Mentor Manual 2013 Bike Monkeys

Community Bicycle Center

P.O. Box 783 Biddeford, Maine 04005

www.communitybike.net

207-282-9700

40 Developmental AssetsTM

1. Family Support-Family life provides high levels of love and support.2. Positive Family Communication-Young person and her or his parent(s) communicate positively,

and young person is willing to seek advice and counsel from parents.3. Other Adult Relationships-Young person receives support from three or more nonparent adults.4. Caring Neighborhood-Young person experiences caring neighbors.5. Caring School Climate-School provides a caring, encouraging environment.6. Parent Involvement in Schooling-Parent(s) are actively involved in helping young person succeed

in school.

7. Community Values Youth-Young person perceives that adults in the community value youth.8. Youth as Resources-Young people are given useful roles in the community.9. Service to Others-Young person serves in the community one hour or more per week.

10. Safety-Young person feels safe at home, school, and in the neighborhood.

11. Family Boundaries-Family has clear rules and consequences and monitors the young person’swhereabouts.

12. School Boundaries-School provides clear rules and consequences.13. Neighborhood Boundaries-Neighbors take responsibility for monitoring young people’s behavior.

14. Adult Role Models-Parent(s) and other adults model positive, responsible behavior.15. Positive Peer Influence-Young person’s best friends model responsible behavior.16. High Expectations-Both parent(s) and teachers encourage the young person to do well.

17. Creative Activities-Young person spends three or more hours per week in lessons or practice inmusic, theater, or other arts.

18. Youth Programs-Young person spends three or more hours per week in sports, clubs, ororganizations at school and/or in the community.

19. Religious Community-Young person spends one or more hours per week in activities in a religiousinstitution.

20. Time at Home-Young person is out with friends "with nothing special to do" two or fewer nightsper week.

21. Achievement Motivation-Young person is motivated to do well in school.22. School Engagement-Young person is actively engaged in learning.23. Homework-Young person reports doing at least one hour of homework every school day.24. Bonding to School-Young person cares about her or his school.25. Reading for Pleasure-Young person reads for pleasure three or more hours per week.

26. Caring-Young person places high value on helping other people.27. Equality and Social Justice-Young person places high value on promoting equality and reducing

hunger and poverty.28. Integrity-Young person acts on convictions and stands up for her or his beliefs.29. Honesty-Young person "tells the truth even when it is not easy."30. Responsibility-Young person accepts and takes personal responsibility.31. Restraint-Young person believes it is important not to be sexually active or to use alcohol or other

drugs.

32. Planning and Decision Making-Young person knows how to plan ahead and make choices.33. Interpersonal Competence-Young person has empathy, sensitivity, and friendship skills.34. Cultural Competence-Young person has knowledge of and comfort with people of different

cultural/racial/ethnic backgrounds.35. Resistance Skills-Young person can resist negative peer pressure and dangerous situations.36. Peaceful Conflict Resolution-Young person seeks to resolve conflict nonviolently.

37. Personal Power-Young person feels he or she has control over "things that happen to me."38. Self-Esteem-Young person reports having a high self-esteem.39. Sense of Purpose-Young person reports that "my life has a purpose."40. Positive View of Personal Future-Young person is optimistic about her or his personal future.

This page may be reproduced for educational, noncommercial uses only. Copyright © 2004 by Search InstituteSM, 615 First Ave NE Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org.

The following are trademarks of Search Institute: Search InstituteSM, Developmental AssetsTM, and Healthy Communities•Healthy Youth®.

Exte

rnal

Assets

Inte

rnal

Assets

Search InstituteSM has identified the following building blocks of healthydevelopment that help young people grow up healthy, caring, and responsible.

Category Asset Name and Definition

Support

Empowerment

Boundaries &Expectations

ConstructiveUse of Time

Commitmentto Learning

PositiveValues

SocialCompetencies

PositiveIdentity

PSYCHOLOGICAL NEEDS

BELONG FREEDOM

FUN POWER

Stages of Change Model

Stage in transtheoretical model of change

Patient stage

Incorporating other explanatory/treatment models

Precontemplation Not thinking about change May be resigned Feeling of no control Denial: does not believe it applies to self Believes consequences are not serious

Locus of Control Health Belief Model Motivational interviewing

Contemplation Weighing benefits and costs of behavior, proposed change

Health Belief Model Motivational interviewing

Preparation Experimenting with small changes

Cognitive-behavioral therapy

Action Taking a definitive action to change

Cognitive-behavioral therapy 12-Step program

Maintenance Maintaining new behavior over time

Cognitive-behavioral therapy 12-Step program

Relapse Experiencing normal part of process of change Usually feels demoralized

Motivational interviewing 12-Step program

Information from Prochaska JO, DiClemente CC, Norcross JC. In search of how people change. Am Psychol 1992;47:1102-4, and Miller WR, Rollnick S. Motivational interviewing: preparing people to change addictive behavior. New York: Guilford, 1991:191-202.

interaction

supportiveenvironment

safe environment

engagement

(IV-P) Youth have opportunities to

set goals and make plans

(IV-Q) Youth have opportunities to

make choices based on interests

(IV-R) Youth

have opportunities

to reflect

(IIII-L) Youth have opportunities to develop a sense of belonging(III-M) Youth have opportunities to participate in small groups

(III-N) Youth have opportunities to act as

group facilitators and mentors

(III-O) Youth have opportunities to

partner with adults

(II-K) Staff youth youth-centered approaches to reframe conflict(II-J) Staff support youth with encouragement

(II-H) Activities support active engagement(II-I) Staff support youth in building new skills

(II-G) Session flow is planned, presented, and paced for youth

(II-F) Staff provides a welcoming atmosphere

(I-E) Healthy food and drinks are provided

(I-D) Program space and furniture accommodate activities

(I-C) Appropriate emergency procedures and supplies are present

(I-B) The physical environment is safe and free of health hazards(I-A) Psychological and emotional safety are promoted

Youth PQAPyramid of Pyramid of

Program QualityProgram Quality

High/Scope Educational Research Foundation • 734.485.2000 • Email: youth@highscope.org • Web: youth.highscope.org

LIFESKILLS INTEGRITY: To be honest, sincere, and of sound moral principle INITIATIVE: To do something because it needs to be done FLEXIBILITY: The ability to alter plans when necessary PERSEVERANCE: To continue in spite of difficulties ORGANIZED: To plan, arrange, and implement in an orderly way SENSE OF HUMOR: To laugh and be playful without hurting others EFFORT: To try your hardest COMMON SENSE: To use good judgment PROBLEM SOLVING: To seek solutions in difficult situations RESPONSIBILITY: To be accountable for your actions PATIENCE: To wait calmly for someone or something FRIENDSHIP: To make and keep a friend through mutual trust and caring CURIOSITY: A desire to learn or know about a full range of things COOPERATION: To work together toward a common goal (purpose) CARING: To feel concern for others

Copyright © 1992 Susan Kovalik & Associates

Effective Mentoring Notes extracted from Mentoring for Resiliency edited by Nan Henderson, Bonnie Benard, and

Nancy Sharp-Light (2000).

The Resiliency Wheel: Providing Caring & Support Teaching Life Skills Setting Clear & Consistent Boundaries Providing Opportunities for Meaningful Participation Setting and Communicating High Expectations

Core to Successful Programs: caring, supportive, and empowering relationships are the most important factors in moving youth from stressed to success. Resilience research points out over and over that transformational power exists not in programmatic approaches per se, but at the deeper willingness to share power. Enlarge repertoire of problem solving skills and social skills within a context of an organized and predictable environment that combines warmth and caring with a clearly defined structure and the setting of explicit limits. Mentor Definition: The mentor is the resiliency catalyst responsible for ensuring that the process of building global self-esteem is realized. This process includes providing opportunities for developing competencies in domains of perceived value and providing the approval for successes and support for failures in developing these competencies. Domains include: scholastic competence, social acceptance, athletic competence, physical appearance, behavioral conduct, job competence, romantic appeal, and close friendships. Characteristics of Effective One-to-One Mentoring Relationships Intensity and consistent time. Mentor believes that he/she there to meet the developmental needs of the youth. Reliable (showing up), trusting, caring, respectful, and reciprocal relationship. Concentrate on becoming friends and not telling young people what to do. Expand the scope of their efforts only as the relationship strengthens. Relationship enjoyable and fun to both partners. “There” for the young person, listening, nonjudgmental, looks for interests and strengths, and

incorporates the youth in decision-making process. Not a prescriptive relationship: adult volunteers believe their primary purpose is guiding the

youth toward the values, attitudes, and behaviors the adult deemed positive. Youth-centered approach: asking the youth what he/she needs and wants and then offering

help as a shared activity, as well as the strengths-focus, sensitivity, and empathy. You have to become not so concerned about making a difference. The adult takes the responsibility for keeping the relationship alive. Pay attention especially for the youth’s needs for fun. Young men want sporting equipment and program to be interactive and activity oriented. Hold visions of proteges that they could not imagine for themselves. Crucial environmental protective factors: connection, competence, and contribution.

ANXIETY FLOW OPTIMUM LEARNING BOREDOM

HIGH

CHALLENGES

LOW

LOW HIGH SKILLS

Adapted from Csikszentmihali

Understanding and Identifying Auditory, Visual and Kinesthetic

Learning Styles

Auditory Visual Kinesthetic

Identify sounds related to an experience

Have a sharp, clear picture of an experience

Develop a strong feeling towards an experience

I hear you clearly,

I want you to listen . . .

This sounds good

Do you make pictures in your head

Do you have visual images in your head as you are talking and listening to me?

Can you see what I am saying?

Do you feel what you are saying?

Are you in touch with what I am saying?

How do you hear this situation going?

What do you hear that is stopping you?

Sounds heavy.

How do you see the situation?

What do you see stopping you?

This looks good.

Do you see what I am showing you?

How do you feel about this situation?

I'm getting a handle on this material.

Let's move together.

Does what I am putting you in touch with feel right?

Sounds heavy.

Word Selections Word Selections Word Selections

tinkling silent squeal blast screaming choking

color clear spiral showed vivid notice

felt body sensations feel pain touch

Lecture Do you love me?

Auditories complain: Kinesthetics don't listen.

Fantasies

Visuals complain: Auditories don't pay attention to them because they don't make eye contact.

Kinesthetics complain: "Auditory and visual people are insensitive."

Bike Repair Mentoring Tips

No two people learn the same way. Ask each student what works best for them. People often take a step backwards before taking a big step forward. Both student and mentor have equal footing but mentors usually lead. Teach by example, even when clueless. Learning together teaches how to learn. Expect to be tested by students. Don’t take it personally. Consistency goes along way. Set boundaries as necessary. Respect boundaries. Ask permission of students. It’s okay to walk away when frustrated and return with a fresh perspective. Disrespectful language and behavior are not accepted. Make small goals, celebrate and acknowledge reaching them. Students do the work for themselves. Mentors help, participate, and guide. Expect that students don’t know how to be safe. Practice safety as a rule. When in doubt, ask for help! Ask students to show you how to solve bike repair problems. Assess the balance between student’s skills and level of challenge. Sometimes the bike chosen is too challenging to repair so pick an easier one. Never discard parts until the bike has been completely repaired and inspected. Keep dismantled parts organized in one space and in the installation order. Return all tools and parts bins to their home in the shop for others to use. Listen and watch for kids’ interests, strengths, challenges, and show interest. Learning and developing skills creates power of choice and opportunities.

Session #1: Introduction & Bike Repair Tools Bike Monkeys

Community Bicycle center

Introductions & Introductory Information Purpose of Bike Monkeys: skill building and mentoring Role of Mentors: learn alongside, monitor safety-respect-learning Creature Comforts: Bathrooms, time-away, personal space, learning style Safety (self & others), Emergency Evacuation Plan, and Injuries & First Aid Rights & Obligations: Respect, Learning, Honesty, Responsibility, Caring, and Safety Attendance requirements

Class Structure

1. Announcements & Session Goals per participant 2. Shop Chores & Tool Check 3. Bike Repair Skills Lesson 4. Individual Bike Repair Time on BRTP bikes 5. End-of-Session Duties: Tool Check, Station Clean up, Bike Space Clean-up, and Group

Meeting (learnings, accomplishments, needs, and safety issues). Tool Usage: best – size – safety - use

1. Picking the “best” tool for the job: a. Cone Wrenches versus Adjustable versus Box End Wrenches: Instructional Aids

– specified tools b. Cutting Cables, cutting Housing, and cutting spokes: Instructional Aids: Cable

cutters, bolt cutters, Lineman Snips c. Picking the right Size tool: Instructional Aids – Match Parts Board with pre-

selected tools 2. Safe tool usage – common injuries & first aid 3. Leverage Lessons: Instructional Aids - Leverage Balance & Opposing Bolts

Ask about how to use a tool that you haven’t used before – Remember, if your gut

tells you that you are about to do something unsafe, you are! Individual Bike Repair Time Dismantling bikes, recycling parts and storing useable parts

Bike Selection: preparation for Session #2 Type of cycling – type of bicycle Size – one inch rule Quality: frame – gears - brakes Condition: parts needed and mechanical skill level Demonstration of bike inspection process

Session #2: Rotational Systems – Bottom Bracket Community Bicycle Center - Bike Monkeys 2/16/2011

1. Bicycle Selection: we will just emphasize the correct sizing and not the other selection criteria

Type of cycling: type of bicycle Size: one inch rule Quality: frame – gears - brakes Condition: parts needed and mechanical skill level

2. Bike Inspection: we will just emphasize the frame, fork & rims and not entire inspection list

□ Show-n-tell of damaged frames □ Show-n-tell of damaged forks □ Show-n-tell of damaged rims

3. Lesson A: Rotational Systems (Formal Lesson)

Major and minor rotational systems: Major: Bottom Bracket, Front & Rear Hubs, Headset Minor: Jockey Wheels, Pedals, Freewheel

Six Parts of every rotational system: 1. Cup 2. Bearings 3. Cones 4. Grease 5. Axle 6. Locknut

4. Lesson B: Bottom Brackets (Lesson Integrated into dyad bike repair time)

One Piece Bottom Bracket Overhaul & Adjustment Three Piece Bottom Bracket Overhaul & Adjustment Sealed Bottom Brackets Left-Hand and Right-Hand Thread Lesson (possibly) Bottom Bracket Tools & associated parts matching activity (possibly) Guess what’s wrong with this bottom bracket part activity (possibly)

5. Remove, Clean, Install, and Adjust Bottom Bracket and associated parts

Tools: pedal wrench, crank puller, hook spanner, lock ring spanner, fixed cup remover, bottom bracket press, pin spanner, and socket wrench

Keeping parts together in proper order on a red rag Save all old parts until bike system repair is completed

Demonstration Parts:

One-piece bottom brackets Three-piece bottom brackets Bottom bracket tools Right and left hand threaded parts Rotational Systems: adjusted too loose and too tight Worn and pitted parts: cups, spindles, and bearings

Session #3: Rotational Systems – Front & Rear Hubs Bike Monkeys

Community Bicycle Center

Check-in Question: Six parts of every Rotational System Any questions about Bottom Brackets from session #2? Plan for session #3 - Hubs

Review Rotational Systems: activity matching similar parts from three rotational systems

Six Parts of every rotational system: 1. Cups 2. Bearings 3. Cones 4. Grease 5. Axle 6. Locknut

Activity (Alternate): "Bike in a Box" Purpose: learn the names of the various parts and systems of a bike Lesson: Hubs

□ Front hub disassembly and re-assembly show-n-tell □ Rear hub disassembly and re-assembly show-n-tell □ Worn hub parts show-n-tell

Demonstration Parts:

Front hub Rear hub with freewheel Rear hub with cassette Specialty tools: cone wrenches, freewheel & cassette removal tools and free hub removal wrench Hubs: adjusted too loose and too tight Worn and pitted parts: cups, cones, axles, and bearings

Session #4: Rotational Systems – Rear Hubs & Headsets Bike Monkeys

Community Bicycle Center

Check-in Questions:

1. Two parts of every bike that are left hand threaded? 2. What side of the bike do you remove hub locknut and cone? 3. How do you tell the difference between a freewheel and a cassette?

Any questions about Front and Rear Hubs from session #3? Plan for session #4 - Complete Rear Hub Overhaul and Overhaul Headsets

Review Rotational Systems: Activity matching six common parts from three rotational systems: Bottom bracket - hubs - headsets Lesson: Headsets

□ Headset disassembly, inspection, re-assembly, and adjustment show-n-tell □ Bent forks show-n-tell: Paint blistering, cup/cone offset, and blades twisted □ Loosening stem quill bolt: loosed and hammer tap not remove □ Common mistakes: missing keyed washer, fork backwards, and stem removal

Demonstration Parts: Headsets

Fork mounted in head tube cut our of bike frame Bent forks within headsets and bent headset shells Work and pitted races and cups

Demonstration Tools: Headsets

□ Hook spanner (lockring wrench) □ Headset wrenches (32mm) □ Slide hammer □ Headset press □ Channel-lock pliers □ Crown race remover □ Headset cup remover

End of Session Routine: 1. Clean individual space 2. Clean group shop space 3. Circle up: safety issues & question of the night

Session #5: Wheels & Fixing FlatsBike Monkeys - Community Bicycle Center

Check-ino Questions:o Any questions about any of the three rotational systems?o Planfor session #5: Flat fixing, wheel tru check and miscellaneous repairs

Lesson: Wheels & Fixing Flatso Examining rim: wear, bumps, lateral tru, and vertical trueo Examining tires and tubes: types of flatso Commonmistakes: Not adjusting hub first, not seating bead in rim, forgetting axle safety washer

and underinflating tube

End of Session Routine:1. Clean individual space2. Cleangroup shop space3. Circle up: safety issues & question of the night4. Announcement: Skating & Bikes on Ice Benefit

Demonstration Toors: Rims, Tires & TubesD Tire iron typesD Patch Kitso Bead seating toolo Rim dent fixing tool

Demonstration Parts: Rims, Tires & TubesD Damaged& worn rimsa Worn & damaged tiresD Flat tubes & Presta/Schrader values

Miscellaneous Repairs:o Seat & Seat Post: caliper use, post measurement & seat clamp orientation & angleo Reflectors: Front, Rear and Wheelo Chain: wear measurements, cleaning and lubrication

Session #6: Braking System Bike Monkeys

Community Bicycle Center

Check-in Questions: Any questions about Wheels, Fixing Flats and Chains from session #5? Plan for session #6 - Braking System overhaul

Lesson: Braking Systems

□ Parts of the Braking System and Overhaul Process □ Tricks of the Trade:

1. Using rubber band to set tow-in 2. Setting brake pads first then installing cable

Common Mistakes:

1. Balancing spring tension 2. Pads not centered on rim (hanging off or rubbing on tire) 3. Brake pads not toed-in (to prevent squeaky brakes) 4. Brake pads down or dried out 5. Missing parts (especially where they come in contact with the frame) 6. Missing cable cap 7. Used derailleur housing, not brake housing (derailleur housing is more rigid) 8. Spring tension not balanced (one pad rubbing on rim) 9. Cutting cable too short 10. Cable yoke sleeve on cantilever brakes not touching left brake arm 11. Brake pad not flat - rim wear line protrusion

Demonstration Parts: Braking Systems Types: Cantilever, Linear pull and Disc Brake pad types and worn brake pads Brake versus gear cable housing Worn, frayed and rusted brake cables

Demonstration Tools: Braking Systems

Third and fourth had tools Cable cutters with crimper Brake wrenches: 10mm Allen (hex) wrenches: 5mm Small flat edge screwdriver Lineman's pliers Homemade awl (spoke or cost hanger)

End of Session Routine:

1. Clean individual space 2. Clean group shop space 3. Circle up: safety issues & question of the night

Toe-in: The Old Elastic Around the Break Pad Trick

Here is a little trick that we tried out and found to be a lot easier than using a piece of cardboard when toeing in the brake pads... You will need: 1. Brake pad 2. Elastic 3. Allen or socket wrench Step 1: Ensure that your current break pad is okay to use-- it is not to worn and it is the correct break pad for the particular bike that you are working with. Step 2: Wrap the rear 1/4 of your break pad with an elastic (see image)

Step 3: Set break pad in designated break arm Step 4: Press break pad against rim ensuring that the pad is aligned flush to the rim. Step 5: Tighten break pad in place and remove elastic. If the installation is done correctly your brake pads will be properly toed in (see image)

Session #7: Front & Rear Derailleurs Bike Monkeys

Community Bicycle Center

Check-in Questions: Any questions about Brake Systems session #6? Plan for session #7 - Derailleur systems overhaul and homemade tools

Lesson: Derailleur Systems

□ Parts of the Derailleur System and Overhaul Process □ Tricks of the Trade:

1. Set limit screws before installing cables 2. Put shifters in slack cable position then snug cable and secure pinch bolt 3. Flat head screwdriver doesn't strip limit screw heads as easily as Phillips screwdriver 4. Set barrel adjuster midway before installing cable 5. Check for bent rear derailleur hanger 6. Check for broken real derailleur jockey wheels and secure bolts

Common Mistakes: Limit screws not set Frayed/corroded cable Sharp bends in cable housing Cable cap missing Used brake housing rather than derailleur Barrel adjuster all the way out or not installed Not adjusting barrel adjuster for intermediate gears on freewheel/cassette Plastic washer missing between "grip" shifter and handlebar grips Loosing small rapid fire shifter cover screws Some Grip Shifters do not need to be taken apart to change cables

Demonstration Parts: Derailleur Systems Types: Friction Shifters, Grip Shifters, and Rapid Fire Shifters Gear (compression less) versus brake cable housing (index shifting) Worn, frayed and rusted brake cables

Demonstration Tools: Derailleur Systems

Cable Cutters with crimper Wrenches: 10mm and 9 mm Allen (hex) wrenches: 5mm Small flat edge screwdriver Small Phillips head screwdriver Lineman's pliers Homemade awl (spoke or coat hanger)

Filler Activity: Making Homemade Tools

1. Chain whip 2. Fifth hand tool (chain holder) 3. Awl

End of Session Routine:

1. Clean individual space 2. Clean group shop space

Bicycle Repair Checklist

Common Unnoticed Issues

Frame & Fork

1. Bent derailleur hanger drop-out

Bottom Bracket, Cranks, & Pedals

1. Bearing play

2. Loose or missing lockring

3. Crankarms not securely fastened

4. Bent chainrings

5. Pedals not securely fastened

Front Hub

1. Locknut missing

2. Locknut not tightened against cone

3. Bearing play

Rear Hub

1. Locknut missing

2. Locknut not tightened against cone

3. Bearing play

Freewheel or Cassette

Headset

1. Lockring not securely fastened

2. Bearing play

Front Rim & Tire

1. Valve stem not perpendicular to rim

2. Tire underinflated

3. Tire bead not seated into rim

4. Wheel not centered in frame

5. Quick release levers closed backwards

6. Safety catch washers missing

7. Valve cap missing

Rear Rim & Tire

1. Valve stem not perpendicular to rim

2. Tire underinflated

3. Tire bead not seated into rim

4. Wheel not centered in frame

5. Quick release levers closed backwards

6. Missing cable cap

7. Valve cap missing

Front Brakes

1. Spring tension between brake arms not balanced

2. Pads not centered on rim

3. Brake pads not toed-in to prevent squealing

4. Brake pads worn into un-flat pattern

5. Missing concave and convex parts

6. Missing cable cap

7. Must use brake housing not gear housing

Rear Brakes

1. Spring tension between brake arms not balance

2. Pads not centered on rim

3. Brake pads not toed-in to prevent squealing

4. Brake pads worn into un-flat pattern

5. Missing concave and convex parts

6. Must use brake housing not gear housing

Chain

1. Not cleaned

2. Not lubricated

3. Too much lubrication

4. Links too tight

Front Derailleur & Cable

1. Limit screws not set properly

2. Cable needs replacement

3. Bends in cable housing

4. Cable cap missing

5. Must use gear housing when applicable

6. Must use gear ferrules when applicable

Rear Derailleur & Cable

1. Limit screws not set properly

2. Cable needs replacement

3. Bends in cable housing

4. Cable cap missing

5. Must use gear housing when applicable

6. Must use gear ferrules when applicable

7. Not setting barrel adjuster for proper chain shifting

Handlebars, Stem, Grips, & Levers

1. Bar end plugs missing

2. Stem not sufficiently secured

3. Stem higher than safety marks

4. Levers not secured

5. Levers not positioned correctly

Seat & Seat Post

1. Seat post not cleaned and greased

2. Seat post higher than safety marks

Reflectors

1. Wheel reflectors not opposite valve stem

2. Wheel reflectors not positioned close to rim

3. Front & Rear reflectors not positioned correctly

Behavior Management Plan Community Bicycle Center

Behavioral Guiding Principles:

Right to be Respected Right to be Safe Right to Learn

Obligation to be Caring Obligation to be Honest

Obligation to be Responsible

Every person involved in the Community Bicycle Center will be guided by these rights and obligations. All behavior management decisions will be based on these rights and obligations. The CBC believes in focusing on the behaviors that we want to live by rather than developing rules based on behaviors we do not want to see, hear, or experience. Focusing on what we want will extinguish what we do not want. We teach respectful, safe, and learning behaviors within the context of mentor-protégé relationships and the bike shop environment. Aspects of the Right to be Respected:

Calling in if you will be absent or late. “Listening to understand” others thoughts and ideas. Admitting your mistakes. They are necessary for learning. Thanking others for helping you. Asking permission before interrupting a conversation. Using only the spaces, tools, and parts we have been granted permission to use. Remaining aware of each person’s physical space and work space.

Aspects of the Right to be Safe:

Asking and learning how to use tools safely. Wearing safety gear appropriate for the job. Telling each other when you notice something unsafe. Keeping your work area clean and organized. Taking a break when you are feeling frustrated or angry. Letting a mentor know when you are hurt or injured.

Aspects of the Right to Learn:

Keeping your mind and body healthy – eat food, drink water, get sleep. Learning what teaching style best addresses your learning style. Letting others learn for themselves unless they ask for help. Challenging yourself to figure out problems before asking for help.

Progressive Behavior Management Plan

Level 1: Reminder (a.k.a. warning) of specific right (a.k.a. rule) violated and the expected behavior. Level 2: Second Reminder of specific right violated, the expected behavior, and Level Three. Level 3: Time Away (a.k.a. Time Out) – Purpose of Time Away is for child to be removed from stimulation, calm down, and regroup to successfully re-integrate into the group. Time Away occurs in a specified location for five minutes. Child returns to the group after processing/reflection session with program Director or Lead Mentor. Time Away Form or structure must be completed with child which includes three questions: What happened as if we replayed a video tape of the events before and during the specific right violation? What was the issue for you that contributed to your right violation? What do you need to do to return to working in the shop to in a safe, respectful, and learning manner? Remind and describe to them the Level Four consequences. Level 4: Removal (a.k.a. suspended) from the session – The child is taken with the Program Director or Lead Mentor to the office. Parents/Guardian is called to pick up the child. A meeting is scheduled with the child to develop a behavioral contract prior to returning to the program for another session. The behavioral contact outlines the specific behaviors expected, methods of succeeding, and consequences for the initial violation. Level 5: Terminated from the program – This step occurs if the behavioral contract is not satisfied. The child can re-apply for a future program.

The Absolute, 100% No’s

♦ No Smoking ♦ No Drugs/Alcohol

♦ No Hitting – No Violence – No Abusive Anger – No Threats ♦ No Knives – No Weapons

♦ No Stealing

Any child that engages in any of the Absolute, 100% No’s proceeds immediately to Level 4 or 5 on the Progressive Behavior Management Plan.

Lost Tool Replacement Policy Community Bicycle Center

At the start of each Earn-a-Bike class, the mentor instructors and students check to see that all the tools are in place on each mechanics bench. At the end of each class, this check is repeated. If any tool has disappeared during a class, the mentor instructors and students all split the cost of replacing the tool. This system encourages all of us to take responsibility for the care and organization of our bicycle repair tools and deters permanent borrowing (a.k.a. theft). You should be aware that by joining this class, you are entering into a group and individual responsibility for these specialty bicycle tools. There is the possibility of some additional expense to you if tools are lost while your group is using them. If a tool is missing at the end of a class tool check the cost of the tool and each person’s financial responsibility will be determined. Each group member must contribute his/her share of the replacement cost at this time or before participating in the next class. The range in cost to each member will typically range between one and three dollars depending on the tool lost and the number of class members. Previous Earn-a-Bike participants brainstormed the following ideas to help individual group members that do not have easy access to money to pay for their share of the replacement cost: 1) collect and redeem bottles and cans; 2) borrow money from the shop tools spare change collection box; 3) perform work chores for someone in your neighborhood; 4) fix a bike to sell; or 5) volunteer at the Earn-a-Bike shop. I, __________________________________ (participant) have read, understand, and agree to the Earn-a-Bike Lost Tool Replacement Policy. ____________________________________ ______________________________ Participant Date ____________________________________ ______________________________

Signature Parent/Guardian Date