FACILITATOR SKILLS A. Demonstrates an Open and Accepting Attitude 1. Conveys respect for each student's knowledge and ability to learn, by evoking participation and showing appreciation for student's contribution: a. asks for opinions (open questioning techniques) b. responds with "thank you", "sure," "excellent," "right," etc. c. nods head (up or down) d. maintains eye contact e. talks to class as a whole f. remains patient g. calls students by name h. encourage students ("you have it, " that's right") i. refers to previous input students have made 2. Conducts class in a professional manner without being distant or stiff; is relaxed: a. moves away from podium or table b. body not stiff; smiles at appropriate times c. training aids are readable, neat, and an aid to the instructor d. checks for understanding e. uses humor, personal stories f. does not play with objects (use of hands) g. dresses in a professional manner B. Listening to Understand 3. Is seen as receptive and approachable by students (indicated by ease with which students interact with the instructor): a. students voluntarily raise questions or issues b. provides both verbal and nonverbal responses c. maintains eye contact d. facial expressions are effective and appropriate 4. Conveys interest warmth, and patience by non judgmental manner and open-ended questions which evoke further dialogue: a. does not cut off students b. asks open-ended questions c. maintains appropriate distance from speaker d. maintains eye contact C. Responding to Clarify 5. Allows enough silence to give students time to clarify thoughts: a. allows silence (effectively) b. is silent, while maintaining eye contact with speaker c. is silent, in order for the speaker to continue talking d. is patient, not trying to talk while speaker is talking 6. Accurately summarizes and paraphrases individual students' input to indicate understanding and clarify meaning: a. paraphrases student's input effectively and checks for agreement b. repeats and summarizes effectively 7. Accurately summarizes key points of class discussion to clarify and check for agreement. a. highlights major points b. checks for agreement c. ensures the topic is understood before moving on D. Taking Appropriate Action: 8. Constructively refuses and clarifies lesson's goals when inputs are off-track: a. maintains focus on objectives b. does not allow input to get off track, reference effectively 9. Maintains psychological safety in classroom by tactful, but firm feedback to curb scape-goating and destructive put- downs: a. maintains psychological safety b. uses effective feedback to confront the use of destructive put-down 10. Acts to maintain Equal Opportunity standards in the classroom: a. gives feedback appropriately b. confronts sexist and/or racist behavior c. uses jokes or stories effectively d. uses sexually inclusive languages E. Plans Effectively 11. Develops an outline of lessons which specifies objectives, activities, time lines, materials, etc. a. provision for time and space needs b. preparation of lesson plan or outlines 12. Is thoroughly prepared and convertible with the lesson content. (conducts activities with pace, logical flow, clear logistics, and is able to answer questions accurately and with ease.) a. mastery of lesson content b. effective pace c. logical flow of material d. clear tasking of exercises e. answers questions accurately F. Takes Initiative 13. Has all the necessary material prepared and in place in advance of class time. a. newsprint, markers, etc., made ready b. video, overhead ready 14. Has arranged the room to provide the most effective environment for achieving the objective of the particular lesson. a. tables/groups have equal or about equal number of students b. all students have a clear view of all classroom activities G. Communicates Objectives and Activities: 15. Explains the objectives of the lesson accurately and clearly, and makes their importance clear the students. a. reads the objective(s) clearly b. checks for understanding of objectives by students c. value statement or need for lesson 16. Presents a clear and accurate road map of the lesson activities, and checks for understanding . a. states the teaching method(s) used during the lesson F. Connects Ideas to Experience 17. Illustrates learning points by using examples observed in class or from outside experiences. (Example must by realistic and meaningful to students as well as faithful to the lesson content.) a. solicits a wide range of inputs from students b. relates to an exercise during class work c. analyzes the example, determines its relevance or applicability to the discussion, and highlights its relationship to the learning points d. the instructor is prepared with interesting relevant examples that relates to the key learning points 18. Elicits examples and implications of learning points from students; generates student-directed linking from the class to the job. a. all examples should relates to the job b. refocus to job as applicable G. Integrates Material Over Time 19. Makes a clear connection between the present lesson and the learning of previous lessons. a. briefly review the last lesson b. states how the learning points relate to previous lesson 20. Integrates the lesson by relating the learning points to each other and to the behavioral data from the exercises. a. identify what actually happened in the exercise b. shares what happened in the exercise c. makes the connection between the exercise and what the lesson is all about 21. Effectively summarizes the lesson objectives and activities and emphasizes learning point for the class. a. states what the lesson was all about b. restate one or two learning points 22. Previews or otherwise builds a smooth bridge to upcoming lesson. a. states what the next lesson is about and relationship to present lesson H. Demonstrates Empowering and Motivating Others 23. Communicates enthusiasm (verbally and nonverbal) for the content, process, and outcome of the lesson. a. tells how the material in the lesson is important to you b. nonverbal behavior is congruent with verbal behavior 24. Encourages the class to share in monitoring performance standards and to share the leadership functions. a. asks open-ended questions b. rewards students who help refocus the discussion c. rewards the students who take an active role in linking learning points d. directs students to share leadership role (experience, role plays, etc.) I. Demonstrates Formal Structuring Skills 25. Sets positive classroom which emphasize cooperation, mutual respect, and responsiveness to others. a. prior to norming, make statement that provide an impact to set the norms b. uses class norms to help maintain the class c. models and respects class norms 26. States clear expectations for student participation and accomplishments. a. states that every in the classroom is expected to participate b. emphasize importance of sharing "years of experience" J. Demonstrates Skills in Maintaining a Group Learning Environment: 27. Under pressure or provocation, maintains self-control and respectfulness. a. remains calm during a conflict in the classroom b. maintains self-control in crisis situations (film breaks, overhead broken, etc.) 28. Maintains interest by keeping an active, crisp pace in class. a. avoids long pauses in middle of sentences, speaking too fast or slow b. keeps class on track c. avoids belaboring points unnecessary 29. Recognizes and handles covert classroom problems, e.g., boredom, fatigue, confusion, tensions, non participant needing encouragement. a. looks for and addresses puzzled expressions b. confronts classroom problems that are jeopardizing learning c. emphasize timely breaks K. Demonstrates Team Instruction Skills: 30. As lead instructor, skillfully uses assistance of co- Instructor. a. asks co-instructor to write on newsprint b. asks co-instructor to pass out materials 31. As co-instructor, skillfully assist lead instructor, e.g., monitoring, summarizing on newsprint, handling material. a. records on newsprint b. assist lead instructor in any way when requested c. passes out material [This file was uploaded by Bill Bennett. No date of information or source was included. --SysOp]