Student Leader Training.
A certified Wingman Trainer works with a selected group of Student leaders and trains them to be facilitators to lead programming for their peers.
Over the two consecutive days of training, we focus first on cultivating a group dynamic of support. The Student Leaders explore the culture and climate of their school. They get to practice and receive feedback on their newly developed facilitation skills.
Overview.
Two consecutive days (12 hours)
Elementary Schools: Up to 16 participants per cohort.
Middle Schools: Up to 20 participants per cohort.
High Schools: Up to 24 participants per cohort.
$4,000 for the first cohort, $3,000 for each additional cohort, plus travel fees.
Workshop Content
Day One is designed to focus on fostering the bonds and creating a group of supportive leaders. One of the hardest things for any age group is peer programming, so we spend most of day one focusing on cultivating a group dynamic of support.
This is done by engaging the students in a series of activities that allow them to find the commonalities within the group and using one-on-one conversation prompts to allow for meaningful reflections.
As the group becomes more comfortable with each other we can start to increase the complexity of the challenges that the group experiences, and they begin to see each other as resources and support.
We finish out the day by letting the students tell us more about their school and the strengths and struggles they see. We use this conversation to help us inform what their programming can look like going forward and, more importantly, to find out what help the students need to make the changes that they wish to see.
Day Two is when we hand the reins over to the students and give them as much time to practice their facilitation skills as possible. One of the critical elements of day two is the very purposeful critique of self and each other as each group of student leaders finishes their presentation. We ask the students three questions:
“Were they loud enough?” voice projection is not easy for us all, but being able to work within your skills is something that we can all grow into.
“Did we hear from everyone?” just because a student leader is naturally more quiet or shy doesn’t mean that they cannot play a role in a great activity facilitation, sometime we just have to learn how to use our strengths.
“Did they answer all of your questions?” not every activity necessitates a clear ask of “Do you have any questions?” sometimes it makes more sense to simply walk around the room and check in with the participants, and learning how to do this effectively makes a great facilitator.
Once everyone has had a chance to facilitate an activity the comfort level is usually much higher. The students leave the training and head out to engage their peers and staff in the building.
ADULTS
YOUTHS (Grades 5 - 12 )
Available For:
Day One is designed to focus on fostering the bonds and creating a group of supportive leaders. One of the hardest things for any age group is peer programming, so we spend most of day one focusing on cultivating a group dynamic of support.
This is done by engaging the students in a series of activities that allow them to find the commonalities within the group and using one-on-one conversation prompts to allow for meaningful reflections.
As the group becomes more comfortable with each other we can start to increase the complexity of the challenges that the group experiences, and they begin to see each other as resources and support.
We finish out the day by letting the students tell us more about their school and the strengths and struggles they see. We use this conversation to help us inform what their programming can look like going forward and, more importantly, to find out what help the students need to make the changes that they wish to see.
Day Two is when we hand the reins over to the students and give them as much time to practice their facilitation skills as possible. One of the critical elements of day two is the very purposeful critique of self and each other as each group of student leaders finishes their presentation. We ask the students three questions:
-
“Were they loud enough?” voice projection is not easy for us all, but being able to work within your skills is something that we can all grow into.
-
“Did we hear from everyone?” just because a student leader is naturally more quiet or shy doesn’t mean that they cannot play a role in a great activity facilitation, sometime we just have to learn how to use our strengths.
-
“Did they answer all of your questions?” not every activity necessitates a clear ask of “Do you have any questions?” sometimes it makes more sense to simply walk around the room and check in with the participants, and learning how to do this effectively makes a great facilitator.
Once everyone has had a chance to facilitate an activity the comfort level is usually much higher. The students leave the training and head out to engage their peers and staff in the building.
-
Workshop Content
All of our programs reinforce our guiding principles and our core mission of inspiring empathy and positive change. The programs are realized through workshops consisting of mindfully-sequenced activities, led by Certified Wingman Trainers and tailored to the age and needs of the group and your organization's goals.
Custom-built experiential workshops, led by certified
Wingman Trainers.
Dylan’s Wings Of Change is a nonprofit foundation dedicated to the memory of Dylan Hockley, one of the first grade victims of the mass shooting at Sandy Hook Elementary School on December 14, 2012.
The Wingman Movement was
founded by Dylan’s Wings Of Change.
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Dylan's Wings of Change is a 501(c)(3) nonprofit organization.