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| + | __NOTOC__ |
| | <div class=teaser-text>The more diversity there is within a group, the greater the potential for exchange, inspiration and learning from peers. People however are only willing to activate this potential if they feel safe and respected. Therefore before engaging more deeply with the content of a seminar, facilitators establish appropriate ground rules based on basic democratic and human principles. When facilitators demonstrate that they take the democratic principles they are promoting seriously through their actions, this raises the feasability that participants will as well.</div> | | <div class=teaser-text>The more diversity there is within a group, the greater the potential for exchange, inspiration and learning from peers. People however are only willing to activate this potential if they feel safe and respected. Therefore before engaging more deeply with the content of a seminar, facilitators establish appropriate ground rules based on basic democratic and human principles. When facilitators demonstrate that they take the democratic principles they are promoting seriously through their actions, this raises the feasability that participants will as well.</div> |
| | + | <div class=methodpage-content> |
| | + | <div class=left-box> |
| | + | ===Fundamental Rights - the social contract in trainings and workshops=== |
| | + | The [https://fra.europa.eu/en/eu-charter EU Charter of Fundamental Rights] is not only a legal document but describes also the basic principles of Education for Democratic Citizenship/Human Rights education. Among other legal documents, it can give a good starting point to guide your way of conducting trainings as well. |
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| − | ==Ground for Trust==
| + | From the perspective of Education for Democratic Citizenship/Human Rights Education participants or learners are '''not receiving''' rights or freedoms from facilitators or educational providers. Rights are what they '''have'''. They form the fundament of the 'social contract' in a training or workshop. |
| − | Trust is a condition for that people feel safe and empowered to involve. Especially in heterogeneous groups in which participants and facilitators may feel uncertain the facilitation needs to build a ground for trust development. Trust is the certainty that at any stage of the shared learning process, everything will happen according to the values of mutual respect, autonomy, and personal responsibility. This necessitates that everyone is allowed and free to monitor his or her own goals and needs and decides what to do based on these values.
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| − | ==Transparency==
| + | * Learn more about Human Rights: [[Human Rights Education]] |
| − | Trust may develop when people are informed or if they wish can inform themselves about the motivations, goals and decisions of others. Only those individuals who have all the relevant information can and want participate in an optimal way. This includes transparency in terms of our motivations and goals as facilitators and of the institution providing learning. The second important aspect of transparency is clarity about conditions and rules on how to work together.
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| − | ==Rules and Conditions==
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| − | Both facilitators and participants have certain rules in mind, which is fine. But even if as facilitators we think that our rules might be the best for the group, what makes us think that way? Instead of imposing rules on participants, participatory learning processes enable participants to discuss their wishes for rules and goals and expose facilitators to negotiating them.
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| − | <div class=teaser-box>
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| − | ===[[Three basic rules]]===
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| − | [[File:Method.png | left]]We provide a STOP, discretion and disagreement rule as basic agreements on the working style.
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| | </div> | | </div> |
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| − | <div class=teaser-box>
| + | On the basis of rights and a democratic culture trust may evolve. |
| | | | |
| − | === [[Code of Conduct]]=== | + | <div class=left-box> |
| − | [[File:Method.png | left]]A seminar is an island and we imagine ourselves to be stranded on this island. Now we have to find our own rules.
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| − | </div>
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| − | <div class=teaser-box>
| + | ===Trust=== |
| − | ===[[Trustbuilding: What facilitators can do]]=== | + | Trust is the certainty that at any stage of the shared learning process, everything will happen according to the values of mutual respect, autonomy, and personal freedom. |
| − | [[File:Article.png | left]]Trust helps people get involved and to integrate in a seminar group. What can facilitators do to support participants in mobilizing trust and a willingness to
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| − | cooperate?
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| | </div> | | </div> |
| | + | This necessitates that everyone is allowed and free to monitor his or her own goals and needs and decides what to do based on these values. |
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| − | <div class=teaser-box> | + | Trust is a condition for that people feel safe and empowered to involve. Especially in heterogeneous groups in which participants and facilitators may feel uncertain the facilitation needs to build a ground for trust. |
| | + | <hr class=boldline> |
| | | | |
| − | === [[Methods for Trustbuilding]]=== | + | ==Transparency== |
| − | [[File:Method.png | left]]A collection of methods mostly including body contact help to build relations among participants. | + | Trust may develop when people are informed or if they can inform themselves about the motivations, goals and decisions of others. Only those individuals who have all the relevant information can and want participate in an optimal way. This includes transparency in terms of our motivations and goals as facilitators and of the institution providing learning. The second important aspect of transparency is clarity about conditions and rules on how to work together. |
| − | </div>
| + | <hr class=boldline> |
| − | | + | ==Introducing and Negotiating Rules and Conditions== |
| − | | + | Both facilitators and participants have certain rules in mind. Instead of imposing rules on participants, participatory learning processes enable participants to discuss their wishes for rules and goals and expose facilitators to negotiating them. [[Three basic rules|Three rules (or better: rights) are basic]]: |
| − | <br>
| + | * Discretion: What should stay in a group, has to stay there. |
| | + | * Voluntarity: Each participant has the freedom to participate or not. |
| | + | * Freedom to disagree. |
| | + | * Other rules or rights can be added. |
| | <hr class=boldline> | | <hr class=boldline> |
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| − | ==Creating Ownership== | + | ==Digital Facilitation== |
| | + | Digital seminar rooms must follow the same rules as real rooms. But it's harder for trainers and learners to keep track of all these things. This makes preparation all the more important, which serves to consider how to still get the breadth of information needed to facilitate respectful and needs-based collaboration with the limited means that a given platform offers. |
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| − | <div class=teaser-box>
| + | Moreover, it is not easy to transfer spaces that would be given in classic trainings to the digital - for example, creating spontaneous spaces where trainers do not have access, tolerating lateness, allowing side conversations to some extent. Digital tools are often constructed from the teacher's perspective. How can we put it more in the hands of the participants? Perhaps also by using multiple tools for different purposes instead of having everything take place in one platform. |
| − | ===[[Tips for Increasing the Participants' Levels of Ownership and Involvement]]===
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| − | [[File:Method.png | left]]Here come five easy and straightforward methods for boosting the participants' involvement in the training organization, delivery and evaluation and thereby increasing their sense of ownership.
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| − | </div>
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| − | <div class=teaser-box> | + | <hr class=boldline> |
| | + | <div class=left-box> |
| | + | ===Reflection for Facilitators=== |
| | + | ====How do you observe,==== |
| | + | * that all participants are attentive? |
| | + | * if somebody feels uncomfortable? |
| | + | * that their feel their needs are respected? |
| | + | * that their rights are respected by you and the other learners? |
| | + | * that they agree with the common rules? |
| | + | * how do they show resistance or that they disagree? |
| | + | * conflicts or respectless behaviour among participants? |
| | + | * that participants are overwhelmed? |
| | + | * that participants are underchallenged? |
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| − | ===[[The Nail Game]]=== | + | ====What can you offer?==== |
| − | [[File:Method.png | left]]The following activity provides an opportunity to discuss the attitudes in team work and prerequisites of a fruitful team work.
| + | * different low-barrier opportunities to express (in the digital for instance, chat, whiteboard, anonymous messages) |
| | + | * sufficient information and collaborative planning of the learning process |
| | + | * communication and collaboration with and without you |
| | + | * appreciation of difference and diversity |
| | + | * respecting and addressing rights in your training or workshop |
| | </div> | | </div> |
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| − | <br>
| + | <hr class=boldline> |
| − | <hr style="border: 1px solid #d21e3d; width: 90%;"> | + | <noinclude>{{:Block: Author Nils-Eyk Zimmermann}}</noinclude> |
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| − | ==Name Games and Getting to Know Each Other==
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| − | You’ve already learned a lot about your participants by discussing their needs and basic working principles. It is essential to a good working atmosphere that both the trainer and the participants know everyone’s names and the correct pronunciation. The deeper sense behind these name games is that learners may interconnect independently of the teacher, and that they build trust, which is a precondition for deeper experiential learning later on.
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| − | <div class=teaser-box>
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| − | ===[[Name Games]]===
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| − | [[File:Method.png | left]]A collection of basic methods to support participants in remembering each others names.
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| − | </div>
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| − | <div class=teaser-box>
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| − | === [[First Evening]]===
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| − | [[File:Method.png | left]]A collection of methods for a common first evening for a good start of your training.
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| − | </div>
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| − | <div class=teaser-box>
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| − | === [[Games for Getting to Know Each Other]]===
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| − | [[File:Method.png | left]]As the title says: A collection of games for getting to know each other.
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| − | </div>
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| − | <div class=teaser-box>
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| − | === [[Creative Hunting]]===
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| − | [[File:Method.png | left]]An activating method for teambuidling.
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| − | </div>
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| − | <div class=teaser-box>
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| − | === [[Cultural Shock]]===
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| − | [[File:Method.png | left]]This method is a brief introduction about intercultural differences and cultural shock.
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| − | </div>
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| − | <div class=teaser-box>
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| − | === [[Time Machine – updates in group]]===
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| − | [[File:Method.png | left]]This method facilitates the process of coming together as a group.
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| − | </div>
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| − | <br>
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| − | <hr class=boldline>
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| | </div> | | </div> |
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| − | <div style="float:right; width:30%;border-left:1px dashed #ff0000; padding-left:30px; "> | + | <div class="methodpage-infos"> |
| − | | + | <hr class=simpleline> |
| − | ===Navigation:===
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| − | [[File:back.gif | back to the main section]] [[During]]
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| − | *[[Standard Building Blocks]]
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| − | **[[Establishing Good Working Conditions]]
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| − | ***[[Three basic rules]]
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| − | ***[[Code of Conduct]]
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| − | ***[[Trustbuilding: What facilitators can do]]
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| − | ***[[Methods for Trustbuilding]]
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| − | ***[[Tips for Increasing the Participants' Levels of Ownership and Involvement]]
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| − | ***[[The Nail Game]]
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| − | ***[[Name Games]]
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| − | ***[[First Evening]]
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| − | ***[[Games for Getting to Know Each Other]]
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| − | ***[[Creative Hunting]]
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| − | *** [[Time Machine – updates in group]]
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| − | ***[[Energizers & Cooling Downs]]
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| − | <hr style="border:0; border-bottom: 1px dashed #d21e3d; width: 100%;"> | |
| | | | |
| | ===Related:=== | | ===Related:=== |
| − | *[[Teamwork and Group Dynamics]] | + | *[[First Steps]] |
| | + | <hr class=simpleline> |
| | + | ===Also interesting:=== |
| | + | *[[Group-related and Interpersonal Aspects]] |
| | <hr class=simpleline> | | <hr class=simpleline> |
| − | <div class=right-box>"One of the most decisive factors for a successful training is the group and how individuals feel in the group and on the training. That is why we work always on this level."
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| − | </div>
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| | </div> | | </div> |
