TIMETABLE AND METHODS USED

Participants' Self-evaluation: During and After the Course

The Coaches/ facilitators and/or co-ordinators can work with participants to encourage them to reflect on their participation on a youth exchange. It is important that participants think about how they might have impacted on the overall success of the youth exchange. Ultimately, participants need to take responsibility for their own learning. It is important that participants get sufficient support and encouragement, but not all responsibility resides with the facilitator. However, sometimes, there may be a tendency to blame the tutor or the teaching styles for lack of understanding.

Encouraging participants to reflect on their own participation in the learning process helps them understand how they can have a central role in the success, or otherwise, of a course. Monitoring their own performance helps participants engage in critical thinking. Participants might ask themselves:

• Did I have realistic expectations at the start of the course, and were these met? If not, why?
• Was I fully aware of what was involved, e.g. time commitment, etc?
• How might I better inform myself in future?
• Was I comfortable in the group? Why, why not?
• Which elements of the course did I enjoy most? Why?
• Which elements of the course were problematic? Why?
• Did I make a positive contribution to the class?
• Did I respect the tutor and other students?
• Did I participate willingly and engage in the group activities?
• Did I act in any way that might have had a positive or negative impact on the group dynamic? How and why?
• Could I have worked differently to get more from the course?
• Did I make all the necessary efforts to complete readings, projects, etc., on time?
• Did I stretch myself to achieve my absolute best, or did I only do enough to get by?
• Did I at any time show resistance to tasks? How might this have been frustrating for the tutor or other students?
• Did I encourage others?
• Did I help others in the group by sharing information, offering assistance with studying, etc.? If so, how did this impact on the group dynamic?
• At any time, did I behave in a way that would have intimidated another student? If so, how did this impact on the group dynamic?
• Did I communicate effectively?
• If I disagreed with the tutor, or other student, was the point made in a constructive, logical fashion?
• Did I take steps to address any problems I had with the tutor or programme organisers?
• How will I apply what I have learned?
• What are my new goals/targets?
• Are there any new skills that I would like to acquire?

Practical Tips

• Present and illustrate content concisely in simple terms.
• Define technical terms when using them.
• Avoid jargon.
• Organise and structure content appropriate to the level of the course.
• Begin each learning session by motivating learners, expressing positive expectations, and sharing your objectives.
• Be enthusiastic.
• Vary methods of presentation/teaching styles.
• Use audio visual aids, charts, etc.
• Involve the students - provide opportunities for questions and group work.
• Use student led seminars - team presentations, research exercises.
• Pose challenging questions.
• Encourage feedback.
• Promote peer tutoring.
• Use varied forms of assessment.
• Explain assessment.
• Give real life examples/practical applications/case studies.
• End each session with a conclusion that connects what has happened today with what will be covered during the next session.
• Request feedback at the end of each session about the material covered, methodologies used, pace of the class, etc.,
• Be guided by learners during teaching. Continually observe their reactions, acknowledge them, and modify teaching when indicated.