Training Trainers of Peace Corps Host Families
"Training Trainers of Peace Corps Host Families”
December 1998
Trainers: Tracy Morrison, Idrissa Sall and Nicole Poirier
Table of Contents
I. Design
A. Introduction and Purpose of Training
1. Purpose
2. Goal
3. Objectives
4. Intent of Training
B. Training Design 1. Agenda 2. PGOs
3. Methodology (including techniques and activities) 4. Closure C. Logistical Considerations
D. Appendixes
1. PGOs and Agenda
2. Language Activity Instructions 3. Perception Activity Instructions
4. Training Design Scenarios
E. Bibliography
I. Design
A. Introduction and Purpose of Training
Purpose
To have an opportunity to explore possible training components with regards to Peace Corps homestay training.
Goal
To have the necessary knowledge to design a Peace Corps Host Family training.
Objectives
Participants will be able to:
* understand the need for the host family training
· identify necessary components of a host family training
* create a homestay training design
This training has been designed as a response to RPCVs suggestions that their Peace Corps pre-service training could have been improved if their homestay families had received an introductory training before their arrival. In many of the countries that Peace Corps serves, trainees receive extensive training of what to expect while living in the host country. One part of this training involves a homestay with a host country family. These families have often had no experience living with Americans, yet still welcome the trainees into their homes. As a result their have often been miscommunications between the hosts and their trainees. To lessen the incidence and gravity of these encounters, a short training for the host families could help to improve this situation. Such a training would help to answer their questions about Peace Corps and the United States and Americans, as well as their questions about what Pre-Service Training is and their role in the training. To be better prepared for such a training, Peace Corps should offer a training for the Cross-Cultural Trainers and Homestay Coordinators, as well as any contracted trainers who are directly involved with the host families before the trainees arrival.
B. Training Design
Agenda
Instead of going over the agenda in depth, we decided to hand the agenda and PGOs out as a handout. We wanted the participants to be able to refer to the agenda at their leisure. What follows is the agenda that we used for the training with anticipated timing for each section. An example of the agenda handout that was distributed to the participants can be found in Appendix 1.
I. Idy’s Language Activity
1. Instruction
2. Participation
C. Processing (reflections & observations)
II. Background of Peace Corps
III. Why This Training?
A. Nicole
B. Idy
C. Tracy
IV. PGO’s & Agenda (handouts)
V. Perception Activity (drawing)
VI. Host Family Perceptions of USA
A. Explain following activity -2 min
2. Small group breakouts - list preconceptions + and - according to context
3. Large group discussions (group newsprints presented)
4. Brainstorm techniques to dispel myths -Now What? (video, pictures, skits, role-plays, newspapers, magazines, etc.) -5 min
BREAK
VII. Key Components of Host Family Training (brainstorm)
A. Write on board
B. Validate each point
C. Additions
1. participants additions
2. trainers checklist:
a. PCV role in host country & PST
b. Health & Food Issues
-medical policies
-emergency procedures
-water (filter, etc.)
-new food
-different styles of eating
c. Other Health Issues, Homesickness, culture shock (personal experiences)
d. Logistics (pay, transportation, etc.)
e. PC Expectations for HF
VIII. Design A Training (What are you going to do w/ this info?)
A. Instructions/Group Breakout
B. Participants Design
C. Presentation
IX. Follow Up (trainers to host family) (brainstorm)
A. Trainer needs to make sure PC expectations are met by HF
B. Be in touch w/ HF needs
C. General inquiry about how the stay is going, problems, etc.
D. Use HF as a resource
X. Wrap- Up and Thank you
Purpose, Goal and Objectives
These are the stated PGOs of the training. We presented these informally in the beginning of the training and distributed a handout with them for the participants. This handout also included the training agenda and can be found in Appendix 2.
Purpose: To give trainers the opportunity to explore the key components of a Peace Corps host family training.
Goal: To have the necessary knowledge to design a Peace Corps Host Family Training.
Objectives: PWBAT -understand the need for training host families.
-identify key components for a host family training design.
-create a training design for a Peace Corps Host Family Training.
Methodology
1. Greet the participants as they enter the room. Direct participants to either one side of the room or the other. (Be sure to arrange the chairs and set-up for the first activity well before the participants arrive, have the blindfolds and handouts ready for the activity). Invite the participants to leave their bags and coats in the corners of the room.
2. Once all of the participants have arrived, explain the directions of the language activity to them. (Please find Idy’s Language Activity in Appendix 3) Answer any questions that may arise. Be sure to clearly tell participants that they do not need to participate if they feel uncomfortable being blindfolded. Distribute the languages to each team and keep track of the time; do not give them more than three minutes to learn the language.
3. Start the “race” from point A to B; be sure to give only five minutes to get as many teammates across the line as possible. Once both teams have finished, quickly rearrange the chairs in a semi-circle. Invite the participants to sit down.
4. Lead trainer starts processing the activity. Try to draw upon what the participants observed and felt. Other trainers should make note of the participants comments to draw upon in different sections.
5. Move into the second section of the training; Peace Corps Background. Present some history and facts about Peace Corps including; countries served and sectors, etc.
6. Show a brief video about Peace Corps that gives examples of volunteers working in different sectors.
7. Discuss why the trainer decided to do this training and their personal experiences with the Peace Corps and associated homestays.
8. Discuss the PGOs and the agenda. Do not read them verbatim, but rather mention them briefly and give the participants a handout with the information (see Appendix 1). Lead in to the next activity.
9. Explain the perception activity. Hand out blank sheets of paper and markers to the participants.
10. Read the instructions for the activity (see Appendix 4 for full instructions and sample questions). When all participants have finished drawing, ask them to tape their creations to the front board.
11. Lead trainer processes the activity. Be sure to ask questions that get at how this activity can relate to real life, what meaning can be drawn from it. Lead in to the next part of the perception section.
12. Explain the Host Family Perception Activity. Divide the participants into three groups. Ask each group to draw upon their experiences to compile a list of positive and negative perceptions and misconceptions that people have about the United States and Americans in particular. Distribute newsprint and markers to all groups.
13. In the large group, ask a presenter from each group to explain their list. Discuss similarities and differences in the list. Elicit examples of the misconceptions from the participants and from fellow trainers.
14. Ask the participants to brainstorm possible techniques and methods that they could use to dispel these misconceptions. Ask for examples of techniques that the participants have used that seem to work.
15. Take a ten minute break.
16. Lead trainer asks the participants to brainstorm their ideas of key components of a Host Family Training. List the ideas on the board. Ask the participants to explain each point that they list. Add any important points that may have been left out. Ask if the participants feel that they are relevant. Explain the reasoning for each addition.
17. Explain the Training Design activity to the participants. Ask them to design a Peace Corps Host Family Training that incorporates any or all of the key components discussed. Encourage them to use their imaginations in creating their own components. Explain that the trainings should be appropriate for the scenarios that they will be given.
18. Divide the participants into two groups. Distribute the prepared key components, newsprints, markers, and scenarios to both groups (see Appendix 5 for the scenarios). Be sure to let them know that they will have 25 minutes to finish their designs.
19. In a large group, have one person from each group read their scenario and then present their training design. Open the floor to discussion of the designs after each group has presented. Move into the final section of the training.
20. Brainstorm what comes next. Ask the participants what or how the trainers should follow up such a Host Family Training. Is the training itself enough? List the participants ideas.
21. Restate the PGOs and thank the participants for coming to the training.
Closure
As we had begun the training in a casual manner, we chose to end the training on the same note. We reserved only a couple of minutes at the end of the training for the wrap-up. We briefly restated the purpose goal and objectives of the training for the participants and thanked them for attending the training session.
C. Logistical Considerations
Room Set-up:
* For the language activity, use around 15 chairs to divide the classroom in two to separate the teams
* During the language activity, use 3 chairs on each side as obstacles for the participants.
* At the end of the activity, and for the rest of the training, we used 9 chairs, arranged in a semi-circle for the participants. Two chairs were placed on each side of the participants for the 2 co-facilitators.
Flip charts:
* Be sure to have lots of brown flip charts (newsprint) for brainstorming activities.
* Prepare 2 white flip-charts with the language activity’s directions on them and one for with the training’s PGOs.
Masking tape:
* To demarcate the space for the language activity, use masking tape to show the starting point A and the finishing point B.
* Use masking tape to stick the brainstorming flip-charts to the board.
T.V.-VCR-Tape:
* For the Peace Corps historical presentation, use the video to show Peace Corps Volunteers in the field(5mn), have the tape cued to the beginning
* Have a television and VCR ready for the video presentation, preferably on a moveable console for easy removal.
Blank paper/Markers:
* Have blank paper and markers ready for the perception activity.
Handouts:
* Prepare PGOs and Agenda handout for the beginning of training.
* Have handouts of the languages for the language activity.
* Have handouts with the scenarios for the training design section.
Strips:
* Prepare brown paper strips, with key components on them, for both teams (A-B) to serve as guidelines for a training design model.
Water, coffee, tea and snacks:
* Prepare an area away from the training space for the coffee, tea and snacks for the break.
* Coordinate with trainers to decide who is responsible for brining which items.
Blindfolds:
* Prepare strips of soft cloth that can be used to blindfold the participants during the language activity.
Watches and Clocks:
* Have a watch or clock with a second hand in the room to time all activities.
Appendix 1
TRAINING OF TRAINERS:
Training Trainers of Peace Corps Host Families
Purpose: To give trainers the opportunity to explore the key components of a Peace Corps host family training.
Goal: To have the necessary knowledge to design a Peace Corps Host Family Training.
Objectives: PWBAT -understand the need for training host families.
-identify key components for a host family training design.
-create a training design for a Peace Corps Host Family Training.
I. Idy’s Language Activity
II. Why This Training?
III. Pre-introduction
IV. PGO’s & Agenda
V. Perception Activity
VI. Host Family Perceptions of USA
BREAK 10 minutes
VII. Key Components of Host Family Training
VIII. Design A Training
IX. Follow Up
Appendix 2
Language Activity
Objective: Learn a new language and apply it in real life.
Explain to the participants that in this activity, they will learn and practice a new language based only on sounds and noises. They will have three minutes to learn this new language. At the end of three minutes, they will use the new sounds and noises to lead their blindfolded teammate from point A to point B. Remind the students that no other language can be used to direct their team members. Also, no touching is allowed. They will have five minutes to get all of the team members around the obstacles and to the finish line at point B. Each member of the team must take a turn being the blindfolded member as well as a turn leading a blindfolded person. Trainers should be resonsible for changing the obstacles for each participant (use chairs and stools as obstacles to walk around and books or paper to walk over in this exercise).
Each team member should receive copies of their language (see the handouts for team A and B that follow) after the trainer has explained the exercise. Keep track of the time to make sure that they do not get more than 3 minutes. Hang a newsprint copy of the languages on the wall for when the participants get stuck.
Language Activity
(Team A)
Objective: Learn a new language and apply it in real life.
In this activity, you will learn and practice a new language based only on sounds and noises. You will use those sounds and noises to lead your blindfolded teammate from point A to point B.
The sounds and meanings are:
· A whistle------------------go right
· A clap----------------------go left
· A police siren------------stop
· A shuuuuuut------------go forward
· A dog barking-----------step over
PS: Remember no other language is allowed beside those sound and noises. You should lead your partner from a distance. No touching is allowed.
Language Activity
(Team B)
Objective: Learn a new language and apply it in real life.
In this activity, you will learn and practice a new language based only on sounds and noises. You will use those sounds and noises to lead your blindfolded teammate from point A to point B.
The sounds and meanings are:
· A snap------------------stop
· A bip bip----------------------step over
· A meow (cat)------------go right
· A owl hoot------------go left
· A hummmmm-----------go forward
PS: Remember no other language is allowed beside those sound and noises. You should lead your partner from a distance. No touching is allowed.
Appendix 3
Perception Drawing Activity
Trainer explains that everyone will receive a blank piece of paper and a colored marker. The trainer will read the directions two times only. Please listen carefully and draw what you heard the trainer saying on your sheet of paper. Participants will not be allowed to ask questions.
1. Draw one triangle with the apex pointing up.
2. Draw a second triangle. The apex of this triangle will be exactly in the center of the first triangle.
3. At the base of the second triangle, draw a vertical line downward.
4. At the end of this line, draw a circle.
5. Starting at the right side of the circle, draw a horizontal line.
6. Draw a rectangle at the end of this line with the short side touching the line.
7. In the bottom right-hand corner of this rectangle, draw a square.
8. In the middle of this square, draw a star.
Please hang your creation on the board so that we can compare.
Processing questions
1. What did you do during this exercise? What do you notice about different participants creations? How do you feel about the exercise? How did it feel not being able to ask questions? Were the instructions clear enough? How did you feel if you did not understand the instructions fully? What are some of the reactions that you heard from the other participants?
2. Is there anything similar about your reactions? How does this experience relate to real life? What did you learn? How else might we interpret this activity? Is this activity pertinent for a host family training?
3. What can we learn from this exercise? Are people’s perceptions and interpretations always the same? How could we incorporate the learnings from this exercise into a training for Peace Corps host families? Is a discussion of differences in perception necessary in a Peace Corps host family training? Could you use an exercise like this in a host family training? What are some ways that we could adapt this activity, but still raise the issues of differences in perceptions?
Appendix 4
Small Group Scenarios for Training Design
Scenario 1 You have just been hired to be a Peace Corps Host Family trainer in the country of Nitrid. In this country males and females marry at the age of 15. There has never been a Peace Corps Host Family Training in this country before. The Training Coordinator has decided that this will help to eliminate some of the complaints that trainees had in the past and that it will improve the quality of the homestays. In the past one of the complaints of the trainees was that the families in Nitrid treat them like children.
Taking this into consideration, as well as the other key components that should be included; design a training for the Peace Corps Host Families in Nitrid. You can use some or all of the given components and feel free to add your own using the blank strips; use your imagination. If you have time elaborate on one of your selected training activities.
You will be asked to present your training design to the other participants. Please be prepared to explain why you chose certain components and activities and how you came to this decision.
Scenario 2 You have just been hired to be a Peace Corps Host Family trainer in the country of Akbajo. The main food staple in this country is dog. There has never been a Peace Corps Host Family Training in this country before. The Training Coordinator has decided that having a host family training will help to eliminate some of the complaints that trainees had in the past and that it will improve the quality of the homestays. In the past one of the complaints of the trainees was that the families in Akbajo uses the Peace Corps food allotment on other purposes rather than feeding the volunteer.
Taking this into consideration, as well as the other key components that should be included; design a training for the Peace Corps Host Families in Akbajo. You can use some or all of the given components and feel free to add your own using the blank strips; use your imagination. If you have time elaborate on one of your selected training activities.
You will be asked to present your training design to the other participants. Please be prepared to explain why you chose certain components and activities and how you came to this decision.
Works Cited
Peace Corps video clips taken from Peace Corps: Masters International Program, 1996.
