Publication 380-120 Reprinted 2005
*18 U.S.C. 707
A BASIC TRAINING GUIDE FOR
New 4-H Parents and VolunteersInvolved with Livestock Projects
2
A Basic Training Guide for New 4-H Parents and
Volunteers Involved with Livestock ProjectsPrepared by: E. Wayne Compton. former Extension Specialist. 4-H Youth. Virginia Tech
Table of Contents
4-H Philosophy ................................................................................................................ 3
Developmental Characteristics and Programming Implications and Sequential 4-H Curricula System ................................................................................ 3
The 4-H System .............................................................................................................. 7 Experiential Education ............................................................................................... 7 How People Learn ...................................................................................................... 8 Cone of Experience ..................................................................................................... 9
Basic Human Needs ...................................................................................................... 10
4-H Livestock Projects Should Teach Life Skills ...........................................................11
A Few Thoughts for the Day .......................................................................................... 12
Sources .......................................................................................................................... 12
3
4-H Philosophy4-H is the youth development education
program of Virginia Cooperative Extension. 4-H is committed to assisting youth, and those adults working with them, in acquiring the knowledge, life skills, and attitudes that will enable them to become self-directing, contrib-uting, and productive members of society. The central theme of 4-H education is “learn by doing.”
4-H participants are youth, ages 5 to 19, taking part in programs provided as the result of actions planned and initiated by Extension personnel in cooperation with volunteers. 4-H is characterized as being community-centered, volunteer-led, Extension-staff supervised, research based, home-and family-oriented, publicly and privately funded, and responsive to change.
This nonformal education program is conducted by our state land-grant universities (Virginia Tech and Virginia State), the U.S. Department of Agriculture, and local gov-ernments. The land-grant university system consists of teaching, research, and Extension education. The Cooperative Extension Service was established by the Smith-Lever Act of 1914 for the purpose of serving the needs of people throughout the states and nation.
Extension 4-H programs are a partnership involving local residents, volunteers, private support, three levels of government, and the universities. 4-H is the only nationwide youth education program that is an extension of the knowledge resources of a university system.
Developmental Characteristics and Programming Implications and Sequential 4-H Curricula System
Satisfaction from participation in 4-H is based on matching a youth's degree and level of involvement to the needs and readiness of the youth. All people have certain needs throughout life while other needs arise at different stages of development. Needs and readiness evolve from maturation and experi-ence. Physical, cognitive, social, and emotion-al development are dependent upon matura-tion and sequential learning experiences.
Although each individual matures at his/her own pace. The order varies very little and the transition from one stage of development to the next is gradual. Understanding charac-teristics and needs at different developmental stages is important to planning 4-H learn-ing opportunities to promote the progressive acquisition of subject matter information and life skills. This understanding is important for all salaried and volunteer staff.
The following “Developmental Charac-teristics and Program Implications” schema gives a brief summary of developmental characteristics and programming implications. It is designed to be read two ways, down for a composite picture of each age group in physi-cal, cognitive, social, and emotional develop-ment and across for sequential examples of maturation and programming implications.
“The Sequential 4-H Curricula System,” which follows the schema, outlines how dif-ferent curriculum components can provide sequential experiences appropriate for differ-ent 4-H age groups.
The mission of Virginia 4-H is to assist youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that will further their
development as self-directing, contributing, and productive members of society.
4
Dev
elop
men
tal C
hara
cter
istic
s an
d Pr
ogra
m I
mpl
icat
ions
-Sch
ema
Chi
ldre
n an
d Yo
uth
9-19
Rea
dine
ss d
eter
min
ed b
y m
atur
atio
n an
d ex
peri
ence
Bas
ic n
eeds
to e
xper
ienc
e a
posi
tive
self
-con
cept
to
exp
erie
nce
succ
ess
to b
ecom
e in
crea
sing
ly in
depe
nden
t to
dev
elop
and
acc
ept o
nes
own
iden
tity
Juni
ors
Inte
rmed
iate
s Se
nior
s9-
11
12-1
3 14
-19
Slow
ste
ady
grow
th fo
r mos
t. Pu
bert
y st
arts
for
som
e gi
rls
usua
lly a
ccom
pani
ed b
y a
grow
th
spur
t. E
xtre
mel
y ac
tive,
will
ove
rdo,
nee
d 10
to 1
1 ho
urs
slee
p. L
arge
mus
cles
pre
tty w
ell d
evel
oped
. B
e se
nsiti
ve o
f con
cern
ove
r bod
y ch
ange
s.
Plan
act
ion,
han
ds-o
n do
ing.
Fi
eld
trip
s an
d to
urs
are
good
if s
tops
are
bri
ef.
Plan
for n
eede
d re
st.
Bet
ter a
t mak
ing
thin
gs,
but s
till d
onʼt
expe
ct p
erfe
ctio
n.
Man
y ar
e st
ill c
oncr
ete
thin
kers
, som
e be
ginn
ing
to th
ink
logi
cally
, and
sym
bolic
ally
. W
hen
intr
oduc
ing
abst
ract
idea
s or
con
cept
s,
re
late
to s
omet
hing
con
cret
e, s
omet
hing
they
can
do, t
ouch
, or f
eel.
Eas
ily m
otiv
ated
, eag
er to
try
som
ethi
ng d
iffer
ent.
Inte
rest
will
jum
p fr
om o
ne th
ing
to a
noth
er.
Gui
de to
sta
y w
ith ta
sks
to c
ompl
etio
n.
Wor
k cl
osel
y to
hav
e th
em re
cord
acc
ompl
ish-
men
ts a
s th
ey h
appe
n.
Hel
p re
flect
bac
k an
d se
t new
goa
ls.
Wid
e ra
nge
in p
hysi
cal d
evel
opm
ent,
earl
y m
atur
-in
g gi
rls
may
hav
e ap
pear
ance
of y
oung
wom
en,
som
e bo
ys w
ill n
ot h
ave
ente
red
pube
rty.
Gro
wth
sp
urts
may
cau
se c
lum
sine
ss. M
uch
conc
ern
abou
t ch
angi
ng b
odie
s. In
tere
sted
in g
room
ing,
but
pro
b-ab
ly w
onʼt
adm
it it.
Incl
ude
lear
ning
exp
erie
nces
rela
ted
to
unde
rsta
ndin
g se
lf a
nd th
e ch
ange
s ta
king
pl
ace.
Prov
ide
oppo
rtun
ities
for a
cqui
ring
goo
d
groo
min
g h
abits
.
Mos
t hav
e m
oved
from
con
cret
e to
mor
e ab
stra
ct
thin
king
. The
y en
joy
play
ing
with
idea
s.A
dult
shou
ld p
rovi
de su
perv
isio
n w
ithou
t do
min
atio
n. A
llow
them
to d
iscu
ss id
eas a
nd
conc
erns
in sm
all g
roup
s.
Valu
es, j
ustic
e, a
nd e
qual
ity im
porta
nt is
sues
- ca
n be
com
e ve
ry in
tens
e. T
hey
wan
t to
be su
re th
ings
bot
h in
and
out
of 4
-H a
re ju
dged
fairl
y.H
elp
them
und
erst
and
scor
ing
proc
ess u
sed
in 4
-H.
Arr
ange
for d
iscu
ssin
g va
lues
, jus
tice,
and
eq
ualit
y as
they
rela
te to
a v
arie
ty o
f iss
ues.
Intro
duce
the
conc
ept o
f per
sona
l val
ues.
Bod
y ch
ange
s ha
ve b
een
acce
pted
by
mos
t, so
me
cont
inue
to s
trug
gle.
Indi
vidu
al ta
lent
s an
d ab
ilitie
s em
erge
.
Be
sens
itive
to la
te d
evel
oper
s, h
elp
them
feel
they
are
OK
.
Prov
ide
oppo
rtun
ities
to h
elp
reco
gniz
e
th
eir s
peci
al ta
lent
s an
d ab
ilitie
s.
In
divi
dual
cou
nsel
is g
ood
- hig
hlig
ht
ta
lent
s an
d sk
ills.
Mas
teri
ng a
bstr
act t
hink
ing.
Can
inte
ract
on
adul
t lev
el. B
egin
ning
to p
lan
for t
heir
futu
re.
In
clud
e ca
reer
edu
catio
n in
clud
ing
op
port
uniti
es to
rese
arch
car
eers
.
Enc
oura
ge s
ettin
g ca
reer
goa
ls a
nd
pl
anni
ng to
acc
ompl
ish
goal
s.
Sign
ifica
nt m
oral
gro
wth
, dif
ficul
ty u
nder
-st
andi
ng c
ompr
omis
e. O
ften
thin
k so
ciet
y is
m
ade
up o
f a b
unch
of h
ypoc
rite
s.
Con
tinue
opp
ortu
nitie
s fo
r und
erst
andi
ng
ho
w v
alue
s ar
e ac
quir
ed a
nd th
e
impo
rtan
ce o
f a s
et o
f per
sona
l val
ues.
Prom
ote
disc
ussi
on a
nd a
ctio
n re
late
d to
curr
ent i
ssue
s.
5
Juni
ors
Inte
rmed
iate
s Se
nior
s9-
11
12-1
3 14
-19
App
rova
l fro
m le
ader
s an
d pa
rent
s is
impo
rtan
t. W
ant t
o kn
ow h
ow m
uch
they
hav
e im
prov
ed a
nd
how
they
can
do
bette
r nex
t tim
e.
G
ive
indi
vidu
al e
valu
atio
n, s
ugge
st w
ays
to
impr
ove.
Com
pari
son
with
suc
cess
of o
ther
s is
dif
ficul
t for
th
em.
B
uild
pos
itive
sel
f-co
ncep
t by
com
pari
ng p
ast
an
d pr
esen
t per
form
ance
s of
the
indi
vidu
al a
nd
em
phas
ize
posi
tive
chan
ges.
Join
ing
a cl
ub is
pop
ular
, str
onge
r ide
ntity
with
pe
ers.
Adm
ire
olde
r boy
s an
d gi
rls.
Plan
opp
ortu
nitie
s fo
r clu
b en
rollm
ent.
Use
te
en te
ache
rs. E
ncou
rage
teen
men
tori
ng.
Dep
ende
nce
on th
e op
inio
ns o
f adu
lts s
hift
s to
de
pend
ence
on
the
opin
ions
of p
eers
. Now
see
k pe
er re
cogn
ition
.
Rec
ogni
ze th
is a
s he
alth
y gr
owth
and
hel
p
pare
nts
unde
rsta
nd th
is a
lso.
Cha
nges
in h
orm
ones
cre
ate
moo
d sw
ings
, als
o a
time
of fr
agile
sel
f-co
ncep
ts fo
r man
y.
Pl
an s
elf-
disc
over
act
iviti
es. S
uppo
rt, e
ncou
r-
ag
e, b
ut d
onʼt
dom
inat
e. S
till i
mpo
rtan
t to
av
oid
com
pari
ng w
ith o
ther
teen
s.
Mov
ing
tow
ard
mor
e in
depe
nden
ce. W
ant t
o pl
an
own
activ
ities
and
exp
lore
bey
ond
a co
mm
unity
. B
ette
r at p
lann
ing
than
car
ryin
g ou
t the
pla
n.
Invo
lve
mem
bers
in p
lann
ing.
Hel
p th
em
deve
lop
real
istic
pla
ns a
nd th
en p
rovi
de
ne
cess
ary
guid
ance
for c
ompl
etio
n an
d
eval
uatio
n. P
lan
activ
ities
bey
ond
the
co
mm
unity
.
Opi
nion
s of
pee
rs re
mai
n im
port
ant b
ut s
elf-
rec-
ogni
tion
of a
ccom
plis
hmen
ts is
als
o im
port
ant.
Bec
omin
g m
ore
inde
pend
ent,
acqu
irin
g va
lues
an
d se
tting
goa
ls.
A
dults
nee
d to
con
tinue
to g
ive
supp
ort a
nd
guid
ance
dur
ing
this
per
iod
whe
n te
ens
are
m
akin
g se
riou
s de
cisi
ons.
Uns
ettle
d em
otio
ns c
ause
them
to b
e st
orm
y or
w
ithdr
awn
at ti
mes
, but
will
usu
ally
pri
de s
elf o
n in
crea
sed
abili
ty to
be
resp
onsi
ble.
C
onsi
sten
t tre
atm
ent f
rom
adu
lts is
impo
rtan
t
even
thou
gh s
ome
will
act
like
adu
lts o
ne d
ay
an
d ch
ildre
n th
e ne
xt. P
rovi
de o
ppor
tuni
ties
to u
se s
peci
al ta
lent
s.
Man
y ca
n pl
an a
nd in
tera
ct o
n th
e ad
ult l
evel
. C
an in
itiat
e an
d ca
rry
out t
asks
suc
h as
re-
sear
chin
g ar
ea o
f spe
cial
inte
rest
with
out m
uch
adul
t sup
ervi
sion
. Ach
ievi
ng in
depe
nden
ce a
nd
iden
tity
impo
rtan
t goa
ls fo
r thi
s ag
e. A
chie
ving
sa
tisfa
ctor
y ad
just
men
ts to
sex
ualit
y an
d de
fini-
tion
of c
aree
r goa
ls a
re im
port
ant f
acto
rs o
f the
se
goal
s.
Bec
ome
an a
dvis
or, l
et te
ens
plan
and
ass
ume
resp
onsi
bilit
y fo
r car
ryin
g ou
t pla
ns.
Ti
me
is p
reci
ous,
if p
rogr
ams
are
fille
d w
ith
bus
y w
ork
teen
s w
ill lo
se p
atie
nce
and
inte
rest
.
6
Sequ
entia
l 4-H
Cur
ricu
lum
Sys
tem
Cur
ricu
lum
Com
pone
nts
Proj
ects
Act
iviti
es/E
vent
s Pa
rtic
ipat
ion
Rec
ogni
tion
and
Aw
ards
Lea
ders
hip
Citi
zens
hip/
Com
mun
ity S
ervi
ce
Juni
ors
1-2
each
yea
r E
xplo
re a
reas
to fi
nd in
divi
dual
inte
rest
Cou
nty/
city
tour
s an
d ex
hibi
ts
Day
and
resi
dent
cam
ping
C
ompu
ter e
duca
tiona
l gam
es
Bow
l, ju
dgin
g. p
rese
ntat
ion,
and
ski
ll pa
rtic
ipat
ion
activ
ities
at t
he p
roje
ct,
club
, and
uni
t lev
els
Rec
ogni
ze fo
r par
ticip
atio
n Pr
ogre
ss to
war
d go
als
Ach
ieve
men
t of s
tand
ards
N
o to
p w
inne
rs; g
roup
aw
ards
Mem
bers
of c
omm
ittee
s So
me
may
hol
d of
fice
Con
cern
for e
nvir
onm
ent
Clu
b/co
mm
unity
impr
ovem
ent
Aw
aren
ess
of lo
cal g
over
nmen
t
Inte
rmed
iate
s
2-3
each
yea
r So
me
cont
inue
d fr
om ju
nior
yea
rs
Mor
e in
dep
th
Res
iden
t cam
p w
ith m
ore
adva
nced
se
ssio
ns
Mul
ti-co
unty
/sta
te 4
-H in
term
edia
te
cong
ress
Sp
ecia
l int
eres
t dis
tric
t lev
el b
owl
judg
ing.
pre
sent
atio
n, a
nd s
kill
ac-
tiviti
es a
t the
pro
ject
. clu
b an
d un
it le
vels
.
Rec
ogni
ze fo
r par
ticip
atio
n Pr
ogre
ss to
war
d go
als
Ach
ieve
men
t of s
tand
ards
Pe
er c
ompe
titio
n
Mem
ber.
Cha
irman
of c
omm
ittee
s C
lub
offic
er
Envi
ronm
ent i
mpr
ovem
ent a
ctiv
ities
In
crea
sed
conc
ern
for o
ther
s U
nder
stan
ding
loca
l gov
ernm
ent
Serv
ice
to o
ther
s
Seni
ors
3-4
cont
inue
d se
vera
l yea
rs
Som
e ad
vanc
ed le
vels
Dis
trict
Am
bass
ador
. Sta
te A
mba
ssad
or, V
A
Her
itage
Foc
us, C
itize
nshi
p, W
ashi
ngto
n Fo
cus,
Dis
trict
Tee
n W
eeke
nds,
LAB
O Ja
pan
Exch
ange
, Sta
te L
eade
rshi
p, ln
ter&
Intra
St
ate
Con
fere
nce,
Exc
hang
e St
udy
Tour
s, IF
YE
Am
bass
ador
s, N
atio
nal 4
-H C
ongr
ess,
Elec
tric
Con
fere
nce,
Issu
e C
onfe
renc
e,Pa
rtici
patio
n at
pro
ject
, clu
b, u
nit,
dist
rict,
stat
e, n
atio
nal,
and
inte
rnat
iona
l lev
els.
Trip
s, to
urs,
scho
lars
hips
Rec
ogni
ze fo
r par
ticip
atio
n. p
rogr
ess t
owar
d go
als,
achi
evem
ent o
f sta
ndar
ds.
Peer
com
petit
ion.
Clu
b/U
nit,
Stat
e of
ficer
s, D
istri
ct o
ffice
rs
Sign
ifica
nt le
ader
ship
role
sLe
ader
ship
role
s in
unit/
dist
rict a
ctiv
ities
Te
ache
s oth
er te
ens a
nd a
dults
Teac
h yo
unge
r mem
bers
Stat
e, n
atio
nal,
and
inte
rnat
iona
l un
ders
tand
ing.
Hos
t int
erna
tiona
l vis
itors
. Pa
rtici
patio
n as
LA
B o
r IFY
E de
lega
te
7
The 4-H SystemExperiential Education
Learning by doing, the key concept of experiential education, has been central to 4-H since its beginning. The process puts the focus on the learner and enables her/him to process through several stages.
Experiential Learning Process
1. Goal setting establishing desired objectives is important to all age groups. Goals may be adjusted after each step.
4. Performance the testing takes many forms though all allow individuals to be assessed on the level of their knowledge or proficiency.
2. Cognition the learning of facts, gaining knowledge for later applica-tion.
3. Practice the hands-on application of what has been learned results in enhanced understanding and greater retention.
Experiential learning takes place when a person is involved in an activity, looks back and evalu-ates it, determines what was useful or important to remember, and uses this information to perform another activity.
8
How People Learn
People learn in many ways through their five senses: sight, learning, smelling, taste and touch or feeling. People retain more of what they learn if they are actively involved in the educational pro-cess compared to reading a book or listening to a lecture.
Retention Rate
READ... 20%
HEAR... 20%
SEE... 30%
HEAR & SEE... 50%
SAY... 70%
DO...90%
9
Cone of Experience
Teaching Methods and Techniques
Actual Methods and Techniques
Working with models
Judging - Dramatic participation
Discussions
Demonstrations
Field Trips - Tours
Exhibits - Displays
Movies
Slides - Filmstrips
Radio - RecordingsStill Pictures
Illustrated TalksCharts, GraphsPosters, Maps
Talks, PrintedMatter
Effectiveness of Learning Increases as One Moves Up
Listening
Seeing
Doing
10
Basic NeedsAll young people have basic needs such as belonging, acceptance, security, achievement, in-
dependence and recognition. Parents and volunteers need to recognize and capitalize on the basic needs of children as they provide leadership, support, and training through the 4-H program.
Belonging “Iʼm in.”Acceptance “What I do and say counts.”Security “I feel safe.”Achievement “I can do it.”Independence “I can do it by myself.”Recognition “Others recognize me.”
Adults Influence YouthAdults (parents and volunteers) always have tremendous influence on youth. That influence will
be either positive or negative. The objective would always be to provide a positive environment and influence on youth as we provide leadership support and training through the 4-H youth develop-ment program. Adults who influence youth will hopefully help them to:
Become responsible Learn things
Learn to share Develop leadership skills
Help others Take pride in what they are doing
Learn life skills Learn how to get along
Appreciate friendship Try new things
Find out about self Accept recognition graciously
Set meaningful goals and find ways to achieve them
11
4-H Livestock Projects Should Teach Life Skills
It seems that far too often we place way too much emphasis on winning and losing at 4-H livestock shows.
Unfortunately, many times adults consider a 4-H livestock project a failure if their son or daughter does not win. There are many benefits that our youth are gaining from participation in livestock projects and shows.
Ideally, 4-H livestock projects should be family affairs. If the right percentage of time and energy is spent by youngsters and parents together, these proj-ects can help our young people learn the basic life skills and eventually help them develop into better citizens. If the percentage gets out of hand, we see a group of spoiled kids, whose parents are sore if they donʼt win, who are constantly criticizing the judge, and who try every trick possible to win.
Very few 4-H livestock projects are economically sound; however, neither is having children and pay-ing for band lessons, taking them to summer recre-ation programs, buying them bicycles and paying for other youth activities. If a parentʼs goal is for a child to make money, investing in a savings account is less risky than investing in a 4-H livestock project. However, if a parentʼs goal is to invest in the future and to help the son or daughter develop as a person, learn responsibility, set goals, and gain some knowl-edge about livestock production, then 4-H livestock projects are a low-cost investment.
Letʼs keep these shows in proper perspective. They are not beef shows, swine shows, or sheep shows; they are youth shows. The animal is simply the ticket for the youngster to take part.
Through school, university Extension and other educational units, we constantly hear of improved teaching tools to better equip our young people for life. The 4-H livestock projects are one of the oldest and greatest tools we have to teach our youth life skills.
Following are the six life skills which Virginiaʼs 4-H program has identified as the reasons why 4-H programs are offered to Virginiaʼs youth.
1. Acquiring, analyzing, and using information: for youth to learn how to gather, understand, and use livestock project information so that a project is successfully completed.
2. Problem solving and decision making: for youth to set goals and to identify the logical steps necessary to manage their livestock proj-ects.
3. Managing resources: for youth to manage their time and financial and other resources to meet their project goals.
4. Understanding self: for youth, through a live-stock project, will build self-confidence, develop a positive attitude, and accept responsibility.
5. Communicating and relating to others: for youth to improve their listening, speaking, and writing skills so they can interact with others in a positive manner.
6. Working with others: for youth to work with others to accomplish and to accept group goals.
Ten Commandments for Parents ofYoungsters Showing Livestock Prepared by Dr. Clyde Lane, University of Tennessee
1. Thou shalt not feed, train, and care for the ani-mal for thou art trying to teach the child respon-sibility.
2. Thou shalt forgive a child for making mistakes in the show ring for thou hath made mistakes too.
3. Thou shalt not get mad when thy child forgets items in the show box, for one day thou may forget the show box.
4. Thou shalt help the show management for they are doing a job that thou would not want to do.
5. Thou shalt see that thy child is on time for all show ring activities for thou should not want to wait on another.
6. Thou shalt be sure that thy child has the animals entered and the registration papers in order by the designated time.
7. Thou shalt teach thy child that winning a blue ribbon is a desirable goal but making friends along the way is a more worthy goal.
8. Thou shalt not complain about the judge, for it is his opinion that has been sought.
9. Thou shalt not forget that livestock projects are teaching projects, not necessarily money-mak-ing projects.
10. Thou shalt remember that the livestock project is a family project that shall be enjoyed and sup-ported by the entire family.
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Virginia Cooperative Extension programs and employment are open to all, regardless of race, color, religion, sex, age, veteran status, national origin, disability, or political affiliation. An equal opportu-nity/affirmative action employer. Issued in furtherance of Cooperative Extension work, Virginia Polytechnic Institute and State University, Virginia State University, and the U.S. Department of Agricul-ture cooperating. Patricia M. Sobrero, Director, Virginia Cooperative Extension, Virginia Tech, Blacksburg; Clinton V. Turner, Interim Administrator, 1890 Extension Program, Virginia State, Petersburg
VT/643/0405/500/252560/380120
A Few Thoughts for the Day
The best way for children to believe they are winners is for them to see themselves winning. Catch them doing something right. The only way to raise positive kids is to start by becoming a positive parent. You are what you are and where you are because of what has gone into your mind. We need to let our children know that we understand, that weʼre there, that we love and support them. We fail our children if we say, “Donʼt do as I do, but do as I say.” Total success is an attainable goal. Motivation is something you do on a regular basis. When we do more than we are paid to do, eventually we will he paid more for what we do. It is never too late to do the right thing. Rules are important, but example is best. You never know when a moment and a few sincere words can have an impact on a life. When we deal with our children, we must remember that they are children. Unconditional love is loving a person without any prior conditions. Successful parents raising positive kids need to “see” their kids as finished, competent, positive adults. The disciplined person is the one who does what needs to be done when it needs to be done.Real love demands you do what is best for your children and not always what is easiest for you. Many of us spend half our time wishing for things we could have if we didnʼt spend half our time wishing.Let children know by the way you treat them that you are glad the are who they are. The more children like themselves the more they like to behave themselves. Big shots are little shots who keep on shooting. Issue a challenge to children to achieve excellence. Feedback is the breakfast of champions. Anything worth doing does not have to he done perfectly.Achieving good performance is a journey not a destination. People who produce good results feel good about themselves. Only positive consequences encourage good future performance.Love can do what nothing else can.
SourcesAdkins. Peggy, et al, “Training Trainers to Teach.” University of Georgia. 1990Barret. J. David. “4-H Handbook: A Guide for Extension Faculty.” Virginia Polytechnic Institute and State University, 1992.Wahberg. Mark, “Recommended Rules for Virginia 4-H Livestock Show and Sale Events.” Virginia Polytechnic Institute and State University, 1992.