Setup Checklist
Please arrange for the following:
- Either lapel mic (preferred), or cordless microphone - for Daniel to speak from.
- A second cordless roaming microphone for audience interaction (applicable to large audiences - > 150 students). A teacher will be assigned to manage this during the session.
- Lectern
- Table set to the side, next to the lectern, with a bottle of water
- For full day program delivery, Daniel’s lunch usually consists of a light wrap, salad and fruit. This is available within most school canteens. If not available within your school canteen, please let us know and an alternative can be arranged.
- Digital projector and screen with video and audio capability (for music and videos). A headphone jack will be required to be plugged into Daniel's laptop / or iPhone.
- HDMI or VGA capability (Daniel will bring his Macbook Air to run the presentation).
- If possible, a spare powerpoint clicker (as a back up) - in the event that Daniel's clicker stops working during the session.
- Dimmed lighting is preferred for optimal experience and slideshow and video display.
- The preferred seating style is theatre style on chairs (not floor), with a walkway in the middle.
- An air-conditioned room would be ideal (especially for hotter months) to enhance overall student experience.
- Unless advised not to by the school, Daniel will arrange for this session to be photographed and video recorded (using his smartphone), with the understanding that the school has ensured all attending students have obtained media permission from their parent/guardian. Daniel would appreciate if the school organises a designated photographer (staff member / student) to capture moments from the session, including candid audience shots and a group shot at the end. Smartphone images are sufficient.
- If possible and time permits, Daniel would also appreciate receiving very short video testimonials from preselected students and staff member(s) - to be taken immediately after the session using Daniel’s smartphone.
- Audio and video recording of the session is not allowed. Thank you for respecting Daniel’s intellectual property.
- Daniel will introduce himself to students when sharing his story during his opening so no formal introduction is required. As a segway to being given the microphone to start, the lead staff member can share why the school has organised the program, what they hope students will gain, and behavioural expectations, and then “Please welcome Daniel.”
- Printed student worksheet/workbook placed on chairs (prior to commencement - see below)
- See behaviour management policy below
- See post program follow through below
Student Workbook
Depending on the program selected, you would have received either a PDF student worksheet or workbook that accompanies this session - an important part of delivery and student engagement.
A couple of things to note in relation to the session and workbook:
A couple of things to note in relation to the session and workbook:
- For worksheet printing (for Empower Hour sessions), please print on A4.
- For workbook printing (for Half or Full Day sessions), please print either on A4 or A5 paper - double sided - and stapled in the middle to create a booklet.
- Please ensure students bring pens to write, and a book to lean on for writing ease and comfort.
- Before students enter the room, please arrange for the worksheets/workbooks to be already placed on the chairs, so once they arrive, the session can be commenced immediately (maximising delivery time). Daniel can also assist in placing the worksheets/workbooks on chairs prior to start while setting up and waiting for students.
- Students will be asked to complete various exercises during the session.
Behaviour Management Policy
As educators, you’re well aware of the challenges that arise when managing student engagement and behaviour. Daniel values the financial and time investment made by the school to support student wellbeing and leadership by choosing to run this incursion and endeavours to ensure they receive the best possible experience.
Whilst not very often, there may be instances where a student or students become disruptive during a seminar, therefore slowing the flow of the delivery and impacting the experience of others.
To manage student misbehaviour, it is the responsibility of all teachers present to be diligent with supervision. Ideally, it would be best if Daniel is not directly involved in managing student behaviour from stage so his rapport with students can be maintained.
Here are a few suggestions that we’ve found to have worked that teaching staff can implement to ensure all students gain an optimal experience from the seminar and to help avoid and deal with student misbehaviour during the seminar.
BEFORE THE START OF THE SEMINAR
DURING THE SEMINAR
With the nature of the extended seminars, students will be required to do workbook activities that require personal reflection and light meditation so it is pertinent that student misbehaviour is called out and addressed.
**Please ensure that all staff who will be supervising on the day have read the above policy**
Whilst not very often, there may be instances where a student or students become disruptive during a seminar, therefore slowing the flow of the delivery and impacting the experience of others.
To manage student misbehaviour, it is the responsibility of all teachers present to be diligent with supervision. Ideally, it would be best if Daniel is not directly involved in managing student behaviour from stage so his rapport with students can be maintained.
Here are a few suggestions that we’ve found to have worked that teaching staff can implement to ensure all students gain an optimal experience from the seminar and to help avoid and deal with student misbehaviour during the seminar.
BEFORE THE START OF THE SEMINAR
- Separate known students from each other who have a history of being disruptive when together
- Set the behavioural expectations before Daniel commences.
- Ensure there are enough teaching staff present to monitor and deal with misbehaviour
DURING THE SEMINAR
- Separate students chatting
- Asking repeat offenders to leave
With the nature of the extended seminars, students will be required to do workbook activities that require personal reflection and light meditation so it is pertinent that student misbehaviour is called out and addressed.
**Please ensure that all staff who will be supervising on the day have read the above policy**
Post program follow-through
Incursions have been designed to feed into a broader student wellbeing framework, which is one of the reasons for the provision of worksheets and workbooks, so students can complete (with the support and guidance of pastoral teachers). This allows for effective follow-through to ensure positive action steps are taken. We understand that every school is different when it comes to allocating resources and designed periods in the school schedule for pastoral care and wellbeing.
Here are a few suggestions to consider for your school context to allow for effective follow-through:
PRIOR TO THE SEMINAR
Inform students that they will receive a worksheet/workbook that they will need to work through during the incursion, as well as after the incursion in their designed pastoral lessons. Daniel will mention the importance of the workbook during his delivery.
DURING THE SEMINAR
To manage the follow-through process, we recommend collecting student workbooks at the conclusion of the seminar and returning them to students during their next pastoral lesson to work through and complete, ideally within 2 weeks of the seminar. The schools that have followed through most effectively have opted to do this.
Please note: We recommend doing this for Year 5 - 10 students only.
For Year 11-12 students, we recommend not collecting their workbooks, but rather, only reinforcing the importance of using it, and the expectation for them to bring it to their pastoral lessons to work through following the seminar.
Here are a few suggestions to consider for your school context to allow for effective follow-through:
PRIOR TO THE SEMINAR
Inform students that they will receive a worksheet/workbook that they will need to work through during the incursion, as well as after the incursion in their designed pastoral lessons. Daniel will mention the importance of the workbook during his delivery.
DURING THE SEMINAR
To manage the follow-through process, we recommend collecting student workbooks at the conclusion of the seminar and returning them to students during their next pastoral lesson to work through and complete, ideally within 2 weeks of the seminar. The schools that have followed through most effectively have opted to do this.
Please note: We recommend doing this for Year 5 - 10 students only.
For Year 11-12 students, we recommend not collecting their workbooks, but rather, only reinforcing the importance of using it, and the expectation for them to bring it to their pastoral lessons to work through following the seminar.