Health, Safety and Environment - International Labour Organization

Manual 1:AN EDUCATOR’S GUIDEChecklist for educators – Group discussionsIt is most important that educators promote, stimulate and sustain groupdiscussion as part of active learning methods. The following points will help you touse discussion successfully in courses. Ensure that as many participants as possible can join in the discussion Try to be aware of who has not spoken. Think of ways to encourage them to joinin without putting them under pressure. For example, you could ask, “Is thereanybody who has not spoken yet who wants to say something?” Do not dominate discussion with you own opinions, or allow anyone else to do so Part of the educator’s role is to chair and guide discussions informally.Encourage participants to listen to one another as well as to you. Keep yourmind on how the discussion is progressing, and throw questions back at thegroup if the discussion gets stuck or starts to wander Do not be frightened of silences: they allow for thought, and for participants tomake connections. Silence can also indicate that something is wrong, butnormally there will be other signs for you to pick up on if this is the case Discussion can take place in large and small groups. Dividing the course intosmall groups allows more people to speak in the time available and helps lessconfident participants get involved Define the subject for discussion clearly for yourself and the participants. Allowfor flexibility but do not let the discussion get too far off the point. If new ideasarise which require separate discussion, make a note of them and plan to comeback to them later Discussion brings out a range of views and attitudes, but it can also bring outdifferences of opinion. You may therefore have to cope with strong alternativeviews or clashes of opinion, and you should be prepared for this Timekeeping is important and it is your responsibility to end discussions whenyou think it appropriate Prepare well for discussion but do not dominate it with your knowledge. Useyour ideas and information to move the discussion along and help clarify points.You may also need to use your knowledge to encourage debate among the courseparticipants Use participants’ names and encourage others to do the same. This will help thegroup to relax and build a collective approach Listen carefully to what participants say. Do not assume it will be what youexpect them to say. Concentrate on what is actually happening, not on what youplanned to happen Try asking participants to lead or chair discussion sometimes. Course meetingscan be used to encourage this process If you are serious about using discussion as a training method, make sure youleave enough time for it. Discussion should be a key element of an occupationalhealth, safety and environment programme, not an afterthought Make sure that discussions take place within the context of the CourseGuidelines that participants should have agreed at the start of the course. Forexample, giving others the opportunity to complete what they are saying, usinglanguage that will not offend others and so on22 Health, Safety and EnvironmentA Series of Trade Union EducationManuals for Agricultural Workers