| Group activities, of course, can range from learning | | | | and restate it throughout where it feels appropriate |
| to cook to discussing a book club choice. But there | | | | without sounding nagging. |
| are some generic tips on leading groups that can put | | | | 4. Balance focus and boundaries with a little free time. |
| the odds of their success in your favor. | | | | Ideas and thoughts will naturally appear that need to |
| 1. Be clear on the focus of the group activities. | | | | be expressed at appropriate times. Depending on the |
| Sounds obvious - goal: learn to cook (duh). But do | | | | nature of the activities of your group, decide when |
| you want the group to learn a deeper understanding | | | | free time should take place. You can allow it at the |
| of herbs so they'll more often shop at farmers' | | | | beginning, but realize you'll have to get everyone |
| markets? Or do you want cooking to just be the | | | | focused at some point when their minds may have |
| background for socializing? Group leadership means | | | | wondered. You can allow free time after the group |
| keeping the specific focus in mind and attracting | | | | activity, but realize people sometimes start visiting |
| others to do the same. | | | | and have to be shooed out the door. If your group |
| 2. Keep the meeting time consistent even though | | | | activities take place in a public location, and everyone |
| there are times some just can't make it. If you | | | | can leave according to their own schedule, that |
| switch the time to accommodate Susan, Jean and | | | | wouldn't be a problem. If you lead group activities in |
| Tom may resent the fact that they had made | | | | someone's home, it can be hard to get participants |
| special arrangements to be there during the original | | | | to leave. A mid-break period of free time is another |
| time, and feel Susan should do the same. | | | | good option. Participants have already started out |
| 3. Do set boundaries. People feel safer and work | | | | focused and it may be easier for them to return to |
| better in group activities within chosen boundaries. | | | | focus after a mid-activity break. |
| State the hopes for the gathering at the beginning, | | | | |