion of others is very important, particularly with a peer group.
Individual personality is becoming more obvious. Development of philosophy of life and other personal
values.
4.11
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Sense of identity – begin to doubt and question everything that they have learned.
Beginning independence from family.
Cliques may develop as they become selective with friendships.
May daydream more.
Fluctuate between childish and adult behaviour.
Implications for leadership and programming for 13-15 year olds
o Youth should be given the opportunity for leadership. Allow them to plan their own program with
skilled guidance.
o Personality and character of the leader is most important. They value the importance of the
individual; will question authoritative leadership and may rebel against it.
o Encourage team work and group activities.
o Offer a broad program of activities; require activities that are mentally stimulating and challenging.
Have opportunity for mixing of sexes.
o Informality is important in programming.
16+ Years - SENIOR
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This age is reaching physical maturity.
May be prone to idealism and expression of rash thought. Periods of intense emotionality.
Interested in all aspects of life.
Establishing a moral code. Will become very dedicated to a cause they feel worthy.
Growing independence from family.
Individualism is marked. Prize one or two dependable friends.
Cooperation in interpersonal relationships.
Choice for vocation may take place and interest in activities that complement this.
Implications for leadership and programming
o High ideals are expected of a leader. Democratic leadership is essential.
o Goals must be seen as worthy and agreed upon together.
o Program must provide challenge, opportunity for mixing of the sexes and allowance for individual
differences.
o Allow opportunities for independence.
o Must allow for and encourage the acceptance of oneself as an individual.
4.12
Section 5
Saskatchewan 4-H
The Club Meeting Guide
Page
1
Effective Meetings
2
4
Duties of Club Officers
5
Committees
6
7
Evaluating the Meeting - Checklist
9
Section 5 - The Club Meeting Guide
Arrange to have someone arrive early to greet everyone and check physical arrangements such as chairs,
heat and lighting. Encourage parents to stay for the meeting.
1. Begin with the 4-H Pledge.
•
2. Have an experienced leader or member
explain each of these:
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The 4-H emblem, motto and pledge.
The local 4-H club and council
organization.
The member’s responsibility.
The roles of the parents, leaders and
Regional 4-H Specialist.
3. Selecting Projects:
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Circulate sample materials of projects that
members are interested in taking, and for
which project leaders are available.
Discuss requirements of the project.
Explain the value of choosing a project that
fits the interests, ability and resources of
the member and his or her family.
It may be useful to break into small groups
based on project interests. Following the
discussions, select the appropriate
project(s).
.
4. Find out what club members want to do during
the year.
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5. If this is a new club, ask members to think
about a club name. A final decision can be
made at the next meeting, if necessary.
.
6. Election of Officers:
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Explain the duties of club officers. Outline
the importance of electing each officer
according to his or her abilities.
•
Guide the club through the election of
officers, beginning with the president. The
election of officers may be postponed until
the second meeting, to allow members
more time to consider who is best suited to
fill executive positions.
If the new president is prepared, turn the
meeting over to him or her.
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7. Set up committees needed such as:
recreation, community project, finance, and
program planning.
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8. General Leaders must be elected and
approved by club members.
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9. Future Meetings:
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Set a time and place for the next full
membership meeting.
Have the program planning committee
make arrangements for a meeting before
the next club meeting.
The club leader and president should
arrange to meet to plan the agenda for the
next club meeting.
Collect the information and fees needed to
complete the Saskatchewan 4-H club
registration forms.
.
10. Have a song, a few games or refreshments to
end the meeting.
.
11. Make sure that each new and re-certifying
leader has a copy of the Volunteer Leader
Screening Package and explain the process to
them. Contact the provincial 4-H office for
packages.
5.1
Effective Meetings
Getting Started
One of the first decisions your club will make is when and how often to hold meetings. There are two kinds
of meetings: business and project. These may be held on the same day or on different days. A minimum
of six meetings per year should be held, but the actual number depends on the amount of business and
number of projects. However, it is best to have a regular meeting date at least once a month with all
members in attendance.
Your club can work out an arrangement to suit its members. The most common meeting patterns are:
•
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One regular meeting, at which both business and projects are covered. Generally, this suits a club
carrying only one project. Extra project meetings may occasionally be necessary.
Two meetings a month, one for business and perhaps some project teaching, and one for projects
only. This is better for multi clubs because each project group can arrange a separate time and
place for the second meeting.
Suggestions for Effective Meetings
1. Spend most of the time asking questions, listening and helping members to think for themselves. The
less work you do for them, the better. Encourage members to “learn to do by doing", even if they make
mistakes.
2. Limit meetings length to 1 hour.
3. Let members run the meeting on their own and offer a 15-minute limit at the end for parents/leaders
to offer direction.
4. Work with the president to develop an agenda before each meeting. The following sample agenda is
a good place to start.
Sample Business Meeting Agenda
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Welcome and Call to Order
4-H Pledge
Roll Call
Review Agenda
Minutes of Last Meeting
Unfinished (or Old) Business
Correspondence
Reports
• Treasurer’s
• General Leader
• Project Groups
• Committees
New Business
Announcements
• Date, time and place of next meeting
Club Program
Recreation and/or Lunch
5.2
After the meeting include
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Program - project work, guest speaker, discussion group, demonstration or workshop.
Social Activity - a mixer, game or refreshments.
5. Help your president to chair an effective meeting.
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Discuss the duties of president with him at the beginning of his term.
At the end of each meeting give him praise and suggestions for improvement.
Stress that meetings must start on time and to keep discussions on track.
Remind him to encourage all members to participate.
6. Taming the Meeting Monsters.
Help your president to recognize and deal with the different “personalities” who may disrupt the club
meetings:
•
If a member is overtly talkative, don’t be embarrassing or sarcastic. The member may be trying to
show off his knowledge, or just being himself. Interrupt with something like "That’s an interesting
point, now let’s see what the group thinks of it." In general, try to let the group take care of the
member as much as possible.
•
If a member is argumentative, keep your own temper in check. The member may naturally be
combative, or may be justifiably upset about something. Try to find merit in one of his points and
then move on. If they make an obvious misstatement, turn it over to the group and let them turn it
down. As a last resort, talk to him privately and try to find out if something else is bothering him or
if there is something you can do to win his cooperation.
•
If a member is so helpful that others never get a chance, thank him for volunteering but suggest
that others be put to work, question others, or use this member for summarizing.
•
If a member won’t budge on an issue, he may not have seen the points others mentioned, or may
naturally be prejudiced on the issue. Throw the member’s view to the group and try to let them
sway the opinion, or explain that in the interest of time you are willing to discuss it later if he will
accept the group viewpoint for the moment.
•
If a member is always involved in side discussions, don’t embarrass him. The discussion could be
related to the subject, or it may be personal, but the bottom line is it distracts everyone from the
meeting. Call one of the members involved in the discussion by name and ask an easy question, or
restate the last opinion or remark and ask their opinion.
•
If a member can’t articulate their opinions, he may lack the ability to put his thoughts in the
proper order to convey his ideas. He needs help. Don’t say "what you mean is . . ."; Instead say
something like, "let me repeat that" and then put it in better language, or say "what I think you
mean is . . . Is that right?"
5.3
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A member who comes up with a comment that is obviously incorrect must be handled delicately.
Don’t say, “You’re wrong”. Instead say something like, “That is one way of looking at it” or, “I see
your point, but can we reconcile that with the . . .”
•
If a member rambles about everything but the subject, or uses analogies that get lost, grin, tell
him his point is interesting, and then in a friendly manner indicate that he is a bit off subject. When
he stops for breath you can also refocus attention by restating the relevant points and moving on.
As a last resort, glance at your watch.
•
When two or more members in the group clash, it can divide the group into factions. If possible,
emphasize points of agreement and minimize points of disagreement. Draw attention to your
objectives with a direct question to cut across their discussion. A neutral member being brought
into the discussion can also be effective. Sometimes you just have to ask frankly that personalities
be left out of it.
•
If a member won’t talk, he could be bored, indifferent, timid, insecure, or feeling superior. Your
action must depend on what is motivating them. Ask for opinions to try and stimulate interest or
draw them out. If he is “superior” type, ask for his view after indicating the respect held for this
person’s experience. (Be careful not to overdo this, as the group will resent it.) Ask a provocative
question to combat indifference. Compliment (be sincere) the timid or insecure person the first
time they talk.
At Meetings
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Be on time and stay until the end.
Before the meeting, check the agenda to organize your thoughts and
prepare for any part of the meeting you’re responsible for.
Become familiar with parliamentary procedure.
Don’t talk to other members while a meeting is in progress.
Stand to make a motion or to address the chair.
Wait for recognition from the chair before speaking.
Pay close attention and co-operate with the requests of the chairman.
Get involved in committees and projects.
Make independent decisions, vote on motions and accept the decision of the majority.
Keep discussion to the point.
Notify chairman or leader if you can’t attend a meeting - especially a committee meeting.
During the Year
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Select projects with the help of parents and leaders.
Do project work outlined, including the record book.
Help plan the club program and join in club activities.
Complete community projects with other club members.
Take part in club, district, regional and provincial activities when possible.
Get to know your own talents and respect those of others. Use and develop these talents by
participating in activities and group projects.
5.4
Duties of the Club Officers
The officers of a club are the members elected to conduct club business, to provide leadership to the other
members and to represent the club in the community.
President
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Chairs the club meetings.
Prepares the agenda for each meeting after consulting with other officers and the club leader.
Maintains order, keeps business moving and discussions on topic during club meetings.
Knows and uses parliamentary procedure at meetings.
Guides members through elections, motions, votes and reports if there is no club parliamentarian.
Remains impartial in all discussions. Votes only to make or break ties.
Signs the minutes after adoption.
May be a co-signer of club cheques.
Helps develop the club’s program plan for the year.
Serves as ex-officio member of club committees.
Acts as spokesperson for the club.
Vice-President
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Presides as chairperson in the absence of the president.
Assists the president and performs any duties assigned by the president.
Often acts as chair of annual planning committee.
Secretary
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Helps the president prepare the agenda and gives notice of meetings.
Calls the roll and records attendance.
Keeps a careful record of all meeting minutes, club committees and committee reports.
Reads the minutes of the previous meeting.
Handles all club correspondence and reads pertinent items at meetings.
Prepares year-end summary.
The minutes taken during the meeting should contain the following:
o
o
o
o
o
o
o
o
o
o
o
Date, place and type of meeting
Time of the call to order
Number of officers, members and guests present
Statement that the minutes of the last meeting were read and approved
Statement of correspondence read and action taken
All motions with the names of mover and seconder and the final decision of the group
Names of movers and seconders of officer and committee reports
Results of elections and committee appointments
Notes on discussions that may be useful in the future
Brief summary of program activities
Time of adjournment
5.5
Treasurer
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Receives all monies; makes deposits and pays bills promptly; records all transactions.
Keeps an accurate, up-to-date record of the club finances and reports at club meetings.
Issues receipts for monies collected and keep receipts of bills paid.
Signs cheques with one other officer.
Keeps an accurate record of receipts and expenditures.
Prepares a financial statement for review at the end of the year.
Reporter
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Informs radio, newspaper and other news outlets of club activities.
Keeps a scrapbook of clippings, reports and photographs of club activities.
District Council Representatives
•
Each club elects two adult and two member representatives to participate in district council
meetings and report back.
Committees
A committee is appointed to deal with a specific task or problem which can be handled better by a small
group than by a large group of people or by an individual.
There are generally two types of committees: Standing and Ad Hoc.
•
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Standing committees are usually of a permanent nature. They tend to be formed every year and
usually have the same task, year after year. An example might be a phoning committee.
Ad Hoc committees are sometimes referred to as special committees and these are formed on a
temporary basis. An example could be a committee to review the constitution. Once the job is
done, the committee is dissolved.
When forming a committee, it is important to keep some hints in mind:
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Keep the committees small. Three people would be considered a small committee.
When choosing committee members, remember to have a variety of experiences represented by
the members - young and older, experienced and inexperienced.
Avoid giving the appointment to someone who is accepting the job for recognition alone. Ask those
who care about the task and understand its importance.
The chairperson of the committee should be appointed immediately. Refer to Section 9 for a copy
of "The Chairperson's Meeting Guide". Make a copy and hand out to your club president or any
chairpersons.
Ensure the committee chairperson and members understand the purpose of the committee.
Set a deadline for the committee to report back by.
Committee reports should not be lengthy. They may be oral, written or both. However a written
copy should always be given to the secretary.
5.6
Parliamentary procedure is based largely on common sense and courtesy. It provides for good manners
and an orderly plan to follow in the business meeting. Parliamentary procedure ensures that democratic
principles (equality of membership, free discussion and the will of the majority to prevail) are followed. At
the same time, it protects the minority by guaranteeing the individual certain privileges. For these reasons,
parliamentary procedure should be a part of every club business meeting. Your Regional 4-H Specialist has
more resources on parliamentary procedures. Some of the most important rules you need to be aware of
are:
Quorum
The minimum number of members that must be present for business to be conducted legally. This number
should be stated in the club’s bylaws. If not stated otherwise in the bylaws, quorum is generally considered
to be “more than half” (e.g. four out of seven, six out of ten, eleven out of twenty, etc.)
Recognition of Speakers
Anyone wishing to speak should wait to be recognized by the chair before standing and giving their point of
view.
Agenda
Members review the agenda. Chair asks for additions. A motion is made to adopt the agenda as presented
or amended. A second is required. A vote is taken.
Minutes
The secretary reads minutes from previous meetings. Chair asks for errors or omissions. A motion is made
to adopt the minutes as read or corrected. (The secretary can move adoption of their own minutes as
read.) A seconder and vote is required.
Treasurer’s Report
The treasurer’s report is read or handed out. The treasurer moves to adopt their report as presented for
review purposes. Requires a second. Discussion is allowed. A vote is taken. Any action requiring finances
or any decision of significant importance to the club requires a motion unless it was included in the
budget. The budget should be presented to and approved by the club at the beginning of the year.
Committee Reports
Reports are generally given by the committee chair and should be submitted in writing. Committee reports
that are for information only don’t require motions. If the committee wants all recommendations contained
in its report to happen, the committee chair can make a motion to adopt its report. If passed, the
membership is agreeing to do what was recommended. Requires a second and a vote.
Motions
Making and handling motions - A motion is a procedure to get a topic discussed, recorded and voted on.
• The chair will recognize a member who will stand and say, “I move that . . .”.
• Chair asks for a second. Another member will second the motion.
• Chair states the motion and asks for discussion.
• When discussion has ended, chair should restate the motion and ask “All in favour?” “All those
opposed?” Votes should be counted, especially if vote is close.
5.7
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Chair states the results - carried or defeated. Generally majority rules, unless stated otherwise in the
club constitution or bylaws.
The president votes only to make or break a tie, unless the club decides the chair has the right to vote
on all issues.
If discussion is rambling or going on and on, a member may call for the question by saying “Question”
at which time discussion is ended and a vote is taken.
Amendments
Amendments can be made to a motion either by:
• The members who originally made the motion and seconded it agree to accept the amendment, in
which case the motion as amended is what is voted on OR
• Another set of members can make a motion for amendment and second it, and the amendment is
voted on; if carried, the original motion is modified and voted on; if defeated the original motion as first
stated is voted on.
Withdrawing a Motion
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•
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If the chair has not yet restated the motion to the membership, then the mover simply says he would
like to withdraw the motion.
If the chair has already stated the motion and discussion is underway, the chair must give permission
for the motion to be withdrawn.
A motion that is withdrawn is struck from the minutes.
A second can only be withdrawn if a motion is changed and the seconder no longer agrees with it. If a
second is withdrawn, and no one new seconds, the motion is dead.
Postponing a Motion
Sometimes it is necessary to continue a discussion at a later date. A motion may be postponed with a
motion, second, discussion, and vote to do so. The motion to postpone should include a time to resume
discussion. When that time is reached, the item is automatically added to the agenda under “Unfinished
Business”. Members discuss and vote on it, as though the motion were just made.
Referring a Motion
If you wish to refer a motion to a committee for further investigation, a member moves to refer the motion
by stating which committee, what it is asked to do, and when it is to report back. A second is required and
a vote is taken.
Rescinding a Motion
Occasionally it is necessary to rescind a motion that has already passed. It requires a motion, second,
discussion, and vote. Generally, a 2/3 majority is required for this type of motion to carry. (If advance
notice of rescindment was sent to everyone ahead of time, a simple majority is required.)
For more detailed information on motions, refer to Section 9 - "Motions" Page 10.
Resolutions
Used to change bylaws.
Elections
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The procedure for elections may be outlined in the club constitution or bylaws.
No second is required for nominations from the floor.
5.8
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•
•
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Once the chair feels that everyone has had adequate time to make any nominations, he asks for
someone to move nominations close. This motion must be seconded and voted on.
No vote is necessary if there is only one nomination. The chair declares the position filled by
acclamation.
If the chair is nominated for a position, he must ask another member to take over during that portion
of the election process.
If using show of hands, the nominees should leave the room. The ballots, if using secret ballot, should
be destroyed after the elections. This requires a motion, second and vote.
Adjournment
The chair can declare the meeting adjourned if there is no further business. A second is required if the
motion to adjourn is early.
For more in-depth information on Parliamentary Procedure, refer to a copy of Roberts
Rules of Order. You can find this book in your local library or bookstore, or contact your
Regional 4-H Specialist.
Evaluating the Meeting - Checklist
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Do the officers and leaders check meeting plans beforehand?
Does the president start and end the meeting on time and keep the meeting on track?
Are guests introduced and made to feel welcome?
Are all announcements short and to the point?
Do all officers use correct parliamentary procedure?
Is there a balance of education (project work), business, communication training and recreation
in the meeting?
Do officers avoid doing all the talking?
Do all or most of the members take part in the meeting?
Do leaders and parents avoid doing all the talking?
Are leaders given a chance to voice their opinions?
Is there common courtesy shown between officers and members?
Is the business part of the meeting short and efficient?
Is the education program of interest to everyone? Did everyone learn something?
Is the recreation suitable to the meeting place and the group?
Is there an opportunity for members to get to know each other?
5.9
5.10
Section 6
Saskatchewan 4-H
Planning an Effective Club Program
Page
Program Planning
1
The Budget
2
3
Sponsorship
5
6
Curling
7
Public Speaking
7
Achievement Day
10
•
Achievement Day Planning
11
•
Achievement Day Planning Schedule
12
•
What are you going to evaluate?
13
•
Arranging for Judges
17
•
Achievement Day Order Form (sample)
21
Achievement Day Questionnaires
22
24
Follow-up and winding-up the year
25
Section 6 - Planning an Effective Club Program
Program Planning
In 4-H, the club goals, activities and meetings are all considered to be a part of the program. The club
program tells what the club is doing and when. It should also include who is responsible for each part of
the program.
When several people are involved, as in a 4-H club, the program should be planned to meet the needs of
all those involved. Program planning helps:
•
•
•
•
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Share responsibilities
Ensure a balanced program (business, education and recreation)
Give each member a specific job
Ensure ample preparation time
Avoid date conflicts
Provide for better communications
Six Steps to Program Planning
1. Form a planning committee. In small clubs, the entire membership can do the planning at a general
meeting. In larger clubs, a special program planning committee is formed.
.
2. Ask members, parents and leaders for ideas.
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3. Make up the plan.
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Review what was done last year. What did you do? What did you like about it? What didn’t turn out
so well? Some activities that were very successful can be done again, but generally avoid repeating
activities year after year.
Identify club goals. Which activities will help reach the club goals? The primary goal of 4-H is the
individual growth and development of each member and leader. Each club should have one goal
statement per club year and several measurable and achievable short-term goals.
Look at this year’s club situation. How many members are there? How many boys? How many girls?
Is there a wide age range among members? How many leaders are there? How far must members
travel to meetings and each other's homes?
Consider these other factors:
o Is there a clear balance of business (general meetings), education (project activities),
communication training and recreation (fun!) every month?
o Which district and regional events will the club participate in?
o Does the plan provide worthwhile community participation?
4. Present the plan to the total membership for approval.
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5. Carry out the plan.
•
•
Accept volunteers or assign people for the various tasks.
Make a copy of the completed plan available to each family and your local media.
6. Evaluate the club’s program.
6.1
The Budget
An important point to keep in mind when deciding on program planning, or an activity, is to how much
money will be needed, and how it will be raised.
The first step is to develop a budget. Budgets should link directly to your club and project goals. If your
membership decides to purchase a club shirt or jacket, your members will need to raise sufficient funds to
cover the costs. It is also extremely important to discuss anticipated project costs with parents. If the cost
of project material will be too expensive, fundraising options could be discussed.
Why Budget?
A budget is the most fundamental and most effective financial management tool available to anyone. With
a plan in place you can organize and control your financial resources, set and realize goals and decide in
advance how your money will work for you. A budget can be as simple as it is powerful. The basic idea
behind budgeting is to save money up-front for both known and unknown expenses.
Seven Benefits of Budgeting
So what benefits, specifically, can you expect if you set up a budget? Naturally, the answer to this question
will be different for every club. Here are some of the most common benefits that clubs see when they start
a budget:
1. Know what is going on – Budgeting allows everyone to know exactly how much money you have – even
down to the penny, if you so desire. Furthermore, a budget is a self-education tool that shows how
funds are allocated, how they are working, what your plans are for them, and how far along you are
toward reaching your goals.
2. Control – A budget is the key to enabling the membership to take charge of finances. With a budget,
members have the tools to decide exactly what is going to happen to their hard-earned money – and
when.
3. Organization – Even in its simplest form, a budget divides funds into categories of expenditures and
savings. Beyond that, however, budgets can provide further organization by automatically providing
records of all monetary transactions. They can also provide the foundation for a simple filing system to
organize bills, receipts and financial statements.
4. Communication – The budget is a communication tool to discuss the priorities for where money should
be spent, as well as enabling all involved parties to “run” the system.
5. Take advantage of opportunities – Knowing the exact state of your club’s monetary affairs allows your
club to take advantage of opportunities that they might otherwise miss. Have you ever wondered if you
could afford something? With a budget, you will never have to wonder again – you will know.
6. Extra time – All financial transactions are automatically organized for completing the club year-end
summary, treasurers’ reports at each club meeting and to show the auditor. In fact, for any query that
may come up regarding how and when you spent money. Being armed with such information sure
saves time digging through old records.
7. Extra money – This might well be everyone’s favourite benefit. Unnecessary expenditures, once
identified, can be stripped out. Savings, even small ones, can be accumulated and made to work for
your club.
6.2
Fundraising is not only the life blood of your club; it can also cement relationships among a group’s
members. It is an excellent opportunity for members to explain their organization’s purpose, function and
activities to their community on a person-to-person basis, while providing inexpensive services or products
that people really want.
A key element of any money-raising events is the fellowship generated among club members. If the event
doesn’t generate this fellowship, it’s not a success, no matter how much money it raises.
You can help develop this fellowship among your 4-Hers by involving every member in planning and
executing the project. Start by making sure each one, from the six year old to the oldest senior (include
your leaders and parents too), really helps decide through open discussion and democratic voting, what
type of fundraising project their club will carry on. Sure, it’s going to take time. It would be a lot easier for
you to meet with a couple older teens some evening in your home, come up with a project, and tell other
members what you’ve decided to do. But then, everyone else might feel like they’re being handed an
assignment - one they might not necessarily like. On the other hand, if each member gets to help think up
the project and make the final choice, all of them probably will enthusiastically pitch in, even if the group
doesn’t adopt their pet proposal. And this enthusiasm, according to experts, is essential in any successful
fundraising campaign.
Fundraising isn’t strictly a money making business program separate from other 4-H projects and learning
by doing philosophy. It can be fun and educational, too. You might easily tie in lots of other existing
projects. Say for example, your club decides to sell things they make. This automatically might involve
cooking, sewing, woodworking, electrical, gardening, crafts and any other project where kids make or grow
things. And stretched a bit farther, it might even involve service projects like baby-sitting. Girls and boys
might organize a baby-sitting service, scheduling jobs through a parent or club-operated answering service,
and turning over part or all of their earnings to the club’s treasury.
A few of these suggestions, combined with a little imagination and lively discussion among your 4-Hers at a
club meeting, no doubt will yield many other projects you could develop into worthwhile fundraising ideas.
Club Fundraising
Fundraising does require a significant amount of work on the part of the club, but can be a good
opportunity to teach planning, leadership and organization skills. You may want to set up a committee to
look after the details of planning and executing the event.
Try to get members, leaders and parents involved in the fundraiser. Making the event fun encourages
people to participate. Your club may want to provide food and refreshments for the workers during or after
the fundraiser.
Tips for planning a fundraising event:
•
•
•
•
Choose something that every member supports and involve everyone from your club. Try different
fundraisers each year. Choose a variety of methods to give members new experiences and the
public full value for their money.
Limit fundraising to the amount necessary to cover your expenses. Problems and arguments often
develop in clubs that carry a high balance from one year to the next.
Consider the interests and religious beliefs of the people in your community. Clubs must avoid any
project in which there might be a question of legality or principle, such as unlicensed raffles.
Review fundraising activities of other groups in your area, especially youth groups, so you do not
interfere with, or duplicate their efforts.
6.3
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•
•
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Publicity is a key to success! Use local press, radio, and television to let your community know
about your planned project.
Do not ask for money; work for it! If possible, events should offer a service to the community, as
well as raising money for your club.
Follow up on the activity. Let supporters know you appreciated their contributions, and how, when
and where the money was spent. Give public recognition, through newspaper ads or thank you
letters, to those who helped with the event.
The fundraising committee should make a full financial report to the club. The club will evaluate the
activity and make recommendations for next year.
Publicizing Your Fundraiser: The Tools
There are many ways to publicize a fundraising project. A group can choose any combination of
tools to send the message.
Commonly Used Tools
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Advertisement- publicity that is paid for in the broadcast and print media.
Brochure- briefly written publication that relays a message. Photographs/graphics are used to
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Backgrounder- usually accompanies the text of a news release to provide additional
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make it visually attractive.
information for a better understanding of the topic
Display- exhibition with both written and visual materials such as diagrams, photos, brochures,
and giveaways. These are often used in malls, at conferences or trade shows.
Demonstrations- action-oriented displays, useful for groups whose activities are appropriate to
exhibit in front of people.
Fact Sheet- a listing of pertinent information such as schedules, detailed information about
programs and services.
Flyer- brief, written communication distributed widely to publicize an event.
Feature Story- an in-depth article, highlighting a project or a group, presented in print or on
broadcast media.
Interview- radio or TV personality interviews the person or group about an event or program.
Media Kit- folder containing background materials, photos and illustrations, news releases,
distributed at news conferences and other special events.
News Conference- gathering of media representatives, invited by the group, when there’s an
important news announcement.
News Release- timely information sent to all news media and those outside of it who need to
be well informed.
Poster- decorative or pictorial sign posted in a public place.
Public Service Announcement- radio and TV stations reserve free air time to promote events
and groups. Announcements are very brief and to the point, usually no longer than 30 seconds.
Special Events- well-run special events are an integrated approach to fundraising. These
events provide an opportunity for the group to raise its profile in the community, develop
volunteer skills, expand and diversify its base, increase commitment and raise money. There
are many kinds of special events a group can select that are right for its purposes.
To maximize returns, a group should choose events that showcase it and its goals. For example, a
historical society can increase its public image more by running a tour of a period home than
by organizing a bake sale.
6.4
Here are a few fundraisers that your club could try:
Live Auction – An auction has been described as an entertainer’s sale. Mix an auction with another event –
special supper, Cowboy Poet, or some other form of entertainment. Members could offer their services –
house cleaning, yard work or painting as auction item opportunities.
Food Services – There are many ways to raise money when you focus on food serving opportunities:
barbecues, pancake breakfasts, bake sales and organizing and manning booths at auction sales.
Community Garage Sale/Rummage Sales/Flea Markets – Why not have a garage sale? This could
happen in a local community centre or someone’s Quonset. Charge each family a fee to set up a table $10 to $25 depending on your community. The key with this fundraiser is in the promotion and timing.
Hold it in conjunction with another community event that will help you to get more people. To increase your
revenue, operate a food booth at the event.
Product Sale – Many clubs sell products to raise money – chocolates, strawberry plants, homemade
cookies, fruit and newspaper and magazine subscriptions. Catalogue or home party companies often offer
opportunities for clubs to get a percentage of all products sold by their club members.
Raffle or Lottery – This is another common way that clubs across Saskatchewan raise money. Generally
people buy lottery tickets for the prizes, not because the money is supporting a good cause. So, pick your
prizes carefully and ensure that they make sense to whom you want to sell to. For example, if your target
market were a male farmer, a gift pack of candles probably wouldn’t inspire them to buy a ticket.
Remember that lotteries and raffles require a license and you can find out when you need one by
contacting The Saskatchewan Liquor and Gaming Authority.
Saskatchewan 4-H Lottery: By participating in the Saskatchewan 4-H provincial lottery, the work of setting
up a lottery is done for you and your club will make money for itself and the 4-H program. Information on
the provincial 4-H lottery is mailed directly to general leaders and district 4-H councils.
Sponsorship
Many clubs approach local businesses for sponsorship. Before your club plunges into obtaining sponsors,
here are some things you might do:
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List the potential sponsors in your community.
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Think about what your club would like sponsored and the form of sponsorship. Sponsorship can
range from money, trophies or door prizes, to donations of food and refreshments for a 4-H event.
Also never underestimate the value of an individual donating time and skills to your club. For
instance, a talented cabinet maker in your area may be willing to teach a woodworking workshop
free of charge. Perhaps you know an excellent seamstress who would instruct a session on sewing
with knits, or an accomplished equestrian who would give a demonstration on horsemanship.
There are many possibilities!
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Be prepared to answer why a particular sponsor should sponsor your club. Will the award be named
after their company? Will posters be put up around town to advertise the sponsor of the event?
•
Consider how your club would approach a sponsor. What would be the most effective method of
contact? (In person, by letter, by an individual or a group?)
6.5
Community service projects should be a part of every 4-H club’s annual plan. Getting involved in the
community has many benefits for members, families and the community. Members will develop an
appreciation for the people and organizations in their community, and will learn many new skills. The
community will benefit from the efforts of the club, and will view the club as a strong contributor to the
community.
Community projects are not fundraising projects. The projects should be volunteer and include all
members of your club. Projects can range from one event to a program that requires ongoing commitment.
The important thing is that there is some benefit to your community.
Members, leaders and parents should all have an opportunity to submit ideas and decide what projects the
club will be involved in. Try to choose something that is working with or for the community, will likely be
successful, and is fun for the members.
As with all projects, it is necessary to elect a chairman and committee members to work on the details
associated with the project. They will need to gather information, and prepare a plan of action. Be sure that
the committee keeps the general membership involved, so that they will be fully supportive of the project.
After the project is completed, a short evaluation should be done to determine if the project went as
planned, and the results were what both the community and the club wanted.
Here are some organizations that would welcome your help:
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Lodges or extended care facilities.
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Food banks.
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Agencies that provide Christmas hampers, or collect toys or used sports equipment.
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Women’s or youth shelters.
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County, town or agriculture society:
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Cleanup or beautification of community centres, recreation grounds, cemeteries or
trails.
Community picnic, sports day or church service.
Fair or rodeo.
Relief agencies that provide emergency aid to local families after fire or other disaster.
6.6
Curling
Saskatchewan 4-H has a history of curling bonspiels from club level to a
provincial competition that is organized and financed by a 4-H region. To
ensure consistency between competitions, curling rules have been
developed. Be sure to check with the organizing committee for the level of
competition that you will be competing in to double-check that their rules are
consistent with your expectations.
The curling rules are in Section 8 – Policies and Guidelines. A Sample Curling Registration Form is in
Section 9.
Public Speaking
Whether you’ve volunteered (or been volunteered) to plan your club, district or regional public speaking,
the things you’ll need to think about are the same. Your approach may be a bit different depending on what
level of competition you are planning. But these are the things you’ll need to consider. The public speaking
score sheet and explanations and definitions are located at the end of this section, the policies are in
Section 8 – Policies and Guidelines.
Facility
What you choose will depend on:
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People
You’ll need to think about who will be attending. You could have some or all of the
following:
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Officials
What’s available in your community, district or region
Rental cost
Size
Availability and number of chairs for audience members
Participants
Parents
Leaders
Members
General public
Media
The number of people that attend will depend on how and where you advertise or
promote your event. You may have to limit attendance or have “standing room
only” depending on the size of your facility.
You’ll need to find:
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Judges - Three judges are standard.
A Timekeeper - The timekeeper could be a member or leader volunteer from
your club (they’ll need a stopwatch or wristwatch with a second hand).
A Master of Ceremonies - A member that is not competing in the public
speaking or a club leader or former club member, would all be good choices
for Master of Ceremonies.
You will need to meet with all of your officials to make sure they understand what
your expectations are and so they get an opportunity to review the public speaking
guidelines and become familiar with scorecards.
6.7
Participants
Refreshments
Prizes
Program
Contact all the participants to inform them of the time, date and location of the
competition. It’s also a good idea to make sure they have copies of the public
speaking guidelines. You may want them to RSVP by a certain date so you have
information to pass on to the MC, judges and timekeeper. Also, you may want their
names if you plan to have a printed program or posters for the audience.
Do you want to have lunch, coffee and juice? If so, decide what you want, and how
you’ll get it (do you have a budget to purchase items, or do you need to find people
to bring squares, sandwiches, and coffee?). Don’t forget cups, napkins and
cleanup.
Has the competition in the past had trophies, prizes, certificates or medals? Find
out what’s been done in the past and if you have any freedom to make any
changes. Do you need to find sponsors, get prizes donated, or do you have a
budget to purchase these items from your club or district bank account?
Consider how you would like the event to proceed. An example of an agenda
follows:
- Welcome by MC
- Introduction of Judges, Timekeeper and any other important guests
- Junior Speeches
- Judges’ Break/Entertainment
- Intermediate Speeches
- Senior Speeches
- Judges’ Remarks
- Announcements of Winners in Each Category
- MC Thanks Judges, Timekeeper and Participants
- LUNCH
It’s a good idea to have printed programs available with participant names, or have
the information on posters, so the audience knows what’s coming next.
Entertainment
Other Things
Judges at public speaking competitions appreciate 10 to 20 minutes between age
categories to compare notes and make decisions. You may decide that these 10 to
20 minutes would give people a good opportunity for visiting, or you may like to
enlist the help of members to provide some entertainment for the audience.
Make sure to order enough judging cards from the provincial 4-H office well in
advance of the competition. A copy of the judging card is located at the end of this
section. If you are having three judges, you’ll need three cards per contestant.
Make sure to have copies of guidelines for the judges, timekeeper and MC. Think
about distributing them to participants as well – the guidelines are on the next
pages.
The guidelines say that a P.A. system will be available. You’ll need to find a system
and have it working. Check with your facility caretakers, the library, the rental
businesses, etc. in advance to find a P.A. system.
6.8
SAMPLE
4-H PUBLIC SPEAKING REGISTRATION FORM
Please register your club or district for the 4-H District/Regional Public Speaking to be held at
In
On the following date:
Junior
Intermediate
Senior
Name
Address
Phone #
Title of Speech
District #
Region
Club Name
Birthday
(mm-dd-yy)
Name of Club Contact
Address
Phone#
Email
Fax
Please send this information to your district/regional 4-H public speaking committee at the
following address by no later than ________________________________
NAME:
ADDRESS:
POSTAL CODE:
PHONE:
FAX:
EMAIL:
6.9
Achievement Day is Coming – How Do I Prepare?
Achievement day is a time of celebration. This is a chance for members to show off the
work they did in their projects, to their family and other members. It is an opportunity for
your club to show the community what you have accomplished as a club. As a leader, it
is your chance to see how your volunteerism pays off. It has traditionally been a time:
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To give recognition to members and leaders for work accomplished.
To evaluate member project work.
To let the public know what happens in a 4-H program.
To give recognition to sponsors and others who have helped the club in a
special way.
Achievement days are an ending point to the club year. By planning an achievement day, preparing
displays and performing demonstrations, members use the leadership and decision-making skills that they
have developed in the past year. Planning for achievement day should be done cooperatively, by the whole
club. Select a committee to organize the preparation and have them report to, and involve the club on a
regular basis. Being involved in the planning and carrying out of achievement day is a great organizational
learning experience for members, leaders and parents.
It is important to review with members, parents and leaders the
Achievement Day Requirements located in Section 8.
Each leader, member and parent must consider the place of the achievement day in the overall club
program.
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What is an appropriate event for members, the type of project and the community?
Is there a focus on excellence in effort or on excellence in results?
What is the place of competition in the event? Non-existent? Overshadowing the other aspects of
the Achievement Day?
Are the aims or purposes of the achievement day met by the type of event that is planned?
Do You Believe?
1. The boy or girl is more important than the
project?
2. 4-H is not trying to replace the home, the
church or the school, only to supplement
them.
3. A boy or girl is the best 4-H exhibit.
4. No award is worth more than what happens to
a member or leader.
5. Competition is a natural human trait and
should be used in 4-H work. However, it should
not get more emphasis than processes, such
as co-operation, honour and integrity,
reliability, fun and safety.
6. Learning how to do something is more
important than doing it to perfection.
7. Many things in learning are caught rather than
taught.
8. A red ribbon 4-Her with a blue ribbon calf is
more desirable than a blue ribbon 4-Her with a
red ribbon calf.
9. “Learning to do by doing” is fundamental in
any sound educational program and
characteristic of the 4-H program.
10. Generally speaking, there is more than one
good way to do almost anything.
11. Every member needs to be noticed, to feel
important, to win and to be praised.
12. Our job is to teach members how to think, not
what to think.
6.10
Achievement Day Planning
Planning for an achievement day has to be done cooperatively by the whole club.
Getting a head start…
Encourage your club to set the date early in the year, to give project groups
some idea of the length of time available to complete their project work.
Preparation for achievement day begins when you establish, with your
members, goals and project requirements for the year.
The planning itself…
In a small club, everyone can help plan. Larger clubs might appoint four to six people to an achievement
day planning committee. Do this as soon as the date is set. The general leader should be included and
members or leaders representing as many of the project groups as possible. The job of this committee
could be to:
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Arrange an agenda for the day to be approved by the club
Appoint sub-committees to carry out plans
Evaluate the achievement day
The achievement day program…
There are several basic areas to consider in setting up an achievement day program. Every program should
include or provide for something from each of the following areas:
•
Viewing of project work: displays ♣ outdoor classes ♣ special
competitions
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4-H ritual: pledge ♣ club song ♣ anthems ♣ ceremony
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Information/education: demonstrations ♣ activity or trip reports
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Entertainment: skits ♣ songs ♣ puzzles ♣ quizzes
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Formal comments: by leaders ♣ judges ♣ special guests
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Recognition: member achievement ♣ volunteer leader ♣ parent efforts. This may be done
verbally or through presentation of mementos, pins, membership certificates, etc.
The number of items or activities selected from each area will vary with the size of the club, number of
projects, facilities available, age and experience of members and time available.
Try, however, to provide a balanced program and to keep the spotlight focused firmly on
members. In the end, it is not the calf or the birdhouse, but the member that is the most
important consideration.
6.11
Total Club
Planning
Committee
Parents
Members
Judge
Project Leader
EARLY IN THE YEAR
Inform club members, leaders, and parents about reasons for having
an achievement day
Choose a suitable date
Notify Regional 4-H Specialist of date
Set project completion goals
2-3 MONTHS BEFORE
Select a planning committee
Collect information from each project group (# of members completing,
completion requirements, time needed on program, space need for
display, etc.)
Suggest judges
Contact judges
Book facility
Set up necessary sub-committees
Decide on prizes and/or awards
Purchase any required awards and ribbons
Check achievement day materials
Distribute questionnaires to project leaders
1 MONTH BEFORE
Remind members to finish up project work and record books
Confirm arrangements with judges
Make up project questionnaires
Send detailed information to judges (place, time, lunch arrangements,
judging details, etc.)
Advertise
Help project group members plan their spots on the program
Final program agenda
THE WEEK BEFORE
Set up displays and decorate
Send record books to judge if being done ahead of time
Duplicate programs
Check all details with committee
Rehearse program, if necessary
Review program with member MC
Assign numbers to members for judging purposes
ACHIEVEMENT DAY
Take a deep breath…
Before the public arrives
• Decorate
• Arrange exhibits and record books for judging
• Greet judges
• Inform judges about special circumstances of members within
project groups
• Judging of exhibits and project articles
• Final arrangement of exhibits for public viewing
• Member judging classes
• Supervise writing of questionnaires
• Review questionnaire answers with members
• Give project groups feedback about their own work
Public program
Clean up and follow up
Pat yourselves on the back!
General Leader
Achievement Day Planning Schedule
6.12
What Are You Going to Evaluate?
Why Evaluate?
Evaluation is the process used to assess the quality of what has gone on, or what is going on.
It compares actual results to intended results. Evaluation is important for individual growth
and development. A member who can see how far he has come, from the first of the year, will
be encouraged to continue.
Comparing work to acceptable standards during and after a project encourages a member to improve skills
and to surpass previous efforts. Clear evaluation allows the member, leader and club to take credit for
their accomplishments and development. Evaluation and constructive criticism provide the feedback that
is so important to learning.
What is in an Evaluation?
A simple evaluation has three basic parts:
1. Expectations or objectives that set out the standards or requirements.
2. The examination, observation or measurement of results.
3. The decision: did the results meet the standards or requirements. What met or exceeded the
standards? What “gaps” exist? Be specific.
Evaluation is a natural activity. People constantly weigh situations against standards and decide whether
the results are up to snuff. Here are some examples of simple evaluations.
“This cake is flat as a pancake! I’ll check the recipe over and see if I missed any steps.”
“That heifer doesn’t seem to be gaining weight like she should. Her eyes look dull and she keeps her head
down. I think I’ll bring her into the corral and have a closer look at her.”
Common Shortcomings in Evaluation Efforts
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•
Unclear or unshared standards or objectives (members don’t understand what is expected of
them).
Inappropriate standards.
- Too high or too low for the group
- Timeline is unsuitable
The examination of results is incomplete.
- May miss important aspects
- Initial impression may detract from strengths or weaknesses
Standards applied unequally in the group over time.
- Confusing and frustrating
- Appears “unfair”
Mentioning only “failures” or “poor efforts”.
Mentioning only “good points” or “successes”.
Lack of feedback to person whose effort was evaluated.
Delay of feedback.
Unclear feedback. No opportunity for the member to find out what the feedback meant.
Lack of suggestions for improvement.
Hurtful, rather than helpful comments.
Delay in evaluation to the…
- Point where details are not available.
- Point where no change can be made.
- Point where the member has lost interest.
6.13
Steps to Constructive Criticism
1. PURPOSE
“I want to point out the strengths and weaknesses of this person’s work
and suggest ways to improve. I want to help this person GROW.”
2. ATTITUDE
Did the member achieve the purpose of his demonstration? If so, TELL
HIM! If not, EXPLAIN the shortcomings, as you see them.
3. BE SPECIFIC!
Describe actions. Do not label. (e.g. Instead of saying, “Boring
demonstration”, identify the problem areas. “Try to involve your audience
with examples or personal experience. Eye contact is important”. Suggest
ALTERNATIVES to help the speaker. He’ll appreciate it.
4. BE POSITIVE!
“Give credit where credit is due”. Speak in terms of potential for
improvement, rather than failure or “poor performance”.
5. BE UNDERSTOOD!
Use words and expressions that you will both understand. Write out your
comments, if possible. Allow for feedback.
6. BE HAPPY!
You cared enough to comment. That person now has a clearer picture of
his efforts, through your eyes. THANK YOU!
7. BE FAIR!
To your standards and to the person and the work you are evaluating.
Know the standards that the person is guided by.
Methods of Evaluation
There are a number of possible evaluation alternatives. These can be looked at as a range of choices from
member self-evaluation to the evaluation of project work by a judge from outside the club.
1
2
3
4
5
6
7
Member
selfevaluation
Member and
project
group
evaluation
Member and
leader
evaluation
Member,
project
group and
leader
evaluation
Member,
project
group,
leader and
judge
evaluation
Leader and
judge
evaluation
Judge
evaluation
Here’s how each of these might work in practice.
Member Self-Evaluation
A 16-year-old junior leader decides, at the beginning of the year, to take on the responsibility of planning
recreation for general meetings during the year. After each session, he notes the reactions to the activities,
either by observing the members involved or talking with them informally after the recreation period. At the
end of the year, the junior leader pulls together the reactions into a year-end report, noting successes and
where improvements could be made another year. He then compares what actually took place with what
he set out to do and evaluates how close he came to the original goals.
6.14
Member and Project Group Evaluation
Two senior members undertake a careers project in which they investigate several different employment
areas, write reports on them and put together a display of information for achievement day. Individually,
they look at the reports done during the year, evaluating both their own and each other’s on the basis of
the amount of research done and their success in finding out the answers to their questions. They also
take into consideration the amount of effort put into the project and the amount of knowledge and
experience gained as a result. They evaluate the display according to a scorecard for displays and award
each other a score for the total year’s work. Following their evaluation, they sit down and give each other
feedback on the year’s work and together arrive at a score for their own projects.
Member and Leader Evaluation
A group of four clothing members decide at the beginning of the year that they will try to learn x, y and z
techniques and complete three articles for achievement day. On the morning of achievement day, or
several weeks before, each member examines her own work, noting errors and good points, the amount
learned and degree of skill developed in each of x, y and z techniques and assigns a score for the year’s
work. The score also takes into account how active the member was in the year’s club and project
activities.
At the same time, the leader independently examines the member’s work, and reflects on the skills
developed and the member’s participation throughout the year. She also assigns a score for the year’s
work. Then the leader meets individually with each member for a private half-hour discussion on the
member’s progress. They compare notes and come up with a combined rating for how well the members
did during the year.
Member, Project Group and Leader Evaluation
A group of 13 and 14 year-old beef club members decide to set as their goals for the year: learning the
information in the market steer project, developing skills in presenting the information to each other and
raising and feeding a steer.
Throughout the year they feed and groom their calves, give talks and demonstrations to each other at
project meetings. Members score their own talks and demonstrations through the year as they present
them and evaluate their own calves at year-end. Other members of group react to demonstrations and
talks given by their fellow 4-H’ers, observe behaviour and participation throughout the year and evaluate
the other members’ animals as well as their own at achievement day.
The project leader also participates in scoring and reacting to demonstrations as they are presented
throughout the year, observes member behaviour and participation in meetings and other activities and
judges each of the finished animals.
At the achievement day, the leader and the project group sit down together and, taking each member one
at a time, share their views and reactions to the member’s work during the year. All members also have an
opportunity to ask questions to find out why the other participants came to their conclusions and give their
own views on how well they thought they did.
Member, Project Group, Leader and Judge Evaluation
This would work like the option explained previously, with each person responsible for evaluating (and
possibly scoring) the project articles and participation during the year. The judge would likely concentrate
only on the quality of the articles on display, while members and leaders weigh participation and
involvement during the year more heavily than the completed project. The judge would provide either
written or verbal feedback to members in addition to the procedure outlined in the previous option.
6.15
The final decision about a score or ribbon might be calculated on a percentage basis (i.e. member self20%; member other-20%; leader-30%; judge-30%) or all scores might simply be averaged to come up with
a final standing.
Leader and Judge Evaluation
This method is commonly used at present. The project leader meets with the judge before the judge
examines the project work to point out various problems that individual members experienced during the
year, or handicaps that hampered their progress. It may also occur as a more formal process. The judge
and leader might evaluate the project work and member participation independently, meet and share
opinions and comments to reach a final standing.
Judge Only Evaluation
In this method, the judge examines and scores the project work without the aid of any additional
information about the members and their work during the year. The work is judged by comparing the final
product to a standard product or level of achievement. Comments are written praising good techniques
and workmanship and suggesting ways to improve.
Some clubs are satisfied with this option and feel that it works well and meets their needs. Other clubs
have experienced some of the following problems with the outside judging system:
•
•
•
•
The judge has incomplete information about members and the work done during the year.
Members who worked the hardest or improved the most are not necessarily recognized.
Individual differences in abilities are not taken into consideration. The quality of project work is
emphasized more than member development.
Judging is not very standardized. Members and leaders may be praised for using a certain
technique by one judge and criticized for the same approach by another.
Because of the pressures of time, judges are not able to spend very much time with each group of
members, answering questions and providing new information.
There are a number of things to consider when making a decision about how to evaluate the work of
members.
1. Time – The more people you involve, the longer the procedure will take. If your achievement day is
usually in mid-May and this is a busy time of year for your group, you might consider doing part of the
evaluation earlier in the year.
2. Member age, experience and preferences – Ten-year-olds may be uncomfortable sitting down in a
group for an hour or more at a stretch. Generally, the older your members are, the more observant they
are and the more capable they are of expressing their opinions. Talking about what to look for early in
the year and reviewing this from time to time can increase members’ awareness.
3. Leader experience and preferences – The more experience a leader has, the more confident he or she
will feel about trying something new. Some leaders would not feel comfortable holding a group
discussion on member participation during the year, while others might welcome the opportunity.
4. Size of project group – This will affect the amount of time the total evaluation will take. A group of six to
nine people is the maximum size for good evaluation discussions.
5. Expectations and traditions – Is there a strong history of association with a particular judge? Are the
members, leaders and parents flexible and open to change or resistant to new ideas? The answers to
these questions might affect the choice of style or speed of change from one style of evaluation to
another.
6.16
6. Project being taken – Some projects may lend themselves to one method of evaluation more than
another may.
7. Competitions – If members are going on to other competitions from the club level, there may be a
need for some form of standardization in judging or the selection of a number of ‘top’ members.
Taking into account the considerations in the previous section, you will need to answer the following
questions:
•
•
•
•
•
•
•
•
What will be evaluated? (i.e. Project articles, increase in skills, performance and participation in
the project group and club over the year, responsibility shown, attendance).
Who will be involved? (Member, project group, leader, judge).
What weight will each of their evaluations carry? (i.e. A differing percentage of the total, or equal
weight.)
Will the evaluation be an informal summary of the year’s work or a more formal scoring or ribbon
system?
What kinds of guidelines will each of the people involved require and how detailed do they need to
be?
How will those involved in the evaluation get the information required to make judgments? (i.e.
Observation, discussions, questionnaires, examination of articles, checklist.)
Will the evaluation be done all at once on achievement day or at various times throughout the
year?
How will members receive feedback from others involved in the evaluation? (i.e. Written reactions,
scores, and verbal reactions – individually or in a group.)
Here are some tips from leaders who have tried different methods of evaluation. As a result of their
experiences, they suggest:
•
•
•
•
•
•
Start out by talking about some alternatives to evaluation. Find out if other leaders and members
share your concerns about the way things are being done at present.
Make sure everyone (leaders, members and parents) is informed before you make any changes
and while changes are taking place.
Involve as many people as possible in the discussions about alternatives and in decision-making.
Start small. Encourage a project group that has an experienced leader and older members to try a
different style of evaluation. See how they like it and have them make changes in the plan based
on their experiences. Move to two groups the next year, if you like what happened.
Provide specific guidelines for everyone who is involved in the new approach, so that each knows
ahead of time what is expected.
Begin preparing members and leaders from the start of the club year.
Arranging for Judges
1. Determine Your Judging Needs
The first step in determining the club’s judging needs is to collect
specific information from each project group regarding:
•
•
•
•
Number of members completing.
Numbers and type of articles or classes for achievement day.
Preferences regarding demonstrations and questionnaires.
Type of evaluation required (i.e. judge only – or judge and members involved together, etc.).
From this information, you should be able to draw some conclusions about the number and type of
judges that your club will need. One general rule is: in projects with several articles (i.e. clothing,
woodworking), a judge can generally handle work of up to seven members in each hour of judging.
6.17
2. Consider the Possibilities and Review Your Resources
Possible judges may be found by:
•
•
•
Asking neighbouring clubs or your Regional 4-H Specialist for suggestions.
Looking around your community for knowledgeable people.
Referring to the 4-H judges list available from the Provincial 4-H Office or from SAASE at (306)
664-6654.
Individuals do not have to be on the ‘Judging List’ to act as Achievement Day judges. When asking
about or choosing possible judges, try to determine if the judge:
•
•
•
•
Is competent at determining the quality of project work.
Interacts well with young people.
Is prepared to talk with members about their project work and offer encouragement and
suggestions for improvement.
Is familiar with the philosophy of 4-H.
Consider the finances your club has available for paying for the honourarium and expenses of judges. If
finances are at a premium, you may try to arrange for a judge that can judge a variety of projects or try
to select judges who can travel together.
If you have had the same judges for several years, perhaps you could try changing judges for a year.
Different people may bring your club new ideas and add a new dimension to your achievement day.
3. Contact Your Judges
Once you’ve determined your needs and selected the judges you think will fit the bill, get in touch with
them before your achievement day. There are many details to discuss with your judges well in advance
of the achievement day. You may want to give them a copy of "Judging 4-H Style" (order on the
achievement day order form). Check off these items as you discuss them with each judge:
•
•
•
•
•
•
•
The date of achievement day and the location.
The time the judge should arrive, when judging should take place and when the program is
over.
What project units are to be judged and the number of members in each project unit and their
approximate ages.
Whether the judge wants to see all achievement day materials (questionnaires, I.D. cards,
score cards, etc.) in advance.
Exactly what is the judge expected to do?
o Judge project articles.
o Judge record books.
o Administer questionnaires.
o Give or judge demonstrations.
o Speak at a banquet or evening program.
o Meet with all the leaders beforehand.
o Chat informally with the members as they prepare and set up their project article.
Would the judge like access to members or leaders while judging their project unit?
Honourarium and travel costs and when the judge can expect to receive them, generally $50
per half day. It is important to keep in mind the length of time that a judge will spend and
compensate accordingly. For example, if a judge spends a whole day with the club, a rate of
$100 would be reasonable compensation. Travel cost reimbursement is suggested at a rate of
34¢/kilometre. Meal costs are usually paid as well. Providing lunch and/or supper will
eliminate this cost.
6.18
•
•
•
•
Whether meals or snacks and coffee will be provided for the judge.
Whether the judge will require any special equipment or facilities.
Judging method or approach desired by the club (i.e. group judging vs. individual placing, letter
scores or specific number ratings, grand aggregate selections, etc.).
Names of other judges for the purpose of checking signals or arranging travel in advance.
Communication is important. If you make arrangements by phone, follow up with a letter confirming the
details. If you write a letter of request and receive a positive reply, follow up with a phone call closer to
the date of your achievement day.
4. Support Your Judges
Judges are people too! Surprised?
Your judge will appreciate the simple courtesies of being welcomed, in person, by the club leader or
member with a cup of coffee in hand. A knowledgeable club leader should be available to the judge at
all times for questions of procedure and clarification.
Judges need to be provided with information on:
•
•
•
•
Original project goals, changes in project completion requirements.
Substitutions and deletions in project work and study topics.
Special instructions given to members.
Special needs, circumstances or handicaps of members in each project being judged.
If your club has a unique way of doing things or special requirements in terms of judging, discuss your
wishes with your judge in advance.
Finally, provide a positive example for club members and parents in accepting the opinions and rulings
of the judge of the day.
6.19
Sample
4-H JUDGING CARD
Name or
Number
4-H Club
Class
Placing:
Age
Placing
Score
Reason
Score
First
Second
Third
Fourth
Total
Reasons (give main points):
I place
over
because:
I place
over
because:
I place
over
because:
I place
over
because:
6.20
Sample
Saskatchewan 4-H Achievement Day Order Form
Club Name
District
General Leader
Phone
Mailing Address
Date of Achievement Day
Publications – 1 per club unless otherwise noted – please enter the # you need for each.
Posters (maximum 3 per club)
Breed Association Prize List
Planning Achievement Day
Beef Show & Sale Dates
Judge’s List (also available on-line if you have a login #
Judging (info for judges)
Judging Cards (for livestock/1 per member)
Facts & Information Study Guide
(1 per member to study for questionnaires)
at http:/www.4-h.sk.ca/news-item.php?news=116
Record Book Score Sheet (1 per member)
Identification Score Cards (for mechanics &
woodworking – 1 per member)
Questionnaires
#
1 per member
Answer Sheets – 1 per club
CloverBud (6 to 8 years)
CB - Answer Sheet
Junior (9 to 12 years)
JR - Answer Sheet
Intermediate (13 to 15 years)
INT - Answer Sheet
Senior (16 to 21 years)
SR - Answer Sheet
Judging Scorecards – 1 per club.
the ones you need.
Demonstration
Archery
Canine
Light Horse
Photography
Welding
Driving Road-eo Course (for car care projects)
Display
Baking/Foods
Crafts
Outdoor Adventure
Sewing/Clothing
Woodworking
Mail or fax at least 4 weeks before your achievement day to
Saskatchewan 4-H Office
3830 Thatcher Avenue, Saskatoon SK S7R 1A5
Fax (306) 933-7730
6.21
Achievement Day Questionnaires
To complete a project, a member must also write a questionnaire. The general leader can order these on
their achievement day order form. On this questionnaire will be 15 questions on general 4-H knowledge
and information.
Before Achievement Day
Each project leader should make up between five and 15 questions on the material covered during the
project year. If a member has undertaken more than one project, there should be questions pertaining to
each project on the questionnaire. These may be multiple choice, true and false, fill in the blank or shortanswer type questions. The project questions may be administered in a number of ways:
•
•
•
•
Verbally (project leader announces questions to the total project group).
Questions are written on a large piece of paper and posted for the group to read from (answers are
written on the questionnaire by the members).
Questions written out on each member’s questionnaire.
Questions photocopied and handed out to each member.
After correction, which may be done by the project leader, judge or members themselves, the correct
answers should be explained to all members who wrote the questionnaire.
Hints on Making up Project Questions
1. Try to spread the questions out over all the material covered during the year.
2. Check to see that the information in one question doesn’t overlap and provide the answer to another
question.
3. State the questions as clearly as possible. For example, the true or false statement "water is the least
important nutrient for cattle” is more clear than the statement "water is not the most important
nutrient for cattle".
4. Use simple common words that your age group of members will understand.
5. Keep sentences readable, short, crisp and clear.
6. When making up multiple-choice questions, try to make all possible answers reasonable ones.
7. For younger members or for more difficult information, multiple-choice questions are usually a little
easier than fill in the blanks.
8. For multiple choice questions, answers such as: “both A and B”, “all of the above” or “none of the
above” can be used as possible choices.
9. When one or more multiple choice answers start with a vowel, be sure to preface the statements with
"a/an". For example, "When sewing sheer material, the best choice is a/an (a) overcast, (b) French, (c)
pinked seam.
10. Words such as "all", "always" and "never" frequently make questions confusing for the member to
answer.
11. Have someone else read over your questions before giving them to the group. Often another person will
spot a confusing statement when you do not notice it yourself.
12. Double check your answers to make sure they are correct.
13. Keep a copy of the questions asked as a reference for the person leading the same project unit in the
future.
Here are some sample questions from various projects:
Multiple Choice
_____ 1. If rust should appear on some of your tools, you should rub them with
(a) sandpaper; (b) steel wool; (c) oil cloth.
6.22
_____ 2.(a) Rabies disease; (b) Q-fever disease; (c) both a and b; is/are transferable to humans.
True or False
_____ 3.To test the fit of shoes it is best to walk on a carpeted area.
Fill in the blanks
4. A __________________________ is used for holding cattle for vaccinating and dehorning.
Short Answer
5. Name three types of saws and give an example of a task for which each saw would be used.
Record Books – What Judges Look For (Total Points = 100)
COVER
• Durable and neat (a 3-ring binder is suggested but not required).
• Colorful, creative and attractive.
• Includes member’s name, club, project, age category and a 4-H crest.
COMPLETENESS
• All pages in the record and project book completed. Those pages not required should be removed, or
neatly stroked out and marked N/A.
• Includes dates and location of all club and project meetings, field trips, club activities and district,
regional and provincial activities.
• Indicates the role and responsibility member accepted to make meetings and activities successful.
• Outlines project goals that clearly identify what the member wanted to learn and evaluates whether
they believe those goals have been met and how.
• Up-to-date cost and project related records.
• Samples, drawings and photos labeled.
• Use of project related information, photos and souvenirs to make the book interesting. Includes
newspaper articles about the club, project and/or 4-H.
NEATNESS
• Legible writing or printing (member may use computer or typewriter to complete record book).
• Same colour pen or pencil used throughout (junior members may use pencils, older members are
encouraged to use pen).
• Mistakes are corrected neatly using “white-out” or neatly stroking the word or figure out, and writing
the correct one.
• All pages are neatly secured in the book.
• Photos, news articles and other clippings are mounted neatly and securely (use of scotch tape is not
encouraged because it will brown and curl).
ACCURACY
• Spelling and math are correct.
• Dates are consistent with other member’s record books.
• In the case of animal projects, judges may wish to ensure feed and weight charts are realistic.
• Work completed by member.
ORGANIZATION
• Book has at least four logical sections (i.e. record book, project information, 4-H activities and general
4-H info).
• Use of labeled dividers between sections.
• Table of contents.
EXTRAS
• Photos, illustrations, brochures, souvenirs related to project and/or activities.
• 4-H news and information.
• Innovative ideas that the member may have used to make the record book more attractive and
interesting (i.e. colour, creativity, humour).
5
40
15
30
5
5
6.23
One of the most significant aspects of the 4-H program is the reward it offers –
not just the trophies or ribbons, but the opportunities for learning and growing
as a person. To reach the goal of project completion and to enjoy and benefit
from the pursuit of these goals, a member must receive encouragement. An
occasional “pat-on-the-back” will, as a rule, yield much more positive results
than continuous criticism. Everyone likes to be told, “You’re doing well!” once in
awhile. Such recognition makes people feel good about their work and
themselves and will encourage them to try even harder. The “positive”
approach is always the best approach!
It should not be expected that every member could achieve “merit” or “excellence” recognition. While they
can be encouraged to do their best and all should strive to meet requirements and achieve completion,
leaders should recognize that each individual has different skills and abilities. Help them set their goals
realistically to avoid unnecessary disappointments at achievement day.
Prizes and Awards
The number and type of prizes or awards to be given at the achievement day is something the club should
discuss and decide upon well in advance. In single-project clubs this may not be too much of a problem.
Multiple-project clubs may have problems in reconciling two or more previous methods that are quite
different. Regardless of the type of club, there are a number of points to keep in mind:
•
The amount of prize money or number of prizes given out at an achievement day has little relation
to the success of a club. There are clubs who spend hundreds of dollars in prizes and there are
equally successful clubs who spend nothing.
•
The purpose of judging or evaluating a member’s work at achievement day is to show that member
how he or she has progressed during the year or since the previous year, and to interest them in
learning. Its purpose is NOT to show them that they have done better or poorer than another
member.
•
The prizes, or the emphasis put on prizes, should not be so great they become the most important
thing about the achievement day. If this happens, it can have a bad effect on those who win, those
who fail to win and on the public (who may feel that winning prizes is the most important goal in
club work).
•
In a multiple-project club, each project group should use a similar method of awards. There should
not be a great difference between the prizes given to different projects.
•
Trophies are often used as prizes and are often donated by a business organization or individual.
Clubs should not feel obliged to accept every trophy that is offered.
•
All awards given out by clubs are optional.
Type of Awards
•
4-H Ribbons – Many clubs award ribbons. These are available at a minimal charge through various
trophy companies. A white ribbon is given for fair to good work (74% or under); a blue ribbon is
awarded for good to very good work (75-84%); a red is recognition for very good to excellent
standing (85-100%). In livestock clubs, the ribbons are often used as 1st (red), 2nd (blue) and 3rd
(white).
6.24
•
Yearly Recognition – Some clubs give an award to each member who completed a project. This
may be a pin in the first year, a crest the second year and so on. Leaders are sometimes given
recognition in the same way. Membership certificates and seals may also be given out at
achievement day. The general leader can order these on the achievement day order form.
•
Participation Certificates – If a club decides not to give out awards, an alternative might be
“Certificates of 4-H Participation”. These can be obtained from any printing company.
•
Leadership Certificates – Leadership certificates are available through the provincial office. These
are awarded to leaders for every five years of service (i.e. 5, 10, 15, etc.). The provincial office
sends these out at the end of the club year to regional 4-H specialists. The information of leader
tenure is calculated by the number of years completed on the leader registration form. It is very
important that whoever completes the leader registration form puts in the correct number, so
leaders don’t get “missed”.
•
Prize Money – Prize money has been awarded in clubs where competition results in the placing of
1st, 2nd and 3rd (i.e. livestock clubs).
•
Trophies – Some clubs award trophies for specific recognition. Some examples might be for: best
Record Book, Grand Champion Steer, Most Improved Member or Grand Aggregate.
•
Grand Aggregate – The grand aggregate award is presented to the “outstanding member” of the
club. Throughout the year, a record of points is kept for each member, a tally is made at
achievement day and the award is presented. How and for what points are given is the decision of
the club. Points could be awarded for such things as meeting attendance, participation in club
activities, questionnaire score, record book score, and so on. The award could be a trophy or any
other type of award the club wishes.
•
Novelty Awards – Such awards would be strictly for “fun”. Care should be taken that these do not
offend or insult the person or persons to whom they are given.
•
Gifts - Gifts are another way of recognizing someone who has contributed significantly to your
achievement day. They could be given to your judge or judges, your general leader or to anyone
who has put a lot of time and effort into making achievement day a success. These gifts should be
considered “tokens of appreciation”. It is not necessary for them to be expensive.
Don’t save all recognition for achievement day! Praising even the smallest accomplishment when it occurs
is the best method of “people building”. Make evaluation an on-going experience in every activity, including
project work. Learning to give and accept both praise and constructive criticism is a life-long project.
Achievement Day and Follow-up – The Clean-up Session
Paperwork
Achievement day, the “major” event of the year also results in some “major” paperwork!
•
Judges’ Expenses – At the end of the achievement day, the general leader or assistant general
leader should approach the judge(s) with an offer to pay “out-of-pocket” expenses that the judge(s)
may have incurred en route to or during the achievement day. What expenses the club will pay
should be established with the judge upon “booking” him or her.
•
Outstanding Bills – Members and leaders should submit all achievement day bills to the treasurer
on achievement day so the treasurer can pay bills promptly.
6.25
•
Year-End Club Summary Report – This form is located at the back of the secretary’s book and
needs to be completed and forwarded to the Provincial 4-H Office as soon as possible after
completion of the achievement day. In order to be a “registered” club the following year, clubs have
to file this report. A blank form is located in Section 9 page 4.
Preliminary Organization for Next Year
Some ideas:
•
As a project leader or general/assistant general leader, take note of the positive and negative
aspects of your achievement day. What worked well and what needed improvement? Leaders can
then meet at a later date to discuss this.
•
An evaluation sheet of the club year/achievement day could be distributed to all members and
leaders at achievement day. Have these sheets returned at the club “wind-up”. Evaluations might
focus on the success of:
- Meetings (well-run, orderly, interesting)
- Special events (and ideas for the coming year)
- Fundraising (and ideas for the coming year)
- Achievement day
Members might wish to indicate their project interests for the following year. Leaders could list
which projects they’d be willing to teach, and could then “keep an eye out” for prospective leaders
according to members’ interests. Clubs might opt to have this evaluation filled out during the club
“wind-up” instead.
Winding-Up the 4-H Club Year
The club “wind-up” should be a fun day for members, leaders, supporters and families. Besides making
sure a good time is had by all, below are listed a few final details leaders might consider.
Acknowledgements
The end of the club year is a good time to recognize those individuals outside 4-H who have supported your
club throughout the year. These could be sponsors of special events or awards, someone who is an avid
supporter or ambassador of the 4-H program, or anyone who has frequently contributed invaluable
assistance. Such “Friends of 4-H” might be invited to the club wind-up and presented with a “Certificate of
Appreciation”.
Presentation of Participation Certificates
These could be presented to members for participating in the club for the
past year.
Evaluation
Evaluations filled out at achievement day could be returned or they could be
completed during the wind-up event.
6.26
Section 7
Saskatchewan 4-H
Energize Your Club
Page
Energize your Club
1
2
3
4
Active Games
5
Non-Active Games
10
Guest Speakers
14
Ceremonies
15
4-H Grace
17
Flag Etiquette
18
Flag Raising Ceremony
19
Section 7 - Energize your 4-H Club
Purpose:
• Relaxes the group and gives something constructive to do as members arrive before the meeting is
due to start
• Fun and laughter
• Helps to break down cliques
• Builds social skills
• Is an education tool
Positive participation eliminates the non-structured time that allows the cliques and rowdiness to begin.
Things to consider avoiding “Wreck-reation”:
• Safety
• Ages, sex and abilities of the group
• Non-discrimination
• Knowing the personality of the group
• Adaptability of the activity to the space, time, weather and equipment available
• Not putting anyone on the spot
Successful recreation is created when:
• Competition is NOT the focus
• You have everyone’s attention
• Explanations are quick, simple and clear
• All members understand their part of the activity
• Leaders are prepared and have all necessary supplies
• Everyone is encouraged to participate
• The game is stopped at its peak, not when participants are growing tired of the activity
Evaluation:
• You may or may not want to discuss the activity. Recreation is something just for fun and doesn’t
require discussion. If you choose to discuss the activity, following are a few questions to help
facilitate discussion. What happened? What was learned? What was the purpose of the activity?
Did everyone feel a part of the activity?
Getting out of Recreation:
• Set a definite stopping time and always STOP at that set time. You must be consistent and firm.
• Select one or two members to help clean up. Sometimes it’s best to put those rowdier members to
this task before it gives them a constructive way to use up their energy and eliminates distraction to
other members. This also gives members a feeling of responsibility.
• Ask the rest of the group to take their seats and get ready for the general meeting. RE-FOCUS.
• You must be organized so you’re ready to start the club meeting immediately. Perhaps you’d like to
visit with the president of the club while the recreation is happening.
Discipline and cooperation work hand in hand!
7.1
KNOTS
Players tie a big knot by standing in a circle and reaching in to grab a hand. Be sure
that no one takes the hand of a person beside them and that they don’t hold both
hands of the same person. Players then try to untie the knot by twisting and turning,
etc.
SHOE SCRAMBLE
Everyone in the room or group puts one of their shoes in the centre of the room
in a pile. When the leader gives the ‘GO’ signal, everyone tries to find their own
shoe.
TELEPHONE
Players are seated in a circle. The leader whispers a sentence quickly to the
person seated next to him. The second player whispers the same sentence to the
next player in turn and so on around the circle. No one may whisper the sentence
twice and each player repeats the sentence just as they think they heard it. It is
very interesting to hear how the last player recites the sentence and then compare
it to what the leader originally whispered.
AIN’T NO FLIES ON US
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-
Divide group into two teams.
Have each team get into a huddle; whisper directions to Team 1 to tell the
other group in a quiet voice, “There ain’t no flies on, there ain’t no flies
on us. There might be flies on some of you guys, but there ain’t no flies
on us.”
Directions to Team 2: “The other team is going to give us a compliment,
so we will return the compliment by telling them: There ain’t no flies on
us…”
Team 1 starts by whispering “There ain’t no flies…”
Team 2 with louder voices repeats this statement.
Team 1 responds again with still louder voices.
This process continues until you have pandemonium reigning supreme in your meeting, with members
standing on tables and chairs shouting out “There ain’t…”!
7.2
THAT’S MY NAME
Equipment: table with paper & markers.
Divide the players into two teams.
On “GO” the first player from each team runs to a table, grabs a magic marker and writes
his name on a piece of paper. (MAKE IT LARGE). He runs back to his team and holds up
the paper.
His team then shouts out all the letters in his name. The team shouts the player’s name as he goes to the
back of the line. The next player performs the same routine. Following the last team player, everyone on the
team shouts his/her own name and sits down. The first team done is the winner.
EARTH, AIR, WATER, FIRE
Equipment: small soft ball or knotted cloth.
Players sit in a circle. Go around the circle slowly saying your name. “IT”
stands in the circle holding the soft ball. He tosses the ball to another player calling out either Earth, Air,
Water or Fire and quickly counts to 10. The player catching the ball must respond:
If earth was called, say the name of an animal.
If air was called, say the name of a bird.
If water was called, repeat the name of a fish.
If fire was called, remain silent!
If the player fails to answer correctly, repeats a name already said or if “IT” gets to 10 first, you must
change places.
GHOST STORY
CAST:
Timid young girl (scream)
Old, old woman (shrill laugh or cackle)
Large black cat (me-ow)
Long, black snake (hiss-s-s)
Tall man (groan)
Yellow dog (howl)
Big black crow (caw, caw)
Four black bats (whir-r-r or squeak)
Boogie man (booo-o-o)
Ghost (everybody screams together)
7.3
STORY:
On a dark and stormy night in October, a stagecoach rumbled along a country road. In it a TIMID YOUNG
GIRL… bounced up and down on the hard cushions and gazed with fright out into the darkness. Suddenly
the coach stopped and in stepped an OLD, OLD WOMAN… From under one arm peered a LARGE, BLACK
CAT… and around the other twined a LONG, BLACK SNAKE…
“Hoity toity! A TIMID YOUNG GIRL… travelling along tonight!” she exclaimed with a hideous grin. “Let me tell
you your fortune my pretty dear.” The OLD, OLD WOMAN… stretched a bony arm toward the TIMID, YOUNG
GIRL… while the LARGE, BLACK CAT… arched his back and growled and the LONG, BLACK SNAKE…
watched with beady eyes. “No, No!” cried the TIMID YOUNG GIRL… shrinking into a corner with her pretty
hands behind her back.
At that moment, the door was thrown violently open and in rushed a TALL MAN… in a long raincoat. A
drooping hat hid his face, but his voice was low and pleasant. He said, “Allow me,” and gently pushed
between the TIMID YOUNG GIRL… and the OLD, OLD WOMAN… “Allow me”, said the OLD, OLD WOMAN…
and three times she pointed her finger at the TALL MAN.
A YELLOW DOG… howled from under the seat, the LARGE, BLACK CAT… growled again and the LONG,
BLACK SNAKE… hissed. On the window sill, a BIG BLACK CROW… alighted and croaked most dismally and
into the coach flew FOUR BLACK BATS… and beat their wings in the face of the TIMID YOUNG GIRL… while
through each window peered the grotesque face of a BOOGIE MAN…
Nearer to the OLD, OLD WOMAN… bent the TALL MAN… fixed on the OLD, OLD WOMAN… two startling
eyes, and pushed back his hat. With a terrible shriek, the OLD, OLD WOMAN… sprang to the door, followed
by her LARGE BLACK CAT… howling YELLOW DOG… LONG BLACK SNAKE… FOUR BLACK BATS.., and the
BIG BLACK CROW… In the coach, the TIMID YOUNG GIRL… had fainted, for under the hat of the TALL
MAN… was the ghastly countenance of a GHOST…!
These are good icebreakers to help people to try their voices! The rhythm and rhyme make them easy to
learn and fun. Young people have lots of these in their own repertoire – or make them up!
THE DUKE OF YORK
The Grand Old Duke of York,
He has 10,000 men.
He marched them up to the top of the hill.
He marched them down again.
And when they were up, they were up
And when they were down, they were down
And when they were only half way up,
They were neither up nor down.
7.4
BOOM CHICKA BOOM
LEADER
Boom chicka boom…
Boom chicka boom…
Boom chicka, lacka chicka
Boom chicka, lacka chicka …
Ahah…
Oh Yeah…
GROUP
Boom chicka boom
Boom chicka boom
Ahah
Oh Yeah
One more time – like this (repeat louder, softer, through your nose or any other variation). This can be done
by one leader or a team of 3 or 4 leaders back to back in centre of circle.
FREE ASSOCIATION
Form a circle. Start with a word and the next person responds with the first word to come
to mind. Continue around the circle quickly and spontaneously.
Active Games
HUMAN OBSTACLE COURSE
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Divide members into teams.
Select five members of each team to become the obstacles for the relay.
Have each of these five members stand between the start and finish lines.
Have them each be an obstacle.
Examples of Obstacles: A member standing up and each member have to run around
them. A member in the leapfrog position where each member has to jump over them. Two
members holding hands making a bridge that other members have to go under.
Be creative with the obstacles.
Then each member from the team has to go through the obstacle course and the first
team done is the winner.
Variations: have each member that has gone through the obstacles become another
obstacle.
Have all the runners blindfolded and have the obstacles direct them where to go.
BROKEN SPOKE
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Arrange the group like the spokes of a wheel, sitting cross-legged, one behind the other, in four or five
lines, with an equal number of people in each line, facing the center.
One member is the Caller.
The Caller walks around the outside of the wheel and breaks a spoke by tapping the last member in the
line.
As the Caller does this, they say either “Come with me” or “Go away.”
The Caller and everyone in the broken spoke race around the wheel and try to get back into line.
If the Caller said, “Go away”, the spoke runs in the opposite way of the Caller.
If the Caller said, “Come with me”, then the spoke follows the Caller.
The last member to sit back down in the spoke is the next Caller.
7.5
COLOUR MY RAINBOW
•
•
•
Have group sit in a circle of chairs with one member standing in the
middle.
The member in the middle of the circle may call out – “Rainbow” –
(everybody switches chairs) or a Specific colour (example: Red, green,
yellow) then yell “GO!” – Members wearing those colours switch chairs.
The member from the middle tries to sit on a chair; however, there will
always be one member without a chair. This member then becomes the
Caller.
ICE WITCH
•
•
•
Move chairs out of the way. You will need lots of free
space.
• The member who is “IT” is the “Ice Witch”.
• “Ice Witch” tags the other members to “freeze” them;
when frozen, members stay in the position they were tagged in.
Members who have not been tagged are free to tag the “frozen” people to free them from the spell of
the “Ice Witch”.
After a time, you may pick a different member to be the “Ice Witch” or for a variation have two
individuals playing the part of “Ice Witches”.
VAMPIRE
This game comes from Transylvania where Vampires roam. To start, everyone closes
their eyes and begins to mill around. The Referee keeps people from colliding in
buildings, trees, etc. One person is the Vampire. Like everyone else the Vampire
keeps their eyes closed, but when they bump into someone else, there’s a difference.
They snatch them and let out a blood-curdling scream. If you are a victim of the
Vampire, you become a Vampire as well. Now you seek out new victims. However, if
two Vampires feast on one another, they transform themselves back into normal
humans.
CROWS and CRANES
Establish two goals 30 to 80 feet apart and line up one team behind each goal. One
team is known as the “Crows” and the other as “Cranes”. The leader stands in the
middle and gives the command, “Forward March,” whereupon the teams march forward.
Just after he gives the command, the leader calls, “Cr-r-r-rows” or Cr-r-r-ranes,” holding
the word until the teams are close together. If the call ends in “Crows” the crows dash back to their goal
with the cranes in pursuit, or if the call is “Cranes” the cranes run back. All who are tagged join the other
side.
7.6
BRITISH BULLDOG
One member is “IT”. All other members line up at one end of the field. When “IT” says
“British Bulldog”, the members try and run to the other side of the field before “IT”
catches them. (A variation is “IT” must lift member off the ground (older group)
before they are caught.) They are then in the middle with “IT” and help catch
other members when “British Bulldog” is yelled. Last member caught is “IT”
for the next game. This is a very good game for 10-14 year old boys who like
rough and tumble games.
RED ROVER, RED ROVER
This game is best to play if everyone knows each other’s names.
Divide the group into two teams. A captain from each team is
chosen to be the Caller. Teams join hands in a straight line facing
their opponents. The captain from one team calls, “Red Rover, Red
Rover, we call ____________ (so on and so on, e.g. Nancy) over!”
Nancy then runs towards the opposite team and tries to break
through two of the opposing teams’ hands. If she succeeds, she may pick a person from the opposite team
(usually the biggest person) and bring them back with her to her team. If she does not break through the
line, she has to stay on the opposing team as a prisoner. Teams take turns calling.
The object of the game is to be the first team to capture all of the opposite team’s players.
Variation – each person of a team can have a chance to be the Caller.
BEACHBALL FOOSBALL
Divide the group into two teams. All of the members of one team sit
in rows of three to five abreast, one row interspersed between the
other team’s rows, all team members facing the same direction.
Then, members of the other team sit with their backs to the team
already seated. Each team should have three to four rows.
If you are seated correctly, you should be glaring into the eyes of an opposing team member about two leg
lengths in front of you.
Each player must remain seated. Play and score just like regular foosball, a point for each time the beach
ball goes over the opposing team’s goalie row.
7.7
LIAR’S LINES
This is a good “bluffer’s” game. Each person in the group writes answers to four questions.
Three of the answers are to be true and one is to be a lie. Following are suggested questions:
“What is the farthest place you’ve been from home?”
“What is the smartest thing you’ve ever done?”
“What was something you were told not to do as a child but did anyway?”
“What is your favourite song?”
Each person reads his or her answers to the group. The others guess which one is a lie. After all have
guessed, the person tells which answer was the lie.
This activity always gets a few laughs and also helps group members get to know each other a little more.
FORWARD AND BACKWARD
Here’s a fun game. Everyone should sit in chairs in a circle. Then a leader gives
instructions. For example, “If you have on any green, move forward one chair,” “If
you didn’t brush your teeth today, move back three chairs” or “If you talk in your
sleep, move back one chair.”
If someone is in the chair you move to, just sit on his or her lap. You can stack
people three or four high. The first person to make it all the way around the circle
wins.
BALLOON BURST
Divide group into two teams of five or six. If groups are too large, form four
or six teams. Select one captain for each team who will stand at the head
of each line. Players will sit on chairs with one hand behind themselves at
all times. Each team tries to hit the balloon in the direction of their captain,
who will then burst the balloon with a pin. One point is scored for each
balloon burst. Players must stay seated and use only one hand.
BALLOON STOMP
One balloon is tied around each player’s ankle with a piece of string ten
inches long. When play begins, each player tries to stomp and pop
everyone else’s balloon while trying to keep his balloon from being
stomped. The last person with a balloon is the winner.
7.8
CREATIVE CONTRAPTIONS
The group leader divides the participants into groups of approximately 8-10 people. One
person from each group goes to a separate room. The leader then describes a
machine to the remaining participants. The groups then have ten minutes to
discuss a way to make that machine using only their bodies. Each person must be
some part of the machine. After ten minutes, the members who are in a separate
room must guess what the machine is. The team whose chosen player guesses the
machine first is the winner. Some example machines are: a lawn mower, a toaster,
an escalator, a gasoline pump, or a sprinkler.
DEAD HORSE
Equipment needed: radio, balloon
Everyone sits in a circle – musical chairs style. Choose an object and pass it among you. If your music stops
while you’ve got the object, you lift one limb. You have four chances before you are eliminated.
•
•
•
•
1st time caught with the object – hold right arm in the air
2nd time caught with the object – hold left arm in the air
3rd time caught with the object – hold right leg in the air
4th time caught with the object – hold left leg in the air
ON THE REBOUND
Aim: to complete exercises without ripping or tearing the bond holding partners
together.
People and Space: any number of teams of two players each, a leader and a large
play area.
Things you’ll need: sound system and tapes, floor mats, rolls of toilet paper.
Before you begin, players attach one of their ankles to their partner’s ankle with
strips of toilet paper. The leader demonstrates warm-up exercises, followed by aerobic, strength and
endurance, and cool-down exercises which all players attempt to follow. The partner on the right follows the
right side of the leader’s body. The partner on the left follows the left side of the leader’s body. If your toilet
paper bond breaks, carry on by doing the exercises independently. The last pair with an intact paper bond
is declared the winner.
PAPER BAG PICKUP
Aim: to complete five successful trips to the “grocery store” and back before the
other team.
People and Space: several teams of four players each, and a field or gym.
Things you’ll need:
• One large paper grocery bag per player. Bags should be the same size.
• An area marked off with a starting line and one pylon per team placed an equal distance with the
starting line.
• A marker and a ruler
7.9
Before you begin, starting two inches from the top, and at two inch intervals, mark five parallel lines on
each bag. To start, with the bag on the floor in front of you, stand on one leg with your arms outstretched
parallel to the floor, bend over and try to pick up the bag with your teeth. If you touch the floor with your free
foot or either hand, you must try again until you’re successful. When everyone on your team has picked up
their bag, run as a group to the “grocery store” (the pylon) and back. Once the bag is at the starting point,
fold the bag down two inches and try to pick up the bag again with your teeth. If you can’t, enlist some
teammates to help “lower” you to the bag (but you still must be on one leg with arms outstretched). The
first team to successfully complete five trips to the grocery store and back is declared the winner!
Options: Mark off more than five lines on each grocery bag and keep going as long as the players are able
to pick up their bags with their teeth – with the help of their teammates. Instead of using your teeth, try
holding the bag between your chin and chest.
Non-Active Games
BUILDING WORDS
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The leader announces a three-letter word such as “sat”.
Members make up a sentence, each word beginning with the letters of the
word, i.e. “Sailors always tango.”
The first one to complete an acceptable sentence gets three points.
Continue with four letter words and on up to eight or ten letter words.
MAKING RAIN
This works best if the group is sitting in a circle.
Everyone should be quiet.
One member starts by rubbing their hands together; the member beside them starts
and this slowly moves around the circle.
 When everyone is rubbing their hands together the member who started then begins
to snap their fingers; again it goes around the entire circle.
 Then the starter starts to clap her hands against her legs…
Then the starter stomps her feet…
Then do it in reverse order from feet to legs to fingers to hands, until your rainstorm is over.
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Who Am I?
Each member of the group is given a nametag with the name of a famous person and places the tag on
their back. The members of the group must then go around the room asking different people questions to
try to figure out who they are. The questions must be “yes” or “no” questions. The game is over when
everyone has figured out who they are.
7.10
MIND STRETCHERS
Here are some riddles to drive your group crazy. Put a few mind stretchers from the next page on a poster
at each meeting. See who can come up with the answer first – choose one of the mind stretchers listed
below to act as an example to the group.
Mind Stretchers Answers
1. Side by side
2. Just between you and me
3. Banana split
4. Once upon a time
5. Lazy afternoon
6. Big deal
7. Misunderstanding between friends
8. Surrounded by enemies
9. Backward glance
10. Forum
11. Half an hour
12. Water (H2O)
13. Long time no see
14. Matinee
15. Added
16. Split second timing
17. Three blind mice
18. A bad spell of weather
19. Apartment
20. It’s a small world after all
21. Mom breaking dishes
22. I before e except after c
23. Jack in the box
24. Hand in hand
25. Incomplete pass
26. Long ago
27. Ants in your pants
28. Scrambled eggs
29. One on one
30. Tennis shoe
31. Tuna fish
32. Blanket
33. Upset stomach
34. Broken promises
35. All mixed up
36. Mothballs
37. Quit following me
38. Three degrees below zero
39. Circles under the eyes
40. I understand
41. Paradise
42. Oh gross!
43. Tricycle
44. Neon light
45. Six feet underground
46. He’s beside himself
47. Paradox
48. Check up
49. Cross road
50. Double cross
51. Hang in there
52. On second thought
53. Absentee ballot
54. There’s more to come
55. Repeat performance
56. Summer school
57. Low income
68. Headquarters
58. Thumbs up
70. Angle of incidence
59. Foreclose
71. I’m in love with you
60. I’m upset
72. Open season
61. Long weekend
73. One night stand
62. Excuse me
74. Money market
63. You’re confused
75. Head over heals in love
64. Midnight rendezvous
65. Key ring
66. Copyright
67. Lean over backwards
7.11
7.12
DOUBLE TROUBLE
Large or small groups.
Materials: Pens, paper, categories, and stopwatch.
In this game, members work in teams to score points.
Each team will be given the same category to develop a list for.
When “time” is called, each team reports their answers back to the
group.
 Three points will be given for each unique and correct answer.
 If a team has the same answer as another team, they cannot score
a point for that answer.
 Option: Divide into large teams (10-20) and give each team several
categories and several minutes to develop their lists.
 Or, divide into smaller teams, use one category at a time and play
for short periods (30 seconds, etc).
Example Categories:
 Names of notorious people
 Politicians
 Musical instruments
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BACKWARDS SPELLDOWN
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•
•
•
•
•
•
Create a set of cards with one letter of the
alphabet on each card. Depending on the size
of the group you are playing with you might
need 3 to 6 Alphabet Card sets.
Every member is given a card.
Make sure there are multiples of letters that
are used more than once in a word, such as:
a,t,e,r
Then call out a word; the teams have to
organize themselves to spell the word
backwards.
Example: if the word is friend, then the
solution is dneirf.
You can start by spelling the words forward.
Add other obstacles for teams like no talking; or blindfold all but one member of the team.
7.13
Guest Speakers
Selecting a Guest Speaker
The speaker should be invited well in advance of the meeting date in order that they have enough time to
prepare. An organization should supply the speaker with all the information available about the objective of
the program, the community, the occasion and the organization. Some guest speakers could be your
Regional 4-H Specialist or a local expert on a topic of interest to the club.
Advance Arrangements by the Organization Committee
•
•
Decide who is going to introduce and thank the speaker, considering the advantages of choosing
someone who knows the speaker. Advise them to be brief.
Make sure information about the speaker is available for the member who is going to introduce
him/her.
Welcoming
the
Speaker
Introducing
the
Speaker
Thanking
the
Speaker
•
The president or another person chosen by the president should meet the speaker
prior to the meeting to discuss last minute details and any new information. This can
be done at an informal get-together just before the meeting to give the speaker a
chance to get to know members and the organization.
The president is often the one who introduces the speaker, but there may be times
when another member takes responsibility. In the introduction of a guest speaker,
these questions should be answered thoroughly, but to the point:
• Why this speaker?
• On this subject?
• At this time?
• To this audience?
• Don’t get into too much detail, no longer than two minutes.
One member usually expresses the gratitude of the club for the guest speaker. The
thanker does not give a speech to thank the speaker, but sincerely commends the
speaker on behalf of the club (not over one minute). If the speaker does not receive
a fee, it is common courtesy to present him/her with a small gift.
Don’t forget the speaker the day after he/she gave their speech. It is proper to send a letter of thanks
to the speaker to show appreciation. This is something that must not be put off. It should be done the
next day. A summary of the speech is often kept on file so any reference can be acquired.
Don’t wait until meeting night to check on the following:
o
o
o
o
o
o
o
o
o
Lighting
Chair arrangement
Drinking water for speaker
Cloakroom and restrooms
P.A. system (if used)
Extension cord for A.V. equipment
Heating and ventilation
Film, overhead and slide projectors
4-H sign, if necessary
7.14
Ceremonies
Introduction
Ceremonies are symbolic procedures that help give meaning to events or functions. These ceremonies are
not intended to be important in themselves. Each is symbolic and will have meaning if the participants give
it meaning. Ceremonies emphasize a serious side that participants enjoy and stimulate thinking and
reflection. They develop a deep sense of reverence and respect. They can be serious or humorous,
depending on the occasion. Ceremonials are excellent for building a group feeling. They also help prepare a
group for events to follow by “setting the stage” or “creating a mood”.
The following pages are guides to developing your own ceremonies. Use the portions that apply to your
particular group or situation. Alter particular parts to suit your needs.
PLEDGE CEREMONY
To aid members, leaders, parents and others to understand the meaning of the 4-H
Purpose
Pledge.
Have on display (preferably center front) a large 4-H emblem drawn on paper or a
Setting
blackboard where everyone can see it.
or a neatly printed 4-H Pledge
Neatly print four signs – HEAD, HEART, HANDS and HEALTH to be displayed at the
proper times.
Arrange five candles on the table (as indicated in diagram)
HEAD
HEART
X
X
X - Club Spirit
X
X
HANDS
HEALTH
At the close of the ceremony members walk off stage, single file, while the leader
extinguishes candles. Two other club members remove table, or, candles may be left
burning during the rest of the program.
Variations
1. Have members repeat the pledge using actions with their hands.
2. As the pledge is repeated, selected members located in front of the group may
hold up the “Hs” in turn.
3. A short candle lighting ceremony may be used.
7.15
Leader
The Ceremony
“Most of you are familiar with 4-H clubs. You’ve heard of the articles made in project
work, the prizes and awards won by boys and girls and, among other things, the
parliamentary procedure practiced at general meetings. We believe, however, there is
another and more important phase of club work, which may not be as familiar to you.
We’d like you to learn more about the ideals and objectives of the 4-H program. We
want you to feel that Canadians who live and work under the 4-H banner increase in
knowledge, initiative, responsibility and character, all important in developing the
potential of each member.”
“I would like you to meet _______________________ who will help explain the 4-H
Club Pledge.”
(As each is introduced they walk to their position, hold their letter ‘H’ in front of
themselves, and tell what they represent before the next member is introduced.)
“I represent the HEAD.”
“I represent the HEART.”
“I represent the HANDS.”
“I represent the HEALTH.”
Leader
“A pledge is a promise – it is a true and solemn statement of your purpose. Together,
these members symbolize the 4-H Pledge and represent the equal training of the
HEAD, HEART, HANDS, AND HEALTH of every 4-H club member.”
First H
The first H stands for HEAD (holds up sign)
“The HEAD directs all we do. It is placed first among the four Hs because in 4-H work
the mind is trained to think clearly and to reason well. The HEAD stands for high
ideas, for directing greatness of our achievements.”
Second H
The second H stands for HEART (holds up sign)
“The HEART of club members strives to be kind, sympathetic and true. The HEART
determines the character of every life. Club members, in their work, learn to be
sincere, conscientious and loyal.”
Third H
The third H stands for HANDS (hold up sign)
“The HANDS help us to do and to serve. There is dignity in doing any task well. Club
members are skillful workers and are being trained in the best methods. By the skillful
accomplishments of our HANDS, all our lives are made more complete and more
worthwhile.”
Fourth H
The fourth H stands for HEALTH (hold up sign)
“HEALTH is the foundation of all club activities. Without HEALTH, HEAD and HANDS
members cannot do their best work and it is hard to keep the HEART kind,
sympathetic and true. HEALTH means strong bodies such as we are striving to attain
by developing the right habits of our minds, our hearts and our bodies.”
7.16
Leader
“These are the 4-Hs which have been combined to form our 4-H Pledge – emblematic
of the spirit of 4-H.”
Leader to
group
“You will now stand and repeat the club pledge. I will light the candle representing the
club spirit. (Light it). From this candle, our speakers will light the candle representing
HEAD, HEART, HANDS, and HEALTH.”
PLEDGE
- Repeated slowly
“I pledge my head to clearer thinking” (pause – leader hands lighted candle to
President who uses this representation of the club spirit to light the candle nearest to
him) “my HEART to greater loyalty” (pause – Vice-President lights second candle with
leader’s lighted one), “my HANDS to larger service” (Secretary-Treasurer or Secretary
and Treasurer light third candle), “and my HEALTH to better living” (Reporter lights
the fourth candle) “for my CLUB, my COMMUNITY and my COUNTRY.”
4-H Grace
To provide opportunity to ask God’s blessing as related to the meal and the assembly.
Purpose
4-H Grace
(Tune: Auld Lang Syne)
We thank thee Lord for blessings great
On this our own fair land
Teach us to serve thee joyfully
With head, heart, health and hands.
Clubs may use the above 4-H Grace in a variety of ways depending on the situation.
Instruction
(a) One member may offer the grace.
(b) The entire group may repeat the grace in unison.
(c) One member may sing the grace (Tune: Auld Lang Syne).
(d) The entire gathering may sing the grace.
Grace
(a) Chairperson: “I would now like to call on
to offer grace.”
(4-H member)
(b) Chairperson: “I would now call on
to lead us in grace.”
(4-H member)
(c) Chairperson: “I will now call on
to lead us in singing our grace.”
OR
(4-H member)
“Let us join in the singing of our 4-H Grace”
7.17
FLAG ETIQUETTE
Have you ever wondered
about the etiquette for
Canada’s National Flags?
First of all, there are no
official statutes governing
the use of the national flag on land by
individuals, corporations or other business
establishments.
A private citizen may fly any flag, including the
red maple leaf, at any time and any place and
would be expected to do no more than observe
the customary rules of good taste and common
sense. Most people, however, are anxious to
follow the generally established customs for
official use of the flag.
Flag Rising
There is no official statute concerning the
salute to the flag in Canada as in some other
countries. When the flag is raised, it is
customary, however, for civilian males to stand
and remove their hats. Ladies also stand.
Officially, the flag is flown only in daylight hours
with the exception of ships at sea. It is raised at
sunrise and lowered at sunset.
When Two Flags are Flown
The national flag should always be given the
place of honour. When the national flag is to be
flown along with a second flag, the maple leaf
flag occupies the staff on the left, from the
viewpoint of the audience facing the flags and
the second flag flies on the right-hand staff. The
two flags should be flown side by side and at
the same height. They should also be of the
same size.
When Three Flags are Flown
When three flags, including the national flag, are
to be flown on a given occasion, the maple leaf
flag occupies the staff in the center. The flag of the
country being honoured occupies the left-hand
staff, from the viewpoint of the audience facing the
flags, and the third flag flies from the right-hand
staff. All three flags should be at the same height
and should be of equal size.
Treatment of the Flag
The national flag is a symbol of Canada that
identifies our country throughout the world. It is
natural, therefore, that Canadians will wish to treat
the flag with the respect that such a symbol
warrants and will expect others to do the same. A
few customs might be mentioned here.
•
No flag is flown above the national flag.
•
The flag is used as a drape only on a casket of
the dead or in the unveiling of a monument. It
is not used as a table covering.
•
The flag is never used for advertising
purposes.
•
When the flag becomes tattered and worn, it
should be disposed of by burning. This should
be done quietly and without ceremony. It is not
considered an act of disrespect to burn an
unserviceable flag.
7.18
Flag Raising Ceremony
Purpose
To provide opportunity for club members and others to recognize Canada through
recognition of the Canadian Flag.
Suggested Formation for Ceremony
X
Flag pole(s)
O O OOO
X
OO
Flag bearers
Speakers
Participants
Instructions
One of the flag bearers should check the position of the rope before the participants
assemble for the ceremony.
Duties of the
flag bearers
Flag Bearer #1 would be in charge of the rope;
Flag Bearer#2 carries the Canadian flag
Flag Bearer #3 carries the 4-H flag
If flag bearers are not already familiar with the procedure, then demonstrate and
practice before the ceremony.
Speakers
The speakers may be in charge of the ceremony and/or responsible for the program.
Procedure
Flag Bearer 1, 2 & 3 approach the flagpole and stop.
Flag Bearer #1 grasps the rope and steps back 3 or 4 paces from the flagpole.
Flag Bearer #2 unfolds the Canadian flag just enough to fasten it to the rope.
Flag Bearer #3 unfolds the 4-H flag just enough to fasten it to the rope.
Once the flags are fastened, Flag Bearer #1 raises them to the top of the pole followed
by the singing of Oh Canada and the 4-H Pledge.
7.19
7.20
Section 9
Saskatchewan 4-H
Handouts and Forms
Some of the information in this section change from year to year. Therefore, when you
receive a current version from the provincial office, please replace it with the old version.
This section is also a good place to add other 4-H information you receive that you want
to keep. (I.e. Bits & Pieces, District/Regional Newsletters, etc.)
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Budget Form
•
Curling Registration Form
•
Detailed Project Information & Suggested Project Completion Standards
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Getting Involved Form
•
Involving 4-H Families Form
•
Parent Release Form
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Planning an Activity or Event
•
Record Book Checklist (form member record books)
•
Record Book Score Sheet (for judging record books)
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Sample Club Constitution
•
The Chairperson’s Meeting Guide & Motions
•
Tips for Completing Scholarship Applications
•
Videos
•
Year End Summary Report Form
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•
•
•
•
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Use this Annual Planning Calendar to help keep track of upcoming events.
January
February
March
April
May
June
July
August
September
October
November
December
Budget
Date:
ESTIMATED INCOME
Approx. Date
Budgeted
Amount
Source
TOTAL INCOME
ESTIMATED EXPENSES
TOTAL EXPENSES
INCOME LESS EXPENSES (NET INCOME)
Actual
Amount
SAMPLE
4-H Curling Registration Form
Please register your club/district for district/regional curling to be held at the curling rink in
____________________________________ on the following date: ___________________________
JUNIOR
NAME
PHONE #
CLUB NAME
BIRTHDAY
(mm-dd-yy)
CLUB NAME
BIRTHDAY
(mm-dd-yy)
LEAD
SECOND
THIRD
SKIP
SPARE 1
SPARE 2
COACH
SENIOR
NAME
PHONE #
LEAD
SECOND
THIRD
SKIP
SPARE 1
SPARE 2
COACH
Club Name ________________________________________________________________________
Contact Person____________________________________________ Dist _______ Region _______
Address ______________________________________________________ PC __________________
Ph ________________________ Fax __________________ Email ____________________________
Please send this information to your District/Regional 4-H Curling Committee at the following
address no later than _______________________________
ADDRESS
POSTAL CODE
PHONE
FAX
EMAIL
Detailed Project & Resource Information
Revised 2009
Projects
The general leader is responsible for ordering project materials. Each member will need a manual (if one is
available) and a record book. Project leaders will need a manual, leaders guide (if one is available) and record
book. There is a $15 administration charge for rush orders. There is no charge for project materials going
through regular mail. ALL materials that are requested to go by courier or bus will be sent C.O.D.
4-U SELF-DETERMINED - for members of any age. Consists of: Manual (members use the general record
book; there is no leaders guide) - Members choose their own project, set up a study plan, completion
requirements and evaluation. The manual guides members through the set up of the study plan. From there,
members complete whatever plan they have designed and evaluate their accomplishment at the end of the
year.
ARCHERY - for members of any age. Consists of: Manual, Record Book & Leaders Guide - Members learn
about technique, safety and equipment.
BABYSITTING - for members 12+ years of age. Consists of: Manual & Leaders Guide (members use the
general record book) - The Babysitter Training Course, prepared by the Saskatchewan Safety Council,
consists of 6 sessions approximately 2 hours in length plus a 1-hour final exam. The Saskatchewan Safety
Council highly recommends that members be at least 12 years of age to complete the course.
BEEF - for members of any age. Consists of: For members: Cloverbud (intended for members 6 to 8 years of
age); Level 1 (for beginner members) and progress to Level 2 and 3. Six (6) Record Books: Cloverbud (has all
the general and animal forms); for Level 1-3 - General Beef Record Book/Market Steer/Heifer/Cow Calf &
Feedlot. There is a Beef Leaders Guide - Topics covered are: selecting, feeding, caring for and housing a beef
calf, training, grooming, showing, judging, carcass evaluation, marketing, consumer issues and animal
welfare and ethics.
CANINE - for members of any age. Consists of: Manual, Record Book & Leaders Guide - Topics: Choosing a
Dog, Your Puppy at Home, Training, Health, Safety, Nutrition, Exercise, Grooming, Housing and Agility (NEW).
CAR CARE - 2 Units. Consists of: Manual (one for each unit), Record Book (one covers both units) & Leaders
Guide (one covers both units)
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Unit 1: For members of any age. Learn ways to keep a car in good running order and to learn the basics
of how a car operates; the engine, the drivetrain, suspension and steering, brakes and electrical system.
Learn how to do routine maintenance and season checks.
Unit 2: For members who have completed Unit 1. The basic knowledge taught in the first unit is built
upon with more detailed information being provided in the areas of the engine, drivetrains, brakes,
suspension, steering and the cooling system. Learn how to do a tune-up.
CLOTHING - 3 units. Consists of: Manual (one for each unit), Leaders Guide (one for each unit) & Record Book
(one covers all units)
•
Unit 1: For members of any age. Topics: Basic tools of sewing, fabrics, fibres, type and uses of notions,
clothing care, storage and purchasing. Actual sewing skills of straightening and preshrinking the fabric,
prepping your pattern, sewing by hand, sewing by machine and simple alterations are taught.
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Unit 2: For members who have completed Unit 1. Topics: Different types of pressing, cutting and
marking, serging, sewing sleeves, collars, fly fronts, fabrics, fibres and finishes are expanded on, as well as
clothing care and purchasing. Choosing clothes that suit your body type and personality is introduced.
Unit 3: For members who have completed Unit 2. Topics: Cutting and marking, tool for pressing, sewing
accessories, the serger, more on fabrics, fibres and finishes, notions, pleats, tucks, working with woolen
fabrics, tailoring, creating your own patterns, taking care of special fabrics, more information on clothing
purchasing.
CLOVERBUD - 3 units (For 6 to 8 year old members). Consists of: Manual (one for each unit), Leaders Guide
(one for each unit), Record Book (one covers all units) - The goal of this project is to provide a safe, noncompetitive environment for youth of this age to become familiar with 4-H, to have fun and to inspire them
to continue with 4-H for a longer tenure.
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Unit 1: Introduction to the following 4-H projects: Outdoor Adventure, Beef, Woodworking, 4-U:
Gardening, Safety at Home, Let’s Entertain and Sheep.
Unit 2: Introduction to the following 4-H projects: Small Pet, Mechanics, Safety on the Farm, Llama, Crafts
and Dairy.
Unit 3: Introduction to the following 4-H projects: Wildlife, Clothing, Light Horse, Bicycle Safety, Looking
Good Feeling Great, Dog and Photography.
COMPUTERS – Consists of: Manual (for members). Members use the general record book. There is no leaders
guide – learn how to use the Internet using search engines and email. Also learn about word processing,
drawing & painting, presentations, graphic applications & design.
CRAFTS – for members of any age. Consists of: Leader Resource Guide & Record Book - All the lessons and
activities are in the Leader Resource Guide. They are broken down into levels of experience. Each project
leader should have a leaders guide. Leaders choose the lessons they want to cover with their members, and
if they choose to, make copies for them. If they don’t have access to a copier, you can contact the 4-H office
and we will copy the lessons for you. Topics covered are: design, colour, texture, lines and shapes. There are
a variety of craft ideas to choose from, from beginner to the more advanced crafter. You are not limited to
the craft ideas in the guide.
DAIRY – 5 units. Consists of: Manual (one for each unit), Leaders Guide (one for each unit) & 2 Record Books
(Dairy Calf & Dairy Cow – Beginning is in the Manual)
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•
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•
Beginning: For new members raising their first calf. Learn the basics of calf selection, feeding, grooming,
training and health care. Members show a calf.
Unit 1: Follows Beginning Dairy or an introduction for more mature members. This unit emphasizes dairy
cattle in the show ring and judging experience, including oral and written reasons. It is designed to give
members experience in showing cattle. Members show a heifer.
Unit 2: For members who have completed Unit 1. This unit covers the history of dairy in Canada, dairy
products, nutrients, feeds and feeding, diseases, vaccinations and milking practices. Members show a
yearling heifer or heifer calf.
Unit 3: For members who have completed Unit 2. This unit covers rations, diet, reproduction, udders,
breeding techniques and calving. Members show a dairy heifer, a yearling or a two-year old heifer.
Unit 4: For members who have completed Unit 3. This unit covers health problems, diseases, inherited
problems, housing, feedstuff related poisoning and nutritional problems. Members show a cow.
DIGITAL VIDEO – for members of any age. Consists of a Reference Guide (for members and leaders) and a
record book – Members will learn to make their own films or documentaries through fun activities.
DRAMA – for members of any age. Consists of: Manual & Leader Guide (members use the general record
book) - This is a three-year project. It is broken down into acts. One act takes a whole club year to complete.
It is not necessary to complete the first act to move onto the second. Act 2 simply implies a difference in
material from act 1, rather than a progression. An act is divided into eight scenes. Each scene represents a
club meeting.
EXPLORING 4-H – for members of any age. Consists of: Manual & Record Book - there is no leaders guide) Explore the animal, outdoors, photography, crafts, sewing, foods and woodworking projects as well as public
speaking. Each session has interactive activities and suggestions for achievement day displays.
FIELD CROPS – 4 units. Consists of: Manual (one for each unit), Record Book (one covers all units) & Leaders
Guide (one covers all units) - For members of any age. Members start in level 1 and progress to level 3. The
Marketing unit is for members have completed all units - Complete a field crops project of a minimum of five
acres. What you grow and how large an area you use is dependant on the types of machinery available to
you. Depending on the equipment and how much space you have, you may want to grow more than one
crop. You are not limited to the major crops grown in Saskatchewan. You can grow anything you wish;
provided you have the proper equipment to handle it. Marketing is the activities involved with getting a
product from the producer to the consumer. There is more to marketing field crops than simply selling the
crop to the nearest buyer. Learn how to decide what to grow, how to sell it, whom to sell it to, when to sell,
and at what price.
FISHING – 2 units. Consists of: Manual (one for each unit) & Leaders Guide (one for both units) (members use
the general record book)
•
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Unit 1 Take the Bait: For members of any age. This unit will introduce members to the exciting world of
fishing. Members will learn how to make their own fishing tackle, experience the world of aquatic
ecology and explore the relationship between fish, people and the environment.
Unit 2 Reel in the Fun: For members who have completed Unit 1. Members will expand their horizons,
look beyond their personal interests and explore how the issues of the environment and aquatic ecology
affect fish habitat. Members will learn to tie fishing knots, practice the different types of casting,
recognize the importance of water quality for fish habitat, and understand why fishing regulations are
important. Members will also prepare a fish meal for the family.
FOODS – 3 units. For members of all ages. Consists of: Manual, Record Book & Leaders Guide (one for each
unit) - Each unit is designed to be completed over the course of three years. Each unit contains eight
chapters, with two or three lessons per chapter. Some lessons are quick, and two or three could be covered
in a 1 ½ hour meeting. Others may take a full meeting. The lessons are designed to be done in order, but
leave some flexibility for the leader and members to choose. Each lesson is based on a theme. The lesson
includes background information, activities, recipes, food quotes, fun graphics and depending on the topic,
extra tips, definitions, jokes and additional information around the theme.
GARDENING – for members of all ages. Consists of: Manual & Leaders Guide (members use the general
record book) - Learn to prepare a garden plot and then learn about planting, maintaining, harvesting and
storing.
GENEALOGY – for members of all ages. Consists of: Manual & Record Book - This project, developed by the
Genealogy Society, can be done individually or as a group project. Members will learn how to start the
process of gathering information on their heritage and expand their history knowledge.
GOAT – for members of all ages. Consists of: Manual & Leaders Guide (members use the general record
book) - Whether you raise meat goats, dairy goats, pygmy goats or any type of goats, this project is for you.
You will learn about goat parts, breeds, the cost of raising a goat, how to care for your goat and much, much
more.
JUNIOR LEADER – for members who are 14+ years of age and have completed two years in 4-H. Consists of:
Manual (there is no leaders guide; record book is included in the manual) - This project is designed to build
leadership skills by providing members with the opportunity to lead in any aspects of the club. Members
choose a program area or combination of areas and plan six meetings or events. The manual explains the
program areas, leadership, planning, teaching techniques and gives an overview and evaluation of the
program for the leader and member.
LET’S ENTERTAIN – for members of all ages. Consists of: Manual & Leaders Guide (members use the general
record book) - Help members develop and practice social manners and skills and develop an interest in
entertaining and crafts. Learn courtesy for a variety of situations and how to plan, prepare and host different
types of events. Make several appropriate crafts (i.e. place cards, invitations, candles and centerpieces).
LIGHT HORSE - 5 units plus Rodeo and Young Horse. Light Horse consists of: CloverBud to Unit 4 (Manual for
each unit), Record Book (one covers all units) & a Leader Resource Handout (has the answers to the
questions in the manuals). Young Horse consists of: Manual & Record Book (no leaders guide – members
must complete a parent release form). Rodeo consists of: Manual & Leaders Guide (members use the light
horse record book). As you progress from one unit to another, keep in mind that time is not limited. It should take
three years or more to complete one unit.
•
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•
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Cloverbud: For members 6 to 8 years of age. Learn to develop a strong sense of safety when around
horses. This is done by teaching members to be alert and aware when around horses, how to do things
safely and some basic horsemanship skills.
Unit 1: For beginner members. Learn about body position, natural aids and the gaits of the horse. As you
progress, your ability to communicate with your horse will become more important. Introduces
members to the senses of the horse and how to watch the horse’s body language for the sake of safety.
This unit encourages you to keep safety first!
Unit 2: For members who have completed Unit 1. Introduces the concept of “thinking like your horse” to
improve the partnership you have with it. By establishing a link with your horse on the ground you will
find that your communication in the saddle will improve as well.
Unit 3: For members who have completed Unit 2. In this unit you will build upon the basics learned in
earlier units and apply them to different situations. This unit will encourage you to use those skills in
performing various tasks.
Unit 4: For members who have completed Unit 3. This unit will take you a step further by helping make
the most of your "equine athlete" through knowledge about anatomy, exercise physiology and
specialized training programs.
Young Horse: For members with at least three years of light horse experience. This is a 3-year project. In
year one, learn about foal selection, halter breaking and groundwork. In year two, start your young horse
under saddle. In year three learn advanced training techniques. Members must submit a parent release.
Rodeo: For intermediate and senior members. Learn about the history of rodeo, the rules and proper
techniques and skills.
LLAMA – For members of any age. Consists of: Manual, Record Book & Leaders Guide - Learn the history,
origin and characteristics of llamas. This unit covers conformation and correctness, purchasing and
transporting a llama, shelter and fencing, diet, general health and maintenance, reproduction, training,
judging, showing, packing, fibre, driving and guard llamas.
MAKING IT ON YOUR OWN - Consists of: Resource Guide (for leaders and members). Members use the
general record book – Learn how to take care of yourself and make it on your own. Learn about nutrition,
personal hygiene, etiquette, job hunting, apartment hunting, etc.
OUTDOOR ADVENTURE - 2 units. Consists of: Manual (one for each unit), Leaders Guide (one covers both
units) (members use the general record book)
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Unit 1: Enjoying Nature’s Bounty. For members of any age. Learn how the natural environment enriches
our lives, equipment for the outdoors, the finer points of hiking, safety, first aid and life in the wild.
Optional topics include canoeing and cross-country skiing.
Unit 2: Wilderness Challenge. For members who have completed Unit 1. Camping and hiking in areas
that are accessible only on foot. Topics include wilderness conduct, outdoor equipment, wilderness
survival essentials, hiking and camping in challenging conditions, finding your way in the backcountry,
wilderness hazards and environmental problems. Optional topics are kayaking, snowshoeing, hunting
and fishing.
PHOTOGRAPHY - 3 levels plus a Digital Photography. Consists of: Level 1 to 3 has a Manual for each level,
Record Book (one covers all levels) & Leaders Guide (one covers all levels). Digital Photography has a
Reference Book (for leaders & members), Activity Guide (for leaders) and a Record Book
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Level 1: For members of any age. Think and plan before making a photograph. Create clear photographs
using a "point-and-shoot" camera. Identify and use simple photography equipment and supplies safely.
Level 2: For members who have completed Level 1. Members will identify opportunities for
photography. Safely use and store photographic equipment. Compose and make clear pictures. Use
photography to communicate and use a flash and tripod to extend their skills.
Level 3: For members who have completed Level 2. Members will challenge themselves with a variety
and varying level of complexity of tasks and apply their skills to day-to-day living.
Digital Photography: This is a great hands on project where you learn how to use your camera to its
fullest potential.
POETRY – for members of any age. Consists of: Manual & Leaders Guide (members use the general record
book) - Designed to teach members how to write their own poetry. They will learn about the basic rhyme
patterns used in most poetry, some of the classic cowboy poems from some of the old masters, the basics of
meter and rhythm and also about “free verse”.
SCRAPBOOKING – For members of any age. Consists of a Manual. Members use the general record book.
There is no leader guide. Scrapbooking is an excellent way to record and preserve your memories, and can
be incorporated into many 4-H projects.
RABBIT –Consists of a Manual. Members use the general record book. There is no leader guide. Learn about
selection, feeding, husbandry and exhibiting rabbits. The 4-H rabbit project has many unit options for
members with varying abilities and amounts of experience.
SHEEP - 3 Levels. Consists of: Manual (one for each level), 3 Record Books (General Sheep/Market
Lamb/Breeding Lamb) & Leaders Guide (one covers all units) - Learn about sheep management, the growing
lamb, digestion, nutrient requirements, feeds, flock health, parasites, record keeping, breeding, lambing,
carcass, wool economics, grooming, showing and judging.
SMALL ENGINE – for members of any age. Consists of: Manual, Record Book & Leaders Guide - This project is
designed to take 2-3 years to complete. Gain knowledge in operation, care and maintenance of small
engines. Develop and demonstrate safe work habits. Gain knowledge and skills in use of tools and chemicals
related to small engines. Demonstrate proper care and maintenance of a work area. Develop problemsolving skills in leadership, communication, planning, assessment, decision-making, evaluation, money
management and time management.
SMALL PET – for members of any age. Consists of: Manual, Record Book & Leaders Guide - The project
covers basic information on birds, cats, gerbils, hamsters, guinea pigs, mice and rats, goldfish and tropical
fish, chameleons, frogs, toads, snakes, turtles and rabbits. The information includes feeding, housing and
health records, pet peculiarities, pet shows, a financial inventory and a project evaluation.
TO YOUR GOOD HEALTH – for members of any age. Consists of a Leader Resource Guide (for members and
leaders). Members use the general record book – Members will learn about nutrition, fitness and much more.
There are healthy recipes to make.
WELDING – for members of any age. Consists of: Manual, Record Book & Leaders Guide - This project is
designed to take 2-3 years to complete. Step by step instruction is provided for leaning how to strike an arc,
cutting with an arc, making buttwelds, lap welds, fillet welds, soldering, weaving and padding. Once these
skills are mastered, members learn to weld in the horizontal, vertical and overhead positions. The arc
welding section concludes with welding sheet steel and cast iron. A second section addresses oxyacetylene
welding and cutting including safety and proper flames.
WOODWORKING - 4 units. Consists of: Manual (one for each unit), Record Book (one covers all units) &
Leaders Guide (one covers all units)
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Unit 1 Introduction: For the beginning woodworker. Learn about tools, cutting, woodburning, sanding,
nails, glue, finishing and safety. Patterns and instructions are given for a 4-H key holder, a dinosaur shelf
unit, a hot racer, 4-H bookends and a footstool.
Unit 2 Let’s Build: For members who have completed Unit 1. Learn about wood and wood products,
tools (including some power tools), screws and finishing. Projects in this unit are a paper towel
dispenser, turtle stool, toy truck, firewood rack and a bootjack.
Unit 3 Learning From Building: For members who have completed Unit 2. New power tools will be
learned as well as drafting and drawing, joinery and more about finishing and staining. The projects in
this unit are a saddle rack, a sawhorse, a Victorian-style wall shelf, a bookshelf and a toolbox.
Unit 4 On to Bigger & Better Things: For members who have completed Unit 3. Build larger and more
complex projects. Topics discussed are wood and wood products, structural rules and standard
dimensions, adhesives and power tools. The projects are a stool, paddle, a CD rack and a frame table.
Resources
Secretary’s Book (one per club) - This book is used by the secretary to record all the minutes of club
meetings and correspondence kept by the club over the course of the year.
Treasurer’s Book (one per club) - This book is use by the treasurer to keep the financial records of the club.
Laminated Meeting Agendas (one per club) - These are very handy re-usable meeting agendas. They are
14” wide x 20” high.
Speak Pack (one per club) - Speaking is one of four basic communications skills. Listening, writing and
reading are the others. The 4-H Speak Pack is a helpful guide for leaders to teach members about
communication. At the conclusion of the guide, members will have achieved the following objectives: they
will understand the basic concepts of effective communication; they will enjoy the value of communicating
effectively in a non-threatening manner; and they will develop confidence to speak in public.
Fun Pack (one per leader) – The fun pack is designed for leaders. It consists of 110 games and activities
categorized according to the skills they teach. 4-H leaders can use these activities when planning meetings,
camps, theme days, project days, etc. Each game or activity is chosen to be fun and teach valuable skills to 4H members.
Click on Climate Resource Kit (one per club) – an action based program that helps members understand
the causes and impacts of climate change and what they can do about it.
Water Watchdog Resource Kit (one per club) - The goal is to increase understanding of water quality on the
prairies and to show how individuals can take an active role in protecting this precious resource. The kit
contains a leader guide and three manuals.
Let’s Judge (one per club) – There are 5 sections – judging, specific species, judging activities, planning &
running a judging competition and judging resources.
General Leader Handout – The general leader has the primary responsibilities to lead the 4-H club. This
handout explains some of the responsibilities and requirements to be a general leader.
Project Leader Handout – Learn about the responsibilities and requirements of a project leader.
Managing Multiple Money Matters – One of the biggest issues with multiple clubs is how to manage
money. Most projects need money to run their activities. This helpful handout offers some useful
suggestions of budgeting within your club.
Keep Fundraising Fun – Many clubs find it necessary to raise money for projects or special activities.
Whether you are raising money to rent a bus, or to purchase special equipment it is important to keep the
“fun” in fundraising. This handout offers some helpful tips on why you would fundraise and how to plan a
successful fundraising event.
Project Supplements for the Leader: (supplements are one per leader) – The following 3 resources were
developed in consultation with the Federation of Saskatchewan Indian Nations (FSIN).
• First Nations Drama - Learn the definition of "Reader's Theatre". This publication covers vocal warmups, drama games and has several "Reader's Theatre" scripts.
• First Nations Rodeo - Learn about First Nations Rodeo.
• Exploring First Nations - Topics covered include: foods, quilting, culture and bicycle safety.
Foods – Consists of a reference book, activity guide and recipe book. This material can replace the current
foods material or can be added as a supplement to it. Each topic is designed to stand alone. They do not
need to be implemented in order. There are eight themes. Each theme has several topics based around
common objectives – eating well, food safety, fundamentals, cook it right, backyard and beyond, food for
thought, field to fork and celebration.
Into The Ring (limited quantities) - produced by the Canadian Charolais Association. This handbook is to
help educate and inform young beef cattle enthusiasts by providing practical, hands-on information to help
in their efforts with heifer and steer projects.
Canadian Cattlemen "Quality Starts Here" (one per leader/member in the beef project) - This is a
supplement to the beef project. It was developed in cooperation with the Canadian Cattlemen's Association
and Manitoba Agriculture. It is designed for leaders to help teach beef members about the importance of
food safety and quality assurance programs, and their role in providing a safe, wholesome, high quality food
product.
Canada’s Beef on-Farm Food Safety Program – An Introductory Guide. Join Canada’s Beef On-Farm Food
Safety Program. Canada has a reputation around the world for high quality beef. Anything that has the
potential to affect beef sales in Canada or internationally, has the potential to affect the entire industry.
Beef and Dairy Winter Project (one per club) - A supplement to the Beef and Dairy projects. It contains
step-by-step instructions for a variety of projects for the winter months. Projects include: making a butter
mold, BBQ on a skewer, rope halter, stall name plates, club banner, small or large tack boxes, mineral and salt
feeder, hay feeder, portable livestock panels, tanning hides, making butter and cheese.
Light Horse Winter Project (one per club) - A supplement for the light horse project. Suggested activities
for months when outdoor activities are not possible. Activities include making horse feeders, hay bags,
saddle stands, saddle pads, tack covers, leg wraps, tail guards, hunt seat pad, halter, tack boxes, club banner,
cooling sheet, mineral and salt feeder, braiding split, rommel or training reins. Step by step procedures and
drawings are provided for each activity.
Livestock Animal Welfare (L.A.W.) (one per club) - Learn the difference between animal welfare and animal
rights. This booklet can be used as a supplement to any livestock project.
Audio Visual
One per club. Please specify on the order form which version you would like (VHS, CD or DVD).
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Safe Animal Handling (CD) – focuses on working safely with a range of livestock, such as cattle, horses,
goats, pigs and sheep. Information is given in small sections, followed by a short quiz. The information
can be covered in one longer meeting, or may be covered section by section over several meetings.
Watching each section, together with completing the quiz, should take approximately one hour.
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Farm Safety (DVD) – This DVD features actual farmers, emergency services personnel and experts
talking about their experiences and safety lessons learned. Most farm injuries are the result of a
predictable cause and effect – and if something is predictable then it is preventable. No amount of
words or pictures will keep you safe – it’s your actions that count. Farm safety means farm safely.
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Running Effective Meetings (DVD) – With a little help from the Scene Stealers 4-H Club, you can find
ways to make your meetings more effective. The video includes sections on all aspects of the 4-H
meeting. From making a motion, to using diplomacy to get the meeting back on track.
•
Speaking Your Way to Success (DVD or VHS) – Join Jack, Jenn, Jim, Julia, Joe… and Al as they walk you
through the key components of 4-H communication activities. They not only cover the ideas behind
preparation, delivery and evaluation, but also provide many helpful tips along the way for things like cue
cards, microphone and podium use.
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Horsemanship (DVD) – developed by Alberta 4-H. Covers the following topics: Groundwork, Etiquette &
Rider Levels 1 & 2, Rider levels 3 & 4, Rider levels 5 &6.
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Beef Showmanship (DVD) – Stierwalt Style
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Beef Clipping (DVD) – Stierwalt Style
Suggested Project Completion Standards
Many clubs set their own standards for what qualifies as a completed project in each unit. However, for
those who prefer some guidelines to work from, the items listed here are intended as reasonable standards
for project completion. In all cases, items other than those listed may be substituted. Ensure that club and
project requirements are relayed to all judges.
Remember: Members do not have to finish their project manuals. Most project manuals are meant to take
several years to complete. Don’t push members into achieving more than they are capable of.
To complete a 4-H year, all members should:
1.
2.
3.
4.
Complete a record book, which outlines their 4-H year and project work.
Participate in public speaking at the club level.
Exhibit or demonstrate their project work and a record book at achievement day.
Complete an achievement day questionnaire (provided by the 4-H office), consisting of 15 4-H general
knowledge questions and at least five project-related questions.
Project
Archery
Suggested Project Articles
Display any archery equipment
made during year.
Other Ideas
Demonstrate the "proper" form of
shooting an arrow.
Display a nutritious menu for a child
for one day. First aid demonstration.
Dangerous product display. Display
of toys appropriate for different age
groups.
Babysitting
A babysitter’s activity kit.
Beef – Market Steer
Beef – Heifer
Display any articles made
during the year.
Two or three year old heifer.
Display any articles made
during the year.
Showmanship and grooming and
report on specific area of interest
from year’s work. Judging (consider
oral and written reasons).
At least three steers to be
shown.
In addition to completing detailed
records on one steer designated as
the market steer project, the
member completes supplemental
records on the feedlot steers.
Beef – Cow/Calf
Beef – Feedlot
Canine
Car Care 1
Car Care 2
Clothing Level 1
Display any items made during
Enter a dog show. Make a poster
the year, such as a dog house,
showing the breeds of dogs.
leash, collar, etc. Complete a
Research the nutrient value of a
photo or video display of your
variety of dog foods presently on the
dog. Demonstrate the training
market.
skills learned during the year.
Demonstrate a procedure (changing oil, changing a tire, etc.).
Demonstrate how to troubleshoot a simple system or part.
Assemble a winter emergency kit. Create a poster display of a
mechanical system.
Demonstrate how to troubleshoot a certain system.
Display reassembled auto engine. Participate in a safe driving road-eo.
Display three or four project
Label and identify the parts of a
items using the sewing
sewing machine. Create a display
techniques from the manual.
showing pattern alterations.
Project
Clothing Level 2
Clothing Level 3
CloverBud
Crafts
Dairy
Drama
Exploring 4-H
Field Crops – Unit 1
Field Crops – Marketing
Any number of project lessons,
as determined by the leader
and the members, from Unit 1,
2 or 3 of the CloverBud project.
Whatever number and type of
articles the project group or
member has decided upon.
Heifer Calf
Heifer
One, two or all three of heifer,
two-year-old heifer, yearling.
Records of group of not less
than five cows.
Perform a play at. Display set
items or costumes created by
members.
Two or three articles or group
projects.
Exhibit samples of your field
crops project. Take part in a
field crops judging class.
Foods
Display two or three dishes
prepared from the manual.
Display one or more of the
projects (recipe boxes, posters,
and poems) created.
Gardening
Make a poster of plant
propagation or the classes of
plants.
Other Ideas
Design a poster showing clothing
labels and care. Create a display
showing body types and clothing
lines.
Create a display showing buying
know-how and wardrobe planning.
Have a fashion show.
Display any items made during the
year. Share your accomplishments or
favorite project during a club
meeting.
Demonstrations and/or
presentations may also be a part of
the achievement day activities.
Judging competition. Showmanship
and/or grooming.
Reports on some aspect of herd
management.
Write and perform a play.
Perform a musical, staged reading,
radio drama or produce a video.
Display any items made during the
year. A demonstration of activities,
or communication games.
Display the different soils and/or
weeds found in Saskatchewan.
Display or demonstrate the tillage
options in Saskatchewan soils.
Demonstrate the correct and safe
handling of pesticides.
Display products that are grown,
processed and sold in Saskatchewan.
Prepare a luncheon or tea. Plan a
nutrition extravaganza for another
youth group.
Conduct a food demonstration;
develop and deliver a food class for
kindergarten or grade one; prepare
and enjoy tea with a senior.
Grow a "container" garden and
display at achievement day. Operate
a mini "market garden".
Project
Junior Leader
Let’s Entertain
Light Horse – Unit 1
Light Horse – Unit 2
Light Horse – Unit 3 and 4
Young Horse
Rodeo
Llama
Develop a plan outlining your
goals and expectations for your
coming year as a junior leader.
Other Ideas
Give talks and demonstrations.
Compile a list containing sources of
information and resource people.
Arrange for speakers, films, etc.
Conduct discussions, quizzes, etc.
Give individual assistance to
younger members through
workshops, home guidance, etc.
Organize a meeting. Organize a trip
or tour. Plan a special event.
A number of the following or
other articles: place cards,
Report on activities during the year.
invitations, party favours, cans,
Demonstrations or displays. Plan
centre pieces, placemat,
and host a meal for parents, club or
luncheon cloth, tea and
community.
dainties, etc.
Display any articles made during the year. Make a poster showing
horse identification by colour and demonstrate care of tack and
equipment. Participate in local events, fairs or exhibitions.
Display any articles made during the year. Show your knowledge of
horse breeds in a poster. Display of bits. Demonstrate bandaging
techniques. Participate in local events, fairs or exhibitions.
Display any articles made during the year. Show your knowledge of the
importance of the horse’s teeth in its overall health. Demonstrate the
different types of shoes for horses and their importance in their
performance. Participate in local events, fairs and exhibitions.
Display any articles made during the year. Show your knowledge of the
importance of good nutrition for foals. Why a young horse requires
better care than older horses. Display some of the equipment needed
to train and work with a young horse.
Display any articles made during the year. Make an educational poster
for exhibit at achievement day. Demonstrate a physical training
program.
Display an illustrated story “Why I liked my Llama”. Presentation on
some aspect of Llamas. Participate with a Llama at a community service
project (i.e. Visit a nursing home or school, or display at a parade). Make
and exhibit a poster. Judge a Llama halter class. Show a Llama at a fair.
Make an obstacle course and display a Llama.
Making it on your own
One article from each of the sections studied. A display on an area
investigated. Display, demonstrate or panel presentation on some
aspect of topics studied – may be total group or individual member.
Outdoor Adventure
Make a video of your outdoor trip. Cast animal tracks and display them.
Demonstrate a skill (i.e. Fire building – packing a backpack – tour an
outdoor equipment supplier – take a hike and discuss the various
smells, noises and textures of nature – prepare and serve a meal made
outdoors – make a poster or display on the history of kayaking or
snowshoeing – gather information on hunting or fishing and display in
a binder or scrapbook.
Project
Photography
Other Ideas
Make a photo story about something that is important to your
community (i.e. Council meeting, parade, opening of a new business,
fall fair, etc.) Make a photo essay on how 4-H works in your community.
Show a day in the life of your town with photos. Use pictures to show
why agriculture is important to everyone in the community. Have your
club put on workshops, demonstrating some of the different
photographic techniques you have learned. Organize a photo
competition for your club or community.
Sheep
Display on breeds of sheep.
Judging competition. Showmanship.
Small Engines
Display and identify a variety of small engine parts.
Small Pet
Display pet in its “home”.
Grooming and care demonstration –
display on some aspect of small pets.
Welding
Two articles.
Required welds. Required articles.
Woodworking
Complete three articles using
techniques from the manuals.
Display and identify woodworking
tools.
Getting Involved
Your time, interests and talents are invited to the “helper team” of parents and adults, which will bring a
more exciting program to our 4-H club. To help us find out where our strengths are (psst… we all have
some), you are asked to complete this inventory.
Name
I have
done
I’d like to
I would
need help
I’d rather
not
Teach CloverBud members how to make or do
something.
Teach Junior members how to make or do
something.
Teach Intermediate members how to make or do
something.
Teach Senior members how to make or do
something.
Organize 4- H meetings.
Help members do community service activities.
Recruit new leaders.
Work with members on a committee to plan an
event (party, tour, etc.)
Driving – field trips /events
Teach judging skills
Teach public speaking skills
Occasional baking
Telephoning
Lend house, garage, backyard, barn, farmyard
for occasional meeting
Please list any hobbies or interests that you would like to share with the club:
Would you help as:
a weekly helper (about 2 hrs a week)
an occasional helper (1 hr a month)
Who would you recommend to share an interesting idea or hobby with the club for about 15 minutes to
an hour or two?
Involving 4-H Families
TEAM FAMILIES
TEAM JOBS
PARENT RELEASE FORM
ACKNOWLEDGEMENT AND WAIVER
(Sample)
We/I, the legal guardians/parents of
acknowledge that:
(Participant Name)
(1) Saskatchewan 4-H is a non-profit organization;
(2) the attached letter/brochure outlining the program premises, activities and operation
have been reviewed and understood;
(3) the participant has our/my consent to attend the program;
(4) all the information contained herein is complete and true.
We/I are (am) aware of the risks and liabilities inherent in the various activities my child may
participate in.
And we/I waive and absolve the _______________________ 4-H Club, Saskatchewan 4-H
Program and the Saskatchewan 4-H Council from any and all liability relating to the participant
that may result from the participant attending the program.
Dated at ____________________________________________________________________
in the Province of Saskatchewan, this _______________________________________ day of
_________________________________________________Year ______________________
Name (Printed)
Signature
This SIGNED form MUST be returned to the 4-H leader or designated alternate upon commencement of
the program in order for the participant to remain at the program.
Planning An Activity Or Event
DATE:
ACTIVITY:
BUDGETED AMOUNT
INCOME SOURCE
TOTAL INCOME
EXPENSES SOURCE
TOTAL EXPENSES
NET INCOME OR LOSS
ACTUAL AMOUNT
Record Book Checklist Knowledge and Skills
* This page is to be inserted in the record books.
Throughout the 4-H year we learn many things. Some are very obvious and others you realize only after
you have thought about them. Think back on all the 4-H events, activities, meetings and lessons you
have participated in during the past 4-H year and check each area where you feel you have…
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Improved or learned
Set goals for myself
How to organize
Knowledge in my project area
Be proud of my accomplishments
Try new things
Accept change
How to keep records for my project
Finish things I have started
Take responsibility for my words and actions
Where to search for information for my project
Deal with winning and losing gracefully
How to make informed choices and decisions
Listen to others
How to participate in or run a business meeting
Work with others
Public speaking skills
Make new friends
Be an effective committee worker
Help others succeed
Understand my strengths and limitations
Respect the feelings of others
Take responsibility for my club’s well-being by helping where I can
Work with my club to complete a community service project
Feel free to add any other areas where you feel you have made progress this year
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Saskatchewan 4-H
Record Book Score Sheet
Member’s Name
Club
Age Category
CloverBud
Junior
Intermediate
COVER
• Durable and neat (a 3-ring binder is suggested but not required).
• Colorful, creative and attractive.
• Includes member’s name, club, project, age category and a 4-H crest.
COMPLETENESS
• All pages in the record and project book completed. Those pages not required should be
removed, or neatly stroked out and marked N/A.
• Includes dates and location of all club and project meetings, field trips, club activities and
district, regional and provincial activities.
• Indicates the role and responsibility member accepted to make meetings and activities
successful.
• Outlines project goals that clearly identify what the member wanted to learn and evaluates
whether they believe those goals have been met and how.
• Up-to-date cost and project related records.
• Samples, drawings and photos labeled.
• Use of project related information, photos and souvenirs to make the book interesting.
• Includes newspaper articles about the club, project and/or 4-H.
NEATNESS
• Legible writing or printing (member may use computer or typewriter to complete record
book).
• Same colour pen or pencil used throughout (junior members may use pencils, older
members are encouraged to use pen).
• Mistakes are corrected neatly using “white-out” or neatly stroking the word or figure out, and
writing the correct one.
• All pages are neatly secured in the book.
• Photos, news articles and other clippings are mounted neatly and securely (use of scotch
tape is not encouraged because it will brown and curl).
ACCURACY
• Spelling and math are correct.
• Dates are consistent with other member’s record books.
• In the case of animal projects, judges may wish to ensure feed and weight charts are
realistic.
• Work completed by member.
ORGANIZATION
• Book has at least four logical sections (i.e. record book, project information, 4-H activities
and general 4-H info).
• Use of labeled dividers between sections.
• Table of contents.
EXTRAS
• Photos, illustrations, brochures, souvenirs related to project and/or activities.
• 4-H news and information.
• Innovative ideas that the member may have used to make the record book more attractive
and interesting (i.e. colour, creativity, humour).
TOTAL SCORE
JUDGE’S COMMENTS
Senior
5
40
15
30
5
5
100
Sample Constitution
The lines that appear in Italics are policies of the Saskatchewan 4-H Council and MUST be followed by your
4-H Club. When developing or considering changes to a club constitution, it is recommended that you call
your Regional 4-H Specialist for assistance.
ARTICLE 1 - Club, Member and Leader Requirements
A. NAME
1. The name of this club is _________________________________________
2. Changes to the club name must be decided by a majority vote of all 4-H members in the club.
3. The 4-H name, emblem, pledge and motto are protected by trademark and copyright. Alterations,
additions or deletions are expressly forbidden.
B. MEMBERSHIP
1. Eligibility
a) To be a member of this club you must be at least 6 years of age and not more than 21 on or before
December 31 of the membership year. Youth who are younger or older than the official 4-H age
limits cannot be members.
b) A member in this club will register in and participate for the entire membership year in one of the
following age categories: (As of December 31 of any membership year.)
CloverBuds
6-8 years
Junior
9-12 years
Intermediate 13-15 years
Senior
16-21 years
c) The Saskatchewan 4-H Council and the Saskatchewan 4-H Foundation assume no responsibility for
underage or overage youth. Under or overage youth will not be listed on the club’s official
registration form, receive any supplies provided by the organization or be covered by the 4-H
Liability Insurance Policy.
2. Basic member expectations:
A member must meet all of the following requirements to receive credit for a club year:
a) Complete one or more projects during the membership year
b) Complete a 4-H questionnaire consisting of general 4-H knowledge questions provided by the
Saskatchewan 4-H Provincial Office
c) Complete a 4-H questionnaire consisting of project related questions provided by the Project or
General Leader
d) Exhibit or demonstrate project work
e) Exhibit a complete record book for each project
f) Attend a minimum of 70% of club activities
Page 1 of 6
g) Participate in public speaking at the club level
3. A member who lives away from home will be allowed to remain active in this club if the member
a) Meets all the basic member expectations
b) Has the approval of all the committees responsible for events, shows and competitions that he
or she wants to participate in
C. REGISTRATION
1. A member’s provincial 4-H registration fee must be paid before the member will receive any project
material or may participate in any District, Regional, Provincial or National 4-H programs.
2. A member may register in different clubs and is required to pay a membership fee for each club
registered in.
3. Each member must register in at least one 4-H project. If a member registers in more than one
project, each of these projects must be different.
4. The club will submit a complete and accurate registration form and all membership fees to the
Provincial 4-H Office each year.
5. With the exception of new members, members registering after November 15th of any club year
must pay a $20 + GST late fee in addition to the regular registration fee.
6. The Registration Fee is non-refundable once it has been paid to the Saskatchewan 4-H Council.
D. ADULT VOLUNTEER LEADERS
1. 4-H Leaders in this club must
- Be at least 18 years of age
- Must complete the Saskatchewan 4-H Volunteer Screening Procedures
- Be elected by the youth membership each year
- The general leader must be elected by the youth membership each year
2. A person cannot be registered as both a leader and a member in this club unless enrolled as an
associate leader.
3. This club will have one general leader whose duties are to:
- Be responsible for the administration of the club
- With the help of the past president, call the club organizational meeting in the fall
- Support members in the organization and operation of the club
- Ensure the club provides opportunities for members to develop effective project and personal
skills
- Ensure the club is represented on the district 4-H council and assist with district 4-H events
- Ensure that information is communicated to members, leaders and parents from the Provincial
4-H Office and other levels of 4-H
4. Other leaders will be recruited as needed. These could include:
a) One or more assistant leaders whose duties are to assist the club leader
b) A project leader for each project offered. A project leader’s duties are to:
- Help members to develop their project skills
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Be aware of achievement day requirements and help members prepare for
achievement day
- Add at least five project related questions to achievement day questionnaires.
5. The general, assistant and project leaders are the adult advisors to the club.
E. MEETINGS
This club must hold a minimum of three general meetings per membership year.
ARTICLE II - Purpose and Objectives
This club was formed to advance the following purpose and objectives and to provide service to the
community.
1. PURPOSE
To contribute to the mission of 4-H in Saskatchewan:
Saskatchewan 4-H is a project-based youth organization, devoted to strengthening the skills of
responsible citizens. We focus on the growth and development of our members, leaders, volunteers
and staff through our motto: “Learn to do by doing”.
And to strive to live by the Core Values:
We respect the importance of family and honour our 4-H traditions by upholding all of these core
values:
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•
•
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Honour and Integrity: Treating one another respectfully, fairly and justly.
Reliability: Being dependable and responsible for our actions.
Co-operation: Working as a team to achieve our goals.
Fun: Creating positive and enjoyable experiences.
We do this within a safe, caring and positive environment.
2. OBJECTIVES
The 4-H program offers the opportunity for members to:
- Acquire knowledge and skills in specific project areas.
- Learn effective communication skills.
- Increase their self-esteem.
- Develop and use effective leadership skills.
- Meet new people and socialize with other youth in Saskatchewan and from across Canada and
other countries.
ARTICLE III - Election Procedures and Executive Expectations
Page 3 of 6
A. ELECTION AND VOTING PROCEDURE
This club will endeavor to conduct business meetings using Parliamentary Procedure, which requires
that only members propose, second and vote on motions during club meetings.
1. Voting on routine matters, not involving persons present will be done by a show of hands, unless
any objection is voiced.
2. Election of leaders and the executive will be by nomination and secret ballot at the first or second
meeting of the club year.
3. Leaders and the executive will be elected for a period of one year and voted upon by all members.
4. No member will hold any one executive position for more than two years.
B. THE EXECUTIVE
This club executive must be elected from the general youth membership.
This club will elect a president, vice-president, secretary, treasurer and club reporter. These officers
form the executive committee. It is their duty to carry out the wishes of the total club membership and
to represent the total club membership without allowing personal or minority group opinions to
influence their action.
C. DUTIES OF THE EXECUTIVE
1. President
- Conduct orderly and efficient meetings according to parliamentary procedure.
- Prepare an agenda before each meeting.
- Ensure members have adequate notice of upcoming meetings.
2. The Vice-President
- In the absence of the president, perform the duties and exercise the powers of the president.
- Assist the president as required.
- Should the president have to leave the club, the vice-president will automatically become the
new president.
3. The Secretary
- Help the president prepare the agenda.
- Handle all club correspondence and read pertinent items at meetings.
- Record the minutes of each meeting.
4. The Treasurer
- Keep an accurate, up-to-date record of club finances and report to the club at each meeting.
- Administer the club finances, issue co-signed cheques and receive and pay bills.
5. The Club Reporter
Page 4 of 6
-
Inform radio, newspaper and other news outlets of club activities.
D. DISTRICT COUNCIL REPRESENTATIVES
This club must select two member representatives and two adult representatives who shall represent
the club at each District 4-H Council meeting.
E. COMMITTEES
1. The club can appoint and dissolve committees as needed, to carry out a specific matter of business
that does not fall under the jurisdiction of the leaders or executive.
2. The committee chair is responsible for the direction of the work of the committee and will arrange
any necessary meetings. He or she will report to the entire club when required.
ARTICLE IV - Livestock Project Replacement (livestock clubs only)
A majority vote of approval by the total club will be required before another animal can replace an original
project animal. Grounds for replacement must be either loss or extreme ill health of the original project
livestock.
ARTIVLE V - Club Records
A. CLUB FILES
1. All members of the club executive and the adult advisory committee will have immediate access to
all club records and files.
2. The secretary and treasurer’s records will be turned over to the general leader at the end of the
club year and retained for the club’s future reference.
3. This club must submit a year-end summary report to the provincial 4-H office before the club will
be eligible for registration the following year. The provincial 4-H office will provide the year-end
summary report form.
4. Retiring club leaders who are no longer involved with the club, will turn all supplied secretary and
treasurer’s books and leadership material over to their successor.
B. REVIEW OF CLUB FINANCIAL RECORDS
This club must have its financial statements audited annually by an individual outside the club. The
auditor will submit a report to the club.
C. BANKING POWERS
The treasurer and the president, or in his absence the vice-president, will sign all cheques. At least one
signing officer for this club account must be an executive member.
Page 5 of 6
ARTICLE VI - Matters Concerning the Constitution
A. DISTRIBUTION OF CONSTITUTION
1. Each new family will receive a copy of the latest revision of this constitution upon entering the club.
2. The general leader and president will retain a copy of this constitution and all subsequent
revisions.
B. AMENDMENT OF CONSTITUTION
1. This constitution will be revised by the club each year.
2. Amendments may be made at a selected regular club meeting. A three-quarters majority of all club
members is required to approve any amendment to this constitution.
ARTICLE VII - Club Division or Dissolution
A. SPLITTING OF THE CLUB
If this club decides, by a majority secret ballot vote, to split into two or more separate clubs, the club
that retains the former meeting location will also keep the original club name and accumulated years
of club operation. If both clubs remain at the same location, the club with the largest membership
during the first year of operation will keep the former name.
B. SPLITTING OF RESOURCES
Upon a decision, by majority secret ballot vote, to dissolve this club, all resources (such as banners,
tack boxes, flags, etc.) identified by the club’s original name will go to the club that retained the original
name. Club finances will be distributed on a per member ratio to each new club prior to the original
club splitting.
C. THE DISSOLUTION OF THE CLUB
Upon a decision, by majority secret ballot vote, to dissolve this club, all funds in the club’s account will
be retained for a two-year period. A representative of the club and an independent consultant will be
obtained to watch over the club finances. At the end of two years, if the club has not reorganized, all
funds will be transferred to the Saskatchewan 4-H Foundation, another 4-H club in good standing, or
another charitable organization approved by the district to which this club belonged.
Page 6 of 6
The Chairperson’s Meeting Guide
The chairperson has the responsibility during meetings to direct the order of business. Generally the
chairperson is the president; however, it may be another member. The following is an outline to be used by
the chairperson at each stage of the order of business:
I. Opening Exercises
a) Call to Order
b) 4-H Pledge
The chairperson rises and welcomes everyone to the meeting then says, “The
meeting will please come to order.”
At this time the chairperson says, “Will everyone please stand to say the 4-H
Pledge.”
I pledge,
My head to clearer thinking,
My heart to greater loyalty,
My hands to larger service, and
My health to better living,
For my club, my community and my country.
“Everyone may be seated.”
c) Introduction of
guests
The chairperson should, at this time, introduce and welcome any visitors, guests
or parents at the meeting.
II. Business
a) Adoption of Agenda
•
•
The chairperson stands and reads or reviews the agenda as presented.
The chairperson remains standing and asks, “Would someone please move
to adopt this agenda as presented”.
b) Roll Call
•
The chairperson remains standing and says, “The secretary will please call
the roll.”
The secretary remains seated and calls the names of the members. The
members say, “present” as their names are called. (Some clubs have
special responses such as animal names, project names or livestock
breeds, etc.)
The chairperson stands and says, “The secretary will read the minutes of the
last meeting.”
When the secretary has finished, the chairperson says, “You have heard the
minutes from the last meeting. Are there any errors or omissions?”
If there are none, the chairperson says, “If there are no corrections, the
minutes stand approved as read.”
If there are corrections, the secretary makes the changes and the minutes
are re-read as corrected. When the minutes are corrected, the chairperson
says, “The minutes stand approved as corrected.”
•
c) Reading, correction
and approval of last
meeting minutes
•
•
d) Discussion of
•
business arising out
of the minutes
•
e) Correspondence
•
The secretary reports any correspondence. Motions arising from the
correspondence may be taken up immediately or held over for new
business.
f)
Treasurer’s Report
•
•
•
•
g) Committee Reports
•
h) Old Business
•
•
i)
New Business
•
j)
Announcements
•
k) Set time and place
for next meeting
l)
Adjournment of
business meeting
•
•
•
•
The treasurer stands and reads his/her report. The report should include
any money received (income) or spent (expenditures) that has taken place
since the last general meeting.
The current cash on hand (money that still needs to be deposited into the
bank), outstanding bills (money the club needs to pay out) and the current
bank balance need to be a part of the treasurer’s report.
Once the treasurer has read the report, he/she moves that it be accepted.
The chairperson then asks for someone to second the report. Once it is
seconded, the chairperson says, “Are there any questions about the
treasurer’s report?”
If there are questions, they are handled by the treasurer. Once the questions
are satisfactorily answered, the chairperson says, “The treasurer’s report will
be accepted as read.”
The chairperson calls upon the chair of each committee, in turn, to report on
their committee’s activity since the last meeting.
Each unfinished business item to be discussed is usually listed in the
agenda. The chairperson may also ask, “Is there any other unfinished
business to be discussed?”
Any business that is still up for discussion from the minutes of the last
meeting or, any business not yet completed by a committee, is now
discussed.
Each item under new business is usually listed in the agenda. As well,
additional new business may be introduced at this point. New business may
be introduced from a report, from correspondence or as a motion.
Any announcements to be brought to the attention of the membership may
be made at this point.
At the end of the business portion of the meeting, the chairperson says, “If
there is no further business, would someone please move to adjourn this
meeting.”
A member states, “Mister/Madam Chair, I move to adjourn.”
No seconder is necessary
No discussion or vote is held.
Note: The meeting is not adjourned until the chairperson states “Meeting Stands
Adjourned”. A motion to adjourn the meeting is not always necessary, however if the
chairperson sees that the business has been concluded, he/she may simply state that
the “Meeting Stands Adjourned”. A motion, seconder and vote are always required to
adjourn if all items on the agenda have not been covered.
Motions
The main tools of meeting decision-making are motions, which introduce an idea for discussion. The
procedure consists of eight steps:
1.
2.
3.
4.
5.
6.
7.
8.
Rise and address the chairperson.
Await recognition.
Make the motion - "I move that…"
Another participant seconds the motion - "I second the motion."
Chair states the motion.
Chair calls for discussion or debate.
Chair takes the vote.
Chair states the result of the vote - carried or defeated.
Are Motions Necessary Before Discussion?
Under Roberts Rule of Order for parliamentary procedure, someone must make a motion before a topic
can be discussed. This can lead to all kinds of problems since participants make motions before all the
different angles have been considered. It often leads to a series of amendments, and sometimes to
confusion and bad feelings. Here is an alternative, more informal way of handling discussions and
decisions you may want to try at your next meeting. Follow this procedure for discussion (a fundraising
activity is used as an example):
1. Chair introduces the problem or questions for discussion.
2. Collect and share all information about the problem (i.e. fundraising: How much money is needed? By
when is it needed? Etc.)
3. List all possible solutions (have the secretary record on flip-chart all fundraising suggestions).
4. Discuss all possible solutions and suggestions and the advantages and disadvantages of each.
5. When all solutions have been discussed, it may appear that one or two solutions are more practical.
The chair summarizes the points, the problem and the details on which there seem to be agreement.
6. Chair calls for a motion to be made so all decision details can be recorded in the minutes.
Types of Motions
1. Main Motions
The point of a main motion is to bring an idea or question before the membership for discussion
followed by a decision. When a main motion is introduced, any other motions are disregarded until this
motion is settled. Motions may be made in one of the following manners:
I move… (State motion)
I move the adoption of the ________ report (name the report).
I wish to present the following resolution…(state resolution). I move its adoption.
I move the adoption of the proposition in the letter read.
An example of a main motion would be:
MOTION: J.Johnson/P.Black moved that the club purchase chairs and tables.
2. Privileged Motions
These are motions that need immediate attention, even though they have no link with the main
motion. These motions have the privilege of temporarily setting aside the main business before the
club. Possible privileged motions arranged in order of precedence are as follows:
Fix time at which
to adjourn
Adjourn
Recess
This motion takes precedence over all others. If made when another question
is before the membership, it is not debatable; it can be amended by altering
the time. If made when no other question is before the membership, it is
debatable. These motions require a majority to pass. An example is, “I move
that when this membership adjourns, it adjourns to meet at (state time)”.
This motion takes precedence of all others, except to “fix the time in which to
adjourn”. It is not debatable, it cannot be amended or have any other
subsidiary motion applied to it; nor can a vote on it be considered. It must be
seconded. Stating, “I move that we adjourn” makes this motion.
This motion is an adjournment of the meeting for a limited time during its
session. It can be amended and the amendment is debatable, but the original
motion is not debatable. These motions require a majority to pass. Examples
would be:
“I move the meeting recess for (state length of time)” or
“I move a recess until (state time)”.
3. Subsidiary Motions
Are motions that pertain to a main motion, which is pending or under consideration. Subsidiary
motions may modify the main motion or help the main motion become approved. Since they are
secondary to the main motion, they would not exist without the main motion. It should be remembered
that it is “in order” to make and vote on a subsidiary motion while a main motion is still before the
membership and before the main motion is voted on. Three types of subsidiary motions are described
below.
Amending a Main Motion
The purpose of amendment is to change the wording of a main motion before the final vote is taken on
it. The chairperson should not allow amendments that change the intent of the main motion.
The procedure for amending a motion is similar to that for presenting a motion in the first place. It
occurs after a motion has been moved and seconded but before it has been voted upon. The
amendment is voted on and if it is carried, the original motion is modified and restated by the
chairperson for a vote.
A main motion may be amended any number of times but only two amendments may be on the floor at
the same time. The first is an amendment to the main motion, which is called the primary
amendment, and the second is an amendment to the primary amendment, which is called a
secondary amendment. A third amendment is not allowed.
To amend a motion:
1. Before the motion is voted on, someone says, “I move the motion be amended by (adding the
word(s), deleting the word(s), substituting/changing the word(s), or dividing the motion).”
2. Someone seconds the motion to amend.
3. The changes proposed by the amendment are discussed.
4. Members vote to accept the amendment (and keep the original motion).
5. If the amendment is accepted, the president or secretary reads the new motion; the club discusses
it and votes on it.
6. If the amendment is defeated, the president or secretary reads the original motion, the club
discusses it and the members vote on it.
Rescinding a Motion
If a motion has been voted on and then requires change or cannot be accomplished, it will need to be
rescinded. To rescind a motion means to take back a decision.
To rescind a motion:
1. Someone says, “I move to rescind (take back) the decision to…(original motion).”
2. The motion to rescind must be seconded.
3. The club discusses the rescindment.
4. Members vote in favour of rescinding (taking back the motion) or against rescinding (keeping the
original motion).
5. If no advance notice of a rescindment was given, 2/3 of the members must vote in favour of the
rescindment for it to pass.
6. If members were notified by newsletter, phone call or announcement at a meeting that a motion
has been made to rescind a decision, then 51% of the members at the next meeting will need to
vote in favour of the motion in order for the rescindment to happen.
7. The chairperson is responsible for keeping track of how many people vote in favour and against
this motion and making sure all the rules of parliamentary procedure have been followed.
Postponing a Motion
You can see that making decisions and then changing them can make meetings a bit more difficult.
The best way to make decisions and vote on motions is to have all the information you need before
you decide. How much will it cost, how long will it take, is it available or possible, is there time, is it
legal, etc.
If all the information isn’t available, then, rather than making a decision based on little or wrong
information, your club may choose to postpone the motion. To postpone a motion means to set aside
or delay a decision. Only a motion that has not been voted on can be postponed.
To postpone a motion:
1. Someone says, “I move that we postpone the motion to . . . until our next meeting (or until after the
next District Council meeting or January 23, etc.).”
2. Someone seconds the motion.
3. Discussion (only points that relate to whether or not to postpone).
4. 4-H members vote in favour of the motion to postpone (and discuss the issue at the assigned time)
or against the motion to postpone (and make the decision on the original motion now).
5. If the motion is postponed, someone will need to take responsibility for getting the information that
is needed to make a decision.
6. The postponed motion will then be the last item of business under the Unfinished Business section
of the agenda.
7. At the next meeting, the person who got the information that was needed gives a report under the
Old Business section of the agenda
8. When the postponed item comes up under Unfinished business, the Secretary should read back
the motion as it was left, and members may discuss it as though the motion was freshly made.
9. From this point on, it is a main motion again, and may be voted on, or amended.
4. Incidental Motions
Most incidental motions develop out of business being done. Often they are secondary motions that
develop out of another motion already being considered. If this is the case, the incidental motion must
be decided before the original. They may suspend, appeal or withdraw a motion. Here are examples of
incidental motions (all of equal rank):
Point of Order: If a member notices a breach of a rule of order during a meeting, the member may
interrupt the speaker, rise and say, “Mr./Ms. Chairperson, I rise to a point of order”. The person
speaking should immediately be seated. The chairperson should then request the member state the
point of order. The chairperson then decides the point. If no appeal is taken, the speaker is permitted
to resume. If the speaker’s remarks are considered improper, then he/she cannot continue without a
vote of membership to that effect. Motion is not amendable or debatable.
Out of Order: Sometimes during a meeting a person, motion or remark does not follow the proper
procedure and is considered “out of order”. At this moment the chairperson must put the proceedings
on hold and direct the membership back on track. An effective chairperson does so by making three
separate statements, “Stop!” “This is not right” and then carry on and explain why it is “out of order”
and what is “in order”.
•
•
•
A motion is “out of order” when it is moved while a motion of higher precedence is pending.
A person is “out of order” when he/she begins to speak without recognition by the chair or
when he/she is not a bonafide member of the club.
A remark is “out of order” when it violates some ruling of the club.
To Withdraw a Motion: The mover and seconder can withdraw, or change the language of a motion
before the chairperson restates the motion. Any member may ask the mover to withdraw a motion
through the chairperson, but the mover does not have to comply.
When a question is before the membership and the mover wishes to withdraw, modify or substitute a
different one in its place, the chairperson grants permission if no one objects. If there is an objection, it
is necessary to get permission to withdraw on a motion from that person. This motion cannot be
debated or amended and when it is withdrawn, it is as if the motion had never been made, and doesn't
appear in the minutes.
Debating a Motion
Often the discussion or debate on a motion gets out of hand and one person dominates the entire meeting
trying to force his/her point of view upon the whole organization. Some rules are set up to safeguard the
rights of every member, and they are based on common sense.
1. After the chair has stated a motion, every member is entitled to discuss it.
2. The member who made the motion has the right to speak first if he/she rises promptly to claim the
floor.
3. Unless given special permission by the assembly, no member may speak longer than ten minutes at a
time, nor more than twice on the same questions, and he/she may not speak a second time until all
members have spoken who wish to do so.
Motion to Limit or Close Debate: If a group member feels that discussion has gone on and on, and is of
no further use, he/she may move to limit the debate to a specified time. This is to be seconded and
carried by a two-thirds vote.
Another way to close discussion is to move to stop debate. This could be "Ms. Chairperson, I move to stop
all debate" or "I move to call the question." If it is seconded, a vote is called immediately. A two-thirds
majority is required for this motion.
Things to Remember for a Smooth Debate
1. No member may speak a second time, unless everyone who wished to speak has already done so.
2. Speakers should avoid using personal references (i.e. you loser).
3. If possible, never refer to another member by their first names such as Jim or Susan; use “the previous
speaker” or the “the last speaker”.
4. Members should not talk with one another during the debate.
5. When the chairperson is speaking, no member may disturb the debate by whispering, walking across
the floor, or in any other way.
6. Both sides should be given equal time to voice and discuss their opinions.
7. Remarks should be in good taste, not made to offend any other member in the club.
8. During the debate, if anyone wants to ask the speaker a question, he must do it through the
chairperson. The person should rise and say, “Mr./Ms. Chairperson, I would like to ask the speaker a
question.” The chairperson then asks the speaker and his/her reply is directed to the chair.
Voting on Motions
There are several methods of voting at a meeting as follows:
a) Show of hands or standing - most common methods. The chairperson calls for those in favour and
those against. Both the chairperson and secretary should take the count, and the chairperson
announces the result.
b) Written Ballot - secret vote with ballot distributed, collected and counted by appointed scrutineers.
c) Word of Mouth - used as a matter of routine and where it is unlikely to cause dissent.
d) Division - vote by division is rare. Those in favour assemble to the side of the room to the chairperson’s
right and those against to the left.
e) Roll Call - another form of division. Each club member votes as his/her name is called.
Follow-up to Motions
After a motion has been carried, the chairperson is responsible for developing an action plan with respect
to the motion's implementation, which may include appointment of committees, or assigning chores to an
existing committee. Be sure this is recorded in the minutes and follow up is noted at the next meeting.
Tips for Completing Scholarship and Bursary Applications
The high cost of post secondary education is a concern to our corporate sponsors, members, leaders,
parents and the Saskatchewan 4-H Council. Scholarship and bursaries are awarded annually to deserving
4-H members in the form of scholarships. These are awarded on the basis of need, 4-H and community
involvement and scholastic achievements. You will be able to get additional information about
scholarships and bursaries from the provincial office or your Regional 4-H Specialist.
Application Guidelines
•
You must have been enrolled as a Saskatchewan 4-H member within the past 2-5 years depending
upon the award. Other criteria such as number of years of membership, post-secondary institution and
education program, entrance award or open award and essay requirements vary depending upon the
scholarship or bursary.
•
Your scholarship application form must be complete to be considered. Handwritten or printed
applications are acceptable.
•
Applications must be completed using the application form provided. Do not develop your own format.
If you prefer to complete your application using a computer, follow the same format and questions as
the original application. Your application must have three letters of reference from a variety of people,
a school principal or teacher, 4-H leader, adult volunteer or community leader. Avoid using three
teachers, three leaders, etc.
•
A certified statement of your most recent transcript can be obtained from your present school, college
or the Department of Education.
•
Announcements – Scholarship applications may be released, in part or entirely to media and
sponsors for award announcements and publication.
•
Notification and Receipt – Award winners will be notified by letter by the Saskatchewan 4-H
Provincial Office. Winners will be required to submit proof of enrolment in the stated program prior to
release of the award.
Completing the Application
The sections numbered below correspond to the application form. If an essay is required, make sure it is
complete, easy to read and dark enough to copy. Content, sentence structure, grammar, spelling and
organization are all considered. Handwritten, printed or typed essays are acceptable. Please use dark
coloured ink.
A.
General Information
•
B.
Education and
Career Information
•
•
•
C.
4-H Involvement
•
•
•
•
•
•
•
D.
Extra Curricular
Involvement
•
•
•
•
E.
Financial Need
•
•
F.
Additional
Information
•
G.
Declaration of
Applicant
•
Use your permanent address and include the personal information
requested.
Supply your present grade level or year of course if currently in a secondary
program.
State the University, College or Institute and the program you are planning
to attend.
Explain your career plans – what research have you done or experience do
you have that leads you to believe that this course of study will lead you to a
career you will find satisfying? Where do you see yourself upon completion
of the course? In what areas of your chosen field do you plan to seek
employment? Where do you expect your career to be 5-10 years after
completion of the course?
Complete your 4-H and club history. List all projects you completed.
List all club positions you have held from executive to committees. List any
special club achievements such as Grand Aggregate.
List 4-H club activities you have participated in, such as public speaking,
curling, clinics, workshops, demonstrations, fundraising, delegate to District
4-H Council, etc.
List 4-H activities and positions at the district level – district council
meetings, district events, rallies, workshops, committees, district public
speaking, curling, delegate to annual general meeting, etc.
List 4-H activities and positions at the regional level – organizing
committees, meetings, programs and events, regional 4-H member advisor
to the Saskatchewan 4-H Council advisory council, regional 4-H member
events, regional 4-H public speaking, curling, etc.
List 4-H activities and positions at provincial level such as 4-H summer
camping programs, travel ambassador, provincial 4-H committees,
provincial 4-H public speaking, curling, etc.
List your 4-H involvement at each level starting with the present year and
continuing backwards to your early years in 4-H.
List any school activities, sports, SRC, committees, clubs, etc.
List any community involvement, interests or hobbies.
List any jobs, part time to occasional.
List any organizations or associations you are a member of, locally or
provincially.
Complete the estimated expenses and financial charts using dollar values.
Take some time and research the association costs. Be realistic. What will
your tuition be? Accommodation, meals, entertainment, etc? If you are
planning to work part-time include the wages. If you have applied or will
apply for a student loan, include that as well.
Provide any information that would be helpful to the Selection Committee
that was not included elsewhere. Do you have any special needs or family
situations that are pertinent? Any special instructions? Will your reference
letters or marks be forwarded directly to the Saskatchewan 4-H Provincial
Office?
Sign and date the application. A witness signature is important as well.
Incomplete applications (in any way) will not be considered.
Please take the time to double-check your application and enclosures.
Saskatchewan 4-H Council Year End 4-H Club Summary Report
Year _______________
This report must be completed and sent or faxed to the Saskatchewan 4-H Provincial Office, 3830 Thatcher Ave.
Saskatoon SK S7K 2H6 – FAX (306) 933-7730, in order for your club to be eligible for registration next year.
Name of Club ______________________________________________ District # ______________________
Date of Organization ___________________________ Date of Achievement Day ______________________
Membership
Total Number of Members __________________ Number of CloverBuds (6 to 8 years) __________________
Please list any members who did not complete a project/4-H year according to your club and/or the
Saskatchewan 4-H Council policies for 4-H Clubs, Achievement Days and Members. (ie. Did not participate in
Club Achievement Day or did not complete a Record Book).
Finances
Summary of Treasurer’s Records:
Bank Balance at beginning of year
Total Receipts (Income)
+
Total
Total Expenses
Bank Balance at Year End
+
Total
Please complete this report for each club account
C. Constitution: Please attached a copy of your club’s constitution if you have one.
D. Declaration: (Officers please sign). We declare that to the best of our knowledge the above statements are
correct.
President ___________________________ Treasurer ______________________________
General Leader _____________________________________________________________
Please fill out this report immediately following your Achievement Day
to avoid delays registering your club next fall.

Leader Resource Guide - 4

Transcription

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