TEACHER/FACILITATOR INSTRUCTIONS AND TIPS

The teacher/facilitator should have some prior training in participatory teaching methods, such as brainstorming, role-plays, and open-ended questions, to use this toolkit effectively. Familiarity with the concepts of gender, and experience working with young people are required. The teacher/facilitator should also be able to discuss sexual health issues in public, with an unembarrassed, but sensitive, approach. An ability to relate well to young people in an understanding, nonjudgmental manner is also necessary. Good facilitators of these sessions should create a safe space and learning experience in which all students teach each other through sharing, discussion and feedback. Key points to remember when creating this type of environment include: • see the students as experts with information and skills to share, rather than seeing yourself as the only expert in the room; • think of everyone as a student and teacher, all learning from each other, and think of yourself as guiding the process rather than thinking of the students as needing knowledge from you; • most people learn by doing, experiencing, practicing and feeling, rather than memorizing, repeating and recording information; • there are many possible answers to a situation or question rather than only one right answer; • it is more important for all to participate and be involved in the learning process rather than thinking control is better (USAID, 2009); • develop a response plan in the event a student discloses abuse to you during or after sessions (see Actions that Comfort Students above for tips). For more information about how to create a safe space in a classroom, you can refer to Teaching Tolerance: Classroom Culture, accessed via http://www.tolerance.org/publication/classroom-culture For more information about participatory teaching methods, you can refer to Institute of Development Studies: Participatory Methods accessed via http://www.participatorymethods.org/task/facilitate

WARM-UP/ICEBREAKERS

Warm-up exercises or icebreakers are games to help participants relax, have fun and (re)connect with each other. If time allows at the beginning of each session, lead students in a warm-up. Games can also be used at the end of the day or between sessions and activities to lighten the mood and give participants an opportunity to relax after a difficult or intense session/day. For sample games and icebreakers, see 100 Ways to Energise Groups: Games to Use in Workshops, Meetings and the Community in the Bibliography (USAID, 2009).

ADAPTING TOOLKIT SESSIONS TO BE COMMUNITY SPECIFIC

Teachers/facilitators are encouraged to provide students with the most up-to-date and communityspecifc organization/resources in Trinidad and Tobago for students to use in the event they experience CSA or want to discuss it further with someone. (BTS information handouts are available at IGDS, St. Augustine). Teachers/facilitators should also prepare a list of telephone numbers, names and organizations close to their communities for students to use if they experience CSA such as guidance officers, counselors, nurses, or doctors with experience in responding to CSA and gender violence, or referral to a psychiatrist or psychologist. (USAID, 2009).