Publication 380-120 Reprinted 2005

*18 U.S.C. 707

A BASIC TRAINING GUIDE FOR

New 4-H Parents and VolunteersInvolved with Livestock Projects

2

A Basic Training Guide for New 4-H Parents and

Volunteers Involved with Livestock ProjectsPrepared by: E. Wayne Compton. former Extension Specialist. 4-H Youth. Virginia Tech

Table of Contents

4-H Philosophy ................................................................................................................ 3

Developmental Characteristics and Programming Implications and Sequential 4-H Curricula System ................................................................................ 3

The 4-H System .............................................................................................................. 7 Experiential Education ............................................................................................... 7 How People Learn ...................................................................................................... 8 Cone of Experience ..................................................................................................... 9

Basic Human Needs ...................................................................................................... 10

4-H Livestock Projects Should Teach Life Skills ...........................................................11

A Few Thoughts for the Day .......................................................................................... 12

Sources .......................................................................................................................... 12

3

4-H Philosophy4-H is the youth development education

program of Virginia Cooperative Extension. 4-H is committed to assisting youth, and those adults working with them, in acquiring the knowledge, life skills, and attitudes that will enable them to become self-directing, contrib-uting, and productive members of society. The central theme of 4-H education is “learn by doing.”

4-H participants are youth, ages 5 to 19, taking part in programs provided as the result of actions planned and initiated by Extension personnel in cooperation with volunteers. 4-H is characterized as being community-centered, volunteer-led, Extension-staff supervised, research based, home-and family-oriented, publicly and privately funded, and responsive to change.

This nonformal education program is conducted by our state land-grant universities (Virginia Tech and Virginia State), the U.S. Department of Agriculture, and local gov-ernments. The land-grant university system consists of teaching, research, and Extension education. The Cooperative Extension Service was established by the Smith-Lever Act of 1914 for the purpose of serving the needs of people throughout the states and nation.

Extension 4-H programs are a partnership involving local residents, volunteers, private support, three levels of government, and the universities. 4-H is the only nationwide youth education program that is an extension of the knowledge resources of a university system.

Developmental Characteristics and Programming Implications and Sequential 4-H Curricula System

Satisfaction from participation in 4-H is based on matching a youth's degree and level of involvement to the needs and readiness of the youth. All people have certain needs throughout life while other needs arise at different stages of development. Needs and readiness evolve from maturation and experi-ence. Physical, cognitive, social, and emotion-al development are dependent upon matura-tion and sequential learning experiences.

Although each individual matures at his/her own pace. The order varies very little and the transition from one stage of development to the next is gradual. Understanding charac-teristics and needs at different developmental stages is important to planning 4-H learn-ing opportunities to promote the progressive acquisition of subject matter information and life skills. This understanding is important for all salaried and volunteer staff.

The following “Developmental Charac-teristics and Program Implications” schema gives a brief summary of developmental characteristics and programming implications. It is designed to be read two ways, down for a composite picture of each age group in physi-cal, cognitive, social, and emotional develop-ment and across for sequential examples of maturation and programming implications.

“The Sequential 4-H Curricula System,” which follows the schema, outlines how dif-ferent curriculum components can provide sequential experiences appropriate for differ-ent 4-H age groups.

The mission of Virginia 4-H is to assist youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that will further their

development as self-directing, contributing, and productive members of society.

4

Dev

elop

men

tal C

hara

cter

istic

s an

d Pr

ogra

m I

mpl

icat

ions

-Sch

ema

Chi

ldre

n an

d Yo

uth

9-19

Rea

dine

ss d

eter

min

ed b

y m

atur

atio

n an

d ex

peri

ence

Bas

ic n

eeds

to e

xper

ienc

e a

posi

tive

self

-con

cept

to

exp

erie

nce

succ

ess

to b

ecom

e in

crea

sing

ly in

depe

nden

t to

dev

elop

and

acc

ept o

nes

own

iden

tity

Juni

ors

Inte

rmed

iate

s Se

nior

s9-

11

12-1

3 14

-19

Slow

ste

ady

grow

th fo

r mos

t. Pu

bert

y st

arts

for

som

e gi

rls

usua

lly a

ccom

pani

ed b

y a

grow

th

spur

t. E

xtre

mel

y ac

tive,

will

ove

rdo,

nee

d 10

to 1

1 ho

urs

slee

p. L

arge

mus

cles

pre

tty w

ell d

evel

oped

. B

e se

nsiti

ve o

f con

cern

ove

r bod

y ch

ange

s.

Plan

act

ion,

han

ds-o

n do

ing.

Fi

eld

trip

s an

d to

urs

are

good

if s

tops

are

bri

ef.

Plan

for n

eede

d re

st.

Bet

ter a

t mak

ing

thin

gs,

but s

till d

onʼt

expe

ct p

erfe

ctio

n.

Man

y ar

e st

ill c

oncr

ete

thin

kers

, som

e be

ginn

ing

to th

ink

logi

cally

, and

sym

bolic

ally

. W

hen

intr

oduc

ing

abst

ract

idea

s or

con

cept

s,

re

late

to s

omet

hing

con

cret

e, s

omet

hing

they

can

do, t

ouch

, or f

eel.

Eas

ily m

otiv

ated

, eag

er to

try

som

ethi

ng d

iffer

ent.

Inte

rest

will

jum

p fr

om o

ne th

ing

to a

noth

er.

Gui

de to

sta

y w

ith ta

sks

to c

ompl

etio

n.

Wor

k cl

osel

y to

hav

e th

em re

cord

acc

ompl

ish-

men

ts a

s th

ey h

appe

n.

Hel

p re

flect

bac

k an

d se

t new

goa

ls.

Wid

e ra

nge

in p

hysi

cal d

evel

opm

ent,

earl

y m

atur

-in

g gi

rls

may

hav

e ap

pear

ance

of y

oung

wom

en,

som

e bo

ys w

ill n

ot h

ave

ente

red

pube

rty.

Gro

wth

sp

urts

may

cau

se c

lum

sine

ss. M

uch

conc

ern

abou

t ch

angi

ng b

odie

s. In

tere

sted

in g

room

ing,

but

pro

b-ab

ly w

onʼt

adm

it it.

Incl

ude

lear

ning

exp

erie

nces

rela

ted

to

unde

rsta

ndin

g se

lf a

nd th

e ch

ange

s ta

king

pl

ace.

Prov

ide

oppo

rtun

ities

for a

cqui

ring

goo

d

groo

min

g h

abits

.

Mos

t hav

e m

oved

from

con

cret

e to

mor

e ab

stra

ct

thin

king

. The

y en

joy

play

ing

with

idea

s.A

dult

shou

ld p

rovi

de su

perv

isio

n w

ithou

t do

min

atio

n. A

llow

them

to d

iscu

ss id

eas a

nd

conc

erns

in sm

all g

roup

s.

Valu

es, j

ustic

e, a

nd e

qual

ity im

porta

nt is

sues

- ca

n be

com

e ve

ry in

tens

e. T

hey

wan

t to

be su

re th

ings

bot

h in

and

out

of 4

-H a

re ju

dged

fairl

y.H

elp

them

und

erst

and

scor

ing

proc

ess u

sed

in 4

-H.

Arr

ange

for d

iscu

ssin

g va

lues

, jus

tice,

and

eq

ualit

y as

they

rela

te to

a v

arie

ty o

f iss

ues.

Intro

duce

the

conc

ept o

f per

sona

l val

ues.

Bod

y ch

ange

s ha

ve b

een

acce

pted

by

mos

t, so

me

cont

inue

to s

trug

gle.

Indi

vidu

al ta

lent

s an

d ab

ilitie

s em

erge

.

Be

sens

itive

to la

te d

evel

oper

s, h

elp

them

feel

they

are

OK

.

Prov

ide

oppo

rtun

ities

to h

elp

reco

gniz

e

th

eir s

peci

al ta

lent

s an

d ab

ilitie

s.

In

divi

dual

cou

nsel

is g

ood

- hig

hlig

ht

ta

lent

s an

d sk

ills.

Mas

teri

ng a

bstr

act t

hink

ing.

Can

inte

ract

on

adul

t lev

el. B

egin

ning

to p

lan

for t

heir

futu

re.

In

clud

e ca

reer

edu

catio

n in

clud

ing

op

port

uniti

es to

rese

arch

car

eers

.

Enc

oura

ge s

ettin

g ca

reer

goa

ls a

nd

pl

anni

ng to

acc

ompl

ish

goal

s.

Sign

ifica

nt m

oral

gro

wth

, dif

ficul

ty u

nder

-st

andi

ng c

ompr

omis

e. O

ften

thin

k so

ciet

y is

m

ade

up o

f a b

unch

of h

ypoc

rite

s.

Con

tinue

opp

ortu

nitie

s fo

r und

erst

andi

ng

ho

w v

alue

s ar

e ac

quir

ed a

nd th

e

impo

rtan

ce o

f a s

et o

f per

sona

l val

ues.

Prom

ote

disc

ussi

on a

nd a

ctio

n re

late

d to

curr

ent i

ssue

s.

5

Juni

ors

Inte

rmed

iate

s Se

nior

s9-

11

12-1

3 14

-19

App

rova

l fro

m le

ader

s an

d pa

rent

s is

impo

rtan

t. W

ant t

o kn

ow h

ow m

uch

they

hav

e im

prov

ed a

nd

how

they

can

do

bette

r nex

t tim

e.

G

ive

indi

vidu

al e

valu

atio

n, s

ugge

st w

ays

to

impr

ove.

Com

pari

son

with

suc

cess

of o

ther

s is

dif

ficul

t for

th

em.

B

uild

pos

itive

sel

f-co

ncep

t by

com

pari

ng p

ast

an

d pr

esen

t per

form

ance

s of

the

indi

vidu

al a

nd

em

phas

ize

posi

tive

chan

ges.

Join

ing

a cl

ub is

pop

ular

, str

onge

r ide

ntity

with

pe

ers.

Adm

ire

olde

r boy

s an

d gi

rls.

Plan

opp

ortu

nitie

s fo

r clu

b en

rollm

ent.

Use

te

en te

ache

rs. E

ncou

rage

teen

men

tori

ng.

Dep

ende

nce

on th

e op

inio

ns o

f adu

lts s

hift

s to

de

pend

ence

on

the

opin

ions

of p

eers

. Now

see

k pe

er re

cogn

ition

.

Rec

ogni

ze th

is a

s he

alth

y gr

owth

and

hel

p

pare

nts

unde

rsta

nd th

is a

lso.

Cha

nges

in h

orm

ones

cre

ate

moo

d sw

ings

, als

o a

time

of fr

agile

sel

f-co

ncep

ts fo

r man

y.

Pl

an s

elf-

disc

over

act

iviti

es. S

uppo

rt, e

ncou

r-

ag

e, b

ut d

onʼt

dom

inat

e. S

till i

mpo

rtan

t to

av

oid

com

pari

ng w

ith o

ther

teen

s.

Mov

ing

tow

ard

mor

e in

depe

nden

ce. W

ant t

o pl

an

own

activ

ities

and

exp

lore

bey

ond

a co

mm

unity

. B

ette

r at p

lann

ing

than

car

ryin

g ou

t the

pla

n.

Invo

lve

mem

bers

in p

lann

ing.

Hel

p th

em

deve

lop

real

istic

pla

ns a

nd th

en p

rovi

de

ne

cess

ary

guid

ance

for c

ompl

etio

n an

d

eval

uatio

n. P

lan

activ

ities

bey

ond

the

co

mm

unity

.

Opi

nion

s of

pee

rs re

mai

n im

port

ant b

ut s

elf-

rec-

ogni

tion

of a

ccom

plis

hmen

ts is

als

o im

port

ant.

Bec

omin

g m

ore

inde

pend

ent,

acqu

irin

g va

lues

an

d se

tting

goa

ls.

A

dults

nee

d to

con

tinue

to g

ive

supp

ort a

nd

guid

ance

dur

ing

this

per

iod

whe

n te

ens

are

m

akin

g se

riou

s de

cisi

ons.

Uns

ettle

d em

otio

ns c

ause

them

to b

e st

orm

y or

w

ithdr

awn

at ti

mes

, but

will

usu

ally

pri

de s

elf o

n in

crea

sed

abili

ty to

be

resp

onsi

ble.

C

onsi

sten

t tre

atm

ent f

rom

adu

lts is

impo

rtan

t

even

thou

gh s

ome

will

act

like

adu

lts o

ne d

ay

an

d ch

ildre

n th

e ne

xt. P

rovi

de o

ppor

tuni

ties

to u

se s

peci

al ta

lent

s.

Man

y ca

n pl

an a

nd in

tera

ct o

n th

e ad

ult l

evel

. C

an in

itiat

e an

d ca

rry

out t

asks

suc

h as

re-

sear

chin

g ar

ea o

f spe

cial

inte

rest

with

out m

uch

adul

t sup

ervi

sion

. Ach

ievi

ng in

depe

nden

ce a

nd

iden

tity

impo

rtan

t goa

ls fo

r thi

s ag

e. A

chie

ving

sa

tisfa

ctor

y ad

just

men

ts to

sex

ualit

y an

d de

fini-

tion

of c

aree

r goa

ls a

re im

port

ant f

acto

rs o

f the

se

goal

s.

Bec

ome

an a

dvis

or, l

et te

ens

plan

and

ass

ume

resp

onsi

bilit

y fo

r car

ryin

g ou

t pla

ns.

Ti

me

is p

reci

ous,

if p

rogr

ams

are

fille

d w

ith

bus

y w

ork

teen

s w

ill lo

se p

atie

nce

and

inte

rest

.

6

Sequ

entia

l 4-H

Cur

ricu

lum

Sys

tem

Cur

ricu

lum

Com

pone

nts

Proj

ects

Act

iviti

es/E

vent

s Pa

rtic

ipat

ion

Rec

ogni

tion

and

Aw

ards

Lea

ders

hip

Citi

zens

hip/

Com

mun

ity S

ervi

ce

Juni

ors

1-2

each

yea

r E

xplo

re a

reas

to fi

nd in

divi

dual

inte

rest

Cou

nty/

city

tour

s an

d ex

hibi

ts

Day

and

resi

dent

cam

ping

C

ompu

ter e

duca

tiona

l gam

es

Bow

l, ju

dgin

g. p

rese

ntat

ion,

and

ski

ll pa

rtic

ipat

ion

activ

ities

at t

he p

roje

ct,

club

, and

uni

t lev

els

Rec

ogni

ze fo

r par

ticip

atio

n Pr

ogre

ss to

war

d go

als

Ach

ieve

men

t of s

tand

ards

N

o to

p w

inne

rs; g

roup

aw

ards

Mem

bers

of c

omm

ittee

s So

me

may

hol

d of

fice

Con

cern

for e

nvir

onm

ent

Clu

b/co

mm

unity

impr

ovem

ent

Aw

aren

ess

of lo

cal g

over

nmen

t

Inte

rmed

iate

s

2-3

each

yea

r So

me

cont

inue

d fr

om ju

nior

yea

rs

Mor

e in

dep

th

Res

iden

t cam

p w

ith m

ore

adva

nced

se

ssio

ns

Mul

ti-co

unty

/sta

te 4

-H in

term

edia

te

cong

ress

Sp

ecia

l int

eres

t dis

tric

t lev

el b

owl

judg

ing.

pre

sent

atio

n, a

nd s

kill

ac-

tiviti

es a

t the

pro

ject

. clu

b an

d un

it le

vels

.

Rec

ogni

ze fo

r par

ticip

atio

n Pr

ogre

ss to

war

d go

als

Ach

ieve

men

t of s

tand

ards

Pe

er c

ompe

titio

n

Mem

ber.

Cha

irman

of c

omm

ittee

s C

lub

offic

er

Envi

ronm

ent i

mpr

ovem

ent a

ctiv

ities

In

crea

sed

conc

ern

for o

ther

s U

nder

stan

ding

loca

l gov

ernm

ent

Serv

ice

to o

ther

s

Seni

ors

3-4

cont

inue

d se

vera

l yea

rs

Som

e ad

vanc

ed le

vels

Dis

trict

Am

bass

ador

. Sta

te A

mba

ssad

or, V

A

Her

itage

Foc

us, C

itize

nshi

p, W

ashi

ngto

n Fo

cus,

Dis

trict

Tee

n W

eeke

nds,

LAB

O Ja

pan

Exch

ange

, Sta

te L

eade

rshi

p, ln

ter&

Intra

St

ate

Con

fere

nce,

Exc

hang

e St

udy

Tour

s, IF

YE

Am

bass

ador

s, N

atio

nal 4

-H C

ongr

ess,

Elec

tric

Con

fere

nce,

Issu

e C

onfe

renc

e,Pa

rtici

patio

n at

pro

ject

, clu

b, u

nit,

dist

rict,

stat

e, n

atio

nal,

and

inte

rnat

iona

l lev

els.

Trip

s, to

urs,

scho

lars

hips

Rec

ogni

ze fo

r par

ticip

atio

n. p

rogr

ess t

owar

d go

als,

achi

evem

ent o

f sta

ndar

ds.

Peer

com

petit

ion.

Clu

b/U

nit,

Stat

e of

ficer

s, D

istri

ct o

ffice

rs

Sign

ifica

nt le

ader

ship

role

sLe

ader

ship

role

s in

unit/

dist

rict a

ctiv

ities

Te

ache

s oth

er te

ens a

nd a

dults

Teac

h yo

unge

r mem

bers

Stat

e, n

atio

nal,

and

inte

rnat

iona

l un

ders

tand

ing.

Hos

t int

erna

tiona

l vis

itors

. Pa

rtici

patio

n as

LA

B o

r IFY

E de

lega

te

7

The 4-H SystemExperiential Education

Learning by doing, the key concept of experiential education, has been central to 4-H since its beginning. The process puts the focus on the learner and enables her/him to process through several stages.

Experiential Learning Process

1. Goal setting establishing desired objectives is important to all age groups. Goals may be adjusted after each step.

4. Performance the testing takes many forms though all allow individuals to be assessed on the level of their knowledge or proficiency.

2. Cognition the learning of facts, gaining knowledge for later applica-tion.

3. Practice the hands-on application of what has been learned results in enhanced understanding and greater retention.

Experiential learning takes place when a person is involved in an activity, looks back and evalu-ates it, determines what was useful or important to remember, and uses this information to perform another activity.

8

How People Learn

People learn in many ways through their five senses: sight, learning, smelling, taste and touch or feeling. People retain more of what they learn if they are actively involved in the educational pro-cess compared to reading a book or listening to a lecture.

Retention Rate

READ... 20%

HEAR... 20%

SEE... 30%

HEAR & SEE... 50%

SAY... 70%

DO...90%

9

Cone of Experience

Teaching Methods and Techniques

Actual Methods and Techniques

Working with models

Judging - Dramatic participation

Discussions

Demonstrations

Field Trips - Tours

Exhibits - Displays

Movies

Slides - Filmstrips

Radio - RecordingsStill Pictures

Illustrated TalksCharts, GraphsPosters, Maps

Talks, PrintedMatter

Effectiveness of Learning Increases as One Moves Up

Listening

Seeing

Doing

10

Basic NeedsAll young people have basic needs such as belonging, acceptance, security, achievement, in-

dependence and recognition. Parents and volunteers need to recognize and capitalize on the basic needs of children as they provide leadership, support, and training through the 4-H program.

Belonging “Iʼm in.”Acceptance “What I do and say counts.”Security “I feel safe.”Achievement “I can do it.”Independence “I can do it by myself.”Recognition “Others recognize me.”

Adults Influence YouthAdults (parents and volunteers) always have tremendous influence on youth. That influence will

be either positive or negative. The objective would always be to provide a positive environment and influence on youth as we provide leadership support and training through the 4-H youth develop-ment program. Adults who influence youth will hopefully help them to:

Become responsible Learn things

Learn to share Develop leadership skills

Help others Take pride in what they are doing

Learn life skills Learn how to get along

Appreciate friendship Try new things

Find out about self Accept recognition graciously

Set meaningful goals and find ways to achieve them

11

4-H Livestock Projects Should Teach Life Skills

It seems that far too often we place way too much emphasis on winning and losing at 4-H livestock shows.

Unfortunately, many times adults consider a 4-H livestock project a failure if their son or daughter does not win. There are many benefits that our youth are gaining from participation in livestock projects and shows.

Ideally, 4-H livestock projects should be family affairs. If the right percentage of time and energy is spent by youngsters and parents together, these proj-ects can help our young people learn the basic life skills and eventually help them develop into better citizens. If the percentage gets out of hand, we see a group of spoiled kids, whose parents are sore if they donʼt win, who are constantly criticizing the judge, and who try every trick possible to win.

Very few 4-H livestock projects are economically sound; however, neither is having children and pay-ing for band lessons, taking them to summer recre-ation programs, buying them bicycles and paying for other youth activities. If a parentʼs goal is for a child to make money, investing in a savings account is less risky than investing in a 4-H livestock project. However, if a parentʼs goal is to invest in the future and to help the son or daughter develop as a person, learn responsibility, set goals, and gain some knowl-edge about livestock production, then 4-H livestock projects are a low-cost investment.

Letʼs keep these shows in proper perspective. They are not beef shows, swine shows, or sheep shows; they are youth shows. The animal is simply the ticket for the youngster to take part.

Through school, university Extension and other educational units, we constantly hear of improved teaching tools to better equip our young people for life. The 4-H livestock projects are one of the oldest and greatest tools we have to teach our youth life skills.

Following are the six life skills which Virginiaʼs 4-H program has identified as the reasons why 4-H programs are offered to Virginiaʼs youth.

1. Acquiring, analyzing, and using information: for youth to learn how to gather, understand, and use livestock project information so that a project is successfully completed.

2. Problem solving and decision making: for youth to set goals and to identify the logical steps necessary to manage their livestock proj-ects.

3. Managing resources: for youth to manage their time and financial and other resources to meet their project goals.

4. Understanding self: for youth, through a live-stock project, will build self-confidence, develop a positive attitude, and accept responsibility.

5. Communicating and relating to others: for youth to improve their listening, speaking, and writing skills so they can interact with others in a positive manner.

6. Working with others: for youth to work with others to accomplish and to accept group goals.

Ten Commandments for Parents ofYoungsters Showing Livestock Prepared by Dr. Clyde Lane, University of Tennessee

1. Thou shalt not feed, train, and care for the ani-mal for thou art trying to teach the child respon-sibility.

2. Thou shalt forgive a child for making mistakes in the show ring for thou hath made mistakes too.

3. Thou shalt not get mad when thy child forgets items in the show box, for one day thou may forget the show box.

4. Thou shalt help the show management for they are doing a job that thou would not want to do.

5. Thou shalt see that thy child is on time for all show ring activities for thou should not want to wait on another.

6. Thou shalt be sure that thy child has the animals entered and the registration papers in order by the designated time.

7. Thou shalt teach thy child that winning a blue ribbon is a desirable goal but making friends along the way is a more worthy goal.

8. Thou shalt not complain about the judge, for it is his opinion that has been sought.

9. Thou shalt not forget that livestock projects are teaching projects, not necessarily money-mak-ing projects.

10. Thou shalt remember that the livestock project is a family project that shall be enjoyed and sup-ported by the entire family.

12

Virginia Cooperative Extension programs and employment are open to all, regardless of race, color, religion, sex, age, veteran status, national origin, disability, or political affiliation. An equal opportu-nity/affirmative action employer. Issued in furtherance of Cooperative Extension work, Virginia Polytechnic Institute and State University, Virginia State University, and the U.S. Department of Agricul-ture cooperating. Patricia M. Sobrero, Director, Virginia Cooperative Extension, Virginia Tech, Blacksburg; Clinton V. Turner, Interim Administrator, 1890 Extension Program, Virginia State, Petersburg

VT/643/0405/500/252560/380120

A Few Thoughts for the Day

The best way for children to believe they are winners is for them to see themselves winning. Catch them doing something right. The only way to raise positive kids is to start by becoming a positive parent. You are what you are and where you are because of what has gone into your mind. We need to let our children know that we understand, that weʼre there, that we love and support them. We fail our children if we say, “Donʼt do as I do, but do as I say.” Total success is an attainable goal. Motivation is something you do on a regular basis. When we do more than we are paid to do, eventually we will he paid more for what we do. It is never too late to do the right thing. Rules are important, but example is best. You never know when a moment and a few sincere words can have an impact on a life. When we deal with our children, we must remember that they are children. Unconditional love is loving a person without any prior conditions. Successful parents raising positive kids need to “see” their kids as finished, competent, positive adults. The disciplined person is the one who does what needs to be done when it needs to be done.Real love demands you do what is best for your children and not always what is easiest for you. Many of us spend half our time wishing for things we could have if we didnʼt spend half our time wishing.Let children know by the way you treat them that you are glad the are who they are. The more children like themselves the more they like to behave themselves. Big shots are little shots who keep on shooting. Issue a challenge to children to achieve excellence. Feedback is the breakfast of champions. Anything worth doing does not have to he done perfectly.Achieving good performance is a journey not a destination. People who produce good results feel good about themselves. Only positive consequences encourage good future performance.Love can do what nothing else can.

SourcesAdkins. Peggy, et al, “Training Trainers to Teach.” University of Georgia. 1990Barret. J. David. “4-H Handbook: A Guide for Extension Faculty.” Virginia Polytechnic Institute and State University, 1992.Wahberg. Mark, “Recommended Rules for Virginia 4-H Livestock Show and Sale Events.” Virginia Polytechnic Institute and State University, 1992.