Tip 1: Facilitators may encounter difficulties and conflict as they work.
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Motivate and enable the members to resolve their issues and move forward |
Tip 2: Facilitators should model what it means to participate in the life of the group.
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By observing how the members of the group interact and sharing that knowledge in different ways. |
Tip 3: When it’s time for the facilitator to present material to the group
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In the teaching suggestions contained within the Facilitator's Manual for Into the Fields , there are many occasions where it is recommended that you as the facilitator make a presentation to your group. |
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At these times, it falls upon you as facilitator to prepare beforehand a simple and brief talk, to help lay explain the material in the text, and go beyond it if needed. |
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Try to keep such presentations to a minimum, but use them when needed. |
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Here are some suggestions:
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If possible, prepare your remarks using PowerPoint to illustrate what you are saying. |
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Make sure you monitor the length of your remarks. Into the Fields is designed to be driven by group work and discussion more than by listening to presentations. |
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The purpose of your presentation should always be to expand a point, but never to wander off into new material unrelated to the flow of the text. |
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Tip 4: Facilitators should also know how to recognize and deal with disruptive behaviors.
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If they repeatedly occur with the same person, deal with it outside of the teaching session. |
Tip 5: Facilitators should be continually aware of what is being discussed (content) as well as how the group is functioning (process).
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Keeping both of these in view at all times helps them lead a successful Into the Fields session. |
Tip 6: Facilitating a large group experience requires skill.
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Stay in focus throughout the session. |
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Put your own concerns and agenda on the back burner for the period of this session. |
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Generally, repeat in extreme summary form what you hear.
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Don’t repeat the whole point. |
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And don’t take over the conversation. |
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But use points people make to build on. |
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When you have someone who talks too much
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You may have to interrupt to stop them. |
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But don’t do so if they have the sympathy of the group. |
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Watch the group for reactions to this speaker and measure your own reaction accordingly. |
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Watch for the right moment when they end a certain point, and jump in strongly to take back the floor. |
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When you have someone who does not talk at all
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Don’t embarrass this person in public. |
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See them privately and find a gentle way to ask why they do not speak. |
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If they ask for help, invite them to respond, when appropriate. |
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When you have a hard time getting the group started
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It’s possible no one understands your question. |
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You may have asked something which is too risky for this group. |
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Watch for body language and invite someone who looks like he or she would speak but is afraid to be the first one to do so. |
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No one responds well to questions which are vague, general, or too abstract. |
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Tip 7: Thanking people for their contributions
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Thank every speaker for their contribution and thank the small groups and large groups for theirs. |
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Be aware that these folks are hard working and mainly underpaid for what they do. That they are here for continuing education is generous on their part. |
Tip 8: Dividing the group into small groups
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Become aware of cliques or other groups within your large group and try to arrange things so that folks are with people they may not know well.
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Who’s in what group will become obvious by the second session at the latest. |
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You can pre-divide into small groups during your prep period for each session. |
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Try to allow everyone to work with everyone else at least once during each session. |
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Tip 9: The space between activities
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Into the Fields large group sessions are designed to flow according to the time allotments for each segment. |
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Moving from one segment to the next requires a bit of finesse:
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Always bring an end to each segment by thanking them for their work and observing what transpired. |
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Let the ending be clear and obvious saying something like
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OK, that brings us to the end of this segment. Thanks so much for all you have contributed. I really felt the small group reports were excellent. Thanks again. |
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Then pause for just a moment. |
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This is a good time for humor or some other short, light story. |
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And always begin each segment with a clear start, saying something like
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Now for the next segment, we turn to a very important aspect of this topic. Please turn your attention to page ___. |
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Tip 10: Listening as a facilitator
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You are THE listener in the room. You are the model for good listening and you are teaching them how to do this in their faith formation work as you do it for them. |
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Watch and listen to the body language and all non-verbal communication. Ask yourself later, “What were they saying?”
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And listen intently to every speaker, no matter how long they prattle on or how uninterested you feel in what they are saying. See the notes above about how to stop someone from speaking too much. |
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Intent listening:
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Keep your eye on the speaker and do not distract the group by moving or writing yourself. |
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Nod your head, follow along carefully, noting what they are saying. |
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If there is a pause, and you can do so without being impolite, summarize and repeat what they said to be sure everyone understands it. |
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If they challenge the process or material, do not become defensive, but invite the rest of the group to respond. |
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If the whole group is restless or unsatisfied, take that into account when planning the next session. |
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Tip 11: Session evaluations and what to do with them
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We do want the participants to be able to evaluate each session. This evaluation is your guide for the next session. |
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Don’t rush this process. During the closing period, give at least 5 minutes to this process, even if it means cutting short the closing reflection.
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But of course, use your judgment here if the closing reflection is particularly moving, or if there are mitigating circumstances. |
Tip 12: Attendance and note keeping on each participant
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We do need to keep attendance at every session. So please note on your worksheet (page 19 of the manual) who is present and who is absent. |
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At the end of each class, try to make some observations and notes about each learner you have. |
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If you have some who appear to be resisting or having trouble, talk that over with your local pastoral leaders and decide what to do.
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If someone is absent without notice, e-mail or call them the following day to see what’s happening with them. |
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