The Facilitator’s Role

The facilitator:

a. Sets the group in a circle ready for the discussion.

b. Reminds of basic rules including courtesy and politeness.

c. Offers a reading or discourse to stimulate interest.

d. Asks a focus question, repeating it twice.

e. Monitors the conversation and pros and cons that follow.

f. Asks follow up questions if necessary.

g. Allows the conversation to follow a natural course, including variance away from the original question – with a refocus as necessary through a supplementary question or questions.

h. Calls ‘time’ at the end of the discussion period.

i. Sums up the ‘ebb and flow’ of the conversation including the time the group was involved in dialogue.

j. Invites participants to debrief, with each person in turn (working around the circle clockwise or anti-clockwise) invited to share something learned or something appreciated during the conversation.

k. Concludes by thanking participants and looking forward to the next session.

Key Elements

* When facilitating, ensure the following:

1. Children do not put their hands up in order to ask to speak. They wait for a pause in dialogue, and speak.

2. If more than one child begins to speak, encourage a process whereby one withdraws voluntarily, allows the other speaker to input, then enters her/his contribution.

3. Without undue intrusion, work to encourage recessive speakers while trying to reduce the impact that dominating speakers can have in group discourse.

4. If necessary and if there is a babble, call ‘time out’. First offer praise and advice. Then name the speaker who will continue the discussion when you call ‘time in’.

5. If necessary, call ‘time out’ and remind children that the focus needs to be on the issue not the person speaking. (In time self realisation will cause participants to recognise that fact automatically).

6. As a facilitator call ‘time out’ for coaching purposes as necessary. As the group becomes more engaged in the process, the need for this intervention will be less frequent.

7. When participants are doing things right, it can be useful to call ‘time out’ and offer praise for the modelling.

To be continued