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District Roundtable: Difference between revisions
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→The Purpose of the Roundtable
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===The Purpose of the Roundtable=== | ===The Purpose of the Roundtable=== | ||
# To provide the skill to do—skills, techniques, information, program | |||
ideas—the know-how that makes for successful unit operation. | ideas—the know-how that makes for successful unit operation. | ||
# To provide unit leadership with the will to do—the morale, | |||
enthusiasm, inspiration, and vision that periodically renew the | enthusiasm, inspiration, and vision that periodically renew the | ||
desire to serve youth. | desire to serve youth. | ||
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Who Attends Roundtables? | Who Attends Roundtables? | ||
They are designed for all unit leaders. | They are designed for all unit leaders. | ||
# Cub Scout leader roundtables are for Cubmasters, den leaders, Webelos | |||
den leaders, all assistants, and pack committee members. | den leaders, all assistants, and pack committee members. | ||
# Boy Scout leader roundtables are for Scoutmasters, assistant | |||
Scoutmasters, and troop committee members. | Scoutmasters, and troop committee members. | ||
# Varsity leader huddles are for Varsity Scout Coaches and other | |||
team leaders. | team leaders. | ||
# Venturing forums are for adult crew leaders. On occasion, youth | |||
officers should attend also. | officers should attend also. | ||
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Scouting people are not much interested in discussing Boy Scouting, | Scouting people are not much interested in discussing Boy Scouting, | ||
nor do Venturing leaders want to spend the evening watching Cub | nor do Venturing leaders want to spend the evening watching Cub | ||
Scout demonstrations. | Scout demonstrations. # There is a genuine sense of fellowship. They need to feel that they are | ||
# There is a genuine sense of fellowship. They need to feel that they are | |||
wanted, that they are important, that they belong. | wanted, that they are important, that they belong. | ||
# Learning is largely by doing or watching instead of just listening. The | # Learning is largely by doing or watching instead of just listening. The | ||