Role of the Facilitator
The facilitators in Changing Lives Through Literature bring their love of literature to the table; not by lecturing, but by choosing engaging texts and facilitating the discussion that follows. Facilitators make discussion happen; they provoke it, sometimes structure it, and at other times, allow it to flow freely. The goal is to find practices that engage all participants in the literature, the characters, and the themes, and to uncover questions that come from the texts. While the methods and strategies vary from classroom to classroom and facilitator to facilitator the emphasis is always on involving the participants.
The facilitator's role includes working with other team members to decide on the logistics and rules: e.g., how many weeks the course will meet, where best to hold the class, or how to deal with tardiness or absences. Most facilitators are affiliated with a college or university and arrange to have CLTL programs meet on campus. Facilitators who are not affiliated with a college or university arrange to meet in libraries or other non-court settings whenever possible. The facilitator should be involved in these decisions, if possible, because the more the facilitator functions as part of a team, the more invested he or she will be in the program.
The facilitator chooses the readings and may also ask students to do some writing, either in the classroom or in preparation for a given week’s discussion. The number of sessions planned will be crucial in determining the kind of reading material.
Choosing the books and proposing topics to write on also means thinking about goals for each class. Facilitators generally do not know the details of why participants from the court have been assigned to the CLTL program. By relying on their own past classroom experience, facilitators select ideas to focus on in the classroom and issues that will make participants read and reflect between classes.
Juvenile Court Programs
Role of the Facilitator:
The facilitator should enthusiastically guide participants in a discussion of the reading that is understandable. The juveniles should be as close in age as possible. The facilitator must also consider that the juveniles will come with varying reading and learning abilities. It is recommended that the reading be read out loud in class by the facilitator or a volunteer participant. A juvenile participant should not be called upon to read because there may be some that have difficulty reading. The facilitator should provide a short period of reflection after the reading during which time the juveniles should be encouraged to write down any thoughts on the reading. If time permits, it may be beneficial to read the reading again so that the juveniles have a full comprehension of the reading.
The facilitator should encourage open, honest, and serious responses to the reading content. The discussions should be orderly and provide each juvenile the opportunity to participate. It is important for the facilitator to be mindful that many of the juveniles that will participate have experienced significant trauma, and they may have an emotional reaction to a particular reading’s characters and topics such as parental abandonment; substance misuse; domestic violence; sexual abuse; and homelessness.
The facilitator may provide a copy of the next week’s reading to the participants should any have the initiative to read it before the next meeting.
What makes a good CLTL facilitator?
A good facilitator needs to be somewhat of an improviser. When comments take the group in a direction one is not prepared for, or a participant hasn't understood the book at all, or the book chosen falls flat, a facilitator must make quick but thoughtful decisions on how to handle the situation. The ability to bring ideas and feelings out of the group and to stimulate thinking is at the core of an effective CLTL session.
Texts should allow participants to reflect on their own experiences through the characters. This means texts that resonate with the facilitator. Unless a facilitator is engaged in the literature, they most likely cannot engage others.
A CLTL facilitator understands the piece they are teaching from one perspective, and maybe even from other perspectives, but realizes that other voices in the room are valid and bring their own ways of seeing the text. A successful facilitator draws out this diversity, learns over time how to capitalize on it, and allows the text to be the teacher.
CLTL is a way of looking at literature and a way of listening to others' insights. It is choosing literature with themes that resonate for a group, literature that speaks to underlying issues. It is finding ways to engage the disengaged, to give voice to those who feel unheard, and to include those who have felt disenfranchised by our social system. CLTL is as much a way of approaching a discussion about literature as it is a list of texts. And its methods can be used with groups that have members from diverse cultures, opinions, and backgrounds.
Nothing takes the place of jumping in and learning from experience. Good facilitators bring something unique to the program, their own personal experiences to a text as well as their own methods of making that text come alive. This is one of the founding principles of Changing Lives Through Literature and a key to its success.
Selecting Texts
Guiding Principles
- Readings focus on themes and characters that provoke us to ask questions about our values, the kind of society we want to live in and what it means to be human. They should engage our imagination and ask us to delve deeply into our psyches through the safety of story. By examining such literature and language together we arrive at shared realizations and insights.
- Choices should be left to the discretion of the facilitators, their passion, and interests as well as their sense of the group.
- Readings should be adapted to each group. Readings should reflect/relate to the group’s concerns and experiences but do not have to “mirror” them, i.e., choose texts written from a variety of time periods, perspectives, styles etc. Changing Lives Through Literature participants may be invited to participate in the full range of literary styles and in the ongoing discussion of such works or facilitators may choose to focus on styles they think are most effective with their class.
- Texts should cause us to question our assumptions about values, society, and behavior.
- For juvenile programs, short stories are the most appropriate material for teenagers given the limited time for reading when meeting, and the varying reading skills of participants.
Level of Difficulty of Readings
- Initial readings should be accessible to all. Work up to more challenging and complex readings as participants gain confidence. Use strategies that prepare participants for and help them through more difficult readings, remembering that characters, conflicts, and themes should engage us.
- Some facilitators prefer to start the first night with a short story and/or something short enough (often a poem) to be read aloud and allow the group to reflect on its responses. In this way, the facilitator models methods for critical close reading that probationers can use independently. Reading together that first class can alert the facilitator to any difficulties probationers may have (e.g., with the text or with the reading process). Facilitators work with team members to circulate the first week’s reading by email.
- Some facilitators employ a “Go Round” approach to class discussion allowing all to participate and give a reaction before discussion ensues, allowing each person opportunity to speak and the chance for others to see differences.
- A list of novels, short stories, autobiographies, memoirs, essays and poems that have been used successfully in the program can be found in Section Nine.
Include Culturally Relevant Material
- Put readings in context of a variety of culturally diverse materials.
- Be respectful and appreciative of specific cultural experiences each probationer brings to reading. Each response enriches our understanding of the text.
- Bring to discussion the reasons why one is engaged and find relevant texts that may not directly reflect a facilitator’s own cultural experience.
Role of Poetry
- Poetry is appropriate and useful to include if an instructor so chooses.
- Poetry fosters close reading and critical thinking.
- Poetry can be discussed thoroughly in a single setting.
Audio-Visual Material
- The use of audio-visual material is optional but can be included if an instructor so chooses (and if the classroom setup allows it to be presented without hassle or delay). While the focus should remain on the written text, audio-visual material which resonates with the readings may be included. Audio books may be an attractive option for some participants (via Libby or other outlets).
- Visual literacy has gained increasing importance.
Writing Assignments
- Reading, writing, and reflection deepen our experience of a text. Formal, graded writing assignments are not appropriate. However, multiple opportunities for informal written response help probationers focus on the reading, be more thoughtful about their response, and, in “authoring” their responses, help them find a voice.
- Some facilitators like to assign a short pre-class writing assignment that provides a common starting point for discussion and ensures everyone makes an initial contribution so even quieter probationers can contribute. Post discussion: some facilitators have students free write a more personal response to the story (e.g., write a letter of advice to a character, explain what this reading meant to them) or do some creative writing using the reading as a prompt.
- These practices are commonly used in college classroom to good effect.
Facilitator Payment Guide
We are thrilled to have you as a Facilitator, or as someone interested in becoming a Facilitator with Changing Lives Through Literature (CLTL) and want to make the process as seamless as possible. The following are a few key notes:
- You must be set up as a Massachusetts state vendor and have a current name, address, and bank account on file before facilitating.
- Facilitators are eligible to receive a stipend.
- Facilitators are reimbursed up to a budgeted amount for the purchase of program reading materials and graduation books.
- For additional information, please contact cltl@jud.state.ma.us.
Becoming a Vendor
- Step 1: Complete the New & Existing Facilitator Information Form (CLTL-A2).
- Step 2: The Facilitator Coordinator will contact you and discuss your qualifications.
- Step 3: Following step 2 and upon approval, a Request to Establish Facilitator as a Vendor Packet will be emailed to you for completion.
After submission of all documents, it will take approximately 2 weeks to become established as a vendor and be issued a vendor code. Please note: Always retain the assigned vendor code.
Updated Vendor Information
Facilitators are responsible for keeping their information accurate. Current information can be viewed by searching VendorWeb. Please refer to the "How to use VendorWeb" guide. For additional assistance, please reach out to jason.colbert@jud.state.ma.us. Please note:
- Banking information cannot be accessed via VendorWeb.
- To update banking information, complete the New & Existing Facilitator Information Form (CLTL-A2).
Getting Paid
A Facilitator Request for Payment and/or Reimbursement Form (CLTL-F3) must be submitted. After submission of documents, it will take approximately 2 weeks to receive payment.
- To receive your stipend:
- Your program must conclude before submitting for reimbursement.
- To receive book reimbursement:
- Materials must be purchased under your name.
- Avoid purchasing through a shared account or using a form of payment that is not in your name.
- You can submit for reimbursement once you receive the materials. You do not need to wait until your program concludes.
Where is my Payment?
Please use VendorWeb to check the status of your payment. Please refer to the "How to use VendorWeb" guide. For additional assistance, please reach out to jason.colbert@jud.state.ma.us.