every classroom, ensure that students are following instructions given
from the studio and completing the tasks assigned. This is where the role
of the in-class facilitator becomes very important.
In the first year of this program, we have prepared 340 teachers to
become effective facilitators through a combination of a two-day PD
module at the beginning of the year and on-going support through the
We have also had to teach ourselves and our team of experts to always
be conscious of the fact that when we give instructions for activities or
assign tasks for students to complete, we are in fact communicating with
the in-class facilitator who then ensures that the instructions are carried
out. As the reader can imagine, this can become quite complicated and
we found that some simple strategies can help streamline this
communication, if followed intentionally.
Make sure instructions are explained orally as well as presented
Give time to in-class facilitators to repeat the instructions in
mother-tongue. In fact, the expert should explicitly tell them to
repeat the instructions.
Give a very clear indication of how much time students have to
complete the task and give an on-going time check.
Constantly remind in-class facilitators to walk around the
classroom and ensure students are on-task. While this may sound
like common sense, it has taken us one year of constant
reminding to get MCGM teachers to make this part of their
Teacher PD: Learning to Facilitate Teacher Facilitating In-Class