| Four quick questions you can consider...
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some tips for facilitators Some techniques to help get a group going again "How do we feel?" Stop and determine the feelings of the group members. Are they frustrated? afraid? bored? skeptical? A common realization that these feelings are shared often free up the group to break the log jam and move on. "What's the real problem? What are we afraid to talk about?" Sometimes group members will skirt around a central problem, hinting at it but afraid to discuss it openly. For example, a group selecting a new textbook might be having problems because they are concerned that some teachers will not be able to use the chosen book, but they hesitate to make this accusation. "Whose problem is it, anyway?" Countless meetings have been devoted to arguing over issues that group members were powerless to resolve. As a rule, you can't solve someone else' problems. For example, a high school department might not like the policy that allows sports teams to miss academic classes, but perhaps the departmental meeting is not the place to solve this problem. "What's the worst (or best, or most probable) thing that might happen?" Sometimes, when people realize that the worst thing that can happen is not so bad, the problem takes on perspective and need not take much time and energy to solve. "State the problem as a question." Examples: If the problem seems to be "Our daily schedule is doesn't work," try phrasing it as a question, such as "How can we best organize our day?" Or, rather than "We don't have enough money for new computers," try, "How can we give our students the technology tools that they need?" "Clarify the key words" Circle the key words in a question or problem, and ask participants to expand on them. For example, if the problem is "Some of our students abuse drugs." Ask "How many is some? Which students? How do they abuse drugs? What drugs?" "What is NOT the problem?" Example: If the problem is that some students abuse drugs, brainstorm a list of what is not the problem, such as (1) most of the students are not on drugs; (2) the abuse is not taking place on campus; (3) the abusers are all older than 15; (4) there doesn't seem to be theft on campus to support drug habits; (5) police are not yet involved, etc. "Let's draw a diagram." Too many groups of teachers hesitate to use the white board, while they would usually use visual aides to help their students. Sometimes just writing down the problem in plain view gives it focus and suggests a solution. "Classroom" techniques such as mapping are often useful. "Don't be impatient with problem analysis." Although participants can be impatient to "get on with solving the problem," time spent on analyzing the problem (e.g., the bulleted points above) are well spent. "Break down the problem into smaller chunks." For example, instead of tackling "the drug problem" in our school, perhaps there are more easily solved smaller problems, such as "What is the extent of our drug problem." "Let's ask an expert." The "expert" you need may be closer than you think. For example, if the seventh grade team is trying to find a way to better integrate science and math, asking the fifth grade teachers, who teach both in self contained classrooms, might be in order. "What have others done?" This is similar to ask an expert above. However, don't overuse the common delaying tactic of "let's write other international schools to see what they do." But don't reinvent the wheel either. "What I like about....." As a common meeting technique, but especially when a group is stuck, try beginning every comment on an idea, especially critical ones, with "What I like about that idea is...." It not only forces the conversation to a more positive mode, but makes participants think of reasons why they may indeed like some facet of every idea on the table. "Look what we have already agreed on!" List and celebrate early agreements on key, even if the total solution remains problematic. For example, even if teachers can't yet agree on the exact format of a new report card, list the ways they already are in agreement, such as more narrative, larger format, space for specialist teachers, etc. "If doesn't have to be all or nothing." Look for options that are neither A nor B. Example: if a group of teachers can't decide which of two themes to use for a big parent's day program, consider using both, or one as a subset of the other, or one for the first half and one for the last half. The critical thing is, "Can everyone live with the solution?" |
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