TIME MANAGEMENT Time is of the essence. Time is all we have. Time is running out. Time. Time. Time.

For any leader, time is a limited and precious resource. There is no way to recover time that we have wasted. We cant speed it up, slow it down, or stop it. In any case, as leaders, we can only find a way to make the most of it. Clarity- Organization- Motivation Plan the important activities and number A-C (with A being most important), use charts to display activities set per hours on each activity, evaluate and set new goals. Rules for time wasters 1. Indecision 2. Inefficiency 3. Procrastination 4. Unrealistic time estimates 5. Poor organisations 6. Ineffective meetings 7. Poor planning and lack of contingency plans 8. Lack of priorities, standards, policies or procedures. Rules for time savers 1. Manage the decision making process; not the decision. 2. Concentrate on doing only one task at a time 3. Establish daily, short term, mid-term and long term goals 4. Handle correspondence quickly with short letters or memos 5. Throw unneeded things away 6. Establish personal deadlines and ones for your organization 7. Do not waste other peoples time 8. Ensure all meetings have a purpose, a time limit, and include only essential 9. Get rid of busy work 10. 11. 12. 13. 14. Maintain accurate calendars and abide by them Know when to stop a task, policy or procedure Delegate everything possible and empower subordinates Keep things simple Ensure time is set aside for high priority tasks

15. Set aside time for reflection 16. Use checklists and to do lists Proactive and reactive Proactive people are those who ensure they get their top properties down with less stress, whereas, active people are likely to be controlled by the tyranny of the urgent.

9 rules avoiding wasting time 1. Get started 2. Get into a routine (set aims and objectives) 3. Focus on main areas 4. Focus on one commitment 5. Divide large tasks 6. Learn to recognize each situation and pay attention to detail 7. Deal with one task 8. Set start and stop times (scheduling) 9. Plan your activities

CONFIDENCE When you confidence is low, how do you react? Blame others? Withdraw? Angry? Cry?

Positivity Wake up with a smile Avoid negative people Be positive- encouragement from all peers and mentors.

Set realistic challenges Do not get stressed Help yourself by helping others as well (building on communication and teamwork)

Activities Brain storm ideas and thoughts on self-confidence Express feelings through drawing Create a collage to express yourself Create a piece of performance Repeating good things to yourself How do you think you are seen by others? What confidence would you want to have in? Choose one thing you want to do, and aim to do. Do this every day and see the improvement in yourself. Game- I am like you because (makes everyone feel equal) Set up a list of questions when we arrive and ask the students to choose from a scale of 0-100% describing their confidence.

Responsibility of the volunteers and how we can help Give the kids an opportunity to express themselves and be aware of not making the situation difficult for them. Compliment graciously BE POSITIVE Allow them to have responsibility in suitable activities to help them build their selfconfidence. Be enthusiasm New experiences By using the ice breaker activities they should begin to feel comfortable. Everyone should be accepted.

PUBLIC SPEAKING AND PRESENTATION SKILLS The ART OF PRESENTING The benefits of presentation are to: Disseminate information Stimulate learner interest Organize subject matter Present interesting material Give the big picture

PREPARING PRESENTATIONS You need to think about: Content and location Organization Methods and media Rehearsals

CONTENT, LOCATION, SPACE Do you possess sufficient knowledge of the subject? Is the subject right for the audience? How long do you have? Where will you be delivering it? Are you familiar with the AV/ lecture room facilities Think about heating lighting furniture arrangement ventilation, acoustics

ORGANISATION, SET, Mood, Motivation. Learning Objectives, Roles, DIALOGUE Main part of the activity Organised in a clear, logical sequence Closure Questions, Summary, Termination Verbal Presentation Style Confidence Volume, Rate of Speech, Pitch Enunciation Speak to the listeners Clear and Precise Non-Verbal issues

 MEDIA

Personal appearance Gestures (sparingly and for some purpose) Eye contact Enthusiasm / Commitment Mannerisms and tics

Rules for selecting visual aids Is it necessary? Is it suitable? Is it large enough? Is it simple? Is it interesting?

PowerPoint rules Think about colours Think about transitions Think about content Think about style

When constructing text slides, you should follow these rules Maximum 7 lines in height Maximum 7 words in width Maximum 5 words in title Simple text or diagrams

Rehearsal Some people can memorise their presentations do it only if you can Use notes pages if necessary Speaking from a formal script can be dull Use notes cards if required For more (humorous) info on (bad) presentation skills see: http:www,youtubr.com/watch?v=IpngfmEU2Ck&feature=player_embedded

REFELECTION Reflection is integral to learning, because it helps us build self-awareness, strengthen personal and team growth and improves our action for next time. Questions to ask: What did you enjoy? What are your strengths? What is the purpose of my job? What are the measures of success? What is exceptional performance? What are my priorities and deadline? What resources are available? What costs are acceptable? How does what I do relate to other people?

Activities Participates are asked to show with a word, their body or a facial expression to show how they feel at the moment and then explain their reasons after. In groups of 3-4, each group has 10 minutes to plan their service experience and share with the group. After each group presentation, discuss as a group for future projects and set new goals. Visualization: Take the students on an imagery tour of their service experience, let them get into a comfortable position on the floor and tell them to close their eyes. Play low relaxing music and let them clear their mind, then asked them to begin to remember their experience. Assist in mentioning common events, and help them remember how they felt before the experience, what their expectations were, what happened in their preparation and how they felt during their experience. Slowly bring them back, with the music still playing and ask the group to share their recollections. Use a large piece of banner paper, ask the students to get into pairs and depict their experience using a combination of words and pictures. (10-15 minutes)

Get into a circle; pass an object around when it is the persons turn to talk- asks questions, for example. What was something you learnt today? Each student keep a journal Collage of words (large sheet of paper- words to describe their experience ) Rhyme response Show and tell Group writing poem