The 6 Hardest Things that Great Facilitators Do

Facilitating classroom training seems like it should be easy. We've all spent time in classrooms, whether at school or at work, and we've seen it done well and poorly. Yet some of the most powerful facilitaton skills are counter-intuitive, surprising, or just plain hard.

1. Talk less.

Chances are, you became a facilitator because you have expertise, great public speaking skills, or a combination of the two. That's why it's so hard to stay quiet, but it's one of the best things that you can do for your learners.

You might think you're well prepared by having a detailed lecture full of facts, examples, and anecdotes about your topic. In fact, the person who best connects with your examples is you. Present a nugget of information, then ask the class to provide an example that illustrates it. Unless your topic is completely foreign or abstract, your learners will recognize the concepts, ground them in their own knowledge, and provide the context for deep and meaningful learning.

2. Count to 7.

So, you've decided to try tip #1. You ask for an example, wait for the class to respond, and... silence. You wait a moment. The silence deepens. You realize that nobody is going to answer your question. You answer it yourself, then move on.

How long did you wait before answering your own question? It may have felt like a lifetime, but it was probably closer to 3 seconds. Silence is uncomfortable, and people will speak to fill it. However, a 3-second silence that feels excruciating to a facilitator does not feel nearly so long to learners. For many, it's not long enough to gather the thoughts and courage to answer your question.

If you slowly, silently count to 7, then one of your learners will break the silence for you. If nobody does, then they may not actually know the answer, and you can provide additional context.

3. Allow your learners to fail.

In 7th grade, I blew my chances at the county spelling bee by flubbing the word "sadistic." I didn't make it to the state championship, but you can bet that I never misspelled that word again.

Learning professionals tend to be a helpful bunch, and it's hard to watch your learners floundering through a software application or a logic problem. It's tempting to grab the mouse, nudge a conversation in the right direction, or give a hint to resolve the tension of uncertainty.

You're doing a disservice when you interrupt those moments of doubt, because that's when the real learning happens. If you establish a safe and supportive classroom environment, where it's OK to be wrong and learn from one another's mistakes, your learners will do just that.

4. Admit that you don't know the answer.

If you think of your role as "subject expert," trying to convince the class that you know more than they do, then you might be tempted to make up an answer or dismiss the question as unimportant. However, there are some great benefits to acknowledging your own uncertainty: You show humility and relatability. You reinforce creative thinking beyond the curriculum ("Wow, that is a really good question!"). You also have a great opportunity for an impactful learning and teaching moment.

Search for the answer and bring the learners along for the ride. If it's as simple as Googling the question or checking in a book, ask one of the learners to do the legwork. If the question is complex, off-topic, or needs someone else's input, write it down on a "parking lot" to be revisited at the end of class or on break. You can either track down the answer yourself, or invite the learner who asked the question to research and report back.

5. Step away from the PowerPoint.

Microsoft PowerPoint is a presentation tool, not a teaching tool.

Please read the above sentence aloud. Repeat 10 times. Thank you.

6. Be a broken record (or, if you prefer, a scratched CD).

Sad as it may seem, your learners are not hanging on your every word. Most training has a retention rate of 15-20%, and you don't get to choose which 15-20% the learners remember.

If there is a particular concept, fact, or message that is essential to your course, know what that is. Say it. Repeat it. Have the learners repeat it. Have the learners translate it into a work of art, interpretive dance, or infectiously catchy jingle. Say it so many times, so many ways, that it becomes your class's favorite salutation and inside joke.