PLANNING AND CONDUCTING A 4-H CLUB MEETING
Regular monthly 4-H club business meetings are the center of the 4-H club program. The meetings affect the club as well as each member and family.
Although the president, program chairman, and club manager(s) are considered responsible for the quality of the business meetings and programs, this responsibility must be shared by the other officers and each member of the organization.
A 4-H club should meet regularly at least once each month and follow a regular order of business. Special meetings may be called by the club manager(s) and president if a need arises. The most successful length of time for a regular club meeting is one hour. Every meeting should be started promptly and finished on time.
Every part of a 4-H meeting is educational. Learning takes place from the moment boys and girls arrive until they depart. An activity should be planned for members who arrive early such as mixer games, puzzles, record keeping or demonstration activity. Members arriving early may arrange chairs and other meeting facilities.
4-H club meetings have four parts which include an established order of business. Refer to the sample agenda for a resource when planning club meetings. The four parts of a regular monthly 4-H meeting are:
- Inspiration
- Business
- Program
- Recreation
Inspiration - (5 minutes)
The inspiration sets the stage for the meeting. Younger members first feel the spirit of belonging when they see flags, banners and other regalia at the meeting place. They like to wear jackets, quote pledges, etc., which gives them the feeling of being a part of a big organization. 4-H meeting kits with flags, banners and a gavel may be ordered from the National 4-H Supply Catalog. The inspiration can include:
- Pledge to American Flag
- Pledge to the Texas Flag
- 4-H Motto & Pledge
- Songs
- Inspirational poems
- Citizenship activities
Business - (15 to 20 minutes)
Club activities and plans are handled so as to make the club an example of “democracy in action”. Members learn parliamentary procedure and the group decision-making process. The business part of the meeting has an established order of business.
- Roll Call - Some clubs have special responses for members to give to roll call.
Some suggestions include: My favorite project, My New Year’s resolution, My Best Birthday Present, My Favorite Nutritious Snack, or anything else creative.
- Introduction of guests and new members - Give special consideration to new members and guests at each club meeting. Introduce them and their parents and set a time during recreation or refreshments for new and old members to get acquainted.
- Reading of minutes - The secretary reads the minutes of the last meeting.
- Activity Reports - The reports section of the meeting is one of the best places to involve a lot of different members in the meeting. The club manager(s) and president should try to think of every club, county or district activity that any member participated in since the last meeting, and have each participant report on what happened at the activity. These are given under activity reports. Use as many different members to give reports as possible.
- Officer reports - Include treasurer’s report, council delegate report, reports on any correspondence by secretary, etc.
- Committee reports
- Leader/Club Manager reports and announcements - Managers and other leaders should be prepared to give their reports and announcements at this time.
- Unfinished business - Any agenda items left or tabled from the previous meeting.
- New Business - Business that may come up at certain times of the year includes: Election of officers, Committee appointments, Bylaw amendments, Club budget approval, Observing special events
When business items cannot be handled immediately or if further study is needed, they should be referred to a special committee. A small group is much more efficient in planning specific events or studying an issue and coming up with alternatives. Use of committees gives members added opportunities to participate in the club and feel they are an important part of the group. This also ensures that a business meeting does not last more than 15 to 20 minutes.
Program - (15 to 20 minutes)
The program is an important part of the 4-H club meeting and should be interesting to all club members. The selection of programs should result from going through the steps in annual program planning and programs should be planned one year in advance. In this phase, “resource” people may be needed.
This part of the meeting should be thought of as the educational part. It should include:
- A 4-H presentation by a member – either an educational presentation or project talk. These presentations give each member an opportunity to share project work with the club. These presentations and the activity reports also help members develop public speaking ability and poise before an audience.
- A program of general interest using a variety of methods, such as: Panel discussions, streaming video, video clips, guest speakers, judging activities, tours, workshops, debates, hands-on activities
The program part of the meeting may also relate directly to project work. Project instruction may be the program with every member studying the same project or by diving into two or three different project groups. Project leaders would be in charge of this part of the program.
The programs should be planned one year in advance and people who are responsible for presenting the program should be contacted. Follow-up contacts should be made one month before the program is to be presented.
Recreation - (15-20 minutes)
Each 4-H meeting should include a recreational activity. One main reason a member belongs to a 4-H club is to have fun. Recreation and social events can help build club morale. The 4-H club provides natural situations where boys and girls have clean, wholesome recreation essential to youth. Some recreational activities fit into almost any 4-H meeting situation. For a well-rounded program, include starters, mixers, get acquainted games and active games; musical, dramatic, small and large group activities; and quiet paper and pencil activities. Through recreation, youth can learn to create their own fun, to cooperate, to follow and give directions, and to understand themselves and others better. Unfortunateley, recreation is often omitted if time is running short when actually, it should be the last thing deleted from a club meeting.
All recreation does not have to be at the end of a meeting. Recreation activities for early arrivals at the beginning of a meeting help a group develop a spirit of togetherness. Helping everyone feel welcome and accepted is vital to enthusiastic participation and cooperation. Recreation can be based around character education and/or health and safety topics would be appropriate.
Refreshments are a part of the recreational part of the meeting. They are important, and can get to be a lot of trouble in a larger club, but they are worth it. It’s important to give members and families a chance to informally visit and get to know each other. They can discuss the program and upcoming activities. Younger members really enjoy refreshments. It’s part of the meeting that is fun for them. Practice serving delicious and healthy refreshments.
Assigning different families to bring refreshments encourages parents to be there and help serve. They will come to the meeting. This is a good job for families new to 4-H.
Refreshments are another aspect of the club program that can be done as members arrive. They can eat and visit while waiting on the meeting to begin.
Developing A Detailed Agenda For Club Meetings
An agenda is a listing of everything to be done during a meeting in an orderly, logical sequence. An agenda is needed by the presiding officer so that efficiency and order may result. A logical sequence of business to be conducted prepares the membership for making decisions and taking appropriate action to participate in upcoming events, and helps them look forward to the next meeting. An agenda carefully thought through ensures that nothing important is left out and that members have information needed for activities, projects and club decisions for the coming month.
The president and the club manager(s) have the main responsibility for planning the club meeting agenda. However, all officers and leaders are responsible for providing information and suggestions for each month’s agenda.
An ideal situation is that at least one week before each regular meeting the executive committee, club manager(s) and members who will participate should meet to review the agenda and make final detailed plans. Members giving reports, leading discussions, leading recreation or making motions can practice their part of the program.
Club managers can use this meeting for officer check-up to see how they are fulfilling their responsibilities and for leadership training. When time is limited, the club manager can consult with the president and/or other major officers to make final plans.
All people with parts in the meeting must be contacted at least one week in advance.
Texas 4-H has a website called the 4-H Club Ed with monthly club meeting agendas already developed. Other resources included in each monthly packet are inspiration idea, community service idea, character activity, club program suggestions, recreation idea and more!
Having The Best Possible Meeting Place And Time
Time: Schedule monthly 4-H meetings at regular times; for example, the first Tuesday of every month at a set time. Families need to schedule around multiple activities and is it not supportive of families to schedule imprompto meetings with limited notice. Officers and club managers should arrive early to make sure facility is ready and to welcome members as they arrive. Top priority should be that every meeting start and end on time! Don't let meetings drag out!
Place: Arrange for the best facility to set the stage for teaching/learning as follows:
- An adequate meeting place that can be arranged to fit the program and activities. If project work is to be done or recreation is to be enjoyed, space and facilities must be available.
- Arrange the room according to the needs of the program. Check with the program chairman to see if a special arrangement is desired. If so, do your best to follow his or her suggestions.
- Prior to the meeting, determine what special equipment is needed for the program and have it checked out and set up before the meeting.
- If possible, always seat the audience with their backs to the entrance door.
- Have seating arranged so that all members can see and hear the program, and in case of group discussion, so that they can see and hear each other.
- Have the meeting room arranged before members arrive. Spend time talking to members and parents rather than arranging furniture or equipment.
- Have membership chairman or membership committee representative arrive early and be at the door to greet members, new members and guests.
- As 4-H meetings must be open to all youth; consideration should be given to individuals with physical handicaps, to make certain the meeting location is accessible to them.
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PARLIAMENTARY PROCEDURE
Presiding at Meetings
The main responsibility of the president is to conduct meetings properly. Everyone has the right to speak. For every member to have the right to speak, the president must insist that people have permission to speak. If everyone talks at once, no one will be heard and nothing can be decided.
A good president guides his or her group in making decisions. He or she leads the group in orderly discussion to reach a decision (consensus) the majority agrees upon. A good president is faithful to his or her duties, understands the problems the groups is discussing, and has the leadership ability to guide the group to reach a decision.
The club manager should assist the presiding officer by insisting that club members respect those who have permission to speak by listening to them and not talking to others.
An excellent resource to use in training officers and club members in parliamentary procedure is Parli Pro. It is a Parliamentary Procedure Guide (Publication # 4-H (COM 11.010) It can be found on the Texas 4-H website at: http://texas4-h.tamu.edu/publications/ There is also a training game set up as a power point presentation. It is posted under training modules posted at the Youth section of the Texas 4-H Website (Parli Pro Power Point)
Directing Meetings
The president should direct the business of the meeting in an orderly manner. There are parliamentary rules which help groups to conduct business. It is important that the president understand these rules.
Parliamentary procedure defines the way each member should make a motion, second a motion and amend a motion. Robert’s Rules of Order is the oldest and most recognized set of rules for conducting business meetings. The rules were first printed in 1876 by General Henry M. Roberts of the Engineering Corps, United States Army. If these rules are followed they will help keep a group orderly and help in reaching decisions with less confusion. If a president is fair in using these rules, both the majority and minority in a club or group will be heard and respected.
The size of the group will usually determine how strictly the rules are followed. With larger groups, it will be necessary to follow the rules very carefully. With small, informal groups, only the basic rules for making motions, seconding, and amending motions may be needed
Presenting a Motion
A motion is a formal way of getting an idea, proposal or plan of action before a group. Motions are part of the orderly way of conducting a meeting. Motions call for discussion and action by the group. The steps in presenting a motion are:
- Rise and Address the Chair
A member wishing to present an item of business, discuss a motion, ask a question or give information related to the subject must first address the presiding officer. The member will say “Mr. President” or “Madame President” or “Mr. Chairman,” or use a special title if he or she has one, but never use a personal name.
In small, informal groups, the person who wants to be recognized will not need to stand to address the Chair.
- Recognition by the Chair
The Chair recognizes the person by calling his or her name (“Bill,” “Mary,” “Mr. Smith”) or by nodding. If the member is not known by the Chair or group, then he or she should state full name and organization. (“Mr. President,” “Jim Jones,” “4-H Delegate,” “Clover Club.”.) The floor is assigned to the member rising or addressing the Chair first, the exception being that the maker of the motion is entitled to speak first, if he or she wishes. After the person is recognized he or she is free to speak.
- Make the Motion
The person recognized by the Chair makes a motion by saying, “I move that ....” or “I propose that....” or “I move the adoption of ......”Any other wording is incorrect.
- Second the Motion
All ordinary motions must be seconded. This is to show the group that two people want the subject discussed. A motion should receive a second soon after it is made. If it does not receive a second, the motion is dead and cannot be acted upon by the group. The member wishing to second the motion does not have to be recognized by the Chair. In large formal meetings it is proper to stand and say, “Mr. Chairman or Madame Chairman I second the motion.” In small groups, the member wishing to second the motion does not need to stand but says, “I second the motion” or “I second it.”
- Statement of Question
Before a motion is voted on by the group, the Chair will restate the motion. The motion is restated so that everyone understands before they begin discussing.
- Discussion (Debate) of Motion
The president then opens the floor for discussion or debate on the motion “The motion (question) is now open for discussion (debate or remarks).” Or “Is there any discussion?” Any member of the group has the right to discuss the motion after they being recognized by the Chair. All discussion must be about the motion or the speaker can be ruled out of order by the president.
- Putting the Question (Voting)
After the members have discussed the motion, the president “puts the question to a vote.” The president will say “Are you ready for the question?” (pause to see if someone still wishes to discuss the question) If not, the chair restates the question and asks for the vote. Both the affirmative (aye) and negative (no) votes must be taken. The president will say, “All those in favor of the motion that..., say “Aye.” All those opposed say, “Nay.”
If the vote is close, the president or one of the members may call for a count. The president will then ask members to raise their hands or stand for the vote.
- Results of the Vote
The Chair always announces whether the motion was adopted or lost and the results of the vote. Action on a motion is not legally complete until this is done.
“The motion is adopted that...” or “The motion that...is lost.”
Once the results have been announced by the president, the group can deal with another motion or other matters of business.
Remember -- it is:
- A motion when introduced.
- A question when being considered.
- An order, a vote or a decision when adopted.
Examples of Steps in Presenting a Motion
Bob: “Mr. President?”
Chair: “Bob”
Bob: “I move that we sell Christmas ornaments to increase our club funds.”
Sue: “I second the motion.”
Chair: “It has been moved and seconded that we sell Christmas ornaments to increase our club funds. Is there any discussion?”
Ted: “Mr. President?”.
Chair: “Ted.”
Ted: “I speak against this motion. The profits from the bake sale we had last month will cover our proposed budget.”
Bob: “Mr. President?”
Chair: “Bob.”
Bob: “We have voted to pay the expenses of our members who are to attend Texas 4-H Roundup. This expense is not included in our proposed budget. We need additional funds for it.”
Chair: “Is there further discussion?” (Other discussion and/or motions are in order.)
Chair: “Are you ready for the question? (pause) Those in favor of the motion that we sell Christmas ornaments to increase our club funds say “aye.” “Those opposed, say “nay.”
Chair: “The ayes have it. The motion is adopted (or carried) and we will sell Christmas ornaments to increase our club funds.” OR “The nayes have it. The motion is lost and we will not sell Christmas ornaments to increase our club funds.”
Rules of Debate
Debate is the discussion, during a meeting, of the various merits or demerits of the pending question. Since one of the principles of parliamentary procedure is based on the rights of all, there are certain rules to preserve these rights and to ensure that all can have their opinions heard, but still be able to conduct business in a minimum amount of time.
Rules of debate are:
- Only one subject or item of business can be before the group at one time. No new item of business can be introduced or discussed until the one being discussed is voted on.
- The maker of the motion is entitled to speak first.
- Each member who has been recognized, may speak no more than ten minutes at a time. When a member’s time has expired, the Chair rises and calls his or her attention to the fact.
- Each member is allowed to speak only twice on the same question.
To ensure that members remain courteous during debate, there are certain rules of decorum when debating:
- Limit remarks to merits of the pending question.
- Refrain from attacking a member’s motives.
- Address all remarks through the chair. Do not talk directly to another member.
- Avoid using the member’s name, say “The Member.”
- Do not talk about a previous action that is not now pending.
- Although you may vote against your own motion, do not speak against it.
- Get permission to read from reports, quotations, etc.
- Be seated if interrupted by the Chair.
- Do nothing that will disturb the other members while debate is going on.
The Chair and Debate
Although the Chair is a member of the organization and has full membership rights of debate, he or she must be impartial. He or she should refrain from debating if possible. If the Chairman feels he or she must speak on a pending question, he or she should relinquish the Chair to someone else, usually the Vice-President. He or she does not resume the Chair until the vote is taken.
Methods of Voting
The following examples are proper procedures for putting the question.
- VIVA VOCE (VOICE VOTE) – saying “aye” (affirmative) or “nay” (negative) when the question is put by the chair.
Chair: All those in favor say “aye.” (pause) Those opposed, say “nay.”
The chair should always state what happened to the motion as the result of the vote:
“The ayes have it, the motion is adopted and we will sell Christmas Ornaments.”
- SHOW OF HANDS – Recommended for use in small meetings in place of voice vote or to verify a voice vote.
“All those in favor will raise their right hand. Please lower hands.”
“All those opposed, please raise their right hand.”
- RISING VOTE – To verify a voice vote, when in doubt, and to verify vote on motions requiring a two-thirds vote. A two-thirds vote should be a rising vote.
Chair: “The Chair is in doubt. Those in favor of the motion to...will please rise. Be seated. “Those opposed will please rise. Be seated.” “There being a majority in the affirmative the motion is adopted and we will....” OR
“There being two-thirds in the affirmative, the motion is adopted and we will....” OR “There being less than two-thirds in the affirmative the motion is lost and we will not ...”
- BALLOT VOTE (Secret Vote) – This involves writing a vote on a slip of paper supplied by tellers (appointed by the Chair). This method should be used only if provided for in the bylaws or ordered by the assembly. A secret ballot is a good way to vote for officers, elect special delegates, etc.
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Community & School Clubs
Community 4-H Club is identified by the following characteristics:
★ Organization based upon proximity of the participants;
★ Enrollment of at least five members;
★ Enrollment of at least one club manager;
★ Enrollment of as many project and/or activity leaders as required;
★ Presence of elected officers including president, vice president(s), treasurer, secretary, county 4-H council delegate;
★ Holds regular meetings;
★ Conducts project meetings as needed;
★ Enrolls and involves parents in the club program; and
★ Conducts a community service project and promotes service learning.
★ Must be chartered.
4-H School Clubs
A 4-H club may also be organized in the school setting. A 4-H school club may meet during the regular school day or in an afterschool program. The same characteristics of the 4-H community club listed above apply for a a 4-H school club. In addition, the following characteristics are also typical of a 4-H school club:
★ Is organized and conducted in a school.
★ Meets at least once a month for 8 or 9 months of the year.
★ Has a club manager who could be a teacher or volunteer.
★ Has project leaders and/or activity leaders as needed.
★ Elects club officers.
★ Has a membership that may be divided into several clubs of different ages.
★ Must be chartered annually.
4-H Project Clubs
The community 4-H club is a club that consists of members who live near each other in a community or neighborhood and offers project groups for a variety of projects. The project club has the same characteristics of a community 4-H club except that it initially (upon organization) provides for only one project interest.
The project club recognizes the limited amount of time people have and that most people tend to limit themselves to one major outside interest. The project club is a good way to attract membership through one project interest. A project club could co-exist in a rural community with a community 4-H club. In a large town or city, where there are numerous community 4-H clubs, there could be numerous project clubs made up of people having a primary interest in such areas as shooting sports, rabbits, dogs, horses, gardening, clothing, etc.
The 4-H project club is an ideal way to expand membership and to create interest in new project areas. This organizational concept is especially appealing to parents/adults and volunteers who have intense interest in the project area.
The characteristics of the 4-H project club are as follows:
★ composed of at least five 4-H members
★ has at least one club manager
★ has as many project leaders as required
★ has junior and teen leaders
★ has 4-H officers that may include: president, vice presidents, secretary, treasurer, health and safety officer, and county 4-H council delegates
★ has club meetings each month
★ has project groups that meet during the duration of the projects
★ has a club community service project
★ involves all parents/supporting adults
★ are a recognized 4-H club, following the procedure for chartering the 4-H Project club
★ Must be chartered annually
When a 4-H project club is initially organized, it is developed around one project interest. However, over time, these 4-H members will notice 4-H members from other clubs conducting other projects and participating in activities different from those related to their project. Soon, 4-H members, parents and leaders will begin to inquire about other opportunities in 4-H. A need for expansion of the club arises.
As a result, new project groups may begin noticing the change, you will see that the project club begins to take on the look of a community 4-H club. However, it is important to remember that the membership may continue to emphasize the project which they initially chose. This pattern is the logical expansion process for a project 4-H club.
Since one project is the primary focus of a project club, the club managers and project leaders have to work hard to keep interest up. It is vital for the volunteers to come up with new ideas and teaching methods to allow members to grow in the project. Where do these ideas come from?
★ Maintain an open mind. Don’t be held back by “We’ve always done it this way” or “We’ve never done that.” Brainstorm! When you brainstorm there are no wrong answers and everyone can contribute, no matter how silly an idea may seem!
★ Visit with other clubs or even leaders from other counties working with the same project. By attending county and district-wide meetings, leaders can share ideas and resources.
★ Ask the members what they want to learn more about! If the members have a chance for input, they are going to take more ownership with the group and its activities.
4-H Clover Kids
Family involvement has always been one of the key components of the 4-H program. Many of the youth involved in the program have younger siblings who want to participate along with them. In the 1980's county Extension agents were surveyed and 82% were in support of developing a program for youth ages 5 to 8. The type of involvement was the big issue.
The Texas 4-H & Youth Development program developed rules, guidelines and curriculum appropriate to this age group and its needs. The 4-H Clover Kids program is designed with flexibility and can be adapted to individual county programs. However, the goal of providing quality educational experience for K-2 youth should not be compromised. That goal is:
"...to help youth build self-esteem, confidence, social and decision making skills through participation in hands-on, non-competitive activities. "
4-H Clover Kids is designed as an introductory 4-H experience for 5 to 8 year olds. The program encourages goal setting and evaluation of individual progress, but on a level appropriate for this age group.
A) 4-H Clover Kids Rules & Guidelines
Texas AgriLife Extension Service extends membership in the 4-H & Youth Development program to youth in grades K-2 as "4-H Clover Kids." This is further defined as youth who are eligible to enroll in Kindergarten on September 1 and have not entered the third grade on September 1. Membership as a 4-H Clover Kid does not count toward bonafide 4-H membership years. Youth cannot become a bonafide 4-H member until they are 8 and in the third grade or 9 years old on September 1 of the current 4-H year ( the 4-H year runs from September 1 to August 31).
4-H Clover Kids is an affiliated program, serving youth in grades K-2. In order to become members of a Clover Kids group, youth must be enrolled each year, using a Texas 4-H Group Member Enrollment Form . County Extension agents may choose to have each Clover Kid complete a Texas 4-H Member Enrollment Form so that their information can be entered into the 4-H enrollment system.
It is also recommended that each member also fill out a medical authorization form (Attachment). The form also provides a place for the parent/guardian to mark their consent for photographs, slides or video of their child to be used in marketing the 4-H Clover Kids program.
★ As an affiliated group, youth enrolled as 4-H Clover Kids have activities and programs suitable for their age group.
★ Any chartered 4-H club may organize a 4-H Clover Kids Group within the club.
★ A school, day-care center, community center, neighborhood, or group may sponsor and organize a 4-H Clover Kids Group, with the aid of volunteers trained by the county Extension faculty or their designees.
★ Each 4-H Clover Kids participant may participate only through organized learning groups under the guidance of qualified, trained and screened volunteer 4-H leaders.
★ A 4-H Clover Kids Group consists of 5 to 10 children and a team of adult and/or teen volunteer leaders who meet on a regular basis.
★ 4-H Clover Kids involves children in a learning-by-doing experience.
★ The 4-H Clover Kid experience should be fun. Children should be engaged through making things, working, and playing together.
★ Non-competitive activities are to be planned that meet the needs of this age group.
Counties who have incorporated the 4-H Clover Kids program into their county 4-H program are encouraged to have representation for 4-H Clover Kids on the governing bodies. This may be a volunteer who works with this age group, a parent, or a community spokesperson who represents or works with children in this age group. Utilize the 4-H Clover Kids Job Description (Attachment) to help you identify a volunteer who would be a great asset for the program.
B) Projects & Recognition
★ Projects are restricted to those the youth can, by themselves, understand, manage & care for & for which they can master the associated subject matter knowledge. Permissible projects include:
★ Food & Nutrition
★ Hatching In The Classroom
★ Healthy Lifestyle Education
★ Clothing & Textiles
★ Safety
★ Rabbits
★ Photography
★ Computer Science
★ Horticulture and Junior Master Gardener
★ It’s Up To Me
★ Recreation
★ Bicycle
★ Companion Animals
★ Sport Fishing
★ Yea 4-H!
★ Projects for Clover Kids are not to be entered into competition.
★ Projects are not eligible to be entered into competition in traditional 4-H program events.
★ Projects may be exhibited in an appropriate Extension approved 4-H Clover Kids event
★ In presentations and exhibits, Clover Kids will be presented participation awards only with recognition based upon completing and exhibiting the product of skill. No judging or placing shall be permitted.
C) 4-H Clover Kids Group Leadership Team
4-H Clover Kids Group Leader is an adult volunteer leader who has general knowledge of the 4-H Clover Kids program and is interested in helping 5- to 8-year-olds reach their full potential. The group leader must participate in in-service training provided by the county Extension staff, complete the Texas
4-H Volunteer Leader Registration Form (English and Spanish)and Youth Protection Standards screening process, and acquire resource materials to be used in the program. There are many ways the group leader guides the 4-H Clover Kids Group and involves other adults and teen leaders:
★ Organize a tentative program and meeting schedule for the year.
★ Conduct an organizational meeting with parents and members.
★ Complete the necessary enrollment forms, records and reports.
★ Arrange for meeting places and necessary supplies.
★ Arrange for field trips and tours as well as any transportation and additional chaperon needs.
★ Work with the county Extension agent to insure that appropriate insurance is secured for activities.
★ Remain flexible and encourage members to contribute to and participate in the various 4-H Clover Kids Group activities.
★ Provide educational, fun activities for members that build self-esteem.
The 4-H Clover Kids Group Leader maintains a close working relationship with the assistant leader or other volunteers and parents. If the Clover Kids program is part of a 4-H Community Club, the leader also works closely with the club manager to keep them informed and up-to-date on 4-H Clover Kids activities.
Assistant 4-H Clover Kids Group Leader works closely with the program leader to develop curriculum, field trips and other activities. In-service training is also required for the Assistant leader. When the program leader is unable to attend a meeting or activity, the Assistant program leader assumes full responsibility for carrying out the program.
Adult and Teen Leaders are excellent sources of leadership in the 4-H Clover Kids program. They should enjoy working with this age group and understand the developmental aspects and techniques used for enhancing self-esteem and self-confidence. Adult and Teen Leaders can serve as resource speakers at meetings, provide a tour or field trip or lead selected activities with the group. Teen Leaders are especially important because they are role models for the young children.
D) Recruitment
There are a number of places where 4-H Clover Kids can be recruited:
★ 4-H families within an existing 4-H club -- a 4-H Clover Kids group could meet at the same time the regular 4-H club meeting is being conducted.
★ Afterschool care programs -- schools, Boys & Girls Clubs, YMCA, and other established entities have a facility and staff. County Extension staff can collaborate with these groups to train employees and utilize them as volunteers.
★ Church groups, home school associations or play groups -- parents within these groups may find the goals of the 4-H Clover Kids program appealing and volunteer to lead a group.
★ Other groups or locations that may be targeted include:
• Housing Authority Sites
• Public Library
• City Recreation Center
• Extend-A-Care Facilities
• Museums
• Summer School Programs
• School Enrichment Class Periods
The advantage of broadening the 4-H program with new collaborators is that a ready-made audience is available and many of the examples listed above have staff in place who could serve as volunteers. Another advantage of seeking partnerships with these groups is they do not have pre-conceived ideas about what the 4-H program is or should be. They are open to new curriculum. In fact, many of these groups are looking for new resources and Extension has numerous curriculum resources that we can offer them.
Before you approach any of the audiences listed above, research their program and find out what they do. Target areas of their program when you visit with them where you feel the 4-H Clover Kids program can best support what they are already doing. Be ready to provide information on the following topics when asked:
★ What training will be provided?
★ How much time will the training take?
★ Will the curriculum be provided or will we have to purchase it?
★ If purchase of curriculum is required, how much is it?
★ How will staff (volunteers) be recognized for implementing this program?
★ What kind of paperwork do we have to complete?
You may think of other questions that may be asked. Be prepared when you go to meet with the agency or organization!
E) 4-H Clover Kid Member Roles
The 4-H Clover Kids Groups do not have elected officers like President, Vice-President, etc. However, several leadership roles for the 4-H Clover Kids Group have been identified. These leadership roles (and any others the leader may choose to create) provide an opportunity for children in this age group to assume responsibility during the meetings and understand group process. Every child should have a designated role at each meeting. Several members may assume the same role. Roles should rotate so that each child has the opportunity to experience each role throughout the year. Leaders should use their judgment when assigning roles based on the activities to be performed and the ages of the children.
★ Member -- responsible for contributing their ideas and thoughts to the group.
★ Reporter -- responsible for verbally summarizing the group's activity.
★ Recorder -- responsible for illustrating or outlining the group's activity and decisions.
★ Collector -- collects and returns any supplies that are needed to complete the activity.
★ Greeter -- welcomes everyone to the meeting and says "thank you " to any special guests or speakers.
★ Praiser -- identifies and encouraged positive actions by members of the group.
★ Helper -- responsible for offering assistance to any member in accomplishing the task.
Using signs or pins with the titles or a designated symbol for each role will help the children remember their role for that meeting time.
F) Parent/Adult Involvement
Families are a vital part of 4-H. Their cooperation is essential. Often it is the 4-H volunteer leader who gets the family members and the child working together on a project. 4-H Clover Kids Groups are meant to benefit both adults and children. By involving parents or supporting adults with the children, leaders can guarantee that parents will be present to enrich the experience.
Why is it important to involve parents or supporting adults?
★ Adults can increase efforts to help children.
★ Members will enjoy their 4-H Clover Kids activities more when their families are interested and involved.
★ They can make a valuable contribution to the 4-H Clover Kids Group and their community.
★ They gain an understanding of 4-H, parenting and this age group.
★ Many parents or supporting adults become 4-H volunteer leaders.
How can 4-H volunteer leaders help parents or supporting adults be more involved?
★ Teach them to appreciate the goals of the 4-H Clover Kids Groups.
★ Allow them to learn to help children complete projects or actvities.
★ Let them help children accept success and failure.
★ Let adults become involved with groups.
★ See if they will assist with transportation.
★ Ask them to have a role with special events.
★ Let them plan programs or activities with special resource persons.
How do you interest and inform parents or supporting adults?
★ Involve them in the organization of the 4-H Clover Kids Group.
★ Phone and/or visit with them to talk about the program.
★ Invite them to all meetings and events.
★ Plan special events for parents.
★ Some counties have a newsletter for Clover Kids. This is a great way to reach parents or supporting adults with ways to extend their child's learning experiences and to give parenting tips.
★ With today's technology, the newsletter and any other information could be distributed through an e-mail group.
★ Survey parents and supporting adults to see how they would like to help. (Attachment)
Attachments for Membership Unit Section:
★ Sample Letters for Counties
★ 4-H Club Charter Application/Renewal Form and Group Application/Renewal Form
★ Club Charter Transmittal Form
★ Annual Planning Sheet for Clubs
★ Club Manager Report Forms (PDF) (Word) (Word Perfect)
★ Sample 4-H Club Bylaws
★ Sample 4-H Club Agenda
★ Enrichment Curriculum Evaluation
★ Parent/Supporting Adult Interest Survey
Additional Links:
Texas 4-H Enrichment Curriculum Catalog
G) Programming for K-2 Youth
4-H Clover Kids Groups are not the same as a 4-H club. It may be tempting for faculty and leaders just to enroll K-2 youth in a regular club to avoid having to manage another group. 4-H Clover Kids Group members may graduate into the program, but they have different needs that must be met. Also, in order to market this program to a variety of groups, it is recommended that 4-H Clover Kids Groups be autonomous.
There are many ways to teach children who are in Kindergarten through second grade: standing and telling them what you want them to know; showing them what you want them to know and having them do an activity that teaches them what you want them to know.
Just telling youth what you want them to learn is the easiest on you but it is also the easiest for them to forget. The cone of experience shows that youth learn the most when they are active. Children 5 to 8 prefer to spend time "doing" rather than listening or sitting. K-2 youth need to be actively engaged in learning.
The Texas 4-H program is based on experiential (activity-based) learning. The "learn by doing" motto is still the basis of the 4-H program. Experiential learning is more than doing activities. It involves discussing the activity, drawing lessons from the activity and applying the lessons to the real world. All five steps are crucial to effective learning and none should be left out.
H) Cooperative Learning
One of the main reasons parents/supporting adults want youth to be involved in a group is for the socialization skills or "getting along." Clover Kids Groups need to involve youth in cooperative learning. By learning “cooperatively," participants work in teams and depend on each other to accomplish a goal or finish a project. If a child feels successful in working with others, self-esteem will be strengthened. Competition encourages youth to NOT work together.
Volunteers for the 4-H Clover Kids program need to provide cooperative learning experiences. Here are some key concepts to remember when planning learning experiences:
★ Positive interdependence - Put children in groups where every member has to do something to contribute to the success. Learning will not occur if group members can succeed by ignoring each other. If interdependence does not occur naturally, a leader can create it by giving each member an important piece of information that the group must have to solve a problem.
★ Face to face interaction - Eye contact and communication are vital.
★ Individual accountability - Every group member must be responsible for how well the group does.
★ Teaching social skills - If the group is going to share an experience, each participant needs social skills. Skills must be taught directly, and are not always absorbed by participation.
★ Processing - Group members must be able to discuss how their group worked and what was learned. The experiential learning cycle needs to be completed.
I) Special Needs of 5-year-olds
★ Assurance that they are loved and valued.
★ Wise guidance.
★ Opportunity for plenty of activity, equipment for exercising large muscles.
★ Opportunity to do things for themselves, freedom to use and develop their own power.
★ Background training in group efforts, in sharing, and in good work habits that they will need next year in first grade.
★ Opportunity to learn about their world by seeing and doing things.
J) Special Needs of 6-year-olds
★ Encouragement, ample praise, warmth and great patience from adults.
★ Ample opportunity for activity of many kinds, especially for use of large muscles.
★ Wise supervision with minimum interference.
★ Friends - by the end of the period, a best friend.
★ Concrete learning situations and active, direct participation.
★ Some responsibilities, but without pressure and without being required to make complicated decisions or achieve rigidly set standards.
★ Help in developing acceptable manners and habits.
K) Special Needs of 7-year-olds
★ The right combination of independence and encouraging support.
★ Chances for active participation in learning situation with concrete objects.
★ Adult help in adjusting to rougher ways on the playground without becoming too crude or rough.
★ Warm, encouraging, friendly relationships with adults.
★ Acceptance at their own level of development.
L) Special Needs of 8-year-olds
★ Praise and encouragement from adults.
★ Reminders of their responsibilities.
★ Wise guidance and channeling of their interests, and enthusiasm, rather than domination or unreasonable standards.
★ A best friend.
★ Experience of belonging to a peer group opportunity to identify with others of the same sex.
★ Adult-supervised groups and planned after-school activities.
★ Exercise of both large and small muscles.
M) Positive Learning Environment
As volunteers begin to plan experiences for children, they must consider youth behaviors and the specific needs of the members of the group. There are also some special factors that need to be included when planning a positive learning environment:
★ Provide a minimum of one adult (or older youth) for every six children. Some activities may even require more adults.
★ Involve the members of the group in selecting and planning activities. When activities are selected by the children, they are more likely to maintain interest and to combine the new knowledge with prior experience. It also helps build confidence, encourages risk taking and develops curiosity and creativity.
★ Do a variety of activities that meet the needs of the children in the group. A variety of activities keeps the Clover Kids interested and involved.
★ Plan for the children to talk and work with each other. They must learn to get along in life. Children talk as they learn and learn best when participating in activities that allow them to execute, display, explain, and apply their knowledge.
★ Plan learning that occurs in individualized, small and large group situations. Because a leader may have 5-year-olds in the same 4-H Clover Kids Group as second graders, activities must occur at different levels. Let children choose which activities they feel most comfortable with.
★ Use positive guidance and discipline. Children benefit from adults who use positive methods to help them learn to control their own behavior and solve interpersonal conflicts.
N) Life Skills and Program Areas Appropriate for K-2
Life skills are abilities, knowledge, attitudes and behaviors that must be learned for people to adapt to and control their life situations. Through development of these life skills, children learn to get along with others, express how they feel, enjoy life and handle new experiences.
There are five life skills that are appropriate for younger children:
★ Self-understanding skills - Each child is unique. Five-to 8-year-olds need to try new things so that they can begin to test themselves and build their base of experiences and begin to master skills.
★ Social interaction skills - Children become increasingly social between the ages of 5 and 8. They begin to realize that the world doesn't begin and end with them and they develop friendships with their peers. Five- to 8-year-olds need to develop communication skills including listening skills. The social interaction also illustrates the need to learn how to work together cooperatively, share and resolve conflicts.
★ Decision-making skills - The ability to make wise decisions and take positive action is an important part of growing up. Children need to learn the step-by-step processes of problem solving and decision making. Children need to understand how their decisions can affect themselves and others and be willing to take responsibility for their actions. They need a chance to practice problem-solving and decision-making skills with guidance and in safe situations.
★ Learning to learn - Five- to 8-year-olds are "concrete" thinkers and need real experiences on which to base their learning. Children are curious and eager to learn. They have many interests and are excited about trying new things. Their curiosity and creativity give them a need to learn how to make order out of all the things they discover.
★ Mastering physical skills - As children learn to coordinate their fine and large muscles through games, control their movements, and move expressively, they are practicing the skillful use of their bodies. They are becoming more agile, more controlled. more graceful and more expressive. Children delight in physical accomplishment and have many possibilities for developing a sense of confidence.
(Some of the information given in this chapter came from the Cloverbuds Management Guide from Ohio State University and The National Association for the Education of Young Children.)
O) Program Planning for 4-H Clover Kids
One of the most important responsibilities of a Clover Kids Group leader is to help the Clover Kids Group plan a program for the year. Planning a Clover Kids Group program takes time, but this time is an investment in the success of a Clover Kids Group. Good programs and activities don't just happen - they must be planned. Some things to remember when programming for 4-H Clover Kids include:
★ Schedule regular meetings at a scheduled time.
★ Involve children with educational tours and guest speakers.
★ Allow time for recreational activities for each meeting and special events as desired.
★ Optional - Community-service projects that can be valuable with this age group.
For individual events and activities, include as much preparation as possible. Specific details to consider are dates and places of meetings and activities, and names of persons responsible for various aspects of meetings and activities.
Remember a 4-H Clover Kids Group program is a plan and, therefore, is flexible. The plan is intended for use as a guide and, as such, should be amended as needed. When the program plan is completed, send one copy to the county Extension office.
P) Resources for Program Planning
★ County calendar of 4-H events and activities.
★ Dates of volunteer leader in-service education programs.
★ List of audio visual and resource materials available.
★ Possible curricula to be covered.
★ Parent and member surveys of what they would like to do in the coming year.
★ Community service ideas.
★ Ideas for guest speakers, Clover Kids Group tours, recreation resources. Help or suggestions from county Extension agent.
The time spent in planning an annual Clover Kids Group program will pay off throughout the year. Make sure all families receive a copy of the annual program plan at the beginning of the year. This will inform them about dates, specific programs and responsibilities of people in the Clover Kids Group. This will encourage everyone to become more committed to and more involved in the program.
Q) 4-H Clover Kids Meetings
The 4-H Clover Kids Group meeting is one of the major tools group leaders can use to help young children develop and learn. It provides children with the opportunity to develop friendships, exchange ideas, develop life skills, explore new concepts and areas of interest. A 4-H Clover Kids Group meeting is a time when children can learn and have fun. No 4-H Clover Kids Group meeting should be so concentrated with education that it lacks the sounds of laughter and friendly conversation.
Remember, this meeting may be the first contact that these children will have with the 4-H Program. The experiences they have while participating in a 4-H Clover Kids Group may '"make or break" their future involvenlent in 4-H.
★ One hour is a good time span for 4-H Clover Kids Group meetings.
★ Allow time at the beginning to greet all the members and make them feel welcome.
★ Open the meetings with the Pledge of Allegiance followed by the 4-H Pledge.
★ Explain the activities to the members and allow them to actively participate.
★ Keep in mind that participants do not always have a finished project at the end of the meeting; some activities simply allow the members to gain an understanding and awareness of the concept or subject being taught.
★ Remember the participants have short attention spans. Be sure to keep the activity simple and have plenty of adults to help.
★ Refreshments, games, and a short time for free play should be part of the meeting.
★ Before going home, the 4-H Clover Kids should help clean up and put away any clutter they have made.
The following outlines may be modified to meet your specific needs. The Leadership Team may want to invite additional leaders or resource people to assist them in conducting the first three group meetings. Make sure the meetings are well organized. Everyone on the program should be well prepared and understand their responsibility. At the fourth meeting, members of the group may be asked to assume some of the responsibilities or assist the leaders with some tasks.
a) Meeting #1
★ Make sure parents or supporting adults understand that they should attend this meeting and understand that they are wanted at every meeting.
★ Display - Before the meeting begins, set up a display of the 4-H Clover Kids educational materials and other 4-H information and items.
★ Welcome- The Leadership Team that presides over the meeting should welcome everyone and introduce the get acquainted activity.
★ Get Acquainted Activity - Write the name of each person attending the meeting on a small individual slip of paper and place a slip inside each balloon. Give each person a balloon and ask them to blow it up, then pop it to release the paper slips. Read the person's name on the slip and find that person. (Younger children who cannot read should ask someone to help them read the name on their slip.) Ask them their favorite animal or color. Once the activity is completed, ask each person to introduce the person whom they had to find by telling their name and favorite animal or color.
★ Discussion with Parents and New Members - Now that everyone knows each other, take a few minutes to discuss with the parents/supporting adults the meeting times, dates and locations. Also discuss any cost that may be associated with membership in the 4-H Clover Kids Group and the adults' roles. Explain that the 4-H Clover Kids Group is more interested in the healthy development of the child than in making and exhibiting of projects.
★ 4-H Clover Kids will not be involved in competitive events. As such, the meeting of the 4-H Clover Kids Group will include the following time frame:
• 5 minutes Opening and Overview
• 30 minutes Learning Activity
• 5 minutes Clean-up Period
• 10 minutes Snack Time
• 10 minutes Recreation Time
★ 4-H Clover Kids Learning Activity - Explain that the Learning Activity is a hands-on event that the whole family can work on together. Encourage the families to discuss the 4-H Clover Kids Learning Activities at home and continue involvement in these activities with other members of the family. Because time will be short, give an example of a 4-H Clover Kids Learning Activity by conducting a 10 minute activity. This will break up the meeting with an activity for the young children and show them and their parents/supporting adults a sample of the educational programs involved in the 4-H Clover Kids Group meetings.
★ Closing - Ask for questions and thank everyone for attending. Announce the date, time and location of the next meeting. Encourage parents/supporting adults to attend all of the group meetings.
★ Refreshments - Serve refreshments and encourage everyone to look at the 4-H display.
b) Meeting #2
★ Business - The Leadership Team will conduct this meeting. During the business session do the following: Say the 4-H Pledge.
★ Decide on a name for your 4-H Clover Kids Group.
★ Decide on a regular meeting date(s), time and location.
★ 4-H Clover Kids Group Enrollment - Complete the Texas 4-H Group Member Enrollment Forms (4-H 1-5.061) supplied by Texas AgriLife Extension Service through your local county Extension agent OR have parents and children complete the 4-H Member Enrollment Form in place of the group enrollment process.
★ 4-H Clover Kids Learning Activity - Use a shortened version of any activity. This is an excellent opportunity to send home an unfinished project for the 4-H Clover Kids and their parents/supporting adults to complete.
★ Refreshments - Serve refreshments.
★ Recreational Activity - Get the 4-H Clover Kids and their parents/supporting adults involved together in a recreational activity. This might include a quiet inside game or a fun song that they all can sing.
c) Meeting #3
★ Business - The Leadership Team will conduct this meeting. Begin with the Pledge of Allegiance and the 4-H Pledge, a song, and roll call of members. (This allows the youth to continue to learn the names of other members.)
★ Initiation Ceremony (Attachment) - The 4-H Clover Kids Group Leader can conduct this special initiation ceremony for all new members of the 4-H Clover Kids Group. At the conclusion of the ceremony, see that each member is presented an official 4-H pin, membership card and any other appropriate materials.
★ 4-H Clover Kids Learning Activity - Conduct the 4-H Clover Kids Learning Activity. If the activity is incomplete at the close of the meeting, allow members to finish it at home with the help of family members.
★ Refreshments - Serve refreshments.
★ Recreational Activity
If 4-H Clover Kids Groups choose to use the 4-H Member Group Enrollment method, they may need to create a club roster with names, addresses, phone numbers, and parents' e-mail addresses so that leaders can correspond with members and their families. If the 4-H Member Enrollment Form is used for each child, the county Extension office can generate a roster with all pertinent information using their 4-H enrollment program.
R) Curriculum for 4-H Clover Kids
Curriculum for 4-H Clover Kids emphasizes providing project-related learning experiences and types of recognition that are age appropriate and based on current youth development research. 4-H Clover Kids curricula should instill positive self-esteem, and provide positive learning experiences for these youth. Children at this age are very impressionable, therefore several factors must be addressed in the development and implementation of the curricula. Educational materials should:
★ Involve a variety of teaching methods
★ Involve a variety of learning experiences
★ Be 10-20 minutes in length
★ Be fun for participants
★ Be appropriate for all participating age levels
★ Be hands-on activities, focusing on the complete child
★ Promote social and physical development
★ Promote community awareness
Remember that the 4-H Clover Kids program is not to be competition. This includes stock shows, project shows, food shows, fashion shows, or any other event where participants are placed. Divisions for 4-H Clover Kids in any event or activity should be for participation only and the awards given in a Clover Kids age division should reflect that.
There are a number of curricula available through Texas AgriLife Extension Service that are specifically designed for the K-2 audience. Review the Enrichment Curriculum Catalog (Attachment) to see descriptions for available curriculum. Leaders may also use other resources appropriate for Clover Kids from other states or organizations.
How do you pay for curricula? County 4-H programs may include the costs of curricula for 4-H Clover Kids programs in their budget. Everyone should help them understand that 4-H Clover Kids groups are a valuabl
