Having a clearer idea of people's needs, my next challenge was to meet those needs. We had to design the course to create an effective learning environment for every participant. The importance of balance was clear. The course needed the regularity of structure, but also required the flexibility to change according to the group's needs. We also had to balance goals. My goals for the group and the goals of the members themselves were not necessarily the same. Finally, there was the balance of leadership. I wanted the group to know that we were all equals, but someone had to make lesson plans and keep the group focused.

Balance of Structure

During the VALTA course I learned about the importance of consistency and safety in the classroom. For people whose lives have often been chaotic and uncertain, it is vitally important to provide a space where they can be comfortable to express themselves. Being able to anticipate what will happen next and how the session will play out gives participants a sense of security.

In our preparation, Janet and I created a solid structure for the course. Each week followed the same plan. As described earlier, we wrote our reactions after each class while the participants' words were fresh in our minds. From that we could decide on themes and topics that were of immediate interest for next week's class. This arrangement helped create well thought-out and engaging lesson plans.

We were very deliberate in the types of writing prompts and activities we chose. Our first session began with discussion and brainstorming of fears that participants might have about beginning a writing group of this nature. Common worries included that others would not believe their stories or would judge their lives. From that list, the group created a set of guidelines to address these fears. Everyone agreed it is important to remember that joining any new group can be scary, especially when you will be asked to write and share with a group of strangers. By asking the group to list what people might find frightening and allowing them to build a series of rules to ease these fears, we gave them some control of the safety and ownership of the group. Each student helped design the structure of the course which simultaneously made them comfortable within it and responsible to maintain it.