Difference between revisions of "Establishing Good Working Conditions"
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− | + | ===Basic democratic principles=== | |
− | + | * [[Three basic rules]] | |
− | + | *[[Code of Conduct]] | |
− | + | *[[Methods for Trustbuilding]] | |
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+ | ===Ownership and participation=== | ||
+ | *[[Tips for Increasing the Participants' Levels of Ownership and Involvement]] | ||
+ | |||
+ | ===Getting to know each other=== | ||
**[[Name Games]] | **[[Name Games]] | ||
**[[First Evening]] | **[[First Evening]] |
Revision as of 10:07, 18 November 2016
Contents
Trust, Transparency and the Right to Disagreement
Trust is important because people should feel safe, especially in heterogeneous groups in which the feeling of uncertainty among participants and facilitators is normal and common. Transparency gives orientation. Only those individuals who have all the relevant information can participate in an optimal way. And for sure democratic learning environments give participants and facilitators freedom, which in the very basic sense includes the right to disagree with positions or statements. What else is helping your participants to feel safe to open twoard each other and toward the learning process? What should be agreed on together?
Giving Participants Responsibility
Name Games and Getting to Know Each Other
You’ve already learned a lot about your participants through working with their needs and discussing the basic working principles with them. It is essential to a good working atmosphere that you as a trainer and the participants know everyone’s names and the right pronunciation. The deeper sense behind name games is that learners may interconnect independently of the teacher, that they build trust which is a precondition for deeper experiential learning later.
During:
Basic democratic principles
Ownership and participation
Getting to know each other