In order to be an effective facilitator when working
with children, we should understand SPACE:
S â€" Silence â€" means observing; being an active
listener; knowing when to be quiet (more often than
not); giving the child time â€" there is no rush
P - Provide data â€" give knowledge as appropriate,
with the intention of maximizing learnings, but not
providing answers
A â€" Acceptance â€" be accepting of the participants
and their needs
C â€" Clarify - to ensure appropriate learnings by
asking meaningful questions; keep things on track;
keep in mind that process is more important than the
right answer; summarize
E â€" Empathy â€" which requires you to be
non-judgemental; see things from the child’s point
of view; be caring and compassionate; be encouraging
Asking meaningful questions is a BIG component of
facilitation, and is a skill that can be acquired with
practice and observation. You can frame questions
with a specific HOM in mind (don’t be afraid to use
the HOM in the question). You can frame a question
such that it triggers a particular thinking skill
also. Questions need not be directed at a specific
person, but just thrown out there generally to the
room. Remember not to ask questions that begin with
Why, Can, Can you, Are you, Do you, Is it, Isn’t it?
These are limiting and can hamper learning. Avoid
loaded questions -- those with the answer contained in
them.
Two types of questions you’d ask as a facilitator
when working with children are process questions and
reflective questions. Process questions are asked
while activity is being conducted, and reflective
questions after the activity.
To ask effective process questions, need to have an
in-depth understanding of all the steps involved in
doing the activity -- break it down into the smallest
components. Then think ahead of q’s associated with
each step, write them down and bring them with you.
Sujata
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