"The means is dialogue, the end is learning, the purpose is peace." ~ Founder Dr. Jane Vella

Posts tagged with "Respect"

How to Ensure Effective and Efficient Meetings

At the end of our graduate class “Community Development: The Art of Facilitation and Design” with Jeanette Romkema we reflected on how principles and practices of Dialogue Education could also help ensure more effective and efficient meetings. It was eye-opening!

Most of us are involved in or will be involved in way too many meetings. Here are tips to help minimize the number of meetings we go to, maximize the use of time we have in them, and work to make these gatherings important, meaningful, and helpful.

  • Be clear about start and end times, and stick to them
  • Invite people to tend to their personal needs i.e. move around, get a coffee, etc.
  • Plan for solo thinking time
  • Practice active listening
  • Invite questions throughout
  • Name objectives and work to achieve them
  • Develop a realistic agenda and clear goals
  • Determine when it would be helpful to engage everyone to better achieve your goal(s)
  • Ensure all voices are invited in and heard
  • Ensure all content is relevant and important
  • Practice the core principles of respect, safety, inclusion, engagement, and relevance
  • Set guidelines, if necessary and helpful
  • Name who will do what, and by when, for each action item. Make sure this information is recorded in the minutes to ensure accountability
  • Start meeting by checking action items from past meeting(s)
  • Keep numbers to a minimum; ask “Who really needs to be at this meeting?”
  • Allow for “space” in the agenda for items that may take more time than expected
  • Be aware of different learning preferences and multiple intelligences, and make room for them
  • Welcome people as they enter (even if they are late)
  • Select or arrange the venue to enhance the meeting and dialogue (not distract)
  • Share the agenda in advance of the meeting and invite input
  • Ask “Do we really need to have this meeting?” If not, don’t.

What can you add to this list?

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Steve MacDouell, Raymond Lo, Demola Orekoya, Zoe Zhao, Liesl Thomas, Ruth Bartlett, Jelle Koersen, and Mary Gorombey are graduate students at Wycliffe College, of the University of Toronto.

A Structure for Effective Check-Ins*

While facilitating a day-long or week-long learning event, setting aside some time for a “check-in” can give participants the pause they need to process and prepare for what’s next. It allows them to reflect, re-energize, and reconnect before jumping back into a challenging sequence of learning tasks or agenda items. Yet too often, check-ins drift away from their intended purpose. One stray comment can derail the dialogue into a series of seemingly endless rabbit trails. This has led some facilitators to abandon the practice of formal check-ins altogether.

The solution is not to stop checking in. We can’t dismiss the importance of taking a moment to re-center in the middle of a long learning event or meeting. An effective check-in invites participants to evaluate how they are doing mentally, emotionally, relationally, and physically, both for their own sake and for the sake of the group. It can help them achieve their maximum level of engagement and learning by freeing them from what may be restricting or hindering them to explore or share fully.

The following is a simple structure you can use to check-in with participants between long learning tasks or agenda items, or at the beginning or end of a difficult day.

  1. Share one word that captures how you are feeling right now. For example: Restless.
  2. Summarize why you chose this word, and what that means for your learning and our time together today. For example: I’ve been exposed to some intriguing ideas today, but I’m anxious to see if they will actually work in my own context. I’m also a little restless due to sitting for so long.
  3. Conclude your update with one of the following statement          

I would like to be encouraged.

I would like to be challenged.

I would like to be encouraged and challenged.

I’ll pass.

  1. Receive encouragements or challenges others have for you.This process creates an environment where each member has an opportunity to self-reflect, share honestly, and invite input from others. Leaders gain valuable feedback, and participants are given permission to speak comforting or uncomfortable truths as needed. This practice also promotes accountability as people follow up on challenges to see if they have been completed. In this way, check-ins can catalyze groups to gain momentum into greater learning.

Effective check-ins are:

  • Safe, not stressful. Fully listen to each person’s check-in. Let your total attention be an act of love and acceptance. Don’t let people give advice during this time.
  • Transparent, but not too long. Authentic sharing takes time. But especially in a large group, check-ins can swallow up the majority of your meeting if left without limits. The structure above provides parameters for purposeful, succinct sharing.
  • Short, but not shallow. If check-ins are kept short, it might be difficult to go below the surface level. Think of the check-in as a summary of emotions and experiences related to your learning process.
  • Encouraging. If the person checking in would like to be encouraged, offer words of affirmation and support. Notice any signs of improvement you have observed. The more specific the encouragement, the better.
  • Challenging. If the person checking in would like to be challenged, offer a challenge. Make sure it’s both measurable and doable, and record it so that you can follow up later if appropriate. Then, give the person permission to accept or reject your challenge.

When you put these principles into practice, you’ll create an environment for learning where participants feel acknowledged, heard, supported, and challenged. You’ll receive real-time information about the emotions and experiences of the learners in the room, both individually and corporately. Ultimately, pausing for a check-in prepares participants and facilitators alike to re-engage more energetically and attentively in the tasks ahead!

What type of check-ins have you found helpful in your work?

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Andrew A. Boa (MA, Wheaton College Graduate School) is the author of Redeemed Sexuality (2017). He lives in California with his wife and young daughter.

*Adapted from Redeemed Sexuality by Andrew A. Boa. ©2017. Used by permission of InterVarsity Press, P.O. Box 1400, Downers Grove, IL, 60515-1426. www.ivpress.com.

Disability Etiquette!

A while ago I had the joy of reading a fascinating theological book called Copious Hosting: A Theology of Access for People with Disabilities. In that gentle and prophetic text, Catholic disability-advocate Jennie Weiss Block sets out to define disability and accessibility theologically, explore the history and the concerns of the American disability-rights movement, and offer an inclusive theological account of disability based solidly in friendship and compassion. I highly recommend it! For now, I want to share ten tips for “disability etiquette,” as stated by Block (pp. 142-148).

  1. Do not make decisions that affect people with disabilities without their participation.
  2. Use common sense. People with disabilities are just ordinary people and want to be treated in the same way you would like to be treated. Act in the same way that you would normally act, appropriate to the situation at hand.
  3. Always speak directly to the person with the disability, not to the person accompanying him or her.
  4. Be aware that a person with a disability sometimes needs extra time. Make this accommodation willingly, in a way that does not make the person feel uncomfortable.
  5. If you are planning a meeting or event, try to anticipate what specific accommodations people with disabilities might need.
  6. It is fine to use common expressions like, “See you later,” or “I’ve got to run now.” What is not appropriate is to use disability slurs or descriptions that have negative meanings
  7. Never pretend to understand what a person is saying. Listen attentively and be patient.
  8. If a person uses a wheelchair, respect the wheelchair and the space around it. Do not touch the wheelchair, or lean on it, or push it without being asked.
  9. If an individual has a developmental disability, keep the communication direction and simple. Stay focused on the person, and give them time to understand and answer.
  10. Become knowledgeable about the different types of disabilities among the members of your own community, and offer the spiritual, moral, and physical things that are needed to offer these individuals access.

The first tip is most important: because we have agency like that of others even with our limitations, people with disabilities (or our caregivers) need to be involved in the choices that make up our lives. All ten tips for disability etiquette really fall under the second point, because people are people. Use good sense and compassion when you encounter us! We don’t bite; I promise.

Recall a time when one of these tips would have been helpful.

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Mike Walker (ma.walker@mail.utoronto.ca) is a theologian of disability and poet with spastic cerebral palsy from Prince Edward Island, currently based in Toronto, Ontario, Canada. He aims to be a practical theologian, and an advocate for both people with disabilities and others who are vulnerable; when not working, he loves to read, write, exercise, and hang out with friends. Feel free to contact Mike if you are interested in conducting an accessibility audit.