E10: Toastmasters Youth Leadership Program

Shy teens don’t magically become confident speakers. They become confident by practicing, getting feedback, and realizing they can survive the moment when all eyes are on them. That’s why we sat down with Shelly and Simone to unpack what really happens inside the Toastmasters Youth Leadership Program, an eight-week workshop that trains teens to run meetings, deliver prepared speeches, and speak on the spot through table topics.

We walk through the nuts and bolts that most people never see: how hard it can be to find a host site, why recruiting often works best through community networks, and what a typical session looks like when students take officer roles and learn timekeeping, agenda flow, and evaluation basics. Then we get to the good part, the transformation. Students who start out reading word for word often end the program speaking with presence, clearer structure, and far less reliance on notes, especially when the showcase event creates a real deadline and a real audience.

One of the most memorable moments is the student-led showcase debate on whether AI is good or bad. The teens plan teams, research points, listen to counterarguments, and respond in real time, proving that leadership and communication skills grow fastest when students own the work. We also talk candidly about program improvements like making materials more modern, adding more conversation drills, and creating clearer next steps for families who ask, “How can my child keep going after this?”

Apex Toastmasters is a President's distinguished club founded in 1996 and located in Apex, North Carolina, USA.

We meet every Thursday night at 7:00 pm at the Apex Baptist Church and online. See club website for details.

Apex Toastmasters Club Website: https://www.apextoastmasters.org/

Facebook Page: https://www.facebook.com/search/top?q=apex%20toastmasters

If you enjoyed what you heard, please take a moment to like, share, rate, or review this podcast.

Transcript

Welcome And Guest Introductions

SPEAKER_00 0:01

Welcome to the Apex Toastmasters Podcast. I am Touchcodcast. This episode was recorded on Sunday, May 13th, 2026. In this episode, I speak with Shelly Ryder and Simone O'Rourdian Aja about their experience with the Toastmasters Youth Leadership Program. Let's go to the cover topic. Today we're going to talk about the Toastmasters Youth Leadership Program. To do that, I have two guests today, Shelly Ryder and Simone O'Rourion Aja. Am I saying your name correctly?

SPEAKER_01 0:35

O'Reilly and Aja.

SPEAKER_00 0:37

Okay. You both participated in the Toastmasters Youth Leadership Program. You I think you ran two different groups. Why don't you both uh introduce yourselves and we'll go from there? So, Shelly, can you introduce yourself first?

SPEAKER_02 0:52

Yeah, sure. Hey George, hey Simone, great to be on this podcast with you. Thanks for inviting us. Shelly Ryder here, and I've been a member of Toastmasters, Apex Toastmasters specifically, since 2010.

SPEAKER_01 1:05

I am Simone O'Reilly and Aja. I joined Toastmasters back in 2005 because I wanted to improve my confidence in speaking and presenting at work. And also thought it would have been a great opportunity to meet other like-minded people who are pursuing professional growth.

What The Youth Leadership Program Is

SPEAKER_00 1:24

Can you tell me what the Toastmasters Youth Leadership Program is? Just briefly summarize it.

SPEAKER_02 1:29

Yeah, sure. The Youth Leadership Program is one thing that we can do as Toastmasters if you're interested in pursuing your distinguished Toastmasters designation. It's one of the projects that you can do. And so it is an eight-week workshop program, and it's designed for students age 14 through 17. Although sometimes some younger folks get involved in the program, but the sessions are run pretty much like a Toastmaster's meeting. There's a small officer team that are that are all student-led. So we have a president, a vice president, a secretary, and a sergeant at arms. We do prepared speeches, and of course, those are done by the students as well as evaluations for the speeches. We also do table topics, and Simone and I elected to also have timekeeper and awe-counter roles in the meetings, too. So the students work through speeches and evaluations and table topics, everything that we do in Toastmasters meetings for adults in this eight-week period. It's a whole lot of fun. We had, I think we had about 14 students both times. Anything you want to add, Simone?

SPEAKER_01 2:38

Yes, Chelly, I believe you've covered it pretty well. Eight-week sessions, they learn to develop speech crafts, developing form of organized speeches, learning to speak on their feet, giving impromptu speech responses, and applying active listening through providing feedback, evaluation feedback. And us for us the coordinators, we also provide feedback to the evaluators as well.

SPEAKER_02 3:09

Yeah, kind of like a general evaluator, right, Simone? Yeah.

SPEAKER_00 3:12

Yep.

Why They Chose To Lead

SPEAKER_00 3:14

And how did you both become involved with this? Shelley, you mentioned that it's part of the Distinguished Toastmasters requirement, but is that the main reason why you became involved in this?

SPEAKER_02 3:25

Um, yeah, it's the main reason that I sought out doing a youth leadership program. I think the other project that you can do that is similar is a speechcraft, which seems like kind of the same program except with adults versus students. I just liked the idea of working with students personally. The hardest part, right, Simone, the hardest part for us, we decided to team up on this because by the way, each each session has a like a main coordinator and then an assistant coordinator. So you do need two people from a club to be involved in running a program. And the hardest part that Simone and I had was just finding basically a host for the program. So, you know, we thought, okay, let's try and do this at schools and see if some if we can get some high school folks interested in doing the program. But I think, you know, I feel like our our main headwind or barrier there was that we that we had both Simone and I work full-time. And so we would only be able to do the program in the evenings or weekends. And maybe that was not attractive to schools who probably would hope to do it during the school day. We just it took us over a year to find a host for this program, right? So anyway, we finally found we finally found a host who actually is a longtime Toastmasters fan, and he advertised the program to his community, like in his regular in his neighborhood, right? So our first session was done at somebody's home where we had kids from the neighborhood, and they they were primarily middle school, right, Simone? Yes.

SPEAKER_00 4:57

Simone, were you also involved because it was a DTM requirement, or was there any other reason?

SPEAKER_01 5:03

Yes, like Shelly, I am pursuing my DTM, and that's how I learned about the youth leadership program. I thought, though there are different options, I thought the youth leadership was a good opportunity for me to give back. I know for myself, not being not having confidence and just being a shy kid growing up that held me back from different opportunities. And so I, again, this is a journey, but I felt like I've learned a lot over the years. And to give back in this manner, I thought would be very beneficial for these students as they can use it, you know, in high school, middle school, and just in their personal lives and just having more confidence going forward.

How Students Get Recruited

SPEAKER_00 5:49

How were the kids recruited? Were they recruited through this host? Or how did that happen?

SPEAKER_02 5:54

The the first one was Srikanth was our host, and he advertised it through his community. I'm not sure if they had like a community newsletter. I don't remember like the method of outreach, but he just knew a lot of families that were interested in their kids participating in this. So that's how they advertised it the first session. And then the second session we did, Srikant was also involved, but it was through his temple, through his temple in Kerry. And so they advertised it through membership of people who go to that temple.

The Meeting Format And Schedule

SPEAKER_00 6:25

What is the typical format for a meeting of the youth leadership program?

SPEAKER_01 6:31

Yeah, so the meeting runs anywhere between an hour to two hours. Most of the time we our meeting would last an hour and a half, hour and 45 minutes. So it's important that the parents know this and the students, because we sometimes it takes us a full closer to two hours. Our last meeting, we held it on Saturdays. For the first workshop, we had it during the evenings. I believe it was on Wednesday night, I think. Wednesday nights at 6 30. Each session is one to two hours. And for the first last fall when we met, we we conducted the meetings in the evenings from 6 30 to 8 30. And the last for the spring session, we met on Saturday afternoons from one to three.

Early Nerves Then Big Progress

SPEAKER_00 7:22

Were the kids excited to be a part of this? Were they invested in it? How was their participation level?

SPEAKER_01 7:28

They were excited about it. I can see that I sense that for some of them, they were perhaps mandated to attend it from their parents. So they weren't really that excited, but they come around. They all had a great time. As you know, Toastmasters, the speeches are conducted in a very supportive manner. And so the ones who were more timid, I would say are perhaps the ones who who see seem where it seems like they were forced more to be part of the session. But in the end, they all had a great time.

SPEAKER_02 8:04

Yeah, and the improvement, like the improvement was so amazing, you know, all through the program. You you see them progressing through their speeches, which are four to five minute speeches. That's how long they are in this program. Looking back and thinking about how some of the folks started off and completely reading from notes, like word for word, with a huge notebook in front of them, and reading from a speech that way to the end of the program was just an amazing transformation. Like I think both set both final sessions where we had the showcase event on the eighth week, none of the students used notes. Or well, I did notice one student, like he had he had written notes on his hand. Remember that, Simone? Like he kept looking at his hand real sneaky. But I mean, it was otherwise, they didn't use notes and they just did such a great job with the speeches. I I loved to see that that progress was really awesome.

SPEAKER_01 8:56

Yeah. And and also for the impromptu speech responses, at first, I it seemed like they couldn't even speak for 30 seconds. And then we encouraged them, pay attention to the timekeeper, keep speaking until you see the one-minute marker. So they they did much better along the way.

SPEAKER_02 9:18

Yeah.

unknown 9:19

Yeah.

SPEAKER_02 9:19

Table topics, that that was, I think that was harder than do than doing the speeches. And that's, I mean, that's how I feel about table topics, even in regular Toastmasters meetings. It's just hard to, oh, just to be put on the spot and and you draw a blank, like you're like, oh my God, I can't even think of any response whatsoever. So that I think that's harder for the students than speeches for sure.

Speech Projects And Showcase Planning

SPEAKER_00 9:41

And were there different projects that they had to work on? And if so, what were those projects?

SPEAKER_02 9:47

Yeah, kind of like Toastmasters programs. They the everyone starts off with an icebreaker speech, but then future projects focused on vocal variety, gesturing, some of those basic skills that that you need for giving a good speech. Each student was supposed to give at least two speeches during the whole program. Is that right, Simone? I think that was the target. Yeah.

SPEAKER_01 10:10

Because for eight weeks, we have 14 students. And so over the series of you know, the weeks, they would present the icebreaker and then they're also their organized speech. And the eighth session is the showcase session where they presented their formal speeches, and they also crafted that event where they incorporated table topics as well as debate teams. So they made it very engaging.

SPEAKER_02 10:44

Yeah, I really loved the final session that we did. That was awesome.

The Student Led AI Debate

SPEAKER_00 10:48

What were some of the topics that the kids came up with for their speeches?

SPEAKER_02 10:53

For the showcase session in this most recent one, they did they chose to do a debate format in addition to giving prepared speeches. And they chose basically is AI good or bad? And so they kind of they divided up equally into two teams of seven. And one team was responsible for arguing the benefits and the the pros, if you will, of AI. And then the other team argued against it. And they came very well prepared. They had their questions written out or distributed to the teams in advance, so they knew like the positions they were going to take. They also did a really good job of listening. I thought it was a great demonstration of their listening skills because not only did they talk about the stuff that they had prepared in advance, but they also listened to what the opposing team said and they responded to the opposing team's like counter-argument. So it was really good back and forth of the debate, wasn't it?

SPEAKER_01 11:52

Impressive. Yeah. I must say during the the sessions, that that is not something that Shelley and I practice with them. It's not part of the youth leadership program.

SPEAKER_02 12:05

The debate format, you mean?

SPEAKER_01 12:06

The debate format. However, what we found out was that from both the youth leadership program, we had students who were part of the debate team at their school. And so they became the leaders for their teams and being able to organize it and communicate what needs to be done to this, you know, as far as planning for it for the event. So they did a really good job. It always started out to be very chaotic, I must say, just trying to bring people together because there are students who weren't familiar with the debate and how it's executed. And they learn time management. And at the same time, for Shelley and I, because this is their showcase, really, we have to step back and observe. And that part was really hard because sometimes we just want to say, hey, you need to do this, you know.

SPEAKER_02 13:01

Especially me, because that's my natural, I'm a controlling kind of person. And sometimes I was like, Oh my god, where are they getting this? Why aren't they? But no, they totally pulled it off. And I think, I think the whole debate, that whole showcase thing is probably the best example of student leadership skills, practicing leadership skills in as part of this program. Because, like you said, it was like the agenda is was up to them, the topic was up to them, how they ran the debate, how they split up into teams, getting their teams prepared. I mean, excellent, excellent leadership demonstration, I thought.

SPEAKER_00 13:38

Who won the debate? Which side do you think?

SPEAKER_02 13:41

Uh, interesting. So they chose actually both youth leadership programs that we ran. It it wasn't like a win-lose kind of thing. It was just, you know, it their skills in arguing a topic and being able to think through a topic. So there wasn't a winner. Uh, in this last session, they I don't know if you've ever heard of on YouTube, there's something called the Jubilee. It's like a Jubilee debate format. And that so anyway, it's where it's just where people get together and argue both sides of a topic and they try and find kind of common ground, if you will. So they they chose they chose that format, and there was not a winner and a loser. But overall, you know, very good points were made on both sides. And at the end, both of the team leaders, after the debate was done, they kind of came up and did a summary of the of what their team had said, and uh it was really well done. And I feel like it didn't need a a winner or a loser.

SPEAKER_00 14:41

Okay, but did you find one side more convincing than the other?

SPEAKER_02 14:45

No, I I uh I think they both made very valid points, and and I don't know if it changed how I feel about you know, is AI good or bad? Because it there truthfully, I mean there's good and bad points to to it, no matter which way you look at it. And I I don't know. I don't I don't think so, I don't think one person or one team won or lost.

SPEAKER_00 15:05

Simone, what do you do you have a yeah, different take on that?

SPEAKER_01 15:08

Honestly, George, I was so proud of them. I, you know, it's a debate that there are pros and cons. And I didn't think there was a strong winner or a loser. For me, it was an opportunity to learn about the topic, and they also did a good job to make sure that there wasn't multiple people saying the same thing. So they they did their their research and it was very broad on how AI can help or how it can be negative at the same time. So I that that's the lens that I used. I didn't see a winner or a loser. Both sides prepared very, very well for the debate. Like I said, I was surprised. Both times they surprised me. They did really good. Yep, yep.

Standout Speeches And Surprise Moments

SPEAKER_00 16:00

Was there ever a standout moment where you uh that surprised you in this whole process?

SPEAKER_01 16:06

For this last showcase, I can say very well. There was one student in particular who stood out, and I even heard like comments after the showcase. There was a there was a student who her topic was essentially students having a voice and having representation at the North Carolina Educational Board when they make decisions, not realizing how the students feel or the impact on them, not just looking at the teacher salary, but also realizing that, oh my God, the classes are much bigger. And there are different points that she pointed out on the negative impact and the need to have student representation. And I believe that she will be a very outspoken and effective leader. Her passion came through so much. So those are like moments that are highlights. There were other moments too where you can see a student starting out being very timid and just being able to give a speech without looking at their notes. And we've learned so much about the different, you know, different students, their background. Some of them have interest in arts, and I could see them being good mentors and also students who are very passionate about the environment, talking about space debris and the the junk and how we're going to clean up, you know, all these junks in the or in orbits right now. So I've I've found it to be very educational.

SPEAKER_02 17:49

Yeah, I totally agree, Simone. I remember I was impressed by how many of the speeches were were like, you know, kind of like deep thoughts. The students really did a lot of inflection, you know, looking inwards. And I remember the one about the speech about she was talking about all these pressures to be perfectly beautiful, and why aren't I as popular on Facebook or social media as this other person, and why don't I look as nice as this other person? And that one I love that speech. That was really an awesome speech, and the environmental aspects, the space debris, like they they really did thoughtful, meaningful speeches. Um I was really struck by that. And just like overall, I think another thing that impressed me a lot is the amazing progress, especially in that last week, you know, as they got ready for the showcase event, because some of them were still reading from their notes in week six and seven. Yes. Um, but then when we got to the showcase event, I was just astounded. And the same happened at our first session last year, too. Just uh it just knocked our socks off, you know, and that last meeting.

What We Learned As Coordinators

SPEAKER_00 18:57

What did you two learn from your experience?

SPEAKER_01 19:01

I found it to be reinforced learning, learning what, you know, things that I've learned from Toastmasters, but now sharing that information, also making sure that the information that's being presented is clear. I did additional research, I know Shelley did the same when she conducted her workshop. So adding adding to the material from the Toastmasters workbook, I found that a lot of patience is needed too, because you know, you're each week, you're supposed to be incorporating the lessons that you've learned from the prayer week. And for different reasons, they're in school, sometimes they don't have enough time, they're not well prepared. And so we continue working with them. And it's it's it's giving teaching, but also at the same time, I am learning from them, the takeaway that I had. And it was just rewarding in general, it's just a priceless moment going through those eight weeks and especially at the end, just seeing what they've learned.

SPEAKER_02 20:07

Yeah, definitely. I really loved this. I loved working with the kids. I learned a lot just from their speeches, which a lot of them were like super educational and packed with good information. So just learning from their speeches, a great opportunity, you know, for us to practice our Toastmasters agendas and tips and tricks with the students was was fun too. I do I agree, Simone, that you know, sometimes it seems like they weren't they weren't using the workbooks very much or they they hadn't read the the the previous week's lesson and that that part was a little frustrating, but I think it it kind of sheds a light on the fact that I I I see some room for improvement in this program that could be a little more modern for students. I'm not sure that a printed workbook is is how they're interested in learning these days. I I'm not sure. Like I don't have any kids and don't have so therefore I don't know like what school is like for kids um these days. But I wonder if working from workbooks is is what they're doing in school nowadays versus more digital formats and YouTube videos and things that are more um interactive.

SPEAKER_00 21:15

Things seem to be much more digit digital these days. Another thing this kind of relates to the discussion of AI. Uh, I have one kid who who's very vocally anti-AI. There's like a moral take that she has on it, and also the whole data center issue. So and I I think that's kind of a common feeling amongst younger people these days, which is kind of what I was trying to explore when I asked you the you know which which side won the debate, but you wouldn't you wouldn't answer that question.

SPEAKER_02 21:48

So that's a um it's the one. I I'm curious because your daughter was in the first session that that we had, and I wonder if she ever gave you feedback and Terms of like just the overall format and the delivery method of workbooks. And did she see or ever comment on room for improvement or what could have been better from her perspective in the program?

SPEAKER_01 22:13

She didn't comment much on the first program, but she she also attended the second program for most of the sessions. And she commented on the responses or even like the speeches, you know, maybe spending more time on students providing more substance. So she thought that was lacking because sometimes she heard like big words, but they didn't really mean anything, didn't really connect with the speech. But overall, I I feel like she had a good takeaway from it because I can even see it like in the way she does her presentation and also giving feedback, but nothing as far as hey, this should have been done different, to be honest with you.

SPEAKER_00 23:00

How old is your daughter, Samuel?

SPEAKER_01 23:02

She's now 13.

SPEAKER_00 23:04

And was she looking forward to the sessions? What was your impression of that?

SPEAKER_01 23:09

So my daughter, my my daughter has been always been very social because even like the Toast adults, you know, the Toastmasters uh meetings that I go to, she's always interested in attending those meetings. So she likes speaking. It I feel like for her it comes naturally, be it in speaking or in writing and collecting her thoughts. So this is something that she embraces, I would say. First is my son. My son is very shy. And I, you know, up to now I haven't been able to get him to attend immediately. Toss Masters or the youth leadership program.

SPEAKER_00 23:47

Sounds like you would benefit from the youth leadership program. He would.

SPEAKER_01 23:50

Once he gets to that age, I'll definitely add him. He'll be attending a youth leadership program. So I'll be one of the parents who force their children to attend the workshop.

SPEAKER_00 24:00

I I think there should be more forcing people to do things that are uncomfortable for them.

SPEAKER_01 24:06

Yes.

SPEAKER_00 24:06

That's why uh during Toastmasters meetings, when there's new guests involved, there's a lot of people who think that you shouldn't force them to get up in front of the group and and answer table topic. Not force them, but or you know, call on them.

SPEAKER_01 24:20

In the encouragement.

SPEAKER_00 24:22

But I I'm all I'm in favor of that. I think that's part of the the magic of or the power of Toastmasters is being put in that position and struggling and crawling your way out of that. You know, that's that's my take on it anyway. I I know people think differently.

SPEAKER_01 24:38

You know, George, to your point, we've seen this in both workshops. Even though the students they're there with the intention of becoming better speakers for the for the showcase, you do have some who, you know, they did not want to give a speech because they have that fear. And so we have to remind and remind them and ask the question, why are you here? Why? For this very reason to be able to put yourself out there and to present your speech, your thought, share an idea or information and to educate others. In the end, everyone presented a speech, but the fear is always there, right? As we know from Toastmasters, you learn to manage it over time. But for the for this for the students, we still had to say, hey, you're here for this reason. And so the showcase is the result of you being here all these weeks to showcase what you have learned.

SPEAKER_02 25:42

Yeah, that's one of the we kind of had to overrule on the planning of the showcase event. We couldn't, because at both sessions that we had, George, when we said, okay, you guys are gonna determine what we're going to do at the showcase event, and do you want to have speeches as part of the as part of the agenda? And both sessions we started off with no. The students didn't want to, but yeah, we had to really encourage that for sure. And we we got just about everybody over the line both times, and they did amazing, amazing.

SPEAKER_00 26:16

And when you asked them why are you here, Simone, did they have a response to that?

SPEAKER_01 26:21

They just uh you have one or two who were open to it, but then you also have quite the last time we had a student who said, Well, you know, if we have some students doing it, then it would be like putting peer pressure on the others. Like, it's not gonna work this

Parent Reactions And Next Steps

SPEAKER_01 26:40

time. I'm sorry. But you know, George, this the parents, they see it. The parents, they see it. And both showcases, they come up to Shelley and I, and they can see the improvement in their student, their, you know, their children's communication, and also them being there to see their speeches, presentation. It's a very proud moment for them. It's to the point where they ask, well, how can my child continue being involved in this workshop? Yes, yes. So the parents they see it. It's not just us saying it, the parents see it, and we get this feedback, you know, both sessions. And the students themselves, they give a feedback. They they have to measure themselves at the beginning of the work session. And at the end, they privately don't share, but they they also measure the themselves from a survey to see how well they're doing at the end. And in personal feedback, they come up to us and say, Hey, I've learned so much. Thank you for conducting the workshop to Shelly and I.

SPEAKER_00 27:49

Oh, that's great. That's great. Did do the parents attend the sessions?

SPEAKER_01 27:53

The parents did not attend the sessions, only the workshop. Okay, only the showcase.

SPEAKER_00 28:00

Okay, but they they observed changes in their kids, I guess, outside of the sessions.

SPEAKER_01 28:07

Yes, in the feedback that they've given us, they were very happy that they participated in it.

SPEAKER_02 28:13

Mm-hmm. And that common question comes up like, what how can they continue this? So that that's um that's an area for improvement, I think. Like what can be the next step after a youth leadership program if the kids want to keep want to keep doing this or or keep progressing? I think I think it's a maybe a Gavel club would would see if they're if their host school would would form a Gavel club, but at least at this temple, they are planning to do another youth leadership program um this this fall in September. So they're going to be looking for you know two Toastmasters to help lead their next session. So they're they're gonna keep it going. It's a fantastic temple. They're doing so much for their whole community. So good stuff.

SPEAKER_00 28:57

Are either of you planning to continue with this or are you done at this point? We're done.

SPEAKER_01 29:03

I'm smiling because they want Shelly and I to continue providing the workshop. I, you know, I know that finding the opportunity to conduct the workshop is very hard. It took Shelly well and I well over a year to be able to conduct the workshop. And so what I did was I connected the host, the last host, the president for the temple with the district with the district chair for the youth leadership program and connecting them, letting that letting the chair know of the host's intention to continue providing the workshop for his community. And so hopefully there will, Shelly and I have been talking this up in our club, trying to find people who may be interested to pursue their DTM and to conduct the workshop. But I'm sure there will be other people looking for opportunities. So I would think it'd be very selfish of me to try and do this and making that opportunity be available to somebody else. That said, I did mention to the host that I will support them if needs be. So whatever that looks like, come around fall if they need me to help in some way. But I do not plan to be the lead coordinator.

SPEAKER_00 30:25

Is there any other aspect of this program that either of you would like to talk about?

SPEAKER_01 30:29

Yeah, I

Beyond Speeches Listening And Leadership

SPEAKER_01 30:30

would say, and Shelley touch on this a little bit outside of the organized speeches. We had activities where we looked at um active listening, why it's important. And also through active listening, you know, it helps to enable continuation of discussions. So for example, small talks. It helps with small talks. If you're able to just listen to what they're saying, then you can expand upon the conversation. And we also practice how to run a successful meeting, having an agenda. We also talk about Robert Rules of Order, parliamentary vote. So they now they understand how what the meeting format looks like, making sure that no one person is dominating the meeting and making sure that they stay on course to carry out the agenda and to also making sure that they include others who may not be as vocal. So if someone is in the room, how to engage with them. So small tips like that, I thought was was very helpful.

SPEAKER_02 31:42

Yeah, I like I liked how um there were other elements like that beyond speeches and table topics that got got them to practice active listening and conversation. I would like to see even more of that if possible, and you know, if the if the youth leadership program format could be modified a little bit in the future to include more opportunity for conversation. That's such an important skill to have. And just the idea of like everyone's seated seated around a table and you're there's a conversation going on, and understanding the skills to make sure that everyone is included in the conversation, even the folks that are maybe quieter or are politely waiting for an opportunity to interject their opinion that never comes because there's other people talking over each other already. I think more conversation exercises would be would be helpful to add in in the program. And the couple of times that we did something similar to that, the students really dug it. Like they really, they really got into that at both of our sessions. That was fun. Now, George, I think I think we've covered uh there's nothing else about the program that's particularly stands out to me. It's just a lot of fun. Totally amazed at the progress that the students made and glad I had such a good partner, Simone. We worked really well together to get this done. So we'd have lots of information to share with any any future folks that would want to consider leading these programs.

SPEAKER_01 33:07

Totally agree, Shelly. We work very well together. It was really fun.

SPEAKER_00 33:11

Well, that's great. Thank you both so much for doing this with me. I feel like I went from zero knowledge of the program to above zero.

SPEAKER_02 33:20

Well, maybe, maybe you'll consider leading one, George.

SPEAKER_00 33:24

Yeah. How much of

Time Commitment And Final Wrap

SPEAKER_00 33:27

a time commitment is it?

SPEAKER_02 33:28

It's just eight weeks.

SPEAKER_00 33:30

But how much time per week?

SPEAKER_02 33:32

I don't know, maybe one to two hours per week, I would say. It's pretty manageable, and your the host helped out a lot. We had such a great host, you know, helping with printing out the agendas so we didn't have any out-of-pocket costs, working on the student list, setting up the room. I mean, we had amazing help from our hosts both both times as well. It's not just you, it's you working closely in partnership with your host makes things easier.

SPEAKER_01 33:56

Yeah, definitely. The meeting prep, the agenda, and also looking to see how you can enhance the existing material. So a lot of that time largely depends on on you.

SPEAKER_02 34:09

Yeah, I forgot, I forgot to mention, George, that the program provides the coordinator with and the and the assistant coordinator, they both get like a coordinator's guide, like a workbook of their own that tells you how to run the program. And then you also get a copy of the student workbook. So you see what they see that they that they're going to be taking home. And but I mean they provide everything to for you to be successful. So yeah, not you don't have to come up with the agendas on your own or even the speeches or anything like that. It's all provided for you.

SPEAKER_00 34:40

I feel like I'm being recruited right now.

SPEAKER_01 34:43

Or anyone let us know if you're interested.

SPEAKER_00 34:46

Uh well, it's something to consider. I I I like working with kids. So okay, well, thanks again, and I'll see you around.

SPEAKER_01 34:53

Thank you. Thanks, George. Thanks again.

SPEAKER_00 34:55

Apex Toastmasters is the President's Distinguished Club, founded in 1996 and located in Apex North Carolina. The views of Alice Express Toast are totally those of the Outside Podcast. I do not reflect the views of Panions of Toastmasters in general or Apex Toastmasters. If you enjoyed what you heard, please take a moment to like share away from the view of this podcast. Thank you for listening.