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It's not always easy to engage with young people and encourage discussion. Here are 10 simple points to help your small group discussions.

1. A POSITIVE ENVIRONMENT

Try to provide a comfortable and casual atmosphere. Is there adequate and comfortable seating? Is the room warm - but not too warm zzzzzzz! Are there any distractions? Are you building in the right amount of social time and using it effectively to make connections and build relationships?

One of the best icebreakers I know is food! Providing and sharing snacks before your study time is a simple and natural way to break the ice with young people. Or, what about a meal or a barbeque?

Simple icebreakers and games can also get things moving and encourage interaction. They can help provide positive momentum for small group study and discussion by,

Helping new members to integrate into a group.

Helping young people feel comfortable together.

Encouraging cooperation.

Encouraging listening to others.

Creating a good atmosphere for learning and participation.

Use icebreakers which encourage everyone in the group to talk or share non-threatening information about themselves. Download the free eBook
'40 Icebreakers for Small Groups' for lots of simple game ideas.

Perhaps an obvious point, but clearly explain that your study time is meant to be a discussion. Some young people need 'permission' to talk! Encourage every group member to participate.

4. USE OPEN ENDED QUESTIONS

Use open ended questions and non-threatening questions. To find out how to do this check out the Insight article 'That's a good question' Are you designing questions which avoid simple 'yes' and 'no' answers? The best questions allow young people to express their own ideas, views and opinions. Help them to discover and apply what the Bible says for themselves.

5. LISTEN

Avoid answering your own questions! If necessary, rephrase them until they are clearly understood. An eager group quickly becomes passive and silent if they think you will do most of the talking.

Don't expect every answer to be addressed to you. As the group becomes more at ease, they will broaden their interaction with each other. This is a sign of a healthy discussion.

Include everyone in the discussion whenever possible. Don't allow one person to monopolize the conversation. Don't be content with just one answer. Ask what others in the group think, until several people have had an opportunity to give answers to the question.

Instead of starting with a question use a role play or case study to bring about a response. Use a group survey to provide a platform for further discussion.

Acknowledge all contributions. Avoid any put-downs. Affirm young people for what they are saying. Allow young people the right to pass and not share.

Don't be afraid of silence. Young people need time to think about the question, phrase their answer in their own mind first, before expressing their thoughts out loud and in public.

From time to time summarise what the group has said about the question or bible passage. Clarify and add any teaching points. This helps to draw various ideas together, gives continuity to the study and keeps the discussion on track.

What would you add to this list? What have you found to be effective in your group to promote discussion and personal involvement? Your comments are welcome.

Each month I add more youth ministry resources and personal reflections on youth ministry and leadership. May I encourage you to subscribe to INSIGHT and you won't miss a thing.

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10 ways to encourage discussion in your small group

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It's not always easy to engage with young people and encourage discussion. Here are 10 simple points to help your small group discussions. 1. A POSITIVE ENVIRONMENT Try to provide a comfortable and casual atmosphere. Is there adequate and comfortable seating? Is the room warm - but not too warm zzzzzzz!

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Implementing Group Work in the Classroom | Centre for Teaching Excellence

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Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making sk

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Teamwork Theories: the STAR Team Model

There are numerous teamwork theories all with features to commend them, but how do you decide which might help in getting teams to work effectively?

For example it would be helpful to know the answer to the following questions:

How do teams develop?

Where do you need to place your emphasis as a leader to develop a team?

How does the leader's role vary as a team develops?

What needs to be put in place to help teams work in their context and surrounding?

To help answer these questions we bring together three strands of teamwork theories in our own model, the STAR team model:

Firstly ideas about the stages of team development (stages).

The best known of which is Tuckman's model which we discuss in our article: teamwork theory.

Secondly, leadership theories for teams, particularly situation specific leadership, which varies at different stages of the team development. (situation)

Thirdly theories that relate to the context and environment of teams and teamwork, recognizing that teams don't exist in isolation; they are affected by many outside factors. (surroundings)

STAR Team Model

The Star team model provides the substance (or content) to the stages, situation and surroundings of the teamwork theory mentioned above. It helps to determine what a team and team leader need to focus on.

As we suggested in our article: teamwork in the workplace:

"Good team leadership is about creating the conditions that allow ideas and people to flourish, people to come together and performance to flow. When you balance developing people's strengths, with building good relationships and connections between people, in the pursuit of challenging and meaningful team goals you are moving a long way towards encouraging effective teamwork in the workplace."

The STAR team performance model brings together teamwork theories with some of the main principles of the happy manager. Focusing on individual strengths particularly when in the pursuit of goals that are meaningful to make a difference is a crucial building block for being happier. It's a similar story with our relationships and "connectedness" to others. The strengths of our relationships have repeatedly been found to be the strongest links to finding happiness in life.

So there is a good chance that developing this kind of teamwork in the workplace will also create a happier place to work.

Effective teamwork in the workplace happens when:

Individuals flourish as they use and develop their . This is a focus on individual strengths and identifying where an individual's best contribution can be made.

People come together building relationships and as they work together well results in effective .

When individual strengths and teamwork come together in pursuit of meaningful goals then performance starts to flow naturally and that are meaningful and rewarding to the team are achieved.

Team leaders need to ensure that they A lign the strengths of individuals, with effective teamwork and a focus on meaningful Results. This forms the basis of our model for effective teams; we call it the STAR team performance model (Strengths, Teamwork, Alignment, Results). We think it can help create the conditions for effective teams and a happier workplace.

A Wider Perspective

The balance and emphasis between strengths, teamwork and results will vary for different stages of team development. The STAR team performance model thus can act as a guide to leaders by recognising that different aspects of the model will need emphasising at different stages of the team development cycle.

For example during the initial phase of team formation it is important to develop the purpose of the team, and clarify the results expected of the team, alongside of course developing the other two other areas

However, a wider perspective is needed: team leaders and their teams not only have to be aligned, but the team also needs to be aligned to surrounding factors outside the team. For a team to be effective the environment within which it is situated must also be considered.

There are three outside elements we feel need to be assessed to help teams to be effective:

Other teams: The role of team members and the team leader in building networks outside of their own team is crucial as the effectiveness of one team may well be dependent on the performance of another team.

Organisation -How does the team link more widely in the organization: are structures, systems and support in place?

Outside factors - How does the team interact with customers, partners, suppliers and competitors?

We think the principles of creating a happier workplace when combined with the three strands of teamwork theories begin to develop a more comprehensive team performance model.

If you do have the time to read more on this topic, why not go to our teamwork articles. A good place to start might be to think through why is teamwork important , or you may want to think about how you define teamwork or reminding yourself of the benefits of teamwork.

Putting Teamwork Theories to Work

This is one of the articles in our teamwork series. But for some practical tips on teamwork theories, look at our great-value guides (below), or at our Team Building Exercises for all team stages teams...
Team Building Exercises and Team Stages
The exercises in this guide are grouped according to our team stages model. Remember, each team is unique and needs to be led through several developmental stages. These include:
Creating a new team or taking over an existing team
Exercises for all team stages!

Exercise 1: Being a TEAM together

Exercise 2: True or false

Exercise 3: Who does what in a team?

Exercise 4: Getting the mix right

Exercise 5: Doing something for the first time

Exercise 6: Two years from now

Developing a team

Exercise 7: A clearer vision

Exercise 8: Mad, sad or glad

Exercise 9: Seeing the bigger picture

Exercise 10: Positive feedback

Exercise 11: Conflicting views

Performing and achieving results with a team

Exercise 12: Did you notice?

Exercise 13: Limiting beliefs

Sustaining team performance

Exercise 14: Scarce resources

Exercise 15: Keeping going

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There are numerous teamwork theories all with features to commend them, but how do you decide which might help in getting teams to work effectively? For example it would be helpful to know the answer to the following questions: How do teams develop?

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Exploring the principles, theory, practice and development of work with groups

What is a group? We explore what a group is - and some key dimensions of groups.

What is groupwork? Just what does the process of working with a group involve?

the development of group work

The early history of group work. We examine the emergence of group work in British work with young people and adults during the nineteenth century.

Social group work: formulation of a method, 1920-1936. Kenneth E. Reid explores a pivotal time in the development of the theory and practice of working with groups within social work.

Group work - expansion and professionalism, 1937 - 1955. Kenneth E. Reid explores how group work was increasingly presented as part of social work (as against informal education and recreation) and the fascinating process of delineating its boundaries.

Robert Freed Bales, group observation and interaction processes. R. F. Bales pioneered the development of systematic methods of group observation and measurement of interaction processes. In this brief article we survey his contribution.

Grace Coyle and group work principles, theory and practice. Grace Coyle made an extraordinary contribution to our understanding of group work principles, theory and practice. She was also an important advocate for the work within US social work and an innovatory trainer.

George C. Homans, the human group and elementary social behaviour. George Caspar Homans (1910-1989) is widely regarded as the father of social exchange theory. Two of his many books, The Human Group and Social Behaviour: Its Elementary Forms are considered world-classics in sociology. He also made significant empirical and conceptual contributions to small-group research. In this piece A. Javier Treviño explores Homans' lasting contribution.

Josephine Klein, group work, youth work and exploring English cultures. Josephine Klein was one of the first British-based practitioners to explore group process and working with groups systematically. She also went on to complete a landmark study of family and community life and develop before becoming a psychotherapist. We explore her contribution.

Gisela Konopka and group work. Gisela Konopka (1910-2003) made a profound contribution to the development of social group work and the deepening of practice with children and young people. In this paper Janice Andrews charts Gisela Konopka's life and assesses her work.

Kurt Lewin, group dynamics and action learning: A seminal theorist who deepened our understanding of groups, experiential learning, and action research.

Carl Rogers, core conditions and education. Best known for his contribution to client-centered therapy and his role in the development of counselling, Rogers also had much to say about the principles, theory and practice of education and group work.

Bruce W. Tuckman - forming, storming, norming and performing in groups. Bruce W. Tuckman produced one of the most quoted models of group development in the 1960s. We consider his contribution and the model's continuing use.

Gertrude Wilson and social group work theory and practice. Gertrude Wilson was a pivotal figure in the development of the principles, theory and practice of group work during the 1940s and 1950s. Here we briefly assess her contribution.

concepts

Animation. Animation introduced. Animation, formation and education explored. The development of practice.

Association. The nature of association and its educational potential explored plus an annotated list of key texts.

Conversation and dialogue. Dialogue', Freire says, 'is the encounter between men, mediated by the world, in order to name the world'. Here we explore this idea - and its roots.

Experiential learning. David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems.

Evaluation. Evaluation is part and parcel of educating - yet it can be experienced as a burden and an unnecessary intrusion. We explore the theory and practice of evaluation and some of the key issues for informal and community educators, social pedagogues youth workers and others. In particular, we examine educators as connoisseurs and critics, and the way in which they can deepen their theory base and become researchers in practice.

Facilitating learning and change in groups. Just what is facilitation, and what does it involve? We explore the theory and practice of facilitation, and some key issues around facilitating group sessions.

Learning. What is learning? Is it a change in behaviour or understanding? Is it a process? Here we survey some common models.

Reflection. What constitutes reflection - and what significance does it have for educators? The contributions of Dewey, Schön and Boud et. al. assessed.

Self-direction. Many books and articles about lifelong learning talk glibly about self direction. Too often this idea is seen as unproblematic - an obvious good. But things are not quite as they seem.

Acknowledgement: Picture: Group work by Eldan Goldenberg. Sourced from Flcikr and reproduced under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0) licence. http://www.flickr.com/photos/eldan/4929258391/

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Group work principles, theory and practice

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What is a group? We explore what a group is - and some key dimensions of groups. What is groupwork? Just what does the process of working with a group involve? the development of group work The early history of group work.

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Lev Vygotsky and Social Learning Theories

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Social learning theories help us to understand how people learn in social contexts (learn from each other) and informs us on how we, as teachers, construct active learning communities. Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that we learn through our interactions a…

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Teaching Group Work: Building Student Collaboration and Agency

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Integrated curricula, team teaching, and technology tools have built up the academic achievement and self-esteem of these rural Louisiana middle school students. See more about how it's done on the Edutopia Web site: http://www.edutopia.org/project-learning-social-emotional-landry

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School may not be a paid position for students, but the positive habits formed by students today are a good investment in their future.

Holding students accountable for their school work isn't about being a "mean teacher." It is about teaching students life lessons and helping them understand responsibility. The classroom is the perfect place to learn responsible work habits as well as content.

Here are a few simple ways to lead students toward increased accountability:

Create a Paper Trail
I begin the year with two documents: a course outline and an ethics policy. The course outline provides an up front look at expectations, consequences and the general curriculum of my class. The ethics policy makes a frank statement about cheating of any sort and outlines consequences for such actions. Both are signed by the student and a parent. Both provide upfront expectations about actions and consequences and provide valuable evidence during parent-teacher conferences. There are no surprises when, for example, a student loses points for a late assignment or copied homework.

During the school year, students are expected to hand in something every time work is due. If they do not have the assigned homework, they must fill out an excuse slip and hand that in. This half sheet requires students to put their excuse in writing, creating documentation for their missing work.

Communicate with Kids
Try to always speak to students first and document it. One of the small steps in keeping students at the forefront of responsibility is to make them the targeted audience for concerns. Follow up your conversation with documented communication to the parent. Students often become more responsible when they know they cannot play parents and teachers against one another.

Take Advantage of Technology
Technology has become my greatest ally in making students more responsible. I encourage students to email me with questions or concerns. I use Google Docs which allows the sharing of files for handing out and handing in assignments. I maintain a class website where I post homework, important information and link printable handouts. My students learn early on that I make exactly enough copies. If a student loses a paper, and it is available on my website, they are responsible for obtaining a new one.

Many schools now offer the option for students and parents to view assignments and grades online. Each student is assigned a log on and password which enables parents and students to see a students' latest marks. When a student wants to know "What am I missing?", I steer him or her to the "Portal", as it is called at my school. I send the same message to parents, "Tell Johnny to check his Portal." The program my school uses allows me to tag assignments with such attributes as "late" or "incomplete" further explaining a low or missing mark.
Turn Up the Volume on Student Voice
A colleague of mine insists that students call their parents as consequence for incidents of cheating, repeated disruption, or other behavior that interrupts instruction. She stands by as students make the call and speaks to the parent after the confession has been made. This idea puts the focus on the student as the cause for the behavior and helps him / her take ownership of the behavior.

When parents email or call about missing work, I ask them to direct their student my way for a conversation. It's not the parents' education and I want students to come to me about their work. I want to teach my students to communicate with me, even if by email, regarding questions or concerns.

Give Points for Participation
Involved students are invested students. Students who are invested are usually more tuned into their educational responsibilities. Give kids points toward their averages for participation and effort - coming to class on time, being prepared, productive group work and speaking up in class. Awarding points for positive actions helps students to be responsible for their own success. In order to document points, I cover a class seating chart in a plastic page protector and use an overhead marker to keep track of participation during a class period - an idea I gained from a Kelly Gallagher workshop.

As most of us approach the half way mark of the school year, we should think about incorporating ways to empower our students; ideas that help them learn to be more responsible. Responsibility is one of the most valuable lessons students can learn in school.
How do you empower students and encourage responsibility? Share in the comments section!

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Student Accountability: 5 Fast Ways to Keep Kids on Track

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School may not be a paid position for students, but the positive habits formed by students today are a good investment in their future. Holding students accountable for their school work isn't about being a "mean teacher." It is about teaching students life lessons and helping them understand responsibility.

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Ensuring all Students are Active in Group Work

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Ensuring all Students are Active in Group Work

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1. Assign specific jobs to each student within the group (recorder, timer, etc.)
2. Have each student hand in their own copy
3. Describe to the students the process of group work and the importance of respect and opinions or ideas