As we have read in ways of exellent communications Rule -1
Facilitating Discussion
The facilitator can use different kinds of forums for discussion, depending upon the number of group members, and the degree to which it is important that every single person participate. This will depend on the setting. For example, in some general classroom discussion, the facilitator could simply invite discussion, and call on those individuals who want to volunteer their opinion. However, if the group is particularly shy, or if the facilitator wants to make sure that every person is actively engaged in the exercise, then discussions can be more structured.
Here is how the discussions can be structured:
The facilitator can simply go around the circle (or down the rows) and ask everyone to give their comment. This technique is very inclusive, but it can take a long time or get a little boring.
Group members can break into pairs for discussion. In a debate format, their opposing ‘positions’ can be assigned. (If you do this, it is interesting to assign positions that are unlike their personal ones.) Also in pairs, the facilitator can ask each of the group members to ‘interview’ each other; they could then later present their partners’ comments to the rest of the group. Using pairs is particularly nice when members of the group do not know each other, since this provides an easy and personal way to become acquainted with at least one person. You can also ask people to work in a sequence of pairs (for example, first the person seated to their left, and then the person seated to their right).
The large group can be broken into small groups of up to six or eight people; for children, these numbers normally do not exceed four.
The discussion can then take place on a voluntary basis or, depending upon the task, everyone can be required to do some activity. In order to create some structure for students, teachers often assign roles, such as ‘recorder’ (writing down what takes place), the ‘organizer’ (who makes sure that the group stays on task), the ‘materials person’ (if materials are involved in the exercise), or special roles associated with the exercise.
Please note that it is ideal that such groups “report back” to the larger group, either orally, on a large sheet of paper, or both. This way, you bring the discussion back to the whole group. The small group format works is usually ideal for ‘hands-on’ exercises, rather than simple discussions or sharing of ideas.
As the facilitator, you may have to make some quick decisions about how to organize the discussion. On the basis of how well communication is going, you might leave everyone in the large group, or you might let people remain in their small groups. There are rarely set rules in this respect.
Your job during the heart of the discussion will be to maintain the flow, to keep the atmosphere respectful and pleasant, to keep the group “on task”, and to handle conflicts that may arise. It is important that when conflicts arise, feelings as well as ideas are addressed. Try to involve the group in the mediation of such tensions, if possible. If the conflict is too intense and personal, then handle this privately outside the group setting. Much more can be said about conflict resolution as a skill, but there is not enough space here.
The facilitator should affirm the participation of group members. This can happen by complementing individuals or groups for their effort or creativity, directly encouraging some of the share group members to express their ideas (although they should not be coerced to do so), and building on the ideas that are expressed. This encouragement can be expressed through words, facial expressions and body language. It is also important to “listen” to the members of the group in the same way.
