Handout 2.

2A – Classroom Scenarios

 Scenario 1: Facilitator holds all the power. Participants are permitted to do only
what the facilitator allows them to do. Power flows from facilitator to
participants.

TEACHER

STUDENTS STUDENTS STUDENTS

 Scenario 2: Participants hold all of the power. The facilitator is permitted to do

only what the participants allow her (or him) to do. Power flows from
participants to facilitator.

TEACHER

STUDENTS STUDENTS STUDENTS

 Scenario 3: The facilitator holds most of the power, but participants hold some
as well. Facilitators can do what is in their power, and the participants can do
what is in their power. Ask participants to suggest some powers that the
facilitator might have and some that the participants might have.

TEACHER

STUDENTS STUDENTS STUDENTS

 Handout 2.2B – Think, Pair, Share

Directions: With a partner, think about the three scenarios we just discussed
(facilitators hold all power, participants hold all power, powers are shared).
Use the graphic organizer to set up your Think, Pair, Share.

Think:
What are some costs/ Pair: Share:
benefits of each What does your partner What will your statement
arrangement? think? to the class be?

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2-

3-
 Resources: one person or group has more or better resources to solve the
problem or satisfy the need.
Example: A __________ might be assigned the function of ________ because
he or she has most, if not all, of the resources needed to fulfill that function.

 Proximity or Connectedness: one person or group is closer to the problem,

understands it better, and/or is able to respond more quickly and appropriately.
Example: A __________ might be assigned the function of ________ because
he or she is closer to the problem and probably understands it better.

 Burden: small problems are better handled by those with smaller or fewer
responsibilities so that those with more problems or responsibilities are not
burdened with relatively “little things.”
Example: A __________ might be assigned the function of ________ because
he or she has relatively few responsibilities and others have more important
things to worry about.

 Scope: the problem or need has the potential for affecting many different
people over large areas (or few people in a very limited area).
Example: A __________ might be assigned the function of ________ because
so the need or problem is experienced by many people living in a large area.

 Tradition, Precedent, or Custom: sometimes a person or group has a function

because they were the first ones to take on that function, and it makes sense to
let that person continue with it.
Example: A __________ might have the function of ________ because he or
she was the first to have it, and it makes sense to let that person continue having
it.

 Authority: sometimes decisions about who should be responsible for satisfying

needs or dealing with problems are determined by whether someone has
authority over those affected by the need or problem.
Example: A __________ might have the function of ________ because he or
she has the most authority over those who are affected by the need or problem.