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I whole heartily agree with this. We even practice core values this way, with the kids walking into the room we're practicing in by saying each name and either shaking my hand or waving to me.   I act as the judge would by giving the task and watching them perform it. I ask questions to the team about how they liked the challenge, what was the hardest part, what helped them work well together, etc. This introspection is important for them to improve their team building skills and see their fellow teammates as contributing members in challenges.  It also helps them recognize their team mate's strengths, so when a problem needs to be addressed- in the robot game, skit, whatever- they know who to turn to. 

     In research, get them to practice who is answering what important questions- you will always get asked about from where your sources came (they are ideally looking for 4 or more), with whom you shared your skit (ideally 3 or more) and from where your ideas came (ideally several sources).  These are not evident in the skit, and they will be asked for judging purposes after their presentation.  My team is older, and they chose to say one a piece.  I loved how it looked! With each child saying the source they contributed most to, it definitely helped the judge see how much of a team effort it was. 

      I stress that to the team during the practice questions that at that moment, it is all about the presentation of information. If you do 35 hours of research but fail to let the judges know, we can not fault them for saying we lacked in sources or effort.  It's all about communicating your ideas and letting the judges see, hear and understand the effort you put into it.  
Good luck teams!
Brandy




________________________________
 From: Donna Cornwell <[log in to unmask]>
To: [log in to unmask] 
Sent: Tuesday, November 6, 2012 8:18 PM
Subject: Re: [VADCFLL-L] Project Presentation Attendance
 

I am not coaching this year, but I always went with my teams.  My first year coaching, I learned that my team was nervous with the judges.  They also weren't prepared to function as a self-led group.  We hadn't practiced the presentation very much and they didn't quite know how to get started.

Ever since then, I had my teams practice their presentations starting with walking into the room.  One or two of the team members was in charge of each presentation and they practiced how they would walk in, set up, and introduce themselves.  During practices, I acted as a judge rather than as a coach.

By the time we got to the tournament, the team was accustomed to being independent.  I would follow them into the interview rooms and sit or stand out of their line of vision, off to the side or well behind them along with a historian and co-coach if there was one that year.   Also, I usually had large teams of 7 to 10 members.  With a smaller team you might prefer to have just one adult.

If you are really not sure, you could ask your team.  The older and more experienced a team is, the more comfortable they are likely to be going into the judging sessions alone.

Donna Cornwell
[log in to unmask]
 
 On 11/06/12, Leigh Light<[log in to unmask]> wrote:
 
All,

It has been recommended to me by a couple of experienced coaches that
it is best if no adults (no coach or historian) be present during the
team�s project presentation.  The stated reason is that the team
members sometimes look to the adults present for guidance, especially
if it is their first time, and that this behavior can negatively
affect their score.

Does anyone have a different opinion?

What about the Core Values and other sessions where the judges ask the
team questions?  Is it best that no adults be present for these as
well?

This is the first time my team and I have participated in an FLL tournament.

Thanks,
Leigh Light

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