Tips for the instructor of the exercises
1
Think over your own presumptions beforehand and also after the activity sessions. You can, for instance, consider whether you, in a specific situation, would act more on the basis of your presumptions than objectively. It may be difficult to identify and perceive one’s own presumptions, so take time to think them over in a quiet space.
2
Set enough time for giving instructions. Then, make sure that the instructions have been understood, e.g. by asking the participants to repeat the instructions.
3
Demonstrate what you are saying and use visual material as you give instructions. If a game requires, for instance, physical action, demonstrate what is expected when you give instructions. If an exercise is expected to result in an output on paper, it is good to have an example of a complete output.
4
Before the actual game or exercise, rehearse a few times so that you can check that every participant has understood the instructions.
5
Use plain language, simple words, and speak in a slower and clearer manner. Remember to allocate enough time for doing the exercises.
6
Go through the key rules and most important norms with the participants, so everyone is aware of what kind of action is allowed and what is not permitted.
7
When working with immigrant groups, it is often better to do something else than sitting and staying still. Instead, different arts and activity-based methods as well as hands-on practice and handiwork are good options in a multicultural group.
8
Enable expression of emotions in other ways other than only by verbal means (for example, drawing, photographs, and concept cards).
9
Consider cultural differences but remember that everyone is their own individual, as well.
10
Do not underline cultural difference too much. Instead, remind participants that everyone is equal. However, also give participants the opportunity to talk about their own cultures according to the needs of the participants.
11
Use various approaches other than solely individual-centred instruction.
12
Avoid fast interpretations and allow time for solving situations.
13
Try to gain the trust of the group and also to keep it.
1
Think over your own presumptions beforehand and also after the activity sessions. You can, for instance, consider whether you, in a specific situation, would act more on the basis of your presumptions than objectively. It may be difficult to identify and perceive one’s own presumptions, so take time to think them over in a quiet space.
Set enough time for giving instructions. Then, make sure that the instructions have been understood, e.g. by asking the participants to repeat the instructions.
2
3
Demonstrate what you are saying and use visual material as you give instructions. If a game requires, for instance, physical action, demonstrate what is expected when you give instructions. If an exercise is expected to result in an output on paper, it is good to have an example of a complete output.
Before the actual game or exercise, rehearse a few times so that you can check that every participant has understood the instructions.
4
5
Use plain language, simple words, and speak in a slower and clearer manner. Remember to allocate enough time for doing the exercises.
Go through the key rules and most important norms with the participants, so everyone is aware of what kind of action is allowed and what is not permitted.
6
7
When working with immigrant groups, it is often better to do something else than sitting and staying still. Instead, different arts and activity-based methods as well as hands-on practice and handiwork are good options in a multicultural group.
Enable expression of emotions in other ways other than only by verbal means (for example, drawing, photographs, and concept cards).
8
9
Consider cultural differences but remember that everyone is their own individual, as well.
Do not underline cultural difference too much. Instead, remind participants that everyone is equal. However, also give participants the opportunity to talk about their own cultures according to the needs of the participants.
10
11
Use various approaches other than solely individual-centred instruction.
Avoid fast interpretations and allow time for solving situations.
12
13
Try to gain the trust of the group and also to keep it.