Positive Youth Development
Positive youth development (PYD) programs, such as sports and other extracurricular programs, encourages children to develop positive leadership and team-building skills as well as other life skills that can help them thrive outside of their activity. One of the most prominent concepts behind PYD is the '5Cs' model: competence, confidence, connection, character, and caring/compassion (Jones, 2011). Programs such as Muncie's own Boys and Girls Club and Ryan Hourigan's Prism Project are wonderful community based programs devoted to PYD. Additionally, school clubs, organizations, support groups, and after-school activities are also effective in providing opportunities in which to set and achieve goals and develop social skills.
Instructional Decision
When I was younger my family moved quite frequently, so I was put into new schools and new social circles quite frequently. Though it was difficult being the "new kid" all the time, being involved in after school activities, sports, band, and the like helped me find ways to relate to other students so that I could adapt to my new environment. These activities helped me develop my confidence and shaped me into who I am today and what I want to achieve in my life.
There are numerous organizations and events that I can take part in to give back to my community, such as getting involved in my church or in music organizations like NAfME. However, I believe there are things I can do in my classroom as well. Student leaders are excellent for recruiting and welcoming younger students into band or choir, and it allows younger students to relate to someone closer to their age without feeling too intimidated (AG 2.4, 5.1). Hosting events, such as a "Band Day," at my school in which other bands can perform or compete is a great way to teach my students how to interact with others whether by running a ticket booth, showing groups to their performance locations, or by helping keep everybody on schedule (AG 2.9). I could also pair older or more experienced students with some of the younger or less experienced students so that they may have someone to look up to and relate with whether it's in the band room or during lunch breaks. I believe that music and other extracurriculars are the best tools for positive youth development (AG 2.8).
Instructional Decision
When I was younger my family moved quite frequently, so I was put into new schools and new social circles quite frequently. Though it was difficult being the "new kid" all the time, being involved in after school activities, sports, band, and the like helped me find ways to relate to other students so that I could adapt to my new environment. These activities helped me develop my confidence and shaped me into who I am today and what I want to achieve in my life.
There are numerous organizations and events that I can take part in to give back to my community, such as getting involved in my church or in music organizations like NAfME. However, I believe there are things I can do in my classroom as well. Student leaders are excellent for recruiting and welcoming younger students into band or choir, and it allows younger students to relate to someone closer to their age without feeling too intimidated (AG 2.4, 5.1). Hosting events, such as a "Band Day," at my school in which other bands can perform or compete is a great way to teach my students how to interact with others whether by running a ticket booth, showing groups to their performance locations, or by helping keep everybody on schedule (AG 2.9). I could also pair older or more experienced students with some of the younger or less experienced students so that they may have someone to look up to and relate with whether it's in the band room or during lunch breaks. I believe that music and other extracurriculars are the best tools for positive youth development (AG 2.8).
