These Documents are referred to in the following:
- Facilitator Slideshow
- Skill Starter Statements
- What Creates Significant Learning
- Create a Self-Definition
First, who can be a facilitator?
A facilitator can be a parent, teacher, counselor, or other person.A facilitator does not need to be a subject matter expert. A facilitator simply guides participants in a class to teach themselves. Participants in a class can be parents, students, teachers, staff, or others.
Participants learn by doing
- Role-playing both skill starter statements and already createddialogs.
- Using the skills outside of class, which is the best way to learn.
- Sharing experiences that are considered appropriate to share.
- Creating dialogs relevant to their age and life situations.
- Keeping a journal of experiences when they use a skill or don’t use a skill.
- Writing comments about the coursethat can be uploaded to forums on the CommunicateForever website.
- Writing stories about using the skills that can be uploaded to forums on the CommunicateForever website.
- Cfeating a video of dialogs they have created.
- For young students a facilitator can first approve student provided stories and dialogs for sharing and uploading.
People who learn a sport, a musical instrument, or how to sing do so by playing the sport, playing an instrument, or by singing.They learn by doing.The same is required for students who want to learn communication skills.They have to start using the skills to really learn the skills.Words and lectures don’t have the power to teach communication skills.
Suggestions for a facilitator
- Invite parents to participate in classes after school, early evenings, or on weekends.Students normally learn better if parents and students support and encourage each other.
- Review the introduction video which provides an example of what a facilitator may want to say in the first class.
- In the first class ask students to create a personal list of people they may want to use the skills with.
- Provide a preview of all the skills starters in the course. A page in the workbook lists all of the skill starters for each skill.
- Ask a participant to read the description of a skill to the class.
- Ask participants to form into pairs and role-play a ‘Skill Starter’ statement for one of the skills. Skill Starters are the single line of text just under the name of each skill in the workbook. Ask them to role-play a skill starter several times with a different person each time.The facilitator may also the role-play with the participants. Students teach themselves as they role-play the Skill Starters. The goal here is repetition for memory. This seems almost too simple to do, but the Skill Starters help start the use of a skill.
- Ask students to role-play the already created dialog for each skill. Suggest that this be done with different people. Ask them to role-play the skill a second time without reading the dialog but by just paraphrasing the dialog as they role-play the dialog. This is not intended to be an effort to memorize the actual words in the dialog, but as a way to experience using the skill.
- Ask students to write down the names of people they will practice the skill with before the next class.
- Ask students to write down the names of people they will actually use the skill with before the next class.
- Ask for comments or questions, or discuss one or more of the discussion questions listed for each skill.
- Tell participants their homework is to use one or more skills and be ready to share their experiences in the next class. Sharing enables students to learn from the stories provided by others.This sharing can motivate students to put more effort into actually using the skills. The most important learning occurs when a participant actually uses the skills outside of the class with family, friends, or associates.If students take the course and don’t start using some skills, then very little will be learned.Lives will be changed for the better when skills are used.
- Ask students to write down the Skill Starters they have learned so far. They normally won’t have time to write down a long list of Skill Starters, but learning the Skill Starters is important.
- Repeatedly tell students that they actually need to use the skills outside of the classroom.
- In a two hour class a facilitator may lead the class through 2-4 skills combined with some sharing of experiences.
- If there are not enough class periods to cover all forty skills, then assign some of the skills to be learned outside of class at home or at work.
Before or during the first class ask the participants to do the following.
- Ask participants view the Introduction Video on the www.CommunicateForever.org website, or read the text of the introduction video that is in the workbook.
- After class, view videos on the CommunicateForever.org website.These videos are also on www.youtube.com/Eduperior.
- Ask students to read page 7 in the workbook, or click on ‘Project Based Learning’ under the ‘School’ category on the CommunicateForever.org website.
- Discuss Learning Something Significant
- Ask each student to create a ‘Self-Definition’ and use the skills to assist them to become who or what their ‘Self-Definition’ says they are.
- Read page 3-4 of the CommunicateForever Overview and consider participating in the CommunicateForever forums capabilities.
Project based learning may be done in the class or outside of the class depending on time available.
- Ask participants to write a brief story about their experience when using a skill. Be prepared to share experiences in the class.
- Stories may be uploaded to the Forums for each skill. Private forums may be created.
- Ask participants to form into groups of 2-4 people and create a dialog that may be role-played in class, and or uploaded by the facilitator to the CommunicateForever forums and social media capability.
- Learn to facilitate by observing and participating in a class being facilitated.
- Study the facilitator slideshow and this document. This may be all that’s needed.
- Teachers may find it difficult to transition from teaching to facilitating. If a teacher feels uncomfortable becoming a facilitator, and insists on doing a lot of talking and lecturing, then ask that they opt out if they can’t seem to make the transition to facilitating.
- For training multiple trainers: Send this document and the facilitator slideshow to all facilitator trainees before the first training class and ask that they read both documents before the first class.
- Ask facilitator trainees, when they are facilitating a class, to be willing to teach themselves by joining ‘participants’ during role-playing.
- Ask trainees to use the skills outside of class and be willing to share their experiences in class.
- During class, ask trainees to facilitate a skill as outlined in this document.
- Explain that students will be asked to answer a survey about facilitator performance.