On April 22nd, LTI had its monthly General Body Meeting (GBM). This month's meeting consisted of the usual icebreaker, delicious snacks, and an overview of upcoming events for LTI. In addition to these things, this month's GBM stood out from past GBMs in that the focus of this meeting was to assemble next year's LTI executive board.
This month's icebreaker was a game of cherades. Everyone was split into two groups. Within each group every person was given a minute to act out a word or phrase. While no points were recorded, this game was still very competitive.
In addition to the icebreaker, final plans were made for the weekend retreat. The plan for the retreat was to fly kites at Boston Commons and then have an early dinner. Additionally, the group also made plans for the closing ceremony and summer plans (with some traveling, and others staying behind to teach a class with HSSP).
Finally, a large part of the GBM was spent assembling next year's LTI executive board. Elections of each position were used to assemble next year’s executive board. While some positions were not filled, after a brief discussion, we decided to leave those positions alone and instead let them be filled by next year’s new members.
Overall, I was pleased with this month's GBM.
Thursday, April 30, 2009
Wednesday, April 8, 2009
April 5 session
In this week's session of LTI the focus was on improving interviewing skills and raising awareness of world hunger.
The first featured event of this session was a mock interview where students got a chance to practice their interviewing skills. Afterwards, students participated in an activity that demonstrated poverty and world hunger. In this activity, the classroom was divided in two, and half of the students were placed into the "upper class" side of the classroom, while the other students were placed into the "lower class" side of the classroom. Waiters at a fancy restaurant served the students placed into the "upper class" side, while the students in the "lower class" side had to share a bowl of rice. In the end, the students of the "upper class" tried to persuade the guard to let the students from the "lower class" migrate the "upper class" side of the classroom. After the activity, a discussion about poverty and world hunger took place.
Finally, after the lunch break, the students ended the day by comparing and contrasting masculine interviewing skills with feminine interviewing skills. In addition to a discussion, this activity required the students to demonstrating their interviewing style to the entire group.
The first featured event of this session was a mock interview where students got a chance to practice their interviewing skills. Afterwards, students participated in an activity that demonstrated poverty and world hunger. In this activity, the classroom was divided in two, and half of the students were placed into the "upper class" side of the classroom, while the other students were placed into the "lower class" side of the classroom. Waiters at a fancy restaurant served the students placed into the "upper class" side, while the students in the "lower class" side had to share a bowl of rice. In the end, the students of the "upper class" tried to persuade the guard to let the students from the "lower class" migrate the "upper class" side of the classroom. After the activity, a discussion about poverty and world hunger took place.
Finally, after the lunch break, the students ended the day by comparing and contrasting masculine interviewing skills with feminine interviewing skills. In addition to a discussion, this activity required the students to demonstrating their interviewing style to the entire group.
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