Community based Education

Definition

A combination of learning experiences designed to facilitate voluntary actions conducive to

the community

Terms used for communication and health education

Activities

 Information: A collection of useful briefs or detailed ideas, processes, data and theories that
can be used for a certain period of time.
 Education: A complex and planned learning experiences that aims to bring about changes in
Cognitive (knowledge), affective (attitude, belief, value) and psychomotor (skill) domains of
behavior.
 Communication: the process of sharing ideas, information, knowledge, and experience
among people using different channels.
Social mobilization is a term used to describe a campaign approach combining mass media and
working with community groups and organizations.

1. Health extension is an approach of promoting change through demonstration, working

with opinion leaders and community based educational activities.

2. Nutrition education is education directed at the promotion of nutrition and covers choice
of food, food-preparation and storage of food.

3. Family Life Education refers to education of young people in a range of topics that
include family planning, child rearing and childcare and responsible parenthood.

4. Patient education is a term for education in hospital and clinic settings linked to
following of treatment procedures, medication, and home care and rehabilitation
procedures.

5. Behavior Change Communication (BCC): Is an interactive process aimed at changing

individual and social behavior, using targeted, specific messages and different
communication approaches, which are linked to services for effective outcomes.

6. Advocacy: refers to communication strategies focusing on policy makers, community

leaders and opinion leaders to gain commitment and support. It is an appeal for a higher-
level commitment, involvement and participation in fulfilling a set program agenda.

Aims and principles of community education

Aims
 Motivating people to adopt healthy behaviors by providing appropriate knowledge and helping
to develop positive attitude.
 helping people to make decisions about their health and/ or and acquire
The necessary confidence and skills to put their decisions into practice.

Basic Principles

 All community based education should be need based.

Therefore before involving any individual, group or the community in health education with a
particular purpose or for a program the need should be ascertained. It has to be also specific and
relevant to the problems and available solutions.

 Education aims at change of behavior.

Therefore multidisciplinary approach is necessary for understanding of human behavior as well
as for effective teaching process.

 it is necessary to have a free flow of communication.

The two-way communication is particularly of importance in community education to help in
getting proper feedback and get doubt cleared.

 The educator has to adjust his talk and action to suit the group for whom he has to give
education.
E.g. when the educator has to deal with illiterates and poor people, he has to get down to their
level of conversation and human relationships so as to reduce any social distance.

Community Education should provide an opportunity for the clients to go through the
stages of identification of problems, planning, implementation and evaluation.
This is of special importance in the health education of the community where the identification
of problems and planning, implementing and evaluating are to be done with full involvement of
the community to make it the community’s own program.

Community Education is based on scientific findings and current Knowledge.

Therefore a community educator should have recent scientific knowledge to provide education.

 The educators have to make themselves acceptable.

They should realize that they are enablers and not teachers. They have to win the confidence of
clients.

 The educators should practice what they profess

They should not only have correct information with them on all matters that they have to discuss
but also should themselves practice what they profess. Otherwise, they will not enjoy credibility.

 The community educator should use terms that can be immediately be understood.
Highly scientific jargon should be avoided.

 Health Education should start from the existing indigenous knowledge and efforts
should aim at small changes in a graded fashion and not be too ambitious. People will learn
step by step and not everything together. For every change of behavior, personal trail is required
and therefore the community educator should provide opportunities for trying out changed
practices.

Approaches to community education

 The persuasion approach deliberate attempt to influence the other persons to do what we
want them to do (DIRECTIVE APPROACH)
 the informed decision making approach
Giving people information, problem solving and decision making skills to make decisions but
leaving the actual choice to the people.
E.g. family planning methods-Many health educators feel that instead of using persuasion it is
better to work with communities to develop their problem solving skills and provide the
information to help them make informed choices. However in situations where there is serious
threat such as an epidemic, and the actions needed are clear cut, it might be considered justified
to persuade people to adopt specific behavior changes.

Targets for community education

 Individuals such as clients of services, patients, healthy individuals

 Groups E.g. groups of students in a class, youth club
 Community E.g. people living in a village

Role of community educator

 Talking to the people and listening of their problems

 Thinking of the behavior or action that could cause, cure and prevent these problems.
 Finding reasons for people’s behaviors
 Helping people to see the reasons for their actions and health problems.
 Asking people to give their own ideas for solving the problems.
 Helping people to look as their ideas so that they could see which were the most useful and the
simplest to put into practice.
 Encouraging people to choose the idea best suited to their circumstances.

What is community?

Community could be defined as organized groups of people who share a sense of belonging,
beliefs, norms, and leadership and who usually interact within a defined geographical area.
E.g. People living in a “Kebele” or Woreda” People organized under one religion etc.

What is Training?
Training is the process of education in which both the mind and body are brought under exercise
and discipline. It is the act of acquiring necessary qualification or occupation or feat of physical
skill or endurance.

Phases of Training
 Preparation (pre-training/planning) phase
 Training phase/implementation
 Post-training (follow-up component/ evaluation)

a. Preparation/ planning phase

This phase involves several activities to be carried out.

 conducting training need assessment. This is to ask whether there is a need gap for a certain
kind of health workers to carry out some work
 Identify aims of the training program.
 State needs or problems that are expected to be solved
 Identification of the trainees. Recruiting and selecting learners is the single most important
step in any training program. This is because the problems to be solved primarily rest on
their attitude and behavior when they are deployed for services.
 Know who the learners are. Their educational and training background experiences they have
with this problem, topic or subject, their interests, and their social and cultural background.
 Identify resources available- time, equipment, space, trainers and written materials including
books, handouts…
 Determine the four important areas (domains) of learning going to be changed (knowledge,
belief, attitude and skill)
 Determine the teaching methods to be used depending on the targeted domain of learning.
 Arrange living condition of the trainees and facilitators (food,lodging, transportation,
recreation, financial support).
 Determine how the learners and the program will be evaluated. This may include pre-test and
post test, feedback from the trainees at the end, follow-up for the graduates.

b. Training/ implementation Phase

In the actual training phase training curriculum is to be followed and the necessary arrangements
have to be made for concurrent monitoring and evaluation. The training curriculum should be
modified now and then by making mid course correction and change to suit the objectives and
needs. The training phase must insure the opportunities for learning by doing and also creating
necessary climate or environment in which learning can take place effectively.

c. Evaluation of Training

Evaluation is a process of determining the degree or amount of success with pre-determined

objective.

Steps for evaluation

 Input evaluation- examines what resources were used based on which we can calculate the
cost per graduate-efficiency.
 Process evaluation- looks at what methods are used; see how trainees are progressing,
training run as per the schedule…
 Output evaluation- reviews the quality and numbers of people trained to see if they meet
standards and the targets or objectives set during the planning process. This includes the
knowledge and skill tests.
 Outcome/Impact evaluation- examines what the results or effects the graduates have
achieved in the work they are trained for. This is performed using field assessment through
observations and surveys.

NEEDS ASSESSMENT
A needs assessment is a systematic process for determining and addressing needs, or "gaps"
between current conditions and desired conditions or "wants". The discrepancy between the
current condition and wanted condition must be measured to appropriately identify the need. The
need can be a desire to improve current performance or to correct a deficiency

Importance of needs assessment

i. A needs assessment is a part of planning processes, often used for improvement in

individuals, education/training, organizations, or communities.
ii. It can refine and improve a product such as training or service a client receives.
iii. It can be an effective tool to clarify problems and identify appropriate interventions or
solutions
iv. By clearly identifying the problem, finite resources can be directed towards developing
and implementing a feasible and applicable solution.

History

Kaufman argues that an actual need can only be identified independent of premature selection of
a solution. To conduct a quality needs assessment according to Kaufman, first determine the
current results, articulate the desired results, and the distance between results is the actual need.
Once a need is identified, then a solution can be selected that is targeted to closing the gap.

1. Shelter
2. Murder, rape, or crimes of violence, robbery, or destruction of property
3. Substance abuse
4. Disease
5. Pollution
6. Starvation and/or malnutrition
 7. Child abuse
8. Partner/spouse/elder abuse
9. Discrimination based on irrelevant variables including color, race, creed, sex, religion,
national origin, age, and location
10.Poverty
Community needs assessments are generally executed in four steps:

 planning and organizing,

 data collection,
 coding and summarizing the needs assessment results
 Sharing the results with the community to facilitate action planning.
.

Types of community needs assessment – strategies for planning and organizing

Community needs assessment I – This type of needs assessment seeks to evaluate the strengths
and weaknesses within a community and create or improve services based on the identified
weaknesses. Organizing this type of needs assessment is primarily structured around how to best
obtain information, opinions, and input from the community and then what to do with that
information.

Community needs assessment II – This type of needs assessment is constructed around a

known problem or potential problem facing the community for example, disaster preparedness,
how to address an increase in violent crime etc. This type of community needs assessment
centers less on the direct involvement of the community but rather the governing entities,
stakeholders, businesses, advocacy groups and organizations which will be potentially affected
or can contribute to the community need.

Community needs assessment III - This final type of needs assessment is based within an
organization which serves the community at large, is currently addressing a need within the
community, or is dedicated to an under-served population within the community. This type of
needs assessment centers on improving the efficiency or effectiveness of such organizations.

Implementing a community needs assessment – The exact methodology to implementing a

community needs assessment is partially determined by the type of assessment that is being
performed. However, general guidelines can be proposed.

1. Use of focus groups

2. Creating a needs assessment survey
3. Collecting and analyzing data
 4. Community public forums
5. Producing a final report and planning action committees

CURRICULUM DEVELOPMENT

The word curriculum generally refers to a series of courses that help learners achieve specific
academic or occupational goals. A curriculum often consists of general learning objectives and a
list of courses and resources. Some curricula are more like lesson plans, containing detailed
information about how to teach a course, complete with discussion questions and specific
activities for learners. Here are some strategies for developing a curriculum.

Steps in developing curriculum

1. Define the objective of the curriculum.

The goal may be to help adults prepare for the General Education Development (GED)., the
main objective might be to provide specific skills or knowledge necessary for completion of a
program. Being specific about the curriculum objective will assist with its development.

2. Choose an appropriate title.

Depending on the learning objective, titling the curriculum may be a straightforward process or
one that requires greater thought. A curriculum for GED adults can be called "GED Preparation
Curriculum." A program designed to assist adolescents with eating disorders might require a
carefully thought-out title that is attractive to teenagers and sensitive to their needs.

3. Create a scope and sequence.

This is an outline of key skills and information that learners need to achieve the main curriculum
objective. The scope and sequence might be a list of courses that a they must complete. The
outline for a software training curriculum might be a more detailed list of software operations,
such as creating new records, saving information, deleting records and merging files.

4. 4. Determine the teaching approach.

 Depending on the topic and objective, information might best be conveyed in a lecture format.
In other cases, providing written materials, holding discussion sessions and offering hands-on
practice might be the most appropriate teaching methods. National or regional development
limitations are considered. It could include discussion questions; detailed discussion questions
provide greater direction. In a human rights curriculum, for example, learners might be asked to
share their understanding of what constitutes fundamental human rights.

Allow room for flexibility to meet learners' needs. Curriculum development must prioritize the
needs of learners.

5. Build in an assessment component.

Determining how to assess the knowledge of learners is dependent on the main curriculum
objective. If learners are preparing for a standardized action/implementation, implementing
practice tests is an effective way to simultaneously prepare them for the testing process and
identify weaker skills and knowledge areas.

PREPARING A LESSON PLAN

A lesson plan is a lesson "project" written down on paper. It provides a guide for managing the
learning environment.

STEPS FOR PREPARING A LESSON PLAN.

(1) Outline learning objectives

The first step is to determine what you want the community to learn and be able to do at the end
of the lesson. To help you specify your objectives for community learning, answer the following
questions:

 What do I want the community to learn?

 What do I want them to understand and be able to do at the end of the lesson?
 What do I want them to take away from this particular lesson?

Once you outline the learning objectives, rank them in terms of their importance. This step will
prepare you for managing time and accomplishing the more important learning objectives in case
you are pressed for time.

(2) Develop the introduction

Now that you have your learning objectives in order of their importance, design the specific
activities you will use to get the people to understand and apply what they have learned. Because
you will have a diverse body of people with different academic and personal experiences, they
may already be familiar with the topic. That is why you might start with a question or activity to
gauge their knowledge of the subject.

Develop a creative introduction to the topic to stimulate interest and encourage thinking. You
can use a variety of approaches to engage them (e.g., personal, historical event, thought-
provoking dilemma, probing question, etc.

(3) Plan the specific learning activities (the main body of the lesson)

Prepare several different ways of explaining the material (real-life examples, visuals, etc.) to
catch the attention of more people and appeal to different learning styles. As you plan your
examples and activities, estimate how much time you will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to different
applications or problems, and to identify strategies that check for understanding. These questions
would help you design the learning activities you will use:

 What will I do to explain the topic?

 What will I do to illustrate the topic in a different way?
 How can I engage the learners in the topic?

(4) Plan to check for understanding

How will you know that they are learning? Think about specific questions you can ask them in
order to check for understanding, write them down. Decide on whether you want them to
respond orally or in writing. You can also ask yourself these questions:

When planning your lesson, decide what kinds of questions will be productive for discussion and
what questions might sidetrack the process. Think about and decide on the balance between
covering content and ensuring that learners understand.

(5) Develop a conclusion and a preview

Go over the material covered in by summarizing the main points of the lesson. You can do this in
a number of ways: you can state the main points yourself (“Today we talked about…”), you can
ask a one person to help you summarize them, or you can even ask all of them to write down on
a piece of paper what they think were the main points of the lesson.

(6) Create a realistic timeline

A list of ten learning objectives is not realistic, so narrow down your list to the two or three key
concepts, ideas, or skills you want the community to learn. Your list of prioritized learning
objectives will help you make decisions on the spot and adjust your lesson plan as needed. A
realistic timeline will reflect your flexibility and readiness to adapt to the specific learning
environment.

Presenting the Lesson Plan

Letting your trainees know what they will be learning and doing in class will help keep them
more engaged and on track. You can outline on the board or on a handout the learning objectives
for the class. Providing a meaningful organization of the class time can help them not only
remember better, but also follow your presentation and understand the rationale behind in-class
activities. Having a clearly visible agenda (e.g., on the board) will also help you and the stay on
track.

Reflecting on Your Lesson Plan

A lesson plan may not work as well as you had expected due to a number of extraneous
circumstances. You should not get discouraged – it happens to even the most experienced
educators! Take a few minutes after each class to reflect on what worked well and why, and what
you could have done differently. Identifying successful and less successful organization of class
time and activities would make it easier to adjust to the contingencies of the classroom.

Conclusion

To be effective, the lesson plan does not have to be an exhaustive document that describes each
and every possible classroom scenario. Nor does it have to anticipate each and every learner’s
response or question. Instead, it should provide you with a general outline of your teaching goals,
learning objectives, and means to accomplish them. It is a reminder of what you want to do and
how you want to do it. A productive lesson is not one in which everything goes exactly as
planned, but one in which both the learner and instructor learn from each other.

Teaching Aids
"Teaching materials/ aids is a generic term used to describe the resources teachers use to deliver
instruction, they support learning. Teaching aids illustrate key points in lessons and rouse
learners' interests.
Educators ought to know that people learn in a variety of different ways. Some are visually
oriented and more prone to acquire information from photographs or videos. Others do best
when they hear instructions rather than read them. Educators use teaching aids to provide these
different ways of learning as well as to improve or reinforce skills and to make instruction
interesting and fun. Always remember that you have many choices, but you do not want to use
too many bells and whistles just for the sake of it. You want to make sure that these techniques
enhance the materials, provide more information or a different viewpoint, rather than just be
repetitive. Also, too many teaching aids can be very confusing.
Key points
1. Rather than just standing in front of the people and lecturing when discussing a topic,
community educators often use flip charts.
Need of Teaching Aids

1) Every individual has the tendency to forget. Proper use of teaching aids helps to retain more
concepts permanently.

2) People can learn better when they are motivated properly through different teaching aids.

3) Teaching aids develop the proper image when the learners see, hear taste and smell properly.

4) Teaching aids provide complete example for conceptual thinking.

5) The teaching aids create the environment of interest for the learners.

7) Teaching aids helps the educator get sometime and make learning permanent.

8) Teaching aids provide direct experience to the learners.

Types of Teaching Aids

There are many aids available these days. We may classify these aids as follows-
1) Visual Aids
The aids which use sense of vision are called Visual aids. For example: - actual objects,
models, pictures, charts, maps, chalkboard, overhead projector, slides etc. Out of these black
board and chalk are the most common.

2) Audio Aids
The aids that involve the sense of hearing are called Audio aids. For example: - radio, tape
recorder, gramophone etc.

3) Audio - Visual Aids

The aids which involve the sense of vision as well as hearing are called Audio- Visual aids. For
example: - television, film projector etc.

Importance of Teaching aids

Teaching aids play an very important role in Teaching- Learning process. Importance of
Teaching aids is as follows:-

1) Motivation
Teaching aids motivate people so that they can learn better.
2) Clarification
Through teaching aids, the educator clarifies the subject matter more easily.

3) Discouragement of Cramming
Teaching aids can facilitate the proper understanding to the learners which discourage the act of
cramming.

4) Increase the Vocabulary

Teaching aids helps to increase the vocabulary of the students more effectively.

5) Saves Time and Money

6) learning Live and active

Teaching aids make the classroom live and active.

7) Avoids Dullness

8) Direct Experience
Teaching aids provide direct experience to the learners

Planning, Implementation And Evaluation Of Health Education Programs.

A. The planning Process

Planning a health education program is like planning a journey. In planning a journey, you know
where you are and have to decide where to go. Then you must decide the best way of getting to
your destination. If you do not arrive at the place you wanted to go, you realize that you are lost.
Likewise, the starting point for health education program is the present health situation, e.g. level
of immunization, family Planning coverage, malnutrition status, or sanitation that you would like
to improve to a better level, which is your destination. To do this, you must decide on a strategy
– the methods you must use to improve the situation. At the end, you evaluate your program to
find out if you have reached your target – or have got lost!

Steps in Planning

1. Information gathering

A good way of finding out the present situation is to carry out community profile or diagnosis.
Following are some types of information, which may be helpful in understanding the community
and its health problems.

1.1. The community and its general physical characteristics

1.2. Information on the number of people and their characteristics -may be from available
records.
1.2. Community groups and their impact on the health care system

Learn the existence of various social groups and the nature of relationships both within and
between those groups. E.g. Ethnic class, religious groups etc.

1.3. The communication network

To reach the people in the community, it is necessary for you to know how information and
rumors spread within the community.

1.5. The family structure

As we look about a society, we encounters good many differences in the ways in which families
are organized.
.
1.6. The political structure in the community
Explore the basis for leadership and power within the community.

1.7. The economy and its impact on health

Know about businesses, industries, agricultural conditions, unemployment, family debts, and
how the land is distributed.

1.8. Religion and its impact on health

Religion may have a great influence on the lifestyle of the community including the health
practices and beliefs of individuals.

1.9. Health beliefs and practices

How people define good health and disease. Some people may believe that prevention of illness
is impossible, or very difficult

2. Defining and prioritizing problems

The first requirement in bringing about change is to agree that there is a problem and that
something should be done about it. Defining of specific health problems must involve the
community members. Ask questions in an attempt to find out how they view the health
Situations.

3. Setting goals and Objectives

For a program to succeed, we must know clearly what we want to do and how we are going to do
it. After people have decided upon their priority needs, they must spell out exactly what they
want, i.e. their objectives. An Objective is a statement of proposed change over a fixed time
period. It should be measurable, relevant and possible to achieve. It has to describe:

 What you want to change?

 How much change you want?
  For whom or for what you want the change?
 When? By what time or date?

4. Identifying and Obtaining Resources

Resources inside the community

It is best to find resources inside your community for two reasons: For one thing, it saves money.
More importantly, people are proud to be able to help themselves, which in turn encourage
people to try to solve more problems by their own efforts. Some of them include:
 Places to hold meetings, discussions, and trainings, such as schools, and halls
 Some people may be able to donate money to buy materials.
 Some have skills to contribute, e.g. carpenters, teachers, masons, artists, traditional healers,
weavers and potters
 Many can provide labor.
 Some may support transport: bicycle, motor cycle or vehicle

4.2. Resources outside the community

If resources within are not adequate one may seek from outside:
 Some agencies and ministries can donate funds
 People with special skills, such as finding underground water for wells, may come from
outside.
 Educational materials such as films and posters could be given from outside agencies.

5. Selecting appropriate Methods

It is not enough to decide what will be done, by whom and when, we also need to decide how it
will be done. Once a health worker understands the reason behind behavior that is causing a
health problem, he or she can use many different methods to encourage a change in that
behavior. Generally, there are some basic issues to consider before choosing health education
methods:
 How fast do people change?
 How many people are involved?
 Is the method appropriate to the local culture?
 What resources are available?
 What combined methods are needed?
 What methods fit the characteristics (age, sex, religion etc) of the target group?

B. Carry out and evaluate the Program

1. Development and implementing a program

After having analyzed the situation, define problems, prioritize and set objectives, identify
resources, and design strategy, the health extension workers and health committee should be able
to develop an action plan. A plan of work is a picture or “map” of what to do, when to do it, who
will do it, and at what cost each step of activities

2. Evaluating the program

Evaluation is the process of looking back over what has been done to be sure that things were
done the way they should. Evaluation is not a one-time event. It is a continuous process how the
program is progressing according to a set time table in the action plan. Information for
evaluation program would be obtained from observations, interviews, and records.

Ethical Issues in Health Education

Definition

Ethics is the philosophical study of the moral value of human conduct and the rules that govern
it. It is the right thing to do for society and self. Moral refers to those beliefs about how people
ought to behave.

Basic ethical principles

1. The principle of autonomy

This principle means that people, being individuals with individual differences must have a
freedom to choose their own ways and means of being moral with the framework of the other
four principles.

2. Beneficence (doing good)

Beneficence means doing or promoting good as well as preventing, removing and avoiding evil
or harm. E.g. provide information about emergency first aid to reduce the risks of HIV infection
or accident.

3. Non-malfeasance (doing no harm)

Non-malfeasance holds a central position in the tradition of medical ethics and guards against
avoidable harm to subjects. In short, it refers to non-infliction of harm to others. E.g. use of
sterile needles.

4. Justice (fairness)

This principle states that human being should treat other human being fairly and justly in
distributing goodness and badness among them.

5. The principle of truth telling (honesty)

At the heart of any moral relationship, there is communication. A necessary component of any
meaningful communication is telling the truth, being honest.
Ethical consideration for community based educators

 Provide people with relevant and accurate information and resources to make their
choices freely and intelligently.
 Support change by freedom of choice and self-determination, as long as these decisions
pose no threat to the health of others.
 Be advocates for healthful change and legislation, and speak out on issues deleterious to
public health.
 Avoid and take appropriate action against unethical practices and conflict of interest
situations
 Respect the privacy, dignity and culture of the individual and community and use skills
with these values.
 Share their skills, experience and vision with their clients and colleagues.
 Observe principles of informed consent and confidentiality of individuals.
 Maintain their highest levels of competence through continued study, training and
research.

CONDUCTING ADULT LEARNING SESSION

Adult; a person who has reached the maturity level where a personal assumption of
responsibility for self and sometimes for others take place
Adult learning; the acquisition of knowledge, attitudes and skills often resulting in behavioral
change of some sort in an adult.

During adult learning session, you should undertake the following activities,

1. Start with an introduction and or an ice breaker activity

 Welcome participants and introduce yourself by name to them

 Talk briefly about why the training is important and what your interest is in the training
 Allow all participants to introduce themselves-adult earners appreciate an open,
comfortable learning environment
 Motivate participant at the beginning by introducing a fun activity that requires them to
interact more and learn more about each other
 Do not spend too much time on these ice breakers-recommended time is about 10
minutes

2. Describe the agenda

 Explain to the participants what training areas will be covered by the training, the order
you will present the topics and how much time you will require on each topic
 Ask if they will need to modify or create their own agendas according to their needs,
culture or customs

3. Gauge participants interest and knowledge

 You can ask participants to complete some questions prepared for this purpose or you can
do this orally by asking some questions- allow between 10-15 minutes to complete this
task

4. Pay attention to participants

 Do the participants look like they are following well; are they nodding, volunteering,
commenting or asking questions?
 Stop from time to time to ask questions and ask how everyone is doing
 If the participants are tired or disengaged, you need to slow down. Turn the material into
question and generate a discussion or switch to a different activity or take a short break/
introduce a brief fun activity

5. Be flexible
 Be aware that some activities may take longer or shorter as planned
 Explain to the participant if you need to deviate from the schedule you have laid out
 If participant do not seem to engage in a given activity be prepared to adjust; stretch,
shrink or eliminate activities as necessary.

6. Think about keeping the interest of the participant

 Keep the interest of the participants-integrate physical movement, humor and practical
demonstrations
 Include and encourage personal stories and humor whenever possible

7. Conclusion
 End each session with a summary and a chance for participants to share their last thought.
 Ask everyone to share one thing that really stood out from the session.

8. Evaluate each session

 Ask participants to give you feedback so you can find out what they learnt in your
session, what they enjoyed most and what they would change