{"id":30,"date":"2022-03-30T12:18:28","date_gmt":"2022-03-30T16:18:28","guid":{"rendered":"https:\/\/opentextbc.ca\/peersupportfacilitator\/?post_type=chapter&p=30"},"modified":"2022-03-30T18:52:49","modified_gmt":"2022-03-30T22:52:49","slug":"things-to-keep-in-mind-when-delivering-the-training","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/peersupportfacilitator\/chapter\/things-to-keep-in-mind-when-delivering-the-training\/","title":{"raw":"Things to Keep in Mind When Delivering the Training","rendered":"Things to Keep in Mind When Delivering the Training"},"content":{"raw":"

Use \u201cThe Garden\u201d Facilitation Tool<\/h1>\r\nEvery time you get a group of people together, there will be lots of talking, and potentially lots of tangents. When a topic comes up that you don\u2019t have time to cover in the session, you can redirect the group to stay on task, and ask if they would like you to write the topic on easel paper so that you don\u2019t forget to come back to it later.\r\n\r\nLots of people call this a parking lot, but we prefer using the term \u201cThe Garden'' as this is a more strength-based term.\r\n\r\nWhen you find yourself with extra time, go back to the points in The Garden. You might also have to schedule a time to go over them.\r\n

Be Okay with Silence<\/h1>\r\nIt\u2019s very easy to want to fill up all the space with talking. Be okay with silence \u2013 even a couple minutes. If you put out a question to the group and no one answers right away, give them time. People need time to think and process. You could even write a few questions on a white board or easel paper, give people five minutes to process and think about it, and then start a dialogue.\r\n\r\nIf people are particularly quiet, you could try an activity or small groups to wake people up. If you are doing small groups, always lean towards groups of three, that way if someone isn\u2019t feeling up to talking that day, they have the option to remain quiet. In a pair, they don\u2019t have a choice.\r\n

Be Clear with Instructions<\/h1>\r\nWhen you\u2019re explaining steps for group activities, try to be as clear as possible. It\u2019s very easy for people to get confused and mixed up when hearing instructions. Consider having the instructions written on a whiteboard if possible.\r\n

Learn People\u2019s Names<\/h1>\r\nAlways have name tents and name tags \u2013 preferably for the whole time, but at least for the first few sessions. It\u2019s important for you to learn people\u2019s names, and it\u2019s important for others to learn them too. People feel valued and accepted when others know their names.\r\n

Ask for Volunteers; Don\u2019t Call on People.<\/h1>\r\nMany people had difficult experiences in school settings growing up. Again, we want to take a trauma-informed approach that creates safety and supports choice. One of the ways we ensure that safety is by never calling on people directly. If you want to ask a question, put the question out to the whole group, not directly to one individual. If you want someone to help with something in the session, ask for volunteers. Take a \u201cpopcorn\u201d approach with everything. That means that people volunteer to speak up when they are ready, rather than going around in a circle.\r\n

Create a space where people feel empowered to take care of themselves.<\/h1>\r\nAs a facilitator, it\u2019s your role to guide the group learning process, present the material in a way that meets the group\u2019s varying needs and create a safe learning environment. However, it\u2019s not your role to take care of everyone\u2019s individual needs. This is why it\u2019s important to begin each session with a dialogue about supporting oneself; remind students that you\u2019ll give breaks according to the schedule, but if someone needs to take a break for a phone call or some fresh air, then create an environment where people feel empowered to do that.\r\n

Time Keeping<\/h1>\r\nAs a facilitator, it\u2019s essential that you\u2019re always aware of the time. Managing time can be one of the most challenging parts of facilitation, especially if you have a keen group of participants who like to share ideas.\r\n

Evaluations<\/h1>\r\nCheck in with the group throughout the training to see how things are going. Ask where people are at, if there\u2019s anything that needs more clarification. At the end of each session, you can spend a bit of time doing a little debriefing brainstorm. You\u2019ll also want to create an evaluation for the end of the training. You can ask them about the training space, the content, the learning, the facilitation, etc.","rendered":"

Use \u201cThe Garden\u201d Facilitation Tool<\/h1>\n

Every time you get a group of people together, there will be lots of talking, and potentially lots of tangents. When a topic comes up that you don\u2019t have time to cover in the session, you can redirect the group to stay on task, and ask if they would like you to write the topic on easel paper so that you don\u2019t forget to come back to it later.<\/p>\n

Lots of people call this a parking lot, but we prefer using the term \u201cThe Garden” as this is a more strength-based term.<\/p>\n

When you find yourself with extra time, go back to the points in The Garden. You might also have to schedule a time to go over them.<\/p>\n

Be Okay with Silence<\/h1>\n

It\u2019s very easy to want to fill up all the space with talking. Be okay with silence \u2013 even a couple minutes. If you put out a question to the group and no one answers right away, give them time. People need time to think and process. You could even write a few questions on a white board or easel paper, give people five minutes to process and think about it, and then start a dialogue.<\/p>\n

If people are particularly quiet, you could try an activity or small groups to wake people up. If you are doing small groups, always lean towards groups of three, that way if someone isn\u2019t feeling up to talking that day, they have the option to remain quiet. In a pair, they don\u2019t have a choice.<\/p>\n

Be Clear with Instructions<\/h1>\n

When you\u2019re explaining steps for group activities, try to be as clear as possible. It\u2019s very easy for people to get confused and mixed up when hearing instructions. Consider having the instructions written on a whiteboard if possible.<\/p>\n

Learn People\u2019s Names<\/h1>\n

Always have name tents and name tags \u2013 preferably for the whole time, but at least for the first few sessions. It\u2019s important for you to learn people\u2019s names, and it\u2019s important for others to learn them too. People feel valued and accepted when others know their names.<\/p>\n

Ask for Volunteers; Don\u2019t Call on People.<\/h1>\n

Many people had difficult experiences in school settings growing up. Again, we want to take a trauma-informed approach that creates safety and supports choice. One of the ways we ensure that safety is by never calling on people directly. If you want to ask a question, put the question out to the whole group, not directly to one individual. If you want someone to help with something in the session, ask for volunteers. Take a \u201cpopcorn\u201d approach with everything. That means that people volunteer to speak up when they are ready, rather than going around in a circle.<\/p>\n

Create a space where people feel empowered to take care of themselves.<\/h1>\n

As a facilitator, it\u2019s your role to guide the group learning process, present the material in a way that meets the group\u2019s varying needs and create a safe learning environment. However, it\u2019s not your role to take care of everyone\u2019s individual needs. This is why it\u2019s important to begin each session with a dialogue about supporting oneself; remind students that you\u2019ll give breaks according to the schedule, but if someone needs to take a break for a phone call or some fresh air, then create an environment where people feel empowered to do that.<\/p>\n

Time Keeping<\/h1>\n

As a facilitator, it\u2019s essential that you\u2019re always aware of the time. Managing time can be one of the most challenging parts of facilitation, especially if you have a keen group of participants who like to share ideas.<\/p>\n

Evaluations<\/h1>\n

Check in with the group throughout the training to see how things are going. Ask where people are at, if there\u2019s anything that needs more clarification. At the end of each session, you can spend a bit of time doing a little debriefing brainstorm. You\u2019ll also want to create an evaluation for the end of the training. You can ask them about the training space, the content, the learning, the facilitation, etc.<\/p>\n","protected":false},"author":126,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-30","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapters\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/wp\/v2\/users\/126"}],"version-history":[{"count":2,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapters\/30\/revisions"}],"predecessor-version":[{"id":69,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapters\/30\/revisions\/69"}],"part":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapters\/30\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/wp\/v2\/media?parent=30"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/pressbooks\/v2\/chapter-type?post=30"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/wp\/v2\/contributor?post=30"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/peersupportfacilitator\/wp-json\/wp\/v2\/license?post=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}