MSU Extension 4-H Volunteering & Mentoring

would like to welcome everyone to today's Michigan Forage volunteer webinar on engaging Every voice facilitation skills for Dynamic Forage Club. I am Christine Havery. I'm an extension educator based in our Clinton County office, which is in the middle of the state. I work on our volunteer team focusing on volunteer relationships and training and I'm one of our co leads for extension volunteer Management. Let my co presenters Lori Robo and Janelle Stewart, give a quick introduction also. Hi, everyone. I am Lori Ribo. I am a extension educator as well. I am based in Wayne County, so just outside of Detroit or in Detroit, we've got Detroit in our county and I'm excited to talk with you all today. So thanks for joining. Good afternoon, everyone. I'm Janelle Stewart, and I'm located in Lenoi County, so I'm at the very bottom of the state, and I'm also an extension educator and I have the great pleasure of managing our local for each program, as well as doing leadership civic cultural engagement program around the state. I'm excited to have both of them with us today and I'm excited for you all as we share some strategies for helping you build those facilitation skills into your four g club experiences. MSU extension fully believes in the principles of diversity, equity, and inclusion. We know that human differences enrich our lives work and community. We embrace our responsibility to be resource for all and are committed to providing programs to all segments of our community. It's also important to understand the longstanding history and of colonialism that has brought us all preside on the lamb and seek to understand our place within that history. The Land acknowledgment on the screen is one step in that process. Laurie has placed into the chat a quick demographic survey. If you would please complete this if you're comfortable, it helps us show how we are meeting the different demographic needs across the state of Michigan. We do ask if you're an MSU extension employee at as an extension employee to not complete the survey. If you're an extension employee attending on your volunteer roles, you can complete the survey. So this is part of a series of webinars that we have been doing since 2023. You can find a variety of recordings of our past webinars on our Michigan Fage volunteer webinar series page, but you can also see the upcoming topics we have coming through the rest of the first half of 2025. In March, we're going to look at development of relationships with youth. We're going to look at club fund raising in April. We're going to look at the how to look at comp, competitive experiences and building resilience with kids through fueling or splashing the rumor mill. Then we're going to look at engaging parents in the forage experience and shared leadership in clubs in the month of um May also. Then there'll be additional topics offered in the fall. As we get started today, we have a little icebreaker, we're going to do this as a waterfall chat, how that works? I'm going to read you the question. I want you to think about your answer and type it in the chat, but do not press nter it's going to have a start to think about what our topic is a little bit today. How would you go about deciding on a vacation you want to go to go on with friends? How would you decide about a vacation you want to go on with friends? Think about how would you make that decision about what you would do on a vacation with friends? Want to type your answers in the chat and I will pause for a minute to let you think and type those in before I tell you to share with them. We would look at the cost location, available activities and time frame, meet together over lunch and brainstorm ideas, have everyone give suggestions and look at availability and vote to see what would make the most people happy and see what they'd like to do. Research and talk about it. But because I don't travel much, do whatever they want to go. Ask everyone their idea, have everyone share their key points and then do a vote. I would ask the group chat for ideas about where to go. Um, where, what to do, whether, who costs, discuss limitations of finances, timing, go from there, and talk to see availability and ask everyone opinion. So many ideas and so many things that we are going to talk about a little bit over the next few slides about those facilitation strategies that you can utilize within your forage experiences also. So thank you everyone for sharing. So when we look at our forage experiences, we're all about helping you thrive. We want to have youth find their experiences and find a pathway to thriving. High quality forage program settings provide youth a place to belong, matter, explore their personal spark, foster developmental relationships with express care. And these components are really important to helping you thrive. And when we think about facilitation skills within our forage experiences, they play a key part in helping you thrive because they could be when we're looking at exploring ideas to do in our club, that could be what brings about that spark. When we're trying to make Trevorn feels a belonging or has relationships or engagement in our clubs, it's how we do that facilitation in our club and making decisions that really helps foster these ideas and help them move them forward. So helping you thrive is really important as we think about how we develop and set up our club experiences through facilitation pieces. Yeah, Christine, when I think about youth SPAC in particular and that thing that young people are excited about or passionate about, whatever that is, I also think about how all of this facilitation work helps young people become beyond ready for their future in four H. Because it allows young people to have that sense of curiosity, that sense of belonging allows them to really explore the ideas and passions that interest them. There's a lot of spaces in our world where that's not an opportunity, but I appreciate that in four H, that component of youth voice, fostering youth sparks and curiosity, having those relationships, engaging young people is a part of our work, and those good facilitation skills really help build that. So we have broken our good facilitation skills into the four H pledge as a really fun way that we can help remember what these facilitation skills are. So they are, of course, the head, the heart, the hands, the health of facilitation. So we'll go more into each of them, but you can see on this slide, there's various components that work into how um the facilitation skills work through the pledge. If we dive into the first one, so we're going to look at the hands of facilitation skills and we did set these up to explain a little bit more about what they look. Hands is really about how you prepare. Getting yourself ready for facilitating young people, knowing what your goals are, what you're trying to achieve. And there's that reflection part as well where you're looking at, what are you trying get out of this. Then how did it go at the end is really important as well. What went well and what you change differently. Then, of course, reporting any of those components so that young people know that their voice was heard. I think there's a lot of spaces where we get asked our opinion, whether youth or adults. Then we never hear what happens. I think that reporting or sharing out of what the results were, particularly if it's not clear in that setting is really important. And then we're also going to look at room setup. So room setup is really important so that facilitation and engagement can take place. So on the next slide, we just have a few examples of what that looks like. So the room setup can be set up in a variety of ways, but you want to have engagement between the young people in your group. A couple ways that could be set up is the U shape approach where everybody can see each other and they're all in that same space, so they're able to give feedback and interact with each other. Or we have some examples of other sitting arrangements where everyone's together and able to have those conversations. Then when we go through more of the actual tools or processes, you may or may not be using some of these seating arrangements, but it is important to think about how that room is set up when you're having any discussion or planning take place. A lot of you in the chat talked about how you would want to get everyone's opinions or voices or hear discussion about it. Or use a group chat to have that conversation. This kind of setup helps make that more possible when everyone's able to see and discuss openly. In terms of tools, you are going to want to have some sort of facilitation box. That's going to have all the materials you need to be able to facilitate successfully. It can look very different. So how you bring it in approach it can be differently. Christine, Janelle, and I all have facilitation boxes, totes, bags, whatever it is, it looks a little different. But some of the important things to include in it are markers, typically ones that I like the scent, Mr. Forget what they're called, Mr. Scent or whatever. I like those a lot, but you just got to consider whether or not you're going to be writing on a space where you need them to be washable. Typically, I don't use permanent markers for that particular purpose. You want sticky notes or sticky dots and we'll talk more about when and where you might use those. Tape might be really helpful. I like to use painters tape in particular, so that blue painters tape because it doesn't damage walls when we're in other settings that might they might have rules and you don't want to damage the facility you're in. Scissors can be really helpful paper clips, pens and pencils, writing utensils. You might want to throw extra scrap paper in there as well. Just having those items can be really helpful. Again, you could just have that in a bag that's ready to go. Some of our volunteers and staff use roll carts. You might have an actual toolbox container that you're using. It might be a small tote. There's a variety of ways that you can have your tools ready to go as part of this process. As we start to look at the heart of the facilitation skills, this truly relates to the approach in the process you take. It's about the flexibility you have to adjust based on interaction and feedback. Bringing in your own curiosity about what youth are interested and getting their opinion is a huge component of this hard piece. As well as fostering that curiosity in young people. That is such a huge thing as building that level of curiosity. The level of curiosity for youth significantly drops as they get older, but it's so incredibly important. We need to solve big problems or work on things as kids need to be curious and to be successful and be ready for the future, to be ready, they really need to be curious because in reality, the problems that exist today are not the problems they're going to be dealing with later, so we have to build that level of curiosity. We can do that and how we build in our pain. What do they want to do or learn about? What are their thoughts for the plan? And really the facilitation is really 100% built on relationships and being genuinely interested in what others think and share. That's really how we look at that voice, that youth engagement, and that relationship piece. To be successful in facilitation, it really has to be a focus on that relationship and within our four H club, you really have to have a relationship focus to build those components. So it's really important that we engage and utilize youth voice. It's a true purpose of facilitation skills. It allows all youth voices to be engaged in their programming. In forage, we want you to have an extremely active part of their forage experience. We want their voice and everything. So when we're facilitating things, we need to have them engaged. We can't be making all the decisions. They have to have a way into decision making. That's really how we bring that heart of the forage experience into it. Another part that really builds into this heart piece is utilizing the experiential learning model. OH is a built on the D reflect apply piece. This is really where we can build in that curiosity piece and that youth engagement. The usage of the experential learning model is a great way to build curiosity. When having youth reflect and apply is all about question. To really have them think about it, it's questions. As you ask questions, you really are starting to build more curiosity, getting more opportunities to think about. We're going to take a moment here and have you in the chat. What are some questions you can ask that can help youth reflect on an activity? Why don't take a moment and share in the chat. What are some questions you can ask to help youth reflect on an activity? And really focus on what are those questions that can have them share in process. What are some questions people have that can help reflect that they share. What wet well? Yeah. Just having them share what wet well. What was your favorite part of the activity? Yeah. Have them think about what their favorite part is. What did you like or dislike? What would you change? How would you do it? And who would you like to have join? Yeah. How would you use this? That actually starts to move into the apply part. Good one. I'm also going to have you start to think what are some questions you can ask you that can help them apply about it? Think about how they would generalize or apply it to different situations. I think in four H, we do an amazing job of having youth always reflect on what they're doing. We ask those questions reflect. They did. Sometimes we struggle on the application on the what next. What are some questions you can ask that have them connect it to different things? How would they use it? How would they apply it? What will you do with this new information? Yeah. Where do you want to go from here? Yeah. Where do you want to take this from here? Exactly. What would you change next time you do this? How would how would you do this with your project? Yeah, I your club, sometimes you're just doing a taster of what their projects might be. So how would you do this in your actual project when you're taking it to the next step? Good one. As we really build that curiosity and that hard part of facilitations, really always think about that experiential learning model. Think about those questions you can ask so that you can really build these in because that's what will build that level of curiosity. Couple more questions. Why is this important in your life? And what skills did you learn to take back to your life outside of forage? Oh, great one. Yeah, think about these questions, keep them in your mind. I will be pulling all these questions from the chat and in the follow up email, you'll get a list of them so you can remember some of these and utilize them in your own experiences. When we think on that heart of facilitation, take the time to build relationships. The better you know each other, the more likely that people will speak up and participate in discussions. Do those activities that let people get to know each other. Leave some time at the start of your four each meetings so everyone can interact and mingle and have questions or leave time at the end so they really can have that time to build the relationship with the other people in their club. That really allows more people to feel comfortable and speak up and participate in the discussion. Right, I get to talk about the head of facilitation skills. And actually, I have to say, this is one of my favorite things to teach, especially when we're teaching it to teens because they're always looking for those skills to try and get their club members involved. And these are great opportunities for them to be that teen leader in the group and be the one who is leading these examples that. We are going to, um and we're going to talk about the tools, we're going to talk about the supplies, and we're going to talk about the interaction that occurs, and we're going to start with brainstorming because brainstorming is the way of generating new ideas and helping people think outside of the box. It's really the first step in engaging everyone to bring in their ideas and their opinions to a discussion. We encourage you when you're going to do brainstorming that let everyone know that all ideas are considered no matter how wild they should be or how wild they would be, how far out of the box that they are, because anytime that you have a wide open brainstorming and everyone brings ideas in it can spark some solutions, I can spark new ideas. The only thing I enjoy about it is that I may not think of one thing, but Christine thought of something. I'm like, Oh, yeah, that takes me in that direction or Lori throws something out there, takes me in a whole new different direction. Helps me engage that creativity side that I may not do easily, so I need to have someone else spark it, and then I can go from there with it. So Brainstorming, though, is the first step, as we said, in generating those ideas, trying to get people to engage in a conversation. Then from there you go on to your prioritizing your decision making things like that. Some things that you should consider outside of no bad ideas. Everything is wide open encouraged outside the box. Think you may want to set a time limit if you have a really enthusiastic group of four each members who want to throw out lots and lots of ideas. I encourage you to run with it as long as possible until they naturally run out. But I also respect the fact that the club meetings may need to be limited on their time. So you may say, You know what? We're going to brainstorm for 5 minutes, 10 minutes, whatever it is. So that way, we're trying to get those juices moving and moving quickly so that we're not sitting waiting and that. We also want to let the young people in our club know that you can piggyback off of ideas. Like I said, Christine says something that gets my creative juices going and I decide to go similar, but maybe she says you want to go roller skating and I'll go, I want to go ice skating. Similar ideas, piggyback off of each other, you can build off of that. So you also want to as the brainstorming is going, if you need to write everything down. So part of your facilitation tool kit, I encourage you to get what we call newsprint, big sheets of paper in order to write the ideas down. If you have a location that's technology advanced, good for you. You can even do it on a computer just up on a sheet of paper. But meaning that all ideas are recorded and all ideas are visual so everyone can see them is very important. So so some ways that you can brainstorm. I'll talk about a little bit more in detail, but it's called popcorning. Anyone can shout out and answer at any time. So you ask them a question. You don't need to raise your hand. You don't need to be called on. This is just sometimes generates enthusiasm, excitement. I always try and challenge the young people to say, you need to write faster than you need to yell out answers faster than the person can write them on the This is another great tool to advance your teen leadership skills. I ask a teen to be the person who writes things up on the wall. We do not need to do these as adults. We don't even have to do these facilitation skills ourselves. I encourage you to have the teens do it. Pop corning is called throw out any answer anytime quick as possible. The next one would be a Round Robin and a Round Robin is when you go around the room and you give everyone the opportunity to respond because the pop corning is for extroverts and people who think externally verbally loud. Round Robin allows everyone to have their thoughts. With that, I always encourage you when you do Round Robin is that if a young person is struggling, you give them the opportunity to pass. We're going around the room. Everyone has a chance to say what their idea is. If a young person says pass, then we allow them to pass. We don't shame them, we don't talk them into it. We don't try and say, Oh, everyone's got an idea because maybe not everyone does at that moment. I always say allow the pass, keep going. And then you go back the second time to the people that pass because sometimes it's just truly that they need more time to think or their internal processor and that time has given them that opportunity. Round Robin is everyone replies, given a chance to pass, go back and circle back to the ones who pass. If they pass again, that's okay. You don't have to keep going three or four times to them. You just if they pass again, they do. Another brainstorming idea, sticky wall I will say this, we're going to go into a little bit more detail about that in just a minute, but that is a form of brainstorming called sticky Wall. This one is a fun one. I don't think we need to demonstrate it unless you want to at your house or your home office right now, but it's called Snowball. You would need pieces of paper and you would have everyone write down on a piece of paper their ideas. You ask them then to crumple them up. Not real super tight, but enough to the fact that it makes a snowball. Then after they have their ideas around, they just throw them towards the front of the room where you would have someone that would be opening them and putting them and recording them again so everyone can see them because that's important. But snowballing is a favorite among some of the younger kids because they get the opportunity to actually throw something and act a little bit silly at that very moment. Snowballing, that's what that is pair and share is another way you can do brainstorming and that is you have two people, you pair them off. You can do it with three, so it's pair share, Trishare. But two to three people and they talk in a small group, they come up with their own ideas, share them together, and then one person in that group would report out again to a facilitator who is recording them at the front of the room. Brainstorming is the very beginning of all generation of ideas on the next slide, you'll see the importance of having them all there. During our brainstorming, whatever one we just chose and we went through, they are all recorded on the wall so that we have that reflected, everyone can see it, and then we may utilize this later on when we start making decisions or sorting things out, we still have this very visual and so that we can see that. So so moving on to what we had, if you have any questions, please drop them in the chat as I'm going through and explaining these. As we're continuing to use our head in order to do facilitation, sticky Wall, I think, has to be one of my most favorite facilitation tools. I will tell you that anytime I teach this, the one thing I always ask young people because usually I do this when I'm doing officers training with young people. How many of you have sat and you can drop it in your chat if you agree with this hat. How many of you sat at your club meetings and you've asked the kids for an idea or your officers have asked them for an idea and it's crickets. There's nothing. It's silence. No one has any ideas. Yeah, I see a yes coming in. Human nature tells us this, especially a young person. I teach this too often, Kathy, all the time. When I teach this with young people, they often admit that first thing that they will do then is they get worried, they get nervous, and then they get a little grumpy and it's their tone, their voice gets a little iggressive. It's like, Come on, you have to have an idea. Don't just sit there. Then now we're almost to the point of shaming our young people who are really truly just afraid to speak up because we do know about people, it's not even young people that speaking up, giving an idea is a great fear because of being judged. This truly is a tool for those internal processors, those individuals who need a little bit of time and who don't want to throw their ideas out publicly. What you need for this is you need sticky notes. I will say, sticky notes are more expensive than I'd like them to be. So if you want to cut up pieces of paper and then have tape and put them up there, you can, I buy the sticky notes because it's just about time for me. But owning a pack of sticky notes in your toolkit. And what you do is you hand out sticky notes to everyone. You do not give them one, two, you just tear off a bunch of them, and this allows them to see that they can generate a lot of ideas. What you're asking them to do, for example, I love this one, you say, we're going to ask what is community service ideas that you would like to do as a club? When you get crickets because no one wants to verbalize it, you hand out the sticky notes, you instruct them to put one idea per sticky note. They don't write all of them down like they do for the snowball one. It's one idea per sticky note. Once they have an idea on there, they walk up to a wall and they just put it up on a wall. They can do four or five sticky notes and then go put them on the wall. They can do one at a time and get their exercise and be part of the health of this facilitation. But either way, we just want to get them up on the wall. No threats, there's no fears. Nobody knows even who put what on the wall, except you see them go up there, but most of the kids are really engaged in writing things down or thinking. I then ask 18. Um to then sort the wall and ask them to sort it as things start coming up or you get enough up on there. And what you're doing is you are sorting them into ideas, common themes, common ideas. As you can see in the picture right there, there's three of them together, and then there's five lumped together, one off on its own, another one off on its own because it doesn't have something that's similar to it. Usually I will guarantee you this. If you try this, you are going to go from no ideas to at least several ideas and often so many ideas that you don't know what to do with them at that point. So it is a way to definitely generate the ideas, get more opinions and more ideas out there. And then after you've got all these ideas, you can start going down to actually your decision making process. That is the concept of a sticky wall. So and I added Janelle in the chat. I said the sticky wall is even really good for reflection, for reflection, we did those reflect and apply questions at the end. So sometimes it's hard to get responses for that as well. So you can ask those questions, have them write it on the sticky note or a piece of paper, stick it on the wall, and there's been some reflection, but it's a little more personal and less overwhelming to share it out loud. Yeah, that is a great point, Lori, because I always have to try and remember that. I'm an external processor. I'm also not afraid to talk up, and I'm also can be loud. Remembering that there's other people in the room that's not like me is very important as we try and draw out from everyone so they have a good experience in our four H club. So so now we're going to move into what we call a little bit more of decision making stages. We've done some idea generating from multiple ways of brainstorming the sticky wall. There's a lot more. I'm sure that you may have some ideas, and we'd love to hear those from you as well. But due to our time, we have to only pick a few of them here. We get in one of our favorite ones. Now that we are moving into decision making stages versus idea generating, show you here what we call a T chart, which is a good way to narrow things down. So you take one of your ideas and you write a pro and con chart out on why we should do this or why we should not do this. What is the um, reasons that would be a positive outcome for us to do this community service. What could be a negative outcome? Maybe the negative outcome is not really negative. It's maybe it's going to cost us too much money or it's going to be time consuming or we can't get there. Those are the types of things where we have to consider the transportation where if we do this one, it's this. Dbilding pros and cons, or T charts are a great way to start narrowing down and helping our young people see that there are pros and cons to all of our decision making. We often will give all the reasons why we should do things. Unless you are a person's opposition, then you do try to bring the con in. But in general, teaching young people how to look at pros and cons of everything that we do is a great life skill that will help them when they are moving forward. So Yeah, thank you, Kathy, pros and cons are great life skills. Definitely something that's important to us to have. Again, as we're making, we are in the decision making. We're not in the voting yet, but in the decision making, another one to do besides a T chart that you can do is rotating flip charts. Rotating is taking your brainstorming ideas that you have and then breaking them up in small groups so that they can flush out some of the things. You're encouraged to have three charts up. Then we can go to the next one. I'll show it a little bit easier if you could, Chris. Encourages small group discussion. You have three charts up, you break the young people up evenly amongst the charts, you ask them to report on the chart, and then they would write out their ideas underneath it. Let's see on this one here, they were talking about media contacts or the potential sponsors or the potential volunteers that they would need. Or down here, you can set them up. I like the triangle approach so that they rotate that way. You can move them across a flat wall type of thing. It doesn't really matter. The idea is that you have three different charts going at all times. So young person or the whole group of them are going to discuss, small group discussion, and then you're going to give them a specific time. Let's say you're going to do the first round is going to be 7 minutes, and they're going to be there for 7 minutes putting their ideas down on the topic area that you would write at the top. Or you can do this on a pros and cons, taking a rotating flip chart and meshing it with pros and cons. The idea is that you are breaking the groups down to smaller groups in order to have discussions. But after 7 minutes, 5 minutes, whatever your time period is, you're going to have them move to the next chart. They see all three charts. Each chart really truly should have a different topic on it. You're going to ask the young people to read over what the previous group did, star what they like or agree with, they don't have to rewrite it, and then they add to. And then again, after the allotted time that you are giving them, usually the first rotation and second rotation, I usually keep it similar in time length. And then going into the third rotation, again, you're going to ask him to star or mark whatever you like, circle, whatever it is, and then write any additional ideas. Because we've already had two really strong generating ideas, at that point, I see that the third chart usually doesn't take as long because you're starring a lot of the other things and then just adding or you add some things, but not as many things. So this concept here allows you to start flushing things out. It starts allowing you to look at multiple concepts underneath it and then again, having young people in small groups discussing things amongst themselves. That's called the rotating flip charts. So now that we have flushed things out and we are starting to narrow things down, one of the things that we always teach and encourage you to use in your four H club setting is Robert's Rule of Order or parliamentary procedure. Believe it or not, there are many other ways that you can make decisions in clubs, we do not tell you that you have to do parliamentary procedures. I recently went to a training. I'm excited because they call it Bob's rules now. I think it was Minnesota that came out instead of Robert's Rule of Order and they came out with Bob's rules because we really truly don't use Robert's Rule of Order to the fullest measure of the way it is designed to do that. But there are many different ways. Consensus building, just flat out voting without emotion. There's absolutely reasons to use Robert's Rule of Order, but a sticky wall or sticky dot voting is a fun way to have young people vote. I always encourage you to use multiple facilitation skills because the more you use, the more the more interaction you're going to get from the young people, and that is truly what we were looking at. An example of maybe how we would use a sticky wall voting would be, let's say that you've done a Round Robin, you've generated a lot of ideas. You're not going to ask them just to pick one by saying, I move, but we do a raking leaves for senior citizens because we're doing the concept of community service. You have all of your ideas up there on the board because we already wrote them out. You give everyone a dot. If you want to give everyone two dots, I don't care. You can give everyone three. You can use your dots the wait colors too, if you would like. But the idea is that young people get to come up and put their dots on what they vote for. Maybe you're going to give them two dots apiece. I'm going to go up there and I'm going to say, yes, I want to rake leaves through seniors in our community in the fall. And I would like to serve at a soup kitchen. Those are my top two ideas. Then again, you can start narrowing it down. You took a list of 20 items, maybe down to the top five. Clear the list, take your top five, rewrite it out again, and then allow them to maybe discuss or maybe you're going to look at the rotating flip charts again, or you give them more dots and say, Okay, we've whited it down to five now, let's vote based on five. This just allows a fun, interactive way for young people to vote. I don't encourage to use this if you've got a heated discussion in your club or if you've got strong issues. But when you're trying to make a decision that is pretty not too difficult to make, it's a good way. Always use this. If you're ever going to have pizza at your four H club, put all the items up there that you can get on a pizza and let them vote. That way, they're buying into what they're getting on their items. Sticky dot voting versus a using Robert's rule. This one is another way of what's called gradients of agreement. Making a decision based on how people feel from agree to disagree. You can use this for two things. You can use it for decision making anywhere they are endorse it on the far left onto vetoing it, meaning they're not against or for it, or you look at agree to disagree and everything in between, they would stand on the line. This is something that you can use or in your club if you have room to get everyone to move around. Have a piece of paper, as Lori said, some scrap paper in your facilitation toolkit. You write the word agree on the wall, you put on one side of your room, you write disagree on the other wall. You're going to use that painter's tape because we don't want to upset our club locations and you're going to put them up on the wall, and you're going to have the young people literally get up with their feet and move. Do I agree with this or disagree or am I somewhere in between? And then you can gauge the temperature. I call it, you're gauging the temperature of the room, but it's also the idea that you are trying to figure out where they're falling. If they're all falling in the middle, I'm going to guess you're probably going to have to dig out another facilitation tool kit. This point, I'm going to maybe go to my rotating flip charts and start flushing out why everyone's in the middle versus why they've decided on a definite side versus the other side. But again, gauging the temperature of the room and seeing where they are at with this. So then another way of using gradients of agreement is by using your hands. You don't have enough room to get up 100 kids because you've got a really super large club that really truly fits in a space of about 75, that I may or may have not seen for our clubs, but you can do it by hand. If you would like to choose to participate in this with me, you can hold up your hands and you've got five fingers up. I would like for. Can they use the turner cameras on, Chris, or is it blocked? They can turn their cameras on. I want to get this out of the recording. If everyone just please turn your cameras on. It's a little bit more excited to see. If you turn your cameras on, put your hand up, gradients of agreement, five people or five fingers up. What I'm going to ask you to do is you are going to vote with your fingers based on the question that I have for you. The question is, how do you feel about breakfast foods for dinner? If you think it's the worst idea ever, you're going to put up one finger. If you think absolutely love this idea, you're going to put up five. To be I'll go along with it. I I must, three, I have some concerns with this idea. Four, I like this idea, but five, I absolutely love it. Yes, you can put it in the chat too. Then as a visual, you can see people how they are voting. I'm seeing anywhere from ones, the fives, the threes and anywhere in between there. We are just trying to engage the room. I hope now I've pulled you in into maybe even listening better because I had you pick your hands up. You're now thinking. Again, it's all about engaging the young people so that their minds and their creativity is coming into play so that they are part of our meeting and that. So those I hope are some facilitation skills that you will find and use in your next four H club meeting. I will say this facilitation takes longer. If your clubs are two, 3 hours, maybe this will help them be a little bit shorter. If you're normally a 15 minute club meeting, this will definitely expand it out because you're going to have to engage them to participate and it takes a little longer. But ultimately, that's what we're looking for is engaging the young people into the decision making, the creativity, and the design of their own program. So our last one is the health and facilitation skills. And to be honest, a lot of it's already been incorporated in terms of what we've talked about, but we're being intentional about thinking about it. So movement is a component of the health and facilitation skills. Like Janel was talking about, a lot of the activities do involve movement, whether you're moving to put things on a sticky dot wall, on a flip chart paper and a gradients of agreement, whatever it is, there's movement that's going on. You have to be able to adjust on the fly and be able to consider how things are moving, the curiosity that arises. The learning styles is also important. Janet was mentioning. Some of these approaches consider the fact that people are not always interested in sharing immediately. Sometimes some people need to process. Some people need a little bit of space. So people need comfort and that safety to be able to share. Having that learning style and adjusting for what the room is providing, that temperature that's provided, it's also important to take breaks for yourself and for the young people as well, making sure people can take care of their personal needs, their wellness. Reflection we already talked a little bit about as well, but I consider that part of the help as part of that is that reflection, that adjusting, thinking what's working well, you might want to change, what you might need to adjust as you're moving along. We did share a few resources as well that will come out in email about strategies of managing the group. But another really large component is the energy that you bring. So thinking about those relationships, thinking about how you're connecting with people. Again, was shared, how you are having these developmental relationships, getting to know people, being that engaging leader and engaging participant and involving the teens as well in doing some of this leading and facilitating could really help. But the next slide talks about how the energy is really important. Energy that you bring plays a major role. So standing up at a podium, presenting from that type of space is definitely, yeah, I noticed that too, Kathy engaging. Of sharing from that type of space is not going to be engaging. It's not energizing. So that's where that movement and the energy you bring, the tone of your voice, the enthusiasm you have for getting these voices, getting these opinions plays a major role. So those all build into the health of how we are facilitating and how healthy our facilitation goes throughout the whole process. We're going to shortly be moving to the time where you get to share your ideas and I turn off the recording at that point. But first, I want to take a moment and thank you all for being part of today's webinar for participating in the chat and being engaged, you'll receive an email with the resources we shared in the chat within a week or so and the link to recording so you can watch it. As you leave the Zoom room today, there will be a quick evaluation that pops up. If you would please complete it, share what you've learned today and future ideas. Those are really helpful because often the topics for this series come from what you all share. I appreciate you taking the time to share that. So thank you all for being engaged.