Facilitators' Helpful Suggestions for Classes

What do you say to participants who say their principal makes them use a script and pacing guide, so they dismiss ideas?
Can you bring me the pacing guide?
Can we pick one think to look at and how to deliver it?
Let’s work together.
Can we get your principal involved?
What cab you use/do?
Why are you taking this course?

What do you do about a participant whose work is handwritten and difficult to read?
Ask about their access to word processing.
Talk to person.
Remind of course of graduate professional expectations.

What are some good ways to share final projects?
Museum layout. Split between sessions. Everybody gives a snip it of a lesson. Present in grade groups. PLN Library Thing

What do you do when a participant regularly arrives late?
Talk to them after class. Find out why. Fall back on policy. This is credit baring.

How do you get everyone back from a break?
Set it up beforehand. After a Do Now that is due by the end of a break.  Set time limit when they come back and are talking. Tell them to finish in 10 seconds. Then say, “Look at me.” Physically go to them if they are out in the hall. Let them know what they’re coming back to ,e.g., “When you come back we are going to … “

Should you correct blatant language mistakes in journals/projects if they are not typos?
Focus more on content. No correction. Yes, make expectations. Some people are taking a risk just in trying out strategies and reflecting. Why shut them down with spelling corrections? Make general comment about how this is a graduate course. Please check your spelling before handing in assignments.

What do you do if someone does’t sign in, but says they were there?
Once is OK. Pull them aside. Depends on the person. Take role in more than one way.

What do you still want to know about facilitating?
Brain Research, Perfecting craft. Instant feedback – allow students to have a voice, Incorporating brain research, Implications of newer research out there.

What do you do when a participant grades papers or does other work during sessions?
Go to the person individually. Go over course responsibilities. Politely tell everyone to put materials away. Be blunt.

What do you do when a participant is constantly negative?
Engage in one on one communication. “What is it that is troubling you?” Validate the comment and ask whether anyone agrees.

What’s the most frustrating thing for you about facilitating?
When other people are having side bar conversations. How do I control it? Unclear boundaries with administrators. Feeling guilty about stopping discussions of adults.

What do you wish you knew when you taught your first PLN course?
More technology. Brain processing, i.e., more reflection about how you or students learn, (more depth). What an inner city day is like.

Why are you a good facilitator?
Listen and try to read the group; Interject humor; Flexible. Make things meaningful: Time to reflect and debrief; Watch myself grow and change; Know my content; Plan ahead.

How do you transition from one activity to another?
Reflect on each with lenses. Go into a hook to connect the participants to activities and connect activities to one another, e.g., what stood out, how to adapt or change. Use a harmonica. Get everyone together. Application and reflection time on previous activity. Apply to the four lenses. Bring closure and set the stage to move on.

What do you do when a participant regularly say he/she has to leave early to pick up their child?
Be polite. I understand your circumstances. Your time here is important. Could they come in a half hour early. Could you take a course somewhere else? Take them aside to talk. Let them go. Let them know they are missing a valuable part of the class, particularly high school teachers.

How do you respond to “This course isn’t what I thought it would be about?”
What did you think the course was about? How can I meet your needs? Shift syllabus.

What do you do with a participant who won’t engage?
Come up with a way so everyone has to contribute. Talk to them. Use technology. Paper in the center. Sit with the person one on one. Provide a question you know they would be comfortable with. After an activity, call on the person and ask how they would apply it in their classroom. Set up scenario as coaching teacher.

What do you do when a student regularly “brags” about how successful they are, and you can tell it’s alienating people?
Ask why are you having such great success? Take person aside.

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