Content introduction Chapter I building Great Work relationships Defining a Good Relationship

Essentials of Facilitation
When interacting with students, the following points need to be in mind.
Respect confidentiality: Respect confidentiality under all circumstances. Personal issues discussed in the classroom must remain within the classroom.
Be non-judgemental: Do not pass any judgement on the various views and choices of young people. Students neither want, nor need, moralising or accusing; what they do want and need is a compassionate and empathetic teacher.
Empathise with students: From the start, empathise with students. Recall your own memories of adolescence and its thorny issues. It takes time to accept and adapt oneself to change. Remember all the uncomfortable aspects of adolescence – the sudden physical changes,
mixed feelings, confusion, suffocation, social awkwardness, the discovery of things about oneself as well as others, the mood swings between feeling high or low, sad or happy.
What to do and when?
Using your observation skills, you can assess the effectiveness of your session and how well information is being received. Based on these observations, you can adjust your questions, introduce a new activity or procedure, call for a break or deal with whatever is interfering with the success of the group. Observations collected over time can help you to decide whether to continue with a particular process or to modify it to respond better to the needs of the students.
12 Section 2
Adolescence Education Programme
Expression What it implies What to do
l Smiling. l Nodding affirmatively. l Leaning forward.
l Maintaining eye contact.
l Enthusiasm and interest.
l Agreement with what is happening.
Continue and make a mental note that the experience is well received.
Involve this student more actively in the process.
Yawning.
Staring off into space.
Shuffling feet.
Leaning back in chair.
Looking at the clock.
Boredom.
Fatigue.
Disinterest.
Take a break.
Speed up the process.
Review the group’s goals.
Introduce a new method or procedure.
Talk with this student privately.
Frowning.
Scratching head.
Confusion.
Disagreement
Ask this person about areas of confusion.
Pressing lips.
Staring off into space.
Avoiding eye contact.
Suppression of feelings.
Give a new explanation.
Ask this student about areas of confusion and provide clarification
Talk with this student privately