These Documents are referred to in the following information:
- Facilitator Slideshow
- Skill Starter Statements
- What Creates Significant Learning
- Create a Self-Definition
Who can be a facilitator? A facilitator can be a parent, teacher, counselor, or other person. A facilitator definitely does not need to be a subject matter expert. A facilitator simply guides participants in a class through different activities to help each person teach themselves. Facilitators can be anyone in the class: parents, employees, members, students, teachers, staff, janitors, presidents, or whoever.
Who cannot be a facilitator? A person who believes that their words have the power teach someone to play the violin, play a sport, or to be a communicator will never make a good facilitator. Participants have to teach themselves by actually using the skills. Listening to a lecture won’t work. It can take a long time for someone who likes to hear themselves talk to become an effective facilitator. The more a facilitator talks the less participants learn.
How long does it take to learn to be a facilitator? I takes 2-3 minutes to learn to do 1-5 below. That’s it. Just 1-5. A facilitator may then do some of rest of the items listed below as they wish.
- Skill description: Ask someone to read the description of a skill to everyone.
- Role-play: For one skill ask those in the class to form into pairs and role-play both the skill starter statement and the already created dialog. This seems almost too simple to do, but the Skill Starter statements are needed to start the use of a skill. If desired, ask participants to switch and repeat the role-playing one or two more times.
- Discussion: Ask for questions and ask class members to provide answers to the questions. Do not turn someone’s question into an opportunity for a facilitator to provide a lecture. As desired, use the discussion questions provided for each skill. Do not try to answer a question you don’t have the answer for, or the time for. For example, don’t answer a child rearing question if you’ve never seriously studied the subject. Don’t hesitate to ask a participant to discuss their question after class.
- Assignment: Assign participants to use 2-3 skills outside of each class and be prepared to share their experiences in the next class. Say the following words: “Use a skill to learn the skill. Role-playing and discussion is helpful, but actually using a skill is the only real way learn the skill.”
- Sharing experiences: Ask them to share their experiences when using skills.
- Share facilitation: Ask someone in the class to be the facilitator for the next skill. Sit down and become a participant. Having class participants be facilitators will help everyone better understand that they are responsible for teaching themselves.
- Visualize: Get a timer and set it for two minutes. Ask participants to close their eyes and spend two minutes visualizing and imagining actually using a specific skill with a specific person. Start the timer. If a person focuses for at least two minutes then that is almost as effective as actually using a skill. Such a focus for at least two minutes can be very helpful in eliminating unwanted habits or creating new desired activity.
- Assignments: At the end of each class assign participants the task of using 2-3 specific skills before the next class. The use of a skill does not require some major problem to be addressed. Participants can choose which skills they intend to use. Ask them to be prepared to share their experiences. If they don’t do their assignment then ask them to drop some coins in a container to help pay for some refreshments. Or use any other encouraging tactic you think may be age appropriate. For those who don’t have one or two stories to share, simply ask them to explain why, and if they intend to share in the next class. The purpose for sharing is to
(1) encourage participants to actually use a skill, (2) stories can encourage participants and (3) help others to take the skills and course more seriously.
- Personal detail: Of course, ask participants to not describe too much personal detail about a concern or conflict they are dealing with.
- Journal: Ask participants to keep a private journal of experiences they had when they used a skill or when they wish they had used a skill.
- Comments: Ask for written comments or stories about the use of a skill, or about the course, that can be put into…
- A ‘Comment and Story’ document is distributed to participants occasionally and after the end of the course.
- CommunicateForever’s public forum or into an organization’s private forum on the CommunicateForever website Forum capability.
- Create dialogs: Ask participants to form into pairs or into small groups and create dialogs relevant to their age that demonstrate the use of a skill.
- Those who create a dialog can role-play their dialog in front of the class.
- Create 1 or 2 minute videos of people using their own created dialog
- Upload videos to the CommunicateForever YouTube channel specific to the skill demonstrated in the dialog.
- Approve sharing: For young students or selected situations a facilitator may first want to approve student provided comments, stories, dialogs, and videos before sharing or uploading.
- Grades: Is a grade needed for the course? Track who shares and how often, who creates dialogs, creates videos, is willing to facilitate. For a test, several times during the course ask participants to write down the skill starter statements from memory and maybe grade on a curve.
- In a school invite parents to participate in classes after school, early evenings, or on weekends. Students most often learn better if parents and students learn together and support and encourage each other. Let’s create more functional families. Use the ‘Create Fliers’ tab to help you easily and quickly create advertisements for classes, or for lunch and learns. Or create your own.
- Review the introduction video which provides an example of what a facilitator may want to say in the first class.
- List of people: 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 starter statements in the course. See the beginning of this document for a list of skill starter statements.
- Facilitator Participation: The facilitator may also role-play with the participants. Students teach themselves as they role-play.
- Paraphrase: Ask participants to role-play a dialog a second time without reading the dialog, but by just paraphrasing the dialog as they role-play the dialog. This is of course not intended to be an effort to memorize the actual words in the dialog, but as a way to begin to experience using a skill.
- Skill Starter test: Occasionally ask participants 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 actually memorizing the Skill Starters is important.
- In a two hour class a facilitator may lead the class through 3-4 skills where there is role-playing, discussion, and sharing of experiences.
- Not enough time: 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, and
Before the first class, if possible, ask the participants to do the following.
- Use 2 or 3 skills and be prepared to share their experience in the first class.
- View the ‘Introduction Video’ on the CommunicateForever.org website.
- View videos on the CommunicateForever.org website or on youtube.com/Eduperior.
- 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. See ‘Create a Self-Definition’ at the beginning of this document. The best communicators report in to themselves and strive to live up to their self-definition.
- Learn to facilitate by observing and participating in a class being facilitated.
- Study the facilitator slideshow at the beginning of this document.
- Some 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 a facilitator 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 facilitator 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 may be asked to answer a survey about facilitator performance.