The Buddy Programme
This is a great programme introduced to the school 5 years ago.We are matching year seven students to new entrants with whom they will experience a ‘buddy' relationship for up to two years. The students are matched boy: boy, girl: girl, modelling on the traditional Maori concept of Tuakana/Taina.
The senior students are prepared for the programme by a number of discussions with the group. Information is shared with the seniors, and their input requested, on some of the rationale behind the programme- how it works and activities they would like to see included.
Each of the senior students sits a ‘buddy license' test (to view-see below) which is used as an aid to explore issues around development of socialisation, trust, responsibility, balance with other relationships, commitment to an unequal relationship, and management of problems within the buddy relationship. Aspects of pre-parenting and Christian values in friendships with younger people than themselves are also explored.
A senior buddy meets their junior at the latter's schools visits, prior to school entry. When the younger children start school, the older buddies are expected to check in with them daily, and are guided in trailling possible approaches to ensure the foundations of the relationship. Once the junior buddy is established in school, the senior buddy checks in with the younger child for around one minute each day. This regular time commitment forms the core of the continuing relationship.
The younger children have the role and relationship of the senior buddy explained to them, and how they can contribute to the friendship in helpful ways. Both senior and junior buddies are asked to pray for each other regularly.
All the children involved in the programme are encouraged to regularly check in with the involved teachers or support staff in order to let them know how things are going, and to ensure that they all have assistance with any difficulties as they arise.
Occasional buddy activities may also be arranged within the school programme. These may include buddy reading or activities times, buddy lunches, joint activities as part of events such as ‘Wacky Wednesday', the support of each other at cross country or other sports events, buddy art activities, exchange of notes/cards etc.
It is also expected that this programme will continue to be trailled and adapted as a valuable opportunity to contribute to the students' exploration of relationship and care issues, preparation for parenting and development of role modelling and responsibility.
BUDDY LICENCE
TEST A THEORY PAPER
Answer all questions, following instructions carefully.
Some questions have more than one correct answer.
Circle the letters next to the answer/s you consider most correct. 1. A Senior buddy is:
a) a minder
b) an empowering friend
c) a spelling mistake of senior "baddy"
d) a little bud on its very first day out on its own
e) a parent substitute
2. A "tuakana" can be:
a) an older sister to a younger girl
b) an older sister to a younger boy
c) an older brother to a younger boy
d) a young tuatara
e) either a) or c) above
3. Usually, 5 year olds form a more trusting attachment to older children
than 11 year olds do.
a) True
b) False
c) True on alternate calendar years
d) True for girls, but not for boys
e) It depends on their genetic make-up
4. Trust is:
a) what happens to chickens before they're baked
b) liking someone a lot
c) when someone cool is on your team
d) firm belief in the reliability of a person or thing
e) usually too hard
5. Which of the following is a good rule?
a) Never listen to your buddy
b) Never eat Chinese food with your buddy
c) Never disagree with your buddy
d) Never hurt your buddy
e) Never talk to your buddy
6. A senior buddy should always inform the junior buddy's teacher if:
a) their buddy is hurt or feels sick
b) their buddy is worried about something
c) their buddy is sad or scaredv d) their buddy thinks she/he is an alien
e) a), b), c), and possibly d) above
7. In a buddy relationship:
a) big buddies must try not to let their little buddies down
b) buddies must play together every day
c) little buddies are allowed to be obnoxious little pests
d) little buddies must copy everything their big buddies do
e) laughing at your little buddy is okay
8. If my relationship with my buddy doesn't feel like it is working, I should:
a) tell my buddy to get lost
b) tell my buddy I don't like him/her anymore
c) talk to my teacher or Mrs. Corrigan
d) don't say anything; just give up and try to avoid my buddy
e) tell everyone my buddy is no good
9. A "mentor" is:
a) a crazy person
b) a mouthwash with a strong menthol flavour
c) a type of morphing transformer
d) a trusted adviser and role model
e) a sub-species of dinosaur
10. After my buddy is well settled into school:
a) I will neglect my other friendships and activities for her/him
b) I will check in with him/her for at least a minute or so each day
c) I will play on the junior playground with my buddy
d) I will meet all my buddy's needs
e) I will have nothing more to do with her/him
11. Which one of the following is true?
a) My buddy is there to make me feel good
b) I am there for my buddy
c) I am my buddy's boss
d) My buddy is my boss
e) My buddy has to love me
12. Which questions would you not ask your buddy?
a) What have you been doing today?
b) Why don't you grow up?
c) Do you know where to go? / what to do now?
d) May I have your morning tea please?
e) Are you okay?
13. If another child hits your buddy, you should:
a) hit the other child
b) hit the other child's buddy
c) check your buddy is okay and then try to understand and sort the situation
d) tell everyone that the other child is a bully
e) get out of there as fast as you can
14. "Role Modelling" is:
a) a kind of drama technique
b) demonstrating how to do something, or how to live and act.
c) showing someone how to do a gymnastics manoeuvre
d) strutting along a cat-walk
e) moulding model toys by a rolling action
15. I would like it if: (mark any answers you agree with)
a) we had a buddy sports event
b) we had a buddy art activity
c) I knew my buddy prayed for me
d) I could listen to my buddy read sometimes
e) I could write a letter to my buddy, or have them make me a note
Write any other ideas below.
Buddy assistance during an Art lesson.
