Getting It Done

Managing learner disruptive behavior is not easy. It’s a challenge that is unique to each facilitator. The key is to recognize the thought process that is occurring and then choose the facilitator behaviors that apply.

The table earlier in this chapter illustrates both the disruptive behavior thought process and potential facilitator actions. Now is the time for you to apply this information to your own facilitation. Part of the table is reproduced in exercise 7–1 to aid in your application activity.

Exercise 7.1: Preparing to deal with disruptive behavior.

Instructions:

1. In the left column, identify learner disruptive behaviors that you will likely encounter during your course.

2. Put an X in the space next to the action(s) you plan to use to deal with the disruptive behavior.

3. Add any additional actions you could use in the blank space provided.

Learner’s Disruptive Behavior	Facilitator Actions That Meet the Learner’s Agenda and Continue the Learning
Side conversation	_____ Behave as if you know the side conversation is class related and ask the participants to add their thoughts. _____ If you are lecturing or leading a discussion, slowly move into the part of the room where the disrupters are, continue the lecture or discussion, and don’t look at them as you continue. _____ Change the pace of the activity; do something active (have participants make flipcharts, put them in small group discussions, etc.). _____ Re-form groups. _____ At the start of the next session, revisit the class norms/ground rules. _____ Other
Talks too much; monopolizes discussion	_____ If he/she is on the subject begin talking with him/her and summarize his/her point. Then turn to others and invite their participation: “What does everyone else think?” _____ Avoid eye contact with him/her for a while. _____ If he/she is off target, say, “Great point, but it is beyond the scope of our class…Let’s talk about this together offline.” _____ Put his/her issue on a “parking lot” flipchart. _____ Change the pace of the activity and have participants do solo work for a short time. _____ Other
Complains; is negative about class or organization	_____ Ask if others feel the same way. If they don’t, then offer to assist and/or listen to him/her during break. _____ If others do feel the same way, facilitate a “productive tangent.” _____ Acknowledge the complaint then turn group discussion to strategizing how to overcome it. _____ Put the issue on the parking lot. _____ If valid, incorporate it into the action planning to have the learner address the issue. _____ Other
Daydreams; not really “in the class”	_____ Change the current activity to make it more active/involving. _____ If the daydreaming is organization-related and more than one person is doing it, acknowledge it and allow a short discussion, then move on. _____ Talk to him/her privately during a break and ask how the class could be better meeting his/her needs. _____ Frequently link content to the job. _____ Other
Heckles the facilitator	_____ Give him/her attention in a learning-oriented way rather than encouraging the heckling. _____ Change the activity so that the participants are interacting with each other rather than with you. _____ If the heckling continues, talk with the person privately. Ask if the class is meeting his/her needs. If not, or if he/she doesn’t want to be there, acknowledge and support that within the constraints of the program. If the disruptions continue, send him/her back to the job. _____ Other
Challenges the facilitator on content or technique; “know-it-all”	_____ Give the person the spotlight for a few minutes. _____ Turn the exchange into a discussion by implying that there are multiple points of view and all should be addressed. Ask for other opinions from the rest of the group. _____ Other
Tells jokes or clowns around at inappropriate times	_____ Give him/her attention by reengaging him/her with the content without acknowledging the joking behavior. _____ If the jokes are intended to relieve tension, help the group by bringing up the discomfort directly, or put them in small groups so they can discuss more comfortably. _____ When a joke is funny and at the right time, laugh! _____ Other
Makes an inappropriate remark (sexist, racist, etc.)	_____ Deal with it in front of the group; it cannot be ignored. _____ First, give him/her a chance to retract: “I’m sure you didn’t mean that the way it sounded…” If he/she does retract, move on. _____ If the person does not retract, say in front of the group “Unfortunately, that view is not in keeping with the values of our organization, and we can’t have any more of that.” Speak with the person during break—and even report the behavior to his/her manager if necessary. _____ Revisit norms/ground rules for respect of others. _____ Other
Does other work or reads the newspaper or takes cell phone calls	_____ Speak to him/her during a break and point out that his/her behavior leads you to believe the class is not meeting his/her needs. Ask how the class can better serve his/her needs, and try to do that. _____ Acknowledge the pressure. Negotiate with the participant to appear engaged so that his/her behavior doesn’t affect the rest of the group. _____ Offer to have him/her attend another session. _____ Other
Silent, doesn’t participate verbally	_____ Create opportunities for him/her to participate safely in pairs or small groups. _____ Pace some activities so there is reflection time included before participants discuss and share opinions. _____ If you can tell by his/her body language that he/she is engaged, listening, reacting, and thinking, consider simply leaving him/her alone. _____ Other
Withdraws from group interpersonally and/or physically	_____ Ask the person at the next break what is going on and how you can help. Deal with the issue accordingly after that. _____ Have small groups rotate persons presenting. _____ Encourage groups to have all members of groups actively involved. _____ Other
Goes off on tangent; misses the point	_____ Find one thing to agree with in what he/she has said. _____ Affirm and compliment his/her effort to stay engaged with the content. _____ Say, “That would be a logical assumption; however, the truth is…” _____ If his/her effort is contrived to see what you will do, the most effective behavior is to address the content of the question rather than take the bait. _____ Other
Reprinted with permission from Deb Tobey LLC, 2003.

You’re moving right along on your facilitation journey! The next chapter features how you can use media to enhance and increase learning.