February Event – Grade 10 Day
19 February 2025 

Event Participation:
For the Grade 10 Day event, I took on multiple roles that required me to utilize and grow my leadership and teamwork skills. I designed a promotional poster for the event, refining it through trial and error with peer feedback. I reviewed event logistics to ensure I understood my role. I managed the Uno and card deck station during the event by setting up the area, explaining the rules, facilitating games, and distributing tickets to winners. Additionally, I helped set up and clean up the cafeteria, organizing poker tables and other equipment. I communicated with peers and event coordinators throughout the event to ensure smooth operations. 

Curricular Competency: Theme 4 – Public Relations and Forms of Communication
This competency aligns with my course goal of improving my communication skills, particularly in understanding the importance of audience awareness. My goal was to learn how to adjust my messaging and communication style depending on the audience I was addressing, whether it was through promotional materials or direct interactions with peers and participants during the event. I aimed to enhance my ability to use different media and communication strategies to make sure that messages were received as intended, whether through posters, verbal explanations, or instructions. 

Actions Taken:
Before the Event: 

• Designed the promotional poster for Grade 10 Day, ensuring the design would be engaging for students. 
  • I thought about my target audience—the students—who needed to know about the event, what activities were happening, and how to get involved.
• Received feedback from peers to refine the poster and make sure the messaging was clear and attention-grabbing. 
  • I adjusted the colors, fonts, and content to make sure the message would be clear and engaging. 
  • This process helped me realize the importance of knowing your audience and using the appropriate communication strategies to make your message stand out.
• Stayed informed about the event logistics by reaching out to peers involved in the planning to understand roles and responsibilities. 
• Tailored my communication to make sure I could effectively explain the event details to both Leadership students and attendees. 
  • I asked peers who were involved in the planning for updates, so I could effectively communicate information to others, whether it was to fellow Leadership students or to attendees on the day of the event. 

During the Event: 

• Managed the Uno and card deck station by clearly explaining the rules to participants in an engaging and friendly way. 
  • I learned that effective communication in this context meant being clear and concise when explaining the rules of the games. 
  • The students who were eager to play needed simple, direct instructions so they could jump into the games quickly. 
• Adjusted my communication based on the group’s mood, using a more energetic tone for excited participants and a calmer approach for quieter groups. 
  • Some groups were more laid-back, while others were excited and chatty. I learned how to adapt my communication based on their responses, knowing when to be more energetic and when to be more straightforward. 
  • By recognizing the mood of the group, I was able to create an experience that resonated with them, which was crucial for keeping engagement levels high.
• Distributed tickets to winners while ensuring that the process was clear and organized for all participants. 
• Worked with peers to communicate any needs or updates throughout the event, adjusting my messages to different roles and responsibilities. 
  • I had to adjust my communication depending on the situation—whether I was assisting with ticket distribution or checking in with other event coordinators.

After the Event: 

• Took part in the cleanup process by checking in with peers to assign tasks and ensure the area was efficiently restored. 
• Communicated clearly with peers about where items needed to go and what tasks needed to be completed. 
• Gathered feedback from peers to evaluate the event’s communication and reflect on what could be improved for future events.

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Specific Example: 

• When I designed the promotional poster for Grade 10 Day, I recognized the importance of tailoring the design to resonate with the target audience, which was Grade 10 students. I avoided overly formal language and chose a theme that would grab their attention while still directly relating to the theme of the event (Casino). 
• After sharing the poster with a small group of peers, I asked for their thoughts on whether the message felt appealing and clear to their age group. Their positive feedback confirmed that the poster was effective, as it spoke to the students in a way that felt approachable and exciting. 

Specific Example: 

• During the event, I was responsible for explaining the Uno and card game rules. I quickly realized that different groups had varying levels of familiarity with the games, so I adapted my communication style. 
  • For more experienced players, I provided a brief overview of the rules and dove straight into gameplay, keeping the pace fast and engaging. There were some questions about “specialized” Uno rules and exceptions, and I adjusted my rules/guidelines as those questions came about. 
  • For newcomers, I slowed down, gave more detailed instructions, and used simpler language to ensure they felt comfortable and understood the rules. 
  • This adjustment helped create a welcoming atmosphere for all participants, making the event accessible to everyone. 

Specific Example: 

• When distributing tickets to winners, I noticed that some students were unsure about when and how they would receive their tickets, which could have caused confusion or frustration. 
• To address this, I adjusted how I communicated the process: I clearly explained the ticket distribution system before the games started and used visual cues (such as pointing to the ticket station) to make the process easier to follow. 

Specific Example: 

• After the event, I gathered feedback from participants and peers to reflect on how well I communicated and connected with the audience throughout the day. 
• I asked specific questions about how easy it was for students to understand the event rules, where the communication could be improved, and if any information was unclear.

Reflection and Next Steps: 

For my future goals, especially with organizing Grade 11 Day, I plan to build on the lessons learned from Grade 10 Day to improve both the planning and execution of the event. 

Reflecting on my experience designing the Grade 10 Day poster, I realized how important it is to tailor promotional content to the target audience. For Grade 11 Day, I’ll focus on improving how I communicate event details, ensuring the messaging resonates with the students and generates excitement.

For Grade 11 Day, I’ll prioritize clear communication about schedules, roles, and expectations to ensure everything runs smoothly. I’ll incorporate regular updates and visual cues throughout the event to minimize confusion. Based on my experience managing the Uno and card deck station, I’ll also make sure I establish better systems for coordinating volunteers, so the team stays aligned, especially during busy times.

After Grade 10 Day, I reflected on how my communication style and adaptability could improve. I learned that clear instructions and regular check-ins are crucial for smooth operations. I’ll continue to gather feedback from team members and participants after Grade 11 Day to identify areas of improvement, ensuring I grow as a leader with each event. Organizing Grade 11 Day will be an opportunity to apply these insights, helping me enhance both my leadership and communication skills.

PHOTOS 

This was my station, along with Dayeon!

A variety of card games going on at once.

Helping out with tickets and organization!