VOLUNTEERISM is the backbone of the StarSaver™ programme. We are eternally grateful to our volunteer bankers and financial sector professionals who become “teachers for 67 minutes” in line with Mandela Day as they “Take action, Inspire change”.

  • “Volunteers are seldom paid not because they are worthless, but because they are priceless!”(Author unknown)
  • Volunteers don’t just do the work, they make it work.” (Carol Pettit)

Volunteerism is an important expression of citizenship.   READ FURTHE

  • “Speak to be heard, speak to be understood.”(Dr.Gcina Mhlophe – Endorsing Voice of StarSaver™)
  • Apply the child/learner-centred approach of Aflatoun child social and financial education and bear in mind that children learn best through PLAY.
  • Learners have varying degrees of ability, be prepared to modify your lesson plan and explain information in simple terms that the learners will be able to understand.
  • When the learners are working on a worksheet, if you get asked the same question by two or more learners, explain it again to the whole class.
  • When a learner asks a question, repeat the question to ensure all the learners heard the question and then answer for everyone to hear.
  • Personal stories “stick” – so share them e.g. incorporate your own savings experience and wisdom into the lesson.
  • Remember that children are intelligent therefore ask probing questions to assess the level of understanding before exploring a concept!!!!
  • Relax and have FUN!

IDC Model for presenting a lesson-Adapted from Gray Training

Introduction,Development,Consolidation (IDC)

INTRODUCTION

Lays the foundation for the lesson

Learning Outcome(LO)

  • States the goals the learners need to achieve in the lesson.
  • It should be clearly stated at the beginning of the lesson to help the learner to remember the content of the lesson
Ice Breaker

  • A game, a catchy quotation that will help to grab the attention of your learner.
  • Icebreakers help to stimulate cooperation and participation in a group, they also provide positive momentum.

DEVELOPMENT

This is the heart of the lesson; it is where the teaching of the course content takes place.

Transfer of the knowledge

  • Good lessons usually include the answers to the following FIVE questionswho? what? where? when? and where?
Demonstrate the skill

  • Often the facilitator demonstrates the skill before the learner practices it. An example would be doing he budget as a class first before the learners can attempt on their own.

CONSOLIDATION

Summary

A chance for the learners to pull all the threads of the lesson together

Reflection and Debriefing

  • Reflection is the opportunity we give learners to step back and consider what they have learnt. It is a key opportunity for the learner to make sense of the learning. This should be encouraged throughout the lesson not only at the end
  • Debriefing occurs when the learner shares their insights and conclusions with the group. This is a key opportunity for the facilitator to assess whether key concepts have been grasped

Volunteerism is espoused through the African values of:

  • Ubuntu
  • Tradition
  • Mutual Obligation
  • Community and
  • Inclusion

ICE BREAKERS – some ideas…

  1. CHARACTER DESCRIPTIONS-Have learners write down one or two adjectives describing themselves and have each person in class introduce themselves e.g. Fabulous Fikile or Happy Harold
  2. I’VE DONE SOMETHING THAT YOU HAVEN’T DONE-Have each person introduce themselves and state something that they have done that they think no one else in class has done. If someone else has done it, the learner must state something else until he/she finds something that no one else has done.
  3. GETTING TO KNOW YOU – Take a toilet-roll and have each one take between 1 to 5 blocks from it. Zero not allowed! Do not say why. Then after everyone has the blocks in hand, that number of blocks determines the number of things you shall tell us about yourself.
  4. HOW DO YOU FEEL-Ask the learners to write down words or phrases that describe their feelings, list these on the board.Then ask them to write down what you as the teacher are feeling on the first day of your lesson.Briefly comment and together you can discuss the teacher/learner responsibilities or rules
  5. ON THE PLANE-Ask learners to introduce themselves and say who they would like to sit next to on a plane, and explain why
  6. INTERVIEW-Divide the young people into pairs. Ask them to take two minutes to interview each other. Each interviewer has to find two interesting facts about their partner and then present to the rest of the group. Watch the time on this one
  7. DESERT ISLAND-Announce, “You’ve been exiled to a desert island for a year. In addition to the essentials, you may take one piece of music, one book(not the Bible) and one luxury item you can carry with you (not a boat). What would you carry and why?”
  8. TALL STORIES-The leader starts a story with a sentence that ends SUDDENLY. The next person has to add to the story with his own sentence that ends with SUDDENLY. Continue the story until everyone has contributed.
  9. GOOD OR NEW-Ask each learner to share something good or new that they have experienced in the last 24 hours.
  10. MY NAME-Have learners introduce themselves and tell what they know about why they have their name(their mother wanted to name them after a famous TV star etc.)It could be first, middle or nickname.
  11. CREATIVE HIGH 5’s-With a partner, come up with as many creative ways to give them a high 5as they can in 60 seconds. Under the leg, behind the back etc. Volunteers can then demonstrate.

Volunteerism is encouraged!

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