Building Competency in Diabetes Education THE ESSENTIALS

SELF-MANAGEMENT EDUCATION & SUPPORT: PROGRAM DEVELOPMENT| 11-55

4. Avoid distracting teacher behaviour. • Look at your audience; maintain good eye contact with all parts of the room. • Don’t pace. • Don’t play with paper clips/pencils. • Avoid the “wandering pointer.” Holding the computer mouse in your hand often makes the pointer wander all over the screen, distracting the viewer from what you are saying. • Avoid saying, “you know” or “OKay” (or any other phrase) repeatedly. • Practice to correct the above distracting habits. Video or audiotape yourself, but do not merely read your text. Rehearse until you are comfortable. 5. Deal with “silly” questions appropriately. • Consider the usual answer: “There is no such thing as a stupid question.” Do you agree? • Handle this very difficult situation carefully and tactfully. Listen carefully to what the learner is really asking. Suggestions for handling these questions: o Invite a private discussion at the end of the session. o Help to clarify or rephrase and develop a clearer question as you discuss the issue. o Do not ignore the question, but do not go on and on about it. This becomes very distracting to the rest of the group. 6. Have a clear and concise closing: “The take home message is....” • Ask the audience: “What do you think is the key point to remember from today?” If the answers do not cover your intended objectives, then reword the answer given and add it to your comments. • Summarize key points again; go back to your objectives and the group’s stated goals, since those should represent your key points.

Tips for facilitating group discussions 1. Use focusing and refocusing.

• The topic, task or question/issue should be clearly understood, and time frame and outcome expectations articulated. In an empowerment framework, the tasks and topics have been identified collaboratively in a patient/family-focused manner.