• to support everyone to do their best thinking
• to encourage full participation and mutual understanding, introduce the concept of shared responsibility
• to bridge the gap between diverse groups of participants

Paraphrasing: Why?

• It is a fundamental listening skill
• Has a calming and clarifying effect
• Very useful when the speaker’s statements are confusing

• Use your own words to say /summarise what you think the speaker said
• Preface your paraphrase with something like: “Let me see if I understood this well…”
• In the end, look for the speaker's reaction (“Did I get it?”)

Mirroring: Why?

• It captures people’s exact words
• It is very useful when the facilitator feels the need to establish their neutrality
• Its key purpose is to build trust
• It allows the speaker to hear back their own words

• Use the words of the speaker, not your words
• Mirroring encompasses verbal replica of the speaker’s words, but the nonverbal part of the message should be warm and accepting

Drawing people out: Why?

• It is a way of supporting people to take the next step in clarifying their ideas.
• Is particularly useful in two circumstances:
• When someone is having difficulty clarifying an idea
• When someone thinks they are being clear, but in fact it is confusing for the listener.
• It sends the message “Take your time and get your idea all the way out”

• It is most effective along with paraphrasing
• Paraphrasing +
• “Can you give me an example of what you mean?” or
• “Can you say more about that?”

Stacking: Why?

• It is a procedure for helping people take turns when several people want to speak at once
• Lets everyone know that they are going to have their turn to speak and helps them to listen without distraction

• The facilitator asks those who want to speak to raise their hands
• They create a speaking order
• They call on when the participant’s turn to speak arrives
• Alternatively facilitator does another round of stalking (“Does anyone else have something to say?”)

Tracking: Why?

• This means keeping track of various lines of thought that are going on simultaneously within a single discussion
• Let the groups see that several elements of the topics are being discussed and treat all as equally valid

• The facilitator indicates that they are going to step back from the conversation and summarise it.
• They name the different conversations that have been in play
• They check for accuracy with the group

Encouraging: Why?

• It is the art of creating an opening for people to participate without putting anyone individual on the spot
• It is especially helpful during the early stage of discussion while members are still warming up

• Who else has an idea?
• Is this discussion raising questions for everyone?
• Is there a youth worker’s perspective on this issue?
• Let’s hear from someone that hasn’t spoken for a while.

Balancing: Why?

• The facilitator helps a group round out its discussion by asking for other views that may be present but unexpressed
• It provides welcome assistance to individuals who don’t feel safe enough to express views that they perceive as minority positions
• It sends the message – it is acceptable here for people to speak their minds no matter what opinions they hold.

• Ok, now we know where three people stand. Does anyone else have a different position?
• Does everyone else agree with this?
• So, we have heard the X point of view and the Y point of view, is there a third way of looking at this?

Making space: Why?

• Sends the quiet person this message: “If you don’t want to talk now, that’s fine, but if you would like to speak, here is an opportunity.”

• Keep an eye on the quiet members, and be on the lookout for body language or facial expressions that may indicate their desire to speak
• Invite them to speak
• If they decline, be gracious and move on
• If necessary, hold others off

Intentional silence: Why?

• It is highly underrated. It consists of a pause usually lasting no more than a few seconds and it is done to give the speaker the extra ‘quiet time’ to discover what they want to say.
• It is also powerful when a group member’s remark seems too flat, too easy.

• If the facilitator can survive the awkwardness caused by the silence, participants can as well
• With eye contact and body language stay focused on the speaker or the group, and say nothing (verbally and non-verbally)

• Being open towards learning/unexpected learning (for oneself and others);
• Readiness to self-reflect to understand own motivations;
• Knowledge of the principles of methodologies used in the field of youth;
• Skill of choosing appropriate methods and assessing young people’s learning needs and objectives;
• Skill of initiating and supporting self-reflection on learning;
• Skill of empathising in a way that others can learn from one’s experience.