Openness Adults must be non-judgmental and learn to listen to children who, in turn, relate to others similarly. Although the children have a lot of control, adults guide the decision-making process. Sometimes the children change their minds and the adults have to adapt to the change. If, however, the decision does not lead to success, the facilitators emphasize the positive aspects and the learning that resulted. If the decision works, the adults help evaluate how and why it worked.
Students can then celebrate their achievements and plan for other, similar successes.
A private, secure space is best. The open setting of a school library, for instance, made the group feel self-conscious. A bulletin board and blackboard are also helpful. Timetable Facilitators should have debriefing or planning time, which is especially important after meeting with the children. This time is also necessary for the adults' peer support when they can develop trust by discussing their own reactions and observations about each other.