WNDI STAFF PAGES

Running your Labs at WNDI

1. Start Lab Sessions on time

You’ve got a lot to do—so use all the time you have available.

A. When you start, find out who each person is in the lab. Make them feel at home. They should get to know each other.

B. Build up lab unity—get them connected with the goal of your lab. Motivate them!

C. Explain what you are going to be doing. The clearer and more specific you are the better.

D. Answer student questions. If it is a “how do I?” question—follow up your answer by actually doing the thing either orally or actually going to the students’ materials and helping him or her physically complete the task.

2. Take Attendance

Take attendance at these times:

· 9:45am (beginning of first session of the day)

· 1:45pm (beginning of session right after lunch)

· · 7:45pm (beginning of session right after dinner)

If someone is missing, cell phone the Life Director if that person is 10 minutes or more late. He/she will be coming to the Maxey and Hunter buildings to check on this.

Please cooperate with this effort.

Life Director, if someone is missing, you need to check the residence hall and ask other students. If you are not able to find the students within 15 minutes, you should contact Jim. If Jim isn’t available, make a judgment call about contacting security at 5777--lean toward calling security.

3. Be sure to check your e-mail each day

I will be sending messages to keep you up-to-date.

4. Keep to the schedule

I am aware that things are compacted and that it is hard to get stuff done. But DO IT. Especially important is getting evidence/positions indexed and ready for us to get it scanned and printed. We have a short turnover time so being late with this is bad news.

5. Maintain the focus on completing tasks

Yea, have some fun in lab but make it clear you won’t put up with students slouching and disrupting the work effort.

Students who are disruptive should be told to stop. If they are disruptive again, tell them to leave the room for 5 minutes. They can sit outside the room but they may not leave the building.

DO NOT PUT UP WITH MIS-BEHAVED STUDENTS. If any student becomes a repeat problem, immediately report it to Jim via email or at a staff meeting.

POLICY

FIRST WEEK LABS—YOU DO NOT TURN THINGS IN; YOU FILE, HIGHLIGHT AND PREPARE

1. AFFIRMATIVE LAB WORK

File, Highlight, Prep the Aff and Case Neg

2. DISAD LAB WORK

File, Highlight, Prep the DAs and Answers

3. COUNTERPLAN LAB WORK

File, Highlight, Prep the CPs and CP Answers

4. KRITIK LAB WORK

File, Highlight, Prep the Ks and K Answers

5. TOPICALITY LAB WORK

File, Highlight, Prep the T Shells and Answers

Note: For all of the above, if students want to cut cards after filing—they can do that.

SECOND WEEK LABS—WHAT TO TURN IN

You will need to complete your lab research assignments

This entails making sure that the students in your labs complete the citing, tagging and indexing of the evidence they cut from the articles you bring (and, in a few cases, that they research at the library). THESE ASSIGNMENTS ARE DUE AS NOTED IN THE SCHEDULE. Over the course of the camp, here’s what is expected (NOTE: THIS IS IN ADDITION TO THE EVIDENCE YOU TURN IN AT THE BEGINNING OF CAMP):

AFFIRMATIVE LAB

Affirmative Addendum AND SEPARATELY Negative Responses to the Case Addendum.

2AC Frontlines against every camp DA, CP, and K plus T arguments.

NEGATIVE LAB: Chosen by you and the students in your choice lab, complete a substantial file—15 pages per person in your lab.

THIRD WEEK LABS—WHAT TO TURN IN

--Complete a substantial number of arguments for this research lab; I would expect a file that represents 20 pages per person in your lab.

--The file should address a salient issue—go into more depth on a camp position, answering another camp’s argument, etc.

--MAJOR NOTICE: DO NOT DELETE copies of positions/assignments without Jim’s permission. He needs to keep a copy of every position put out at the camp.

6. Keep all the students engaged

Be thinking about the activities you are doing in your lab. Is someone being left out with nothing to do? That’s not good.

Watch for students that are quicker than the others and give them more and more challenging work. For students who are slower, give them less work and less challenging work.

7. Show care and concern for the kids

They are NUMBER ONE. Engage them. Talk with them. Connect with them. Be on the watch-out for kids that don’t seem to be so happy. Try to connect with them by talking with them. Avoid dwelling on their problems unless they have something serious that needs to be discussed. Instead, try to get them involved; try to small talk until you find something you can talk about that you both care about.

8. Check the health of the kids

If someone is sick to the point where it is interfering with their work or is noticeable, you need to contact Jim ASAP so that he knows.

If someone is sick to the point where it is obviously in need of attention, take immediate action to get them to a doctor. Student with a Medical-Health Problem?

9. At the end of Camp

1. You finish camp on the day Jim told you in your contract.

2. You need to present certificates to the students at the time noted in the schedule.

3. You need to complete timesheets/paperwork as Jim directs to be paid for the debate camp.

4. You will need to write 2 to 3 sentences about each student in your affirmative lab. These should be sent to Jim. He uses them to send to coaches and parents. Make them positive.