Summer Camps 2016Training Manual

You are about to embark on a memorable experience – playing a role in a young person’s life that is very rewarding. You are joining a team of enthusiastic

people just like yourself that will lead the camp experience.

Table of Contents

Section 1 - The Camp Experience....................................................................................................................... 2You Make a Difference!...................................................................................................................................... 2Bringing Science to Life...................................................................................................................................... 3Learning Theory................................................................................................................................................. 5Creating the Right Atmosphere: Comfort...........................................................................................................5Questions and Questioning Techniques.............................................................................................................6Other Tips........................................................................................................................................................... 6

Section 2 - What do you need to know?.............................................................................................................7Important Instructions......................................................................................................................................... 7SAME DAY CALLING TO REPORT YOUR ABSENCE......................................................................................7Dress Code......................................................................................................................................................... 7Conduct.............................................................................................................................................................. 8The Team Approach........................................................................................................................................... 8Securing Programming Space and Materials.....................................................................................................8Discipline Procedures for CSTM Camps............................................................................................................9

Section 3 - A Week in the Life of Camps..........................................................................................................10Registration Day............................................................................................................................................... 10Parent Sign-in/out Procedures.......................................................................................................................... 10Daycare and Daily Drop Off and Pick Up..........................................................................................................11Friday Open House.......................................................................................................................................... 11Bathroom Procedures....................................................................................................................................... 11‘Wet Messes’.................................................................................................................................................... 11

Section 4 - Safety Information........................................................................................................................... 12Lost Child Procedures...................................................................................................................................... 12First Aid Protocol.............................................................................................................................................. 12Peanut Allergies............................................................................................................................................... 12Fire Orders for All Personnel............................................................................................................................ 12

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Section 1 - The Camp Experience

You Make a Difference!

Camp can inspire young people to pursue science and technology-related careers. Did you know that research shows that effective science or engineering activities have a positive impact on youth attitudes towards science and math?

General things to remember:

Be enthusiastic. Enthusiasm is contagious. It is important tool in breaking down barriers. The successful camp counselor entertains, motivates and educates campers. Try to include these elements in your presentation.

Know your audience. Talk at the camper’s level. Avoid scientific jargon and explain concepts in simple terms. Don’t overload them with facts.

Prepare. Look at your class list and know your camp binder. Prepare yourself for the planned activities and special needs of the campers.

Inquiry-based learning. Ask lots of questions! Allow campers to discover their own answers before giving them the facts. They will remember those “discovered” answers better and will have a better attitude towards learning.

Relate your activities to everyday life. Show them how it affects them and how they can apply this knowledge in their daily lives.

Involve all campers right from the start. Pose a problem or ask a question to hook their interest. Try to notice those who many take longer to adapt in a new environment.

Be friendly. Establish a friendly rapport with campers and their parents. Communicate often with parents, sharing their child’s experiences when you can. Treat parents as partners.

Presentation Skills:

Look people in the eye. Direct eye contact will make your group feel more comfortable and clarify who you are addressing a question or comment to (if specific). Looking around the room will make everyone feel more included.

Use your voice effectively. Be sure to loud enough so that those at the back hear you, and e-nun-ci-ate. Ask your audience if they can hear you, and watch for signs that you are losing their attention. Many presenters start with a loud and clear voice but lose volume and clarity towards the end. Voice inflections are clues:

o a sustained inflection indicates you have more to sayo a raised inflection asks a questiono a dropped inflection indicates you have finished with your presentation.

Use your hands. Use your hands to point to things and to draw people’s attention. Develop a special rhythm/clap to get their attention.

Keep a good posture. Don’t look lazy or too relaxed. You should stand straight. NEVER cross your arms as it puts a barrier between you and your audience.

Smile. When your interest, passion and enjoyment of camp are evident you will maintain your rapport with campers.

Be flexible. Have a timeline but realize that due to campers’ interest or questions some segments may take longer than anticipated. Work with your team on managing time and activities.

Intermediate Camps (9 to 12 year olds)Hands-on experiences work best. The use of slides, video intermingled with demonstrations and the use of models to create faster-paced activities will keep campers interest. Basic concepts should be used and explained in simple terms. Using more than one way to explain a concept or the use of analogy will help all campers follow.

Bringing Science to Life

Humans are Natural ScientistsScience is really all about people. You challenge is to capture campers’ imaginations and touch the natural scientists in them, getting to wonder “Why?”, “How?” and give them the opportunity to discover for themselves.

Presenting a positive image of science and technology should be in the foundation of all your presentations.

Science is a human experience. It involves humans looking out at their world. Science usually involves a cooperative human effort. The scientist alone, high in an ivory

tower, is an inaccurate view of the scientific role. The basic process of science, such as discovering, valuing and exploring are applicable to

many of the human social problems that people face. Certain products of science, as transmitted through technology, can be used to alleviate human

suffering resulting from poverty, disease and illiteracy. The essence of humanism, as we see it, is that each human being should be encouraged to

utilize her or his full human potential, as well as intellectual and social potential.

When youths around the world are asked to draw a scientist at work there are some consistent images that emerge - can you guess what they might be?

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The scientist is usually a male Caucasian The scientist is either bald or has frizzy, wild hair. On the rare occasion when the scientist is a

woman her hair is in a bun. The scientist wears glasses and is dressed in a white lab coat. The scientist is shown working alone in a laboratory rather than in an outdoor setting. The scientist is shown mixing chemicals or doing some kind of chemistry.

This description of a scientist is prevalent in our society and there are no simple reasons to explain why this stereotype exists. Television and movies have a powerful impact on our perceptions of the world and from the beginning kids are given an image of a scientist that is difficult to ignore. Saturday morning cartoons begin to shape children’s images of science long before they arrive at the Museum.

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Learning Theory“We learn if we have something in our hands” - Jean Piaget

Children are born scientists. They observe their environment and ask questions about it. They hold leaves in their hands and wonder why they change colour in the fall. They carefully watch a caterpillar walk, curious about the rhythm. Outstanding science programs today utilize two fundamental approaches born from a child’s natural way to view the world. Successful activities use a hands-on approach and involve problem solving. They go together with small group work which also helps bring about a more positive attitude as well as improved social development.

The hands-on approach is very important, especially with elementary school children. They have not yet developed complex abstract thinking skills and need examples in order to understand. By having a direct, concrete experience, the children will have a better understanding of explanations and discussion that come later. These types of activities are also useful as an effective way to concentrate the attention of young people.

Problem solving is sometimes called inquiry and discovery teaching. Education already has show that children learn science better if they participate in searching out and building ideas for themselves and finding their own answers. This means avoiding just “telling them the facts”. Children, by action and by discussion among themselves, discover their own answers. They will remember those “discovered” answers better and will have a better attitude towards learning.

Engineering is a very human science. It is about designing, innovating and problem solving. In Engineering for Children, Glenn Brown writes that children are natural engineers but are unaware of it. Engineering has many features that makes it very interesting for young people and is an excellent means to introduce basic scientific concepts, teach problem solving and foster a positive attitude towards science and technology. Self-discovery underlines how engineering can be useful; the rockets, cars, locomotives, bridges and radios that have been built by engineers are better known than the processes by which these were built.

Creating the Right Atmosphere: ComfortYou will spend five days with the campers - a wonderful occasion to not only share science and technology but to share some special things about yourself.

Your enthusiasm for science: “I am really pleased to be with you today because I really enjoy what I do and I’d like to share this with you.”

Your Wonder: “I think that astronomy is fascinating and I often sit in my backyard gazing at the stars with my telescope.”

Your Experience: “I spent a summer working at CERN and helped find exciting new particles.”

Be humble rather than authoritative. A few honest “I don’t know’s” can inspire more than a host of facts.

Be casual and approachable.

Talk rather than lecture. Convey a few clear ideas rather than survey a complete subject.

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Be innovative with materials and with your approach to demonstrations. Some campers may understand better if you vary your demonstrations to suit their learning styles and experience. Draw them in with analogy from their own experiences.

Try to educate, motivate and entertain.

Questions and Questioning TechniquesSome words used in asking questions such as can, does, should, would, ask for a ‘yes’ or ‘no’ response and usually end the discussion. By rephrasing the question, using one of the interrogative forms such as how, what, when, where and why, you avoid one word answers. Questions such as “...?” or “why do you suppose...?” will bring about greater discussion.

Other TipsIf you must use jargon be sure to define the terms, posting these words whenever possible.When asking questions be sure to give the campers time to formulate answers, not all will have an answer immediately and it shouldn’t be a race.

When preparing for activities ensure that instructions are very clearly laid out and a time limit is given. Have a signal to regain their attention (flash the lights, clap your hands).

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Section 2 - What do you need to know?

A comprehensive training plan is developed for our summer camp staff which covers many of the practical and operational knowledge and skills you will need this summer. Here are some overarching principles.

Important Instructions

Keys: there are two passes for J312 and one key for J308. If for some reason the key to J308 is not brought in one day contact Security to unlock the lab in the morning and then lock it again once the day is completed. http://www.algonquincollege.com/safety-security-services/home/contact-us. You can also dial 5010 on the wall phone outside Dushan Horvat’s office area and ask for someone to come up. There is someone on duty 24/7. If there is no answer to the call their office is in C building, 1st floor (right near the front main entrance).

If an emergency occurs (non-medical), dial #5000 on that phone. If there is injury, 911. There are no preceding digits to press-- you just pick up the phone and punch in the four digits.

Please carry Algonquin student ID in case there are any issues with security.

Please wear your nametag at all times, ensuring it’s visible to campers and parents.

PARKING You can be issued a parking pass for your car for the duration of your employment with the Museum if you find you will require one.

Calling in sick: please note that as camp staff you do not have paid sick days. If you are not able to report to work due to illness you must call before 8:00am. It is best to reach someone live with this message, if you are unable to please text Sylvie and Valerie as soon as possible.

SAME DAY CALLING TO REPORT YOUR ABSENCE1. CALL Sylvie’s cell phone then text if the phone is not answered 613-852-8479. 2. CALL Valerie’s cell

and then text if the phone is not answered 613-371-3546. .

Broken Equipment & Teaching Aids: If you encounter broken or damaged equipment report this to the Daily Coordinator.

IT team dedicated to Media and Media/Design is comprised of Brad St-Jean and Mike Stacey. If there are any computer issues they are the ones to contact. If they are not available Algonquin main IT must be contacted.

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Dress Code

A name tag and 3 camp T-shirts will be provided to you for camp. It is your responsibility to keep these clean. You must return your nametag, and any passes or keys before your final timesheet is signed and your final pay is prepared.

Please Do wear your camp T-Shirt whenever you are working (training included)

wear neat, clean clothes, shorts are permitted if they are long shorts (past the thigh). Please use good judgment, you will be asked to change your shorts if they are not long enough

wear closed-toes shoes for safety reasons – no sandals

place your nametag where it can be read by parents and campers to help create a better rapport.

Wear a watch: cell phones are not permitted as a way of keeping time.

Blue jeans are permitted but need to be in excellent condition and meet the approval of the Camp Coordinators. The use of sound judgment here is recommended - you may be asked to change your jeans if they do not constitute appropriate work attire.

Please Do NOT Do not wear expensive clothing that could be damaged by your demonstrations or experiments

Do not wear sandals

Do not wear short shorts

Do not wear clothes with advertisements or questionable material

For the health and comfort of your colleagues and visitors we suggest that you refrain from using perfumed toiletries.

Do not carry an mp3 player during work hours

Do not use your cell phone during work hours unless it is an emergency

ConductRemember you are the representative of the Museum and the Canada Science and Technology Corporation, a government crown corporation. Your behaviour and interactions reflect on the Museum. Be polite, professional and approachable at all times.

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The Team ApproachCamps at the Museum have a number of staff with specific roles and responsibilities. Here is an overview:

Camp coordination is the shared responsibility of three Coordinators:

Valerie Lefebvre– Coordinator, Education & InterpretationSylvie Jones – Guide, Education & InterpretationAnouk Adam – Assistant, Education & Interpretation

This team is managed by Line Pivin, Director of Visitor Experience .

Each camp composed of three Lead Counselors and one Camp Assistant. All camps are supported by the Daily Coordinator.

Securing Programming Space and MaterialsBe sure all classroom doors are closed and locked when your group leaves an area. This will ensure your material remains untouched in your absence. Pay special attention to computer cupboards, expensive equipment and storage areas.

The camp program shares space with other users and it is important that we store our materials in these areas carefully to allow these other users the access they need.

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Discipline Procedures for CSTM CampsFollow these steps when dealing with a behavioural problem with a child in camps.

Step 1 - First unacceptable behaviour (Counselors) Clearly explain to the child that his/her behaviour is unacceptable. Ask him/her to stop this behaviour immediately Inform him/her that if their behaviour does not change they may be removed from the activity

Step 2 - Second unacceptable behaviour whether the same behaviour or different (Counselors) Remove child from the activity but keep him/her in clear view – never intervene with a problem

child by yourself (never be alone with the child). Ask him/her to explain (if they can) what is happening – should this behaviour involve other children you may want to do this in a group to find solutions

Explain that they may rejoin the group in a short while but that this ‘time out’ is a consequence of his/her behaviour

Ask child to think about ways of changing their behaviour – develop a ‘verbal contract’ with him/her

Inform the child that you will need to discuss this with their parent/guardian if the behaviour continues

Ensure Daily Coordinator is aware of this situation - in case it proceeds to step 3.

Step 3 - Third unacceptable behaviour (Counselors) Remove child from activities for a longer period, keeping them in the room and in view Inform them that this behaviour/situation will need to be discussed with their parent/guardian.

Step 4 - With Parent (Counselor or Daily Coordinator) Discuss the situation with the parent, explaining the behaviour and the consequences given to

the child. Ask the parent for advice (they know their child best). Request that the parent discuss this with their child in order to achieve a change in behaviour, if no improvement is noticed (or if the behaviour worsens) we may need to consider removing the child from camps:

“Your child’s behaviour is impairing the camp activities to the point that their behaviour prevents planned activities from happening, create a security/safety risk to themselves or others and / or we have received complaints from other children and/or their parents. This must be changed.”

Daily Coordinator must be informed of all such discussions with parents

Step 5 - Removing a child from Camp (Daily Coordinator) Because of your child’s negative behaviour, the number of complaints we have received we

must unfortunately remove your child from camp for the well-being and safety of campers.

Notes:Discipline should be progressive. It is virtually impossible to remove a child in the first day of camps and justify this with the parents – this can/will be done only in extreme cases. We expect you to take all necessary measures to integrate the child into camps and encourage positive behaviour before we get to the 4th and 5th stage. All discipline must be recorded with full details (date, time, location, others present and description of the behaviour). This record becomes essential when discussing with the parent and considering any reimbursement or refund requested should the child be removed from camp.

Section 3 - A Week in the Life of Camps

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Registration Day

A registration table will be set up in the hallway on the 3rd floor outside of the before/aftercare room. Registration will be held from 8:00 a.m. to 9:00 a.m.

Camp staff play an important role on this day, you may: staff the tables and greeting parents and children, ensuring the paperwork is complete escort the camper into the room staff activities in before/after care

All campers are registered through the online reservation system, no paper registration forms are provided. Important camper information has been entered by parents, and is provided to you in several documents:

‘Sign-in sign-out’ sheet ‘Detailed Information’ sheets – contains emergency contacts, allergies, medications, etc.

Parents have been instructed to print, fill out and mail back this waiver before the camp, but if they have not, they must sign these the morning of and leave them with you.

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Parent Sign-in/out ProceduresTo ensure the safety of the campers, all children must be signed-in and signed-out of camp by a parent or approved guardian.

MorningOn the first day of camp, the staff member that is taking the registration forms must ensure the names of the people who are approved for “pick-up” are listed on the forms. While the guardian or parent is submitting their child’s registration form, have them confirm the names of the person(s) authorized for drop-off and pickup on the camp’s “Sign-In Sign-out” sheet.

Explain to parents that: We require them to sign their children in and out of camp and that for safety reasons, and that

these procedures MUST be followed. If someone other than the individual(s) on our list that is to pickup their child we need to be

informed of this before hand. This is an opportunity to verify with the parents require daycare and to enter this information on

the “Sign-in” sheet.

Afternoon Tell your campers that no one is allowed to leave the camp without having their parent or

guardian sign them out of camp Have one staff member as a “gate keeper” to ensure that no child leaves without being signed

out properly. When an adult presents themselves to you to pick up a child, ask them their name and the child

that they are picking up, and verify the name on your list. Write the time of drop-off and pickup so that if they have not paid for daycare, but are using the

service, we can request payment from the parent. If someone other than a pre-approved individual attempts to pickup the child, the camp needs

to contact the parents of the child for approval. Contact one of the camp supervisors, and have them call the child’s parents to clear the individual who would like to pick up the child.

Daycare and Daily Drop Off and Pick Up Some Campers will arrive before camps and stay after the day’s schedule is complete. During

this time we provide activities to keep the kids busy but no formalized activities are done. Daycare is open from 8:00 a.m. to 9:00 a.m. and from 4:00 p.m. to 5:00 p.m. Parents can drop off or pick up campers at their camp location.

The drop off / pick up location will remain the same for the duration of the camp. Camp participants must be signed in and signed out each day by a parent or guardian. Children

are not free to leave the Museum unless they have been signed out by a parent or guardian.

Friday Open HouseThe week ends on a fun-filled afternoon where each of our camps hosts a fabulous farewell activity and open house. Campers can invite their family and friends to come visit us at camp! The fun begins at 2:45 p.m. and runs until 4:00 p.m.

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Bathroom Procedures As staff with the camp program, you must ensure the safety of the campers at all times,

including when they go to the bathroom. Inform the campers on the first morning of camp that if they need to go to the washroom they

are required to ask the counselors for permission. If someone in the camp asks for a washroom break, it is a good idea to make an

announcement that you are taking people to the bathroom so that other children can take this opportunity to go.

Any child who needs to go to the bathroom must be accompanied to the washroom by member of the camp staff or a volunteer.

Staff will walk the children to the bathroom, count the number that enter the washroom, and wait by the door of the bathroom.

Remind the children as they enter the bathroom to wash their hands after they are finished. If you need to check on a child in the washroom, send in one of the other children in the group

to retrieve your camper. Unless absolutely necessary, do not enter the washroom with your campers.

Note! Some of our campers have special needs in regards to going to the washroom, and may require our assistance. All of this information will be on the camper’s information sheet, and will be discussed with the parents, daily coordinator, and camp counselors when the child is dropped off on the first day of camp.

‘Wet Messes’If a child should have an accident, counselors are instructed to help in the clean up and keep the child calm and comfortable

Latex gloves are provided for all counselors when cleaning up these messes Be sure the child does not feel embarrassed or uncomfortable, ensure other campers are safely

returned to the camp room Always ensure that while taking care of the child, that the rest of the camp is well supervised

and being managed appropriately. Call for the Daily Coordinator on the radio if help is needed.

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Section 4 - Safety Information

Lost Child Procedures If you lose a child:

STOP. Have your group sit down on the floor (so you won’t be lose another child) and do a head count.

Ask one of your co-workers to look in the area were you last saw the child. Don’t ask other participants to go and look for the missing child. Stay together.

If you cannot find the child use your radio to alert Daily Coordinator and other Counsellors. Make sure you can provide the following information: sex of child, age, what he/she is wearing (colour of pants and shirt, if there is a logo on the shirt), colour of hair and the last place the child was seen. Remember: NEVER say the name of the child on the radio.

First Aid ProtocolAll camp staff are trained in first aid and are outfitted with radios for emergency communication. There is a portable first aid kit that should be with the campers at all times.

If you encounter a situation in which basic first aid is required please take action - alerting your co-counselors. If you encounter a life threatening situation:

If you have a RADIO assigned to you use it to ask someone to call 911 immediately and ask for assistance in caring for other campers in your care.

If you do not have a radio find anyone in the vicinity to call 911 immediately and ask them to alert daily coordinator and co-counselors to help care for other campers in your care.

Peanut AllergiesSome of our campers are severely allergic to nuts- peanuts in particular. Because of the severity of the potential adverse reaction, you may not bring any of the following products to camp:

peanuts or other nuts nut products (i.e. peanut butter, snacks such as Reese's peanut butter cups etc.)

Fire Orders for All Personnel

1. If You Discover Fire, See Smoke or Smell Gas: Sound alarm to warn occupants.

Warn persons nearby.

Call the Fire Department - 911

Evacuate IMMEDIATELY using the nearest safe exit and proceed outside and clear of the building to a minimum of 100m (300 feet). Fight the fire using extinguishers only if It is small and not between you and an exit.

2. If the Fire Alarm Sounds: Cease all activities; remain calm.

Do a head count (always know how many campers you have in your group) and ensure all are accounted for. If someone is missing alert all staff with radios.

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Evacuate IMMEDIATELY using the nearest safe exit and proceed outside and clear of the building to a minimum of 100m (300 feet) with one Counselor leading and another completing the line.

Stay with your campers once outside - waiting for instructions

Do not attempt to remove any vehicle from the parking areas

Obey all instruction of Building Fire Emergency Officers

Comply with Fire Department Orders

Return to the building only when authorized by the Municipal Fire Chief or by the Chief of Building Fire Emergency Officer.

In the event of a power failure emergency lighting (which runs on batteries or the generator) should engage but provides with temporary light for exiting the building only. You are required to evacuate as above if this occurs.

Coordinators will meet all campers/counsellors near parking Lot 5 on College Ave.

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