Download File - Michaela Tarmey

HDF 415:
FLITE PEER LEADERSHIP PORTFOLIO
Michaela Tarmey
SPRING 2015
[email protected]
TABLE OF CONTENTS
Strengths
Opening Statement
Section 1: Self Leadership
Section 2: Leadership Theories
Section 3: Inclusive Leadership
Section 4: Critical Thinking
Section 5: Interpersonal/Organizational Leadership
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*If you do not have one outcome from each area of the Inventory completed,
you may opt to choose 2 from one of the sections.
Signature Strengths
Developer
Individualization
Achiever
Empathy
Harmony
Values in Action Strengths
Social Intelligence
Honesty
Judgment
Kindness
Perspective
M
OPENING STATEMENT
Being a FLITE Peer Leader has really given me so many
opportunities to grow as a leader and see how I have
evolved as a mentor as well as a student. By being able to
interact and share this experience with not only my
students but my 7 other peer leader has really been
beneficial as well as eye opening. Throughout this
experience I have seen my strengths and leadership style
evolve in a really positive manner.
SECTION 1
SELF LEADERSHIP
Student will demonstrate knowledge of stress management methods
1.Organize yourself
2. Control your environment by controlling who and what is surrounding you
3. Love yourself by giving yourself positive feedback
4. Reward yourself by planning leisure activities into your life
5. Exercise
6. Relax yourself by taking your mind off your stress and concentrating on breathing
and positive thoughts
7. Rest yourself as regularly as possible
8. Be aware of yourself
9. Feed yourself/ do not poison your body
10. Enjoy yourself
SECTION 2
Leadership Theory and Models
Students will describe personal application of the above theory (Greenleaf)
As a camp counselor at camp sachem over the summer I got the opportunity really to see children who really needed to
be served. The camp I work at is in one of the more urban cities on the outskirts of Boston. A large majority of the
students at Camp Sachem’s camp fees are covered by the state of Massachusetts. Substantial portions of students are
actually under the supervision of the Department of Children and Families for different reasons. This means that a lot of
these children came from many different broken homes and tough financial and family lives. This is really where I
understood and got to actually experience being a servant leader. These children grew up in much tougher environments
than myself. This really gave me strong feeling that I really needed to serve them. I was going tobe spending more time
with them then their own parents all summer. This be gave me the feeling I needed to actually serve them by leading
them to be the best possible version of themselves. Our work shirts even say “Professional Role Model” on the back and
I took that very seriously. As a camp counselor I really had that whole summer to teach my campers really important life
lessons. I took many of the basic life lessons I was fortunate enough to learn from my parents and tried to instill these
into my campers. These could be anything from treating other campers with respect and sharing. Teaching my campers
the importance of these basic “golden rules” was something that some had not experienced before. As well as being a
confidant to them, knowing they can always come talk to me if they are frustrated about something or need help. By
seeing their need to be served made me be a better leader and generally better at my job.
SECTION 3
Inclusive Leadership / Diversity and its application to leadership
(Student will describe personal examples of being a change agent.
Additional experience: founding sister of Kappa Delta Sorority, PACE Chair)
Being a change agent is a rather large responsibility and challenge. Being a founding sister of
my sorority has really given me the opportunity to be change agent for the entire URI Greek
system. We wanted as founding sisters to create a change in the system for things like
stereotypes of what a sorority was like. My sorority focused on things that were less superficial
and our big platform is confidence and instilling that in women. We have also been creating
change in how we socialize with fraternities we were able to do such things like having social at a
bowling alley as a fun responsible way to spend a Saturday night. We also created change by
finding creative ways to raise money such as doing a 3 on 3 basketball tournament called the
Shamrock Slam which raised money for Prevent Child Abuse America. Something that was
different than other Greek organizations was that in our charity event we opened it up to all
different organizations and many different non-Greek students played. We also were able to
incorporate the girl’s basketball team as referees intergrade more of the URI community .
SECTION 4
Critical Thinking
(Students will show knowledge of principles of critical thinking)
Critical thinking is a very important part of the leadership experience in making
the right choices and decisions. In critical thinking there was eight different
principles. The first on is as questions, be willing to actually wonder. Second is
define your terms; this is the key to your research. Third is to examine the
evidence, this would be things that support or deny a statement. Fourth is to
analyze assumptions and biases, these you must be aware of at all times when
critical thinking. Fifth is avoiding emotional reasoning, this is not as helpful as
clear thinking. Sixth is do not oversimplify, that would be things like
generalizations. Seventh is to consider other interpretations and not to be
careful to shut down a certain idea too quickly. And finally eight is to tolerate
uncertainty because many question will not be easy to answer.
SECTION 5
(Interpersonal and Organizational Concepts and Skills ) (Student will demonstrate
examples of giving and accepting feedback)
Throughout my semester being a peer leader I have been lucky enough to work with a really great group of individuals. In
my small group I have had the opportunity to give feedback to my students with the work they have. One instance
includes when my students would pass in outcomes for me to review. I was able to take my time and read them over to
really give them the proper feedback. Knowing that this is their first time doing outcomes I knew they would need
guidance but not completely tear their hard work apart. I feel when giving feedback a balance of challenge and support is
imperative. I want to lead them in the right direction so they can be the best students possible. By writing comments and
them telling them to read them over and talk to me if they need more clarification or help I think was the best way to give
them feedback. They were able to get more support if they needed it. As well I always made sure to put some kind of
positive comment on the outcomes as a way that they could still be proud of themselves because they are just learning
and are not expected to be pros from the first class. In HDF415 we had multiple times where we received feedback one
example of when that personally happened to me was when Matt and myself were presenting our proposal for our class
we were teaching on social change. After giving our basic outline of what we wanted to present we were able to give the
floor over to our other peer leaders as well as our instructors for feedback. They were able to suggest different ideas for
the activity such as how much time stepping stones (our activity we were facilitating) would maybe take, what to do if
something did not go as planned in the activity, and ideas on how to debrief the activity at the end of class. The feedback
was very constructive, helpful, and positive so we took the feedback gladly.