University of Florida

Recognition for Excellence Handbook - Participation

 

Participation LogoParticipation Overview

For some youth- especially beginners, low resource, or youth who are disabled- just participating in a 4-H educational program is a significant accomplishment. We only need to look at the pride with which they wear T-shirts provided at camps or at livestock shows to see that this is true. The T-shirt is a way of proclaiming, “I was there; I participated.”

Recognizing youth for participating tells youth that they are important, significant people because they have been a part of a learning experience. It says, “We’re glad you are here.” This type of recognition can be a first step in building a 4-H’er’s self-esteem. Youth who are recognized for participating in a 4-H learning experience can show their friends, parents, and neighbors that they have participated in a 4-H program.

Young people should be able to earn this type of recognition relatively easily. The requirements should be simple and well publicized so youth know what they need to do to be recognized. 4-H’ers can be recognized as many times as they meet the requirements. The requirements for this type of recognition usually consist of attending, participating, and/or successful completion of an educational program.

Recognition for participation in educational experiences, while important for beginners is developmentally appropriate for all ages, for all levels of ability and opportunity, and in all types of activities. Individual awards do not need to be costly, but should be something that is appropriate for the 4-H’ers involved in the program, and above all, be valued by them.

Volunteers or staff responsible for the educational experience are the most appropriate presenters of recognition for participation. The recognition should be presented as a part of the learning experience. Some examples are T-shirts, caps, chevrons, stickers, certificates, and membership or participation cards. Publishing participants’ names in the local newspaper after the program is another way to recognize participants.

Participating in 4-H provides unique opportunities for young people to determine their own learning experiences. This opportunity enables 4-H’ers to have significant experiences that encourage them to feel valued and have control over their lives. Having the opportunity to make choices and develop individual learning plans helps 4-H’ers feel positive about their accomplishments and contributions.

Recognizing young people for participation in 4-H starts with volunteers who accept and affirm youth as capable and significant persons. By asking questions, listening, and using encouragement, volunteers help young people find meaning, purpose, and significance in their lives.

Above all, adults should not dominate the young person’s opportunities to learn. Adults who are able to talk freely about themselves, their feelings, dreams, accomplishments, and failures are modeling behavior that helps young people begin to understand how each person fits into this world.

When adults establish this type of environment, young people are more likely to participate in 4-H. By recognizing 4-H’ers, we enhance the likelihood of their continued involvement in learning experiences.

Appropriate recognition for participation adds to the learning environment for young people. A challenge for all adults (parents, volunteers, extension staff, teachers, etc.) who work with youth is to provide feedback that will enable young people to continue to grow and develop. Providing encouragement, rather than praise, is a key element in recognizing a young person’s growth.

Praise has been highly recommended as a way for parents, teachers, and volunteers to help young people gain a positive self-concept and improve the way young people respond. Recently, educators, child development specialists, and others have begun to question he effectiveness of praise.

It’s easy and often effective to praise young people who are excelling and/or behaving appropriately. However, when they are misbehaving, not excelling, or not feeling good about themselves, praise does not always generate the response expected. It has been recommended to use a concept called encouragement.

Praise is defined as commending another person for behavior or a product you find exceptional. It depends upon the judgment of others instead of helping the recipient to use their own self-judgment. Continually using praise causes young people (and adults) to believe “I’m OK only if someone tells me I’m OK.”

Encouragement is different because it lets others know that what they do is separate from who they are. It conveys that they, as a person, are good enough as they are. It encourages the receiver to identify his or her own strengths.

The specific award we give to young people as a part of recognizing their participation is important. We tend to forget to look at the award through the eyes of the young person. It is easy to rely on our traditional awards because it is more convenient; we have a supply on hand; donors expect to give the same award; on our schedules are too busy to select something different. In addition, it is a challenge to find more attractive and appropriate awards that use good design principles and are affordable. It is important to remember that the interests and preferences of young people change from generation and from one developmental stage to another. In addition, we are working with a broader audience of young people who have diverse needs.

The teaching-learning experience involves the volunteers in an assessment of the awards being given in your county and in their local, individual groups. It may not provide immediate answers, but it does identify awards that need to be given some attention.

 

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