Characteristics Of A BLIND Leader
1. What qualities do you possess that you think will assist you in working as a BLIND leader? Leadership can be a characteristic given to certain pioneers of a specific craft; however, leadership can be broken down into several other qualities and traits that all make up the property of leadership. I have been fortunate to develop some key qualities that all lead to the evolution of leadership. I have been involved in theatre since I started middle school. In theatre I had to sing, act, dance, and transform into a completely different persona on stage for the entertainment of the audience. I truly love acting and being on stage; those abilities have helped me develop my social, presentation, and public speaking skills. Talking to people is huge part of leadership. I am
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not afraid to make a fool of myself and make mistakes.
Public speaking, admitting to failure, and communication skills are all great skills I possess that would assist me in working as a BLIND leader, but talking is not the only part of good communication. Listening to others is also a very important skill to have. I am patient when it comes to listening to every part of each anecdote. Lastly, positivity is a key factor in leadership. I am in Key Club at the high school, and I volunteer with them to have a positive impact on the community and other volunteers. All of these skills derive to form leadership, and they would all assist me in working as a BLIND leader.
2. How would you best motivate incoming freshman and other students to get involved with other organizations, clubs, and activities at DHS? Motivating incoming freshman and other students at DHS to get involved with clubs and activities at DHS is crucial for the organizations to stay viable. Posters, daily announcements, and advertisements are tools that the school uses to spark students to join extracurricular clubs and organizations, however, these broadcasts do not always get the attention of every student. I am involved in fall plays, spring musicals,
band, jazz band, group interpretation, the game club, and Key Club at DHS. I would motivate peers at the school to join similar extracurriculars by simply telling them all of the great benefits of the clubs and activities. I have several friends that are involved in different clubs and organizations that I could refer to if incoming freshman or other students wanted information about other activities. Merely telling students to join a club can do the job, but I have, and will continue, to make these clubs appealing to every kid. For example, Key Club could just look like an organization to join if one wants to volunteer and help the community. I would tell students to join an organization like Key Club by telling them how it relates to their own interests. I have volunteered at events that I have played games, gardened, served food, directed racers, dressed up as a zombie, and colored a picture. Every activity at the high school has an aspect of it that could appeal to each student. I would inform curious peers about how these organizations truly have something to offer to everyone. I would encourage and motivate students to join clubs, activities, and other organizing by convincing and educating them on the affiliations. If a singular student would be motivated to join an organization, then they would talk to their friends and peers about the club or activity, and a chain reaction would transpire as a result. Word of mouth is a simple concept, but I believe that it is the best way to motivate incoming freshman and other students to get involved with organizations, clubs, and activities at DHS. 3. In your opinion, what role do upperclassmen have in creating and maintaining the school social climate? Upperclassmen have an enormous impact and role in creating and maintaining the school social climate. Freshmen and sophomores look up to and admire juniors and seniors. The maturity level between the entire senior class and the freshman class is astronomical; underclassmen typically learn from the upperclassmen. I have personally observed members in my class mature and sophisticate from year to year; upperclassmen are given partial credit for the growth of these students. Upperclassmen create the example for how freshmen and sophomores should act. Juniors and seniors can persuade younger students to be social and stay active in school associations and clubs just by using their seniority. The majority of my good friends are upperclassmen, and being an underclassmen, they help motivate and encourage me to stay active in social events and clubs at the high school. Some upperclassmen, however, act rude, blunt, and ignorant towards sophomores and freshmen. School social events are much more fun when these older students are amiable towards the underclassmen. Juniors and seniors can also maintain a positive social climate for themselves and underclassmen by welcoming them into the school’s clubs, activities, and organizations. If freshmen and sophomores feel welcome at social events and organizations they are more likely to keep attending and tell their friends about the events. Upperclassmen genuinely have a very critical part in creating and maintaining the school social climate.
not afraid to make a fool of myself and make mistakes.
Public speaking, admitting to failure, and communication skills are all great skills I possess that would assist me in working as a BLIND leader, but talking is not the only part of good communication. Listening to others is also a very important skill to have. I am patient when it comes to listening to every part of each anecdote. Lastly, positivity is a key factor in leadership. I am in Key Club at the high school, and I volunteer with them to have a positive impact on the community and other volunteers. All of these skills derive to form leadership, and they would all assist me in working as a BLIND leader.
2. How would you best motivate incoming freshman and other students to get involved with other organizations, clubs, and activities at DHS? Motivating incoming freshman and other students at DHS to get involved with clubs and activities at DHS is crucial for the organizations to stay viable. Posters, daily announcements, and advertisements are tools that the school uses to spark students to join extracurricular clubs and organizations, however, these broadcasts do not always get the attention of every student. I am involved in fall plays, spring musicals,
band, jazz band, group interpretation, the game club, and Key Club at DHS. I would motivate peers at the school to join similar extracurriculars by simply telling them all of the great benefits of the clubs and activities. I have several friends that are involved in different clubs and organizations that I could refer to if incoming freshman or other students wanted information about other activities. Merely telling students to join a club can do the job, but I have, and will continue, to make these clubs appealing to every kid. For example, Key Club could just look like an organization to join if one wants to volunteer and help the community. I would tell students to join an organization like Key Club by telling them how it relates to their own interests. I have volunteered at events that I have played games, gardened, served food, directed racers, dressed up as a zombie, and colored a picture. Every activity at the high school has an aspect of it that could appeal to each student. I would inform curious peers about how these organizations truly have something to offer to everyone. I would encourage and motivate students to join clubs, activities, and other organizing by convincing and educating them on the affiliations. If a singular student would be motivated to join an organization, then they would talk to their friends and peers about the club or activity, and a chain reaction would transpire as a result. Word of mouth is a simple concept, but I believe that it is the best way to motivate incoming freshman and other students to get involved with organizations, clubs, and activities at DHS. 3. In your opinion, what role do upperclassmen have in creating and maintaining the school social climate? Upperclassmen have an enormous impact and role in creating and maintaining the school social climate. Freshmen and sophomores look up to and admire juniors and seniors. The maturity level between the entire senior class and the freshman class is astronomical; underclassmen typically learn from the upperclassmen. I have personally observed members in my class mature and sophisticate from year to year; upperclassmen are given partial credit for the growth of these students. Upperclassmen create the example for how freshmen and sophomores should act. Juniors and seniors can persuade younger students to be social and stay active in school associations and clubs just by using their seniority. The majority of my good friends are upperclassmen, and being an underclassmen, they help motivate and encourage me to stay active in social events and clubs at the high school. Some upperclassmen, however, act rude, blunt, and ignorant towards sophomores and freshmen. School social events are much more fun when these older students are amiable towards the underclassmen. Juniors and seniors can also maintain a positive social climate for themselves and underclassmen by welcoming them into the school’s clubs, activities, and organizations. If freshmen and sophomores feel welcome at social events and organizations they are more likely to keep attending and tell their friends about the events. Upperclassmen genuinely have a very critical part in creating and maintaining the school social climate.