New Year Reset

I’m fortunate to have two educators in the family who I don’t only love, but respect professionally. LeeLee, Sweet Husband and I get into very deep and interesting pedagogical conversations from time to time, sharing stories and suggestions for dealing with difficult people in the building—students and adults. Their perspectives are extremely important to me, and never cease to give me things to consider and positions to adapt and sometimes change.

So, this week, we were discussing students who are sent out of the room for disciplinary and behavior issues. When these kids return to your classroom—that same day or the next day—they deserve a brand new start. They shouldn’t have teachers who hold grudges, or refuse to forgive immature behaviors. They are the children in this scenario, remember?

That conversation got me thinking about how I should adjust my own persona as their CTSO Adviser moving into the new year. I have no behavior, maturity or  discipline situations in my organizations, so I’m not dealing with negative or disrespectful students. It’s not that.

But my CTSO students are not reaching their full potential. And I take some level of responsibility for that. I need to reset for the new year—for them and for me.

The Absent Member

Maybe you have a few kids you haven’t seen in a month or two at chapter meetings. Have you tracked them down to find out why they’ve vanished? Me either, which is what I need to change. A quick visit to the administration office will give me their schedule (if they aren’t already in my class), so I can make a personal visit. 

Maybe you will find out they just aren’t interested, which is of course their choice. However, it’s possible you will uncover a situation you knew nothing about, and needs to be addressed. From making these little “drop-ins” when they are alone with me in the hallway, I’ve found out about some bullying within my club, and some tensions and stressors from the home. In both of those situations, I was able to step in with the help of the guidance counselor and improve that child’s situation. 

You won’t know if you don’t ask. Don’t let them just disappear, or they might start to feel invisible.

The Quiet Member

Consider your recent meetings. Look around the room in your mind, and I am almost positive you will find one or two people sitting entirely alone. Paying close attention, but not participating in any active way. 

This one is almost entirely your own fault. 

One of the first things we teach our CTSO leaders is to be inclusive, and make sure every member feels valued and appreciated. A student sitting quietly alone feels neither of those things. You need to step in twice: Immediately, you need to flag down an officer, and send them over to befriend that member, and invite more active participation. Maybe it’s this person’s first time at a meeting, or maybe they’ve just been sitting in the back, but your officer—their peer—is the right person to encourage them to engage more fully in the meeting. Second, you need to make one of those “drop-in” visits we talked about before. Catch them privately, and you can initiate a conversation with them about their value in the group.

Hopefully, you’re just dealing with a super-introverted and quiet young person.

But, maybe, there is something going on that you can help with. You won’t know if you don’t investigate the situation from both sides.

The Overly Loud Member

I’m betting you have one (or more) members who are just a loud whirlwind from the moment they enter the room. They love to draw all of the attention to themselves, and will participate in everything—even if they have no idea what they are doing.

What are they hiding with that over-the-top personality? Take it from me—that person—they are probably hiding some serious insecurities underneath all of that blather.

It’s important that you allow them to have a strong place—but not the entire place—in your meetings, so that they will continue to get the attention they clearly need. They can’t be allowed to overpower the conversations or activities, but we need this type of member, too, so let’s not alienate them.

In this circumstance, an officer visit is not on the table—this needs to come directly from you as the adult. When you do your “drop-in” with this kid, make sure you are absolutely away from anyone they might try to impress, so they can act and speak freely. Make sure you address how important they are to the overall group, and allow them to talk about what they love about the CTSO. 

Reinforce them as much as you can. Let them know they are valued, respected and wanted. Then remind them that they can use their bright spotlight to help you illuminate other members of the chapter. 

Give them a job, and you’ve got them for life.

The Returning Competitor

Coming into competition season, I have an extreme dichotomy facing me that I need to bridge and overcome. Last year at their respective state conferences, DECA was virtually 100% unsuccessful with a different advisor. My FBLA was virtually 100% successful. Literally, DECA has one winner out of 30 kids, while FBLA had 26 out of 28 kids qualify for international competition. 

I need to devise very different plans to interact and coach students in both of these organizations, given extreme circumstances on both ends. 

My DECA Plan

We have 53 people going to DECA State this year. It is a record for my school, and a strong testament to the leadership of that chapter. Those officers have worked hard for every member, and can’t wait to “show their stuff” on the state level. But what if they fail…again? I can’t let that happen. My plan during the next two weeks is to touch base individually with every single kid who will be going to State, and address their concerns about competition. Our meetings will be very heavy into competition prep, giving students as much of an opportunity to practice as we possibly can. Given the extensive competition list I have, I will pair students up so they can review material and talk to kids in the same competitive arenas. And, most importantly, I’ll let them know I believe in them.

My FBLA plan

Nobody wants to be the kid to bring down the reputation of the organization, and that is the concern many of my competitors have coming into the state conference. “We will never be as good as last year…” is stated repeatedly at meetings, as students continue to doubt their ability to be as successful as our previous year. I even had a national competitor from last year decide not to go to state at all, because, in their words “I’ll never do as good as I did last year”. It’s difficult to combat those attitudes, and convince students that they can, in fact, step into those large footprints and not get smothered. The personal approach, again, is your absolute best defense against the insecurities and fears of students based on their abilities. I will meet individually with each student to discuss the competitions they have chosen, and give them specific goals to meet to prepare for state competition.

The First-Year Competitor

Significantly easier to win over and coach, a first-year competitor will have very logical and predictable fears. They will worry about everything from traveling without their parents to getting on stage in front of everybody or not getting on stage at all! 

The strongest tool you will have to help support these first-year chapter members will be the relationship that you have developed over the year. They will look to you as a surrogate parent in this situation, hoping that you will not only take care of all of the details, but will guide them through the process without fear or embarrassment hitting them. 

You have a big job, here.

Particularly for new members, helping them recognize the strong community of support will be a fantastic way for you to guide them through their first competition. When you build a pyramid of assistance, with you on top, followed by officers and then previous competitors, you will help them find people they can talk to and rely on when things become stressful.

Finally, remember that you don’t expect any first-years to win. At all. This isn’t about success in competition as much as it is about growth, maturity and commitment for the young adult. Do this right, and next year…these will be your winners, trust me.  

Your Overall Persona

So today is the day to decide who you want to be when you head back to school this week. For us in Southern Nevada, it is the first day of a new semester, but no matter where you are in the academic calendar, New Year’s is the time to make a change. 

Forget the resolutions to save money or lose weight. You’ll get to those later.

Make your resolutions that can impact children and create change in their lives. Make a real difference. Resolve this, instead:

• Prepare yourself physically and mentally to be present for your students. While you’re at it—wear something you love, you’ll feel better!
• Get your sleep and eat breakfast—it’s not just advice for kids!
• Reach out to each kid individually. Use that prep period of yours!
• Start day one hour one with your door. Greet every single kid by name as they enter the room for your next meeting.
• Thank them for coming to the meeting. They don’t have to, you know.
• Smile when they are saying goodbye.
• And for heaven’s sake, make sure you have snacks!!! That’s the true way to their hearts!

Happy New Year, friends. 

THANK YOU FOR READING THIS FAR!!!

Wow, thank you for reading about resetting for the new year!

Hey, since you’re here! You may as well check out what it’s like to attend conference, here, and learn about DEI in CTSOs, here! Check out our other topics here! Either way, I appreciate you!

Please leave a COMMENT about any tips you may have!! Or comment what your favorite lesson of mine was! How’s your student organization operating?

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Oh! And don’t forget to check out my video series by CLICKING HERE!!!