1. Mentor Manual 2013
Bike Monkeys
Community Bicycle Center
P.O. Box 783
Biddeford, Maine 04005
www.communitybike.net
207-282-9700

2. 40 Developmental AssetsTM
Search InstituteSM has identified the following building blocks of healthy
development that help young people grow up healthy, caring, and responsible.
Category Asset Name and Definition
Support 1. Family Support-Family life provides high levels of love and support.
2. Positive Family Communication-Young person and her or his parent(s) communicate positively,
and young person is willing to seek advice and counsel from parents.
3. Other Adult Relationships-Young person receives support from three or more nonparent adults.
4. Caring Neighborhood-Young person experiences caring neighbors.
5. Caring School Climate-School provides a caring, encouraging environment.
6. Parent Involvement in Schooling-Parent(s) are actively involved in helping young person succeed
in school.
Empowerment 7. Community Values Youth-Young person perceives that adults in the community value youth.
8. Youth as Resources-Young people are given useful roles in the community.
9. Service to Others-Young person serves in the community one hour or more per week.
External Assets
10. Safety-Young person feels safe at home, school, and in the neighborhood.
Boundaries & 11. Family Boundaries-Family has clear rules and consequences and monitors the young person’s
Expectations whereabouts.
12. School Boundaries-School provides clear rules and consequences.
13. Neighborhood Boundaries-Neighbors take responsibility for monitoring young people’s behavior.
14. Adult Role Models-Parent(s) and other adults model positive, responsible behavior.
15. Positive Peer Influence-Young person’s best friends model responsible behavior.
16. High Expectations-Both parent(s) and teachers encourage the young person to do well.
Constructive 17. Creative Activities-Young person spends three or more hours per week in lessons or practice in
Use of Time music, theater, or other arts.
18. Youth Programs-Young person spends three or more hours per week in sports, clubs, or
organizations at school and/or in the community.
19. Religious Community-Young person spends one or more hours per week in activities in a religious
institution.
20. Time at Home-Young person is out with friends "with nothing special to do" two or fewer nights
per week.
Commitment 21. Achievement Motivation-Young person is motivated to do well in school.
22. School Engagement-Young person is actively engaged in learning.
to Learning
23. Homework-Young person reports doing at least one hour of homework every school day.
24. Bonding to School-Young person cares about her or his school.
25. Reading for Pleasure-Young person reads for pleasure three or more hours per week.
Positive 26. Caring-Young person places high value on helping other people.
Values 27. Equality and Social Justice-Young person places high value on promoting equality and reducing
hunger and poverty.
Internal Assets
28. Integrity-Young person acts on convictions and stands up for her or his beliefs.
29. Honesty-Young person "tells the truth even when it is not easy."
30. Responsibility-Young person accepts and takes personal responsibility.
31. Restraint-Young person believes it is important not to be sexually active or to use alcohol or other
drugs.
Social 32. Planning and Decision Making-Young person knows how to plan ahead and make choices.
Competencies 33. Interpersonal Competence-Young person has empathy, sensitivity, and friendship skills.
34. Cultural Competence-Young person has knowledge of and comfort with people of different
cultural/racial/ethnic backgrounds.
35. Resistance Skills-Young person can resist negative peer pressure and dangerous situations.
36. Peaceful Conflict Resolution-Young person seeks to resolve conflict nonviolently.
Positive 37. Personal Power-Young person feels he or she has control over "things that happen to me."
Identity 38. Self-Esteem-Young person reports having a high self-esteem.
39. Sense of Purpose-Young person reports that "my life has a purpose."
40. Positive View of Personal Future-Young person is optimistic about her or his personal future.
This page may be reproduced for educational, noncommercial uses only.
Copyright © 2004 by Search InstituteSM, 615 First Ave NE Suite 125, Minneapolis, MN 55413; 800-888-7828; www.search-institute.org.
The following are trademarks of Search Institute: Search InstituteSM, Developmental AssetsTM, and Healthy Communities•Healthy Youth®.

3. PSYCHOLOGICAL NEEDS
BELONG FREEDOM
FUN POWER

4. Stages of Change Model
Stage in transtheoretical Incorporating other
model of change Patient stage explanatory/treatment models
Precontemplation Not thinking about change Locus of Control
May be resigned Health Belief Model
Feeling of no control Motivational interviewing
Denial: does not believe it
applies to self
Believes consequences are
not serious
Contemplation Weighing benefits and costs of Health Belief Model
behavior, proposed change Motivational interviewing
Preparation Experimenting with small Cognitive-behavioral therapy
changes
Action Taking a definitive action to Cognitive-behavioral therapy
change 12-Step program
Maintenance Maintaining new behavior over Cognitive-behavioral therapy
time 12-Step program
Relapse Experiencing normal part of Motivational interviewing
process of change 12-Step program
Usually feels demoralized
Information from Prochaska JO, DiClemente CC, Norcross JC. In search of how people change. Am
Psychol 1992;47:1102-4, and Miller WR, Rollnick S. Motivational interviewing: preparing people to
change addictive behavior. New York: Guilford, 1991:191-202.

6. Youth PQA
Pyramid of
Program Quality
engagement
(IV-R)
Youth
have
opportunities
to reflect
(IV-Q) Youth have opportunities to
make choices
based on interests
(IV-P) Youth have opportunities to
set goals and make plans
(III-O) Youth have opportunities to
partner with adults
(III-N) Youth have opportunities to act as interaction
group facilitators and mentors
(III-M) Youth have opportunities to participate in small groups
(IIII-L) Youth have opportunities to develop a sense of belonging
supportive (II-K) Staff youth youth-centered approaches to reframe conflict
environment (II-J) Staff support youth with encouragement
(II-I) Staff support youth in building new skills
(II-H) Activities support active engagement
(II-G) Session flow is planned, presented, and paced for youth
(II-F) Staff provides a welcoming atmosphere
(I-E) Healthy food and drinks are provided
(I-D) Program space and furniture accommodate activities
(I-C) Appropriate emergency procedures and supplies are present
(I-B) The physical environment is safe and free of health hazards
(I-A) Psychological and emotional safety are promoted
safe
environment
High/Scope Educational Research Foundation • 734.485.2000 • Email: youth@highscope.org • Web: youth.highscope.org

7. LIFESKILLS
INTEGRITY: To be honest, sincere, and of sound moral principle
INITIATIVE: To do something because it needs to be done
FLEXIBILITY: The ability to alter plans when necessary
PERSEVERANCE: To continue in spite of difficulties
ORGANIZED: To plan, arrange, and implement in an orderly way
SENSE OF HUMOR: To laugh and be playful without hurting others
EFFORT: To try your hardest
COMMON SENSE: To use good judgment
PROBLEM SOLVING: To seek solutions in difficult situations
RESPONSIBILITY: To be accountable for your actions
PATIENCE: To wait calmly for someone or something
FRIENDSHIP: To make and keep a friend through mutual trust and caring
CURIOSITY: A desire to learn or know about a full range of things
COOPERATION: To work together toward a common goal (purpose)
CARING: To feel concern for others
Copyright © 1992 Susan Kovalik & Associates

8. Effective Mentoring
Notes extracted from Mentoring for Resiliency edited by Nan Henderson, Bonnie Benard, and
Nancy Sharp-Light (2000).
The Resiliency Wheel:
 Providing Caring & Support
 Teaching Life Skills
 Setting Clear & Consistent Boundaries
 Providing Opportunities for Meaningful Participation
 Setting and Communicating High Expectations
Core to Successful Programs: caring, supportive, and empowering relationships are the most
important factors in moving youth from stressed to success. Resilience research points out over
and over that transformational power exists not in programmatic approaches per se, but at the
deeper willingness to share power.
Enlarge repertoire of problem solving skills and social skills within a context of an organized and
predictable environment that combines warmth and caring with a clearly defined structure and
the setting of explicit limits.
Mentor Definition: The mentor is the resiliency catalyst responsible for ensuring that the process
of building global self-esteem is realized. This process includes providing opportunities for
developing competencies in domains of perceived value and providing the approval for successes
and support for failures in developing these competencies. Domains include: scholastic
competence, social acceptance, athletic competence, physical appearance, behavioral conduct,
job competence, romantic appeal, and close friendships.
Characteristics of Effective One-to-One Mentoring Relationships
 Intensity and consistent time.
 Mentor believes that he/she there to meet the developmental needs of the youth.
 Reliable (showing up), trusting, caring, respectful, and reciprocal relationship.
 Concentrate on becoming friends and not telling young people what to do.
 Expand the scope of their efforts only as the relationship strengthens.
 Relationship enjoyable and fun to both partners.
 “There” for the young person, listening, nonjudgmental, looks for interests and strengths, and
incorporates the youth in decision-making process.
 Not a prescriptive relationship: adult volunteers believe their primary purpose is guiding the
youth toward the values, attitudes, and behaviors the adult deemed positive.
 Youth-centered approach: asking the youth what he/she needs and wants and then offering
help as a shared activity, as well as the strengths-focus, sensitivity, and empathy.
 You have to become not so concerned about making a difference.
 The adult takes the responsibility for keeping the relationship alive.
 Pay attention especially for the youth’s needs for fun.
 Young men want sporting equipment and program to be interactive and activity oriented.
 Hold visions of proteges that they could not imagine for themselves.
 Crucial environmental protective factors: connection, competence, and contribution.

9. HIGH
ANXIETY
CHALLENGES FLOW
OPTIMUM LEARNING
BOREDOM
LOW
LOW HIGH
SKILLS
Adapted from Csikszentmihali

10. Understanding and Identifying
Auditory, Visual and Kinesthetic
Learning Styles
Auditory Visual Kinesthetic
Identify sounds related Have a sharp, clear Develop a strong feeling
to an experience picture of an experience towards an experience
Do you make pictures
in your head
I hear you clearly, Do you feel what you are
Do you have visual
saying?
images in your head as
I want you to listen . . .
you are talking and
Are you in touch with
listening to me?
This sounds good what I am saying?
Can you see what I am
saying?
How do you feel about
this situation?
How do you see the
situation?
How do you hear this I'm getting a handle on
situation going? this material.
What do you see
stopping you?
What do you hear that is Let's move together.
stopping you?
This looks good.
Does what I am putting
Sounds heavy. you in touch with feel
Do you see what I am
right?
showing you?
Sounds heavy.
Word Selections Word Selections Word Selections
tinkling silent squeal color clear spiral showed felt body sensations feel
blast screaming choking vivid notice pain touch
Fantasies
Lecture
Do you love me? Visuals complain: Kinesthetics complain:
Auditories don't pay "Auditory and visual
Auditories complain: attention to them people are insensitive."
Kinesthetics don't listen. because they don't make
eye contact.

11. Bike Repair Mentoring Tips
 No two people learn the same way. Ask each student what works best for them.
 People often take a step backwards before taking a big step forward.
 Both student and mentor have equal footing but mentors usually lead.
 Teach by example, even when clueless. Learning together teaches how to learn.
 Expect to be tested by students. Don’t take it personally.
 Consistency goes along way.
 Set boundaries as necessary. Respect boundaries. Ask permission of students.
 It’s okay to walk away when frustrated and return with a fresh perspective.
 Disrespectful language and behavior are not accepted.
 Make small goals, celebrate and acknowledge reaching them.
 Students do the work for themselves. Mentors help, participate, and guide.
 Expect that students don’t know how to be safe. Practice safety as a rule.
 When in doubt, ask for help!
 Ask students to show you how to solve bike repair problems.
 Assess the balance between student’s skills and level of challenge.
 Sometimes the bike chosen is too challenging to repair so pick an easier one.
 Never discard parts until the bike has been completely repaired and inspected.
 Keep dismantled parts organized in one space and in the installation order.
 Return all tools and parts bins to their home in the shop for others to use.
 Listen and watch for kids’ interests, strengths, challenges, and show interest.
 Learning and developing skills creates power of choice and opportunities.

14. Session #1: Introduction & Bike Repair Tools
Bike Monkeys
Community Bicycle center
Introductions & Introductory Information
 Purpose of Bike Monkeys: skill building and mentoring
 Role of Mentors: learn alongside, monitor safety-respect-learning
 Creature Comforts: Bathrooms, time-away, personal space, learning style
 Safety (self & others), Emergency Evacuation Plan, and Injuries & First Aid
 Rights & Obligations: Respect, Learning, Honesty, Responsibility, Caring, and Safety
 Attendance requirements
Class Structure
1. Announcements & Session Goals per participant
2. Shop Chores & Tool Check
3. Bike Repair Skills Lesson
4. Individual Bike Repair Time on BRTP bikes
5. End-of-Session Duties: Tool Check, Station Clean up, Bike Space Clean-up, and Group
Meeting (learnings, accomplishments, needs, and safety issues).
Tool Usage: best – size – safety - use
1. Picking the “best” tool for the job:
a. Cone Wrenches versus Adjustable versus Box End Wrenches: Instructional Aids
– specified tools
b. Cutting Cables, cutting Housing, and cutting spokes: Instructional Aids: Cable
cutters, bolt cutters, Lineman Snips
c. Picking the right Size tool: Instructional Aids – Match Parts Board with pre-
selected tools
2. Safe tool usage – common injuries & first aid
3. Leverage Lessons: Instructional Aids - Leverage Balance & Opposing Bolts
 Ask about how to use a tool that you haven’t used before – Remember, if your gut
tells you that you are about to do something unsafe, you are!
Individual Bike Repair Time
 Dismantling bikes, recycling parts and storing useable parts
Bike Selection: preparation for Session #2
 Type of cycling – type of bicycle
 Size – one inch rule
 Quality: frame – gears - brakes
 Condition: parts needed and mechanical skill level
 Demonstration of bike inspection process

15. Session #2: Rotational Systems – Bottom Bracket
Community Bicycle Center - Bike Monkeys 2/16/2011
1. Bicycle Selection: we will just emphasize the correct sizing and not the other selection criteria
 Type of cycling: type of bicycle
 Size: one inch rule
 Quality: frame – gears - brakes
 Condition: parts needed and mechanical skill level
2. Bike Inspection: we will just emphasize the frame, fork & rims and not entire inspection list
□ Show-n-tell of damaged frames
□ Show-n-tell of damaged forks
□ Show-n-tell of damaged rims
3. Lesson A: Rotational Systems (Formal Lesson)
 Major and minor rotational systems:
 Major: Bottom Bracket, Front & Rear Hubs, Headset
 Minor: Jockey Wheels, Pedals, Freewheel
 Six Parts of every rotational system:
1. Cup
2. Bearings
3. Cones
4. Grease
5. Axle
6. Locknut
4. Lesson B: Bottom Brackets (Lesson Integrated into dyad bike repair time)
 One Piece Bottom Bracket Overhaul & Adjustment
 Three Piece Bottom Bracket Overhaul & Adjustment
 Sealed Bottom Brackets
 Left-Hand and Right-Hand Thread Lesson (possibly)
 Bottom Bracket Tools & associated parts matching activity (possibly)
 Guess what’s wrong with this bottom bracket part activity (possibly)
5. Remove, Clean, Install, and Adjust Bottom Bracket and associated parts
 Tools: pedal wrench, crank puller, hook spanner, lock ring spanner, fixed cup remover, bottom bracket
press, pin spanner, and socket wrench
 Keeping parts together in proper order on a red rag
 Save all old parts until bike system repair is completed
Demonstration Parts:
 One-piece bottom brackets
 Three-piece bottom brackets
 Bottom bracket tools
 Right and left hand threaded parts
 Rotational Systems: adjusted too loose and too tight
 Worn and pitted parts: cups, spindles, and bearings

16. Session #3: Rotational Systems – Front & Rear Hubs
Bike Monkeys
Community Bicycle Center
Check-in
 Question: Six parts of every Rotational System
 Any questions about Bottom Brackets from session #2?
 Plan for session #3 - Hubs
Review Rotational Systems: activity matching similar parts from three rotational systems
 Six Parts of every rotational system:
1. Cups
2. Bearings
3. Cones
4. Grease
5. Axle
6. Locknut
Activity (Alternate): "Bike in a Box"
Purpose: learn the names of the various parts and systems of a bike
Lesson: Hubs
□ Front hub disassembly and re-assembly show-n-tell
□ Rear hub disassembly and re-assembly show-n-tell
□ Worn hub parts show-n-tell
Demonstration Parts:
 Front hub
 Rear hub with freewheel
 Rear hub with cassette
 Specialty tools: cone wrenches, freewheel & cassette removal tools and free hub removal wrench
 Hubs: adjusted too loose and too tight
 Worn and pitted parts: cups, cones, axles, and bearings

17. Session #4: Rotational Systems – Rear Hubs & Headsets
Bike Monkeys
Community Bicycle Center
Check-in
 Questions:
1. Two parts of every bike that are left hand threaded?
2. What side of the bike do you remove hub locknut and cone?
3. How do you tell the difference between a freewheel and a cassette?
 Any questions about Front and Rear Hubs from session #3?
 Plan for session #4 - Complete Rear Hub Overhaul and Overhaul Headsets
Review Rotational Systems:
Activity matching six common parts from three rotational systems:
Bottom bracket - hubs - headsets
Lesson: Headsets
□ Headset disassembly, inspection, re-assembly, and adjustment show-n-tell
□ Bent forks show-n-tell: Paint blistering, cup/cone offset, and blades twisted
□ Loosening stem quill bolt: loosed and hammer tap not remove
□ Common mistakes: missing keyed washer, fork backwards, and stem removal
Demonstration Parts: Headsets
 Fork mounted in head tube cut our of bike frame
 Bent forks within headsets and bent headset shells
 Work and pitted races and cups
Demonstration Tools: Headsets
□ Hook spanner (lockring wrench)
□ Headset wrenches (32mm)
□ Slide hammer
□ Headset press
□ Channel-lock pliers
□ Crown race remover
□ Headset cup remover
End of Session Routine:
1. Clean individual space
2. Clean group shop space
3. Circle up: safety issues & question of the night

18. Session #5: Wheels & Fixing Flats
Bike Monkeys - Community Bicycle Center
Check-in
o Questions:
o Any questions about any of the three rotational systems?
o Plan for session #5: Flat fixing, wheel tru check and miscellaneous repairs
Lesson: Wheels & Fixing Flats
o Examining rim: wear, bumps, lateral tru, and vertical true
o Examining tires and tubes: types of flats
o Commonmistakes: Not adjusting hub first, not seating bead in rim, forgetting axle safety washer
and underinflating tube
Demonstration Toors: Rims, Tires & Tubes
D Tire iron types
D Patch Kits
o Bead seating tool
o Rim dent fixing tool
Demonstration Parts: Rims, Tires & Tubes
D Damaged & worn rims
a Worn & damaged tires
D Flat tubes & Presta/Schrader values
Miscellaneous Repairs:
o Seat & Seat Post: caliper use, post measurement & seat clamp orientation & angle
o Reflectors: Front, Rear and Wheel
o Chain: wear measurements, cleaning and lubrication
End of Session Routine:
1. Clean individual space
2. Clean group shop space
3. Circle up: safety issues & question of the night
4. Announcement: Skating & Bikes on Ice Benefit

19. Session #6: Braking System
Bike Monkeys
Community Bicycle Center
Check-in
 Questions:
 Any questions about Wheels, Fixing Flats and Chains from session #5?
 Plan for session #6 - Braking System overhaul
Lesson: Braking Systems
□ Parts of the Braking System and Overhaul Process
□ Tricks of the Trade:
1. Using rubber band to set tow-in
2. Setting brake pads first then installing cable
 Common Mistakes:
1. Balancing spring tension
2. Pads not centered on rim (hanging off or rubbing on tire)
3. Brake pads not toed-in (to prevent squeaky brakes)
4. Brake pads down or dried out
5. Missing parts (especially where they come in contact with the frame)
6. Missing cable cap
7. Used derailleur housing, not brake housing (derailleur housing is more rigid)
8. Spring tension not balanced (one pad rubbing on rim)
9. Cutting cable too short
10. Cable yoke sleeve on cantilever brakes not touching left brake arm
11. Brake pad not flat - rim wear line protrusion
Demonstration Parts: Braking Systems
 Types: Cantilever, Linear pull and Disc
 Brake pad types and worn brake pads
 Brake versus gear cable housing
 Worn, frayed and rusted brake cables
Demonstration Tools: Braking Systems
 Third and fourth had tools
 Cable cutters with crimper
 Brake wrenches: 10mm
 Allen (hex) wrenches: 5mm
 Small flat edge screwdriver
 Lineman's pliers
 Homemade awl (spoke or cost hanger)
End of Session Routine:
1. Clean individual space
2. Clean group shop space
3. Circle up: safety issues & question of the night

20. Toe-in: The Old Elastic Around the Break Pad Trick
Here is a little trick that we tried out and found to be a lot easier than using a piece of cardboard when
toeing in the brake pads...
You will need:
1. Brake pad
2. Elastic
3. Allen or socket wrench
Step 1: Ensure that your current break pad is okay to use-- it is not to worn and it is the correct break
pad for the particular bike that you are working with.
Step 2: Wrap the rear 1/4 of your break pad with an elastic (see image)
Step 3: Set break pad in designated break arm
Step 4: Press break pad against rim ensuring that the pad is aligned flush to the rim.
Step 5: Tighten break pad in place and remove elastic.
If the installation is done correctly your brake pads will be properly toed in (see image)

21. Session #7: Front & Rear Derailleurs
Bike Monkeys
Community Bicycle Center
Check-in
 Questions:
 Any questions about Brake Systems session #6?
 Plan for session #7 - Derailleur systems overhaul and homemade tools
Lesson: Derailleur Systems
□ Parts of the Derailleur System and Overhaul Process
□ Tricks of the Trade:
1. Set limit screws before installing cables
2. Put shifters in slack cable position then snug cable and secure pinch bolt
3. Flat head screwdriver doesn't strip limit screw heads as easily as Phillips screwdriver
4. Set barrel adjuster midway before installing cable
5. Check for bent rear derailleur hanger
6. Check for broken real derailleur jockey wheels and secure bolts
 Common Mistakes:
 Limit screws not set
 Frayed/corroded cable
 Sharp bends in cable housing
 Cable cap missing
 Used brake housing rather than derailleur
 Barrel adjuster all the way out or not installed
 Not adjusting barrel adjuster for intermediate gears on freewheel/cassette
 Plastic washer missing between "grip" shifter and handlebar grips
 Loosing small rapid fire shifter cover screws
 Some Grip Shifters do not need to be taken apart to change cables
Demonstration Parts: Derailleur Systems
 Types: Friction Shifters, Grip Shifters, and Rapid Fire Shifters
 Gear (compression less) versus brake cable housing (index shifting)
 Worn, frayed and rusted brake cables
Demonstration Tools: Derailleur Systems
 Cable Cutters with crimper
 Wrenches: 10mm and 9 mm
 Allen (hex) wrenches: 5mm
 Small flat edge screwdriver
 Small Phillips head screwdriver
 Lineman's pliers
 Homemade awl (spoke or coat hanger)
Filler Activity: Making Homemade Tools
1. Chain whip
2. Fifth hand tool (chain holder)
3. Awl
End of Session Routine:

22. 1. Clean individual space
2. Clean group shop space

23. Bicycle Repair Checklist
Common Unnoticed Issues
 Frame & Fork
1. Bent derailleur hanger drop-out
 Bottom Bracket, Cranks, & Pedals
1. Bearing play
2. Loose or missing lockring
3. Crankarms not securely fastened
4. Bent chainrings
5. Pedals not securely fastened
 Front Hub
1. Locknut missing
2. Locknut not tightened against cone
3. Bearing play
 Rear Hub
1. Locknut missing
2. Locknut not tightened against cone
3. Bearing play
 Freewheel or Cassette
 Headset
1. Lockring not securely fastened
2. Bearing play
 Front Rim & Tire
1. Valve stem not perpendicular to rim
2. Tire underinflated
3. Tire bead not seated into rim
4. Wheel not centered in frame
5. Quick release levers closed backwards
6. Safety catch washers missing
7. Valve cap missing
 Rear Rim & Tire
1. Valve stem not perpendicular to rim
2. Tire underinflated
3. Tire bead not seated into rim
4. Wheel not centered in frame
5. Quick release levers closed backwards
6. Missing cable cap
7. Valve cap missing
 Front Brakes
1. Spring tension between brake arms not balanced
2. Pads not centered on rim
3. Brake pads not toed-in to prevent squealing
4. Brake pads worn into un-flat pattern
5. Missing concave and convex parts
6. Missing cable cap
7. Must use brake housing not gear housing
 Rear Brakes
1. Spring tension between brake arms not balance
2. Pads not centered on rim
3. Brake pads not toed-in to prevent squealing
4. Brake pads worn into un-flat pattern

24. 5. Missing concave and convex parts
6. Must use brake housing not gear housing
 Chain
1. Not cleaned
2. Not lubricated
3. Too much lubrication
4. Links too tight
 Front Derailleur & Cable
1. Limit screws not set properly
2. Cable needs replacement
3. Bends in cable housing
4. Cable cap missing
5. Must use gear housing when applicable
6. Must use gear ferrules when applicable
 Rear Derailleur & Cable
1. Limit screws not set properly
2. Cable needs replacement
3. Bends in cable housing
4. Cable cap missing
5. Must use gear housing when applicable
6. Must use gear ferrules when applicable
7. Not setting barrel adjuster for proper chain shifting
 Handlebars, Stem, Grips, & Levers
1. Bar end plugs missing
2. Stem not sufficiently secured
3. Stem higher than safety marks
4. Levers not secured
5. Levers not positioned correctly
 Seat & Seat Post
1. Seat post not cleaned and greased
2. Seat post higher than safety marks
 Reflectors
1. Wheel reflectors not opposite valve stem
2. Wheel reflectors not positioned close to rim
3. Front & Rear reflectors not positioned correctly

26. Behavior Management Plan
Community Bicycle Center
Behavioral Guiding Principles:
 Right to be Respected
 Right to be Safe
 Right to Learn
 Obligation to be Caring
 Obligation to be Honest
 Obligation to be Responsible
Every person involved in the Community Bicycle Center will be guided by these rights and
obligations. All behavior management decisions will be based on these rights and obligations.
The CBC believes in focusing on the behaviors that we want to live by rather than developing
rules based on behaviors we do not want to see, hear, or experience. Focusing on what we want
will extinguish what we do not want. We teach respectful, safe, and learning behaviors within
the context of mentor-protégé relationships and the bike shop environment.
Aspects of the Right to be Respected:
 Calling in if you will be absent or late.
 “Listening to understand” others thoughts and ideas.
 Admitting your mistakes. They are necessary for learning.
 Thanking others for helping you.
 Asking permission before interrupting a conversation.
 Using only the spaces, tools, and parts we have been granted permission to use.
 Remaining aware of each person’s physical space and work space.

Aspects of the Right to be Safe:
 Asking and learning how to use tools safely.
 Wearing safety gear appropriate for the job.
 Telling each other when you notice something unsafe.
 Keeping your work area clean and organized.
 Taking a break when you are feeling frustrated or angry.
 Letting a mentor know when you are hurt or injured.

Aspects of the Right to Learn:
 Keeping your mind and body healthy – eat food, drink water, get sleep.
 Learning what teaching style best addresses your learning style.
 Letting others learn for themselves unless they ask for help.
 Challenging yourself to figure out problems before asking for help.


27. Progressive Behavior Management Plan
Level 1: Reminder (a.k.a. warning) of specific right (a.k.a. rule) violated and the expected
behavior.
Level 2: Second Reminder of specific right violated, the expected behavior, and Level Three.
Level 3: Time Away (a.k.a. Time Out) – Purpose of Time Away is for child to be removed from
stimulation, calm down, and regroup to successfully re-integrate into the group. Time Away
occurs in a specified location for five minutes. Child returns to the group after processing/reflection
session with program Director or Lead Mentor. Time Away Form or structure must be completed
with child which includes three questions: What happened as if we replayed a video tape of the
events before and during the specific right violation? What was the issue for you that contributed to
your right violation? What do you need to do to return to working in the shop to in a safe,
respectful, and learning manner? Remind and describe to them the Level Four consequences.
Level 4: Removal (a.k.a. suspended) from the session – The child is taken with the Program
Director or Lead Mentor to the office. Parents/Guardian is called to pick up the child. A meeting is
scheduled with the child to develop a behavioral contract prior to returning to the program for
another session. The behavioral contact outlines the specific behaviors expected, methods of
succeeding, and consequences for the initial violation.
Level 5: Terminated from the program – This step occurs if the behavioral contract is not satisfied.
The child can re-apply for a future program.
The Absolute, 100% No’s
♦ No Smoking
♦ No Drugs/Alcohol
♦ No Hitting – No Violence – No Abusive Anger – No Threats
♦ No Knives – No Weapons
♦ No Stealing
Any child that engages in any of the Absolute, 100% No’s proceeds immediately to Level 4 or
5 on the Progressive Behavior Management Plan.

28. Lost Tool Replacement Policy
Community Bicycle Center
At the start of each Earn-a-Bike class, the mentor instructors and students check
to see that all the tools are in place on each mechanics bench. At the end of each class,
this check is repeated. If any tool has disappeared during a class, the mentor instructors
and students all split the cost of replacing the tool. This system encourages all of us to
take responsibility for the care and organization of our bicycle repair tools and deters
permanent borrowing (a.k.a. theft). You should be aware that by joining this class, you
are entering into a group and individual responsibility for these specialty bicycle tools.
There is the possibility of some additional expense to you if tools are lost while your
group is using them.
If a tool is missing at the end of a class tool check the cost of the tool and each
person’s financial responsibility will be determined. Each group member must contribute
his/her share of the replacement cost at this time or before participating in the next class.
The range in cost to each member will typically range between one and three dollars
depending on the tool lost and the number of class members. Previous Earn-a-Bike
participants brainstormed the following ideas to help individual group members that do
not have easy access to money to pay for their share of the replacement cost: 1) collect
and redeem bottles and cans; 2) borrow money from the shop tools spare change
collection box; 3) perform work chores for someone in your neighborhood; 4) fix a bike
to sell; or 5) volunteer at the Earn-a-Bike shop.
I, __________________________________ (participant) have read, understand, and
agree to the Earn-a-Bike Lost Tool Replacement Policy.
____________________________________ ______________________________
Participant Date
____________________________________ ______________________________
Signature Parent/Guardian Date