Facilitating

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○conclusions. Though I find it best to ask questions with simple answers, students oftenrespond more readily and imaginatively to questions that are open enough to elicit diverseresponses.Disrupt the class. Change the seating or environment, which will create a general hubbuband increase the class’ energy level. I ask students to take a seat they haven’t tried, movethose in back to the front and others from left to right. I’ve also formed circles, taken themoutside and created an amphitheater setting. Sometimes, I teach from a different part of theroom or move about as I talk, engaging different students from different angles.Divide the speaking equally. When everyone speaks, they continue to speak. For examplewhen we’re looking closely at a text. I’ll ask each student to read a few sentences. I’ve evenrequired everyone to respond to a question or assignment. asked the class to come preparedwith a quotation and/or queried each student about what happened over the weekend.Occasionally, the discovery is both simple and profound: I on~ needed to get words out oftheir mouths.Don‘t teach. (I thought this would be popular.) Encourage students to educate themselvesand their peers by providing opportunities for:• student-led discussions• student presentations that culminate in Q&A sessions• group workThis approach has increased participation in my classes:Applaud. I encourage students to applaud each other’s work, and I thank them for theirpapers, quizzes, tests, answers and attendance. After a particulary grueling week, we pateach other on the back. Communication in my classes always comes most readily when thestudents and I feel like we’re a community focused on common goals.Finally, I try to be diplomatic and genuine. Students want to talk, but they don’t want to becriticized or patronized.• Keep the energy level high• Create an atmosphere that unburdens students from ‘knowing” answers• Get every voice to ring outSuch approaches have helped me to create classes where, after some truly vocal sessions, Ifind myself muttering happily. “I’ve got to mind another use for those rubber hoses.”2.26CURRICULUM GUIDE: TEACHING & FACILITATING LEARNING - LEVEL 1I