The 10 core competencies of a Resilience for Youth Program facilitator are outlined below. To evaluate a facilitator, download our evaluation form.

1. Surrendering the One-Up Relationship

Walking the talk

  • Demonstrates the basic principle of surrendering the one up (unconditional love and valuing others) at all times before during and after class
  • Strives to live the principle in all aspects of their lives


  • “Teacher Attitude” – Engages with students during exercises and breaks
  • Uses Resilience for Youth’s strategies for Surrendering the One-up Relationship

Being positive and hopeful

  • Smiles frequently and communicates an attitude of hope that we can truly make a difference (inspiring the students through your example and attitude)
  • Looks for positive things to say about the class
  • Focuses on what students are doing right, not what they are doing wrong

 Being respectful

  • Avoids making jokes or using sarcasm that could be perceived as negative towards students or offensive to anyone in the room
  • When using humor, avoids any potentially inflammatory subjects such as race, politics, religion etc. (Self-deprecating humor is good!)

2. Framing a Lesson or Concept

  • Creates learning readiness at the beginning of each principle; engages students by “framing” the section
  • Communicates conviction, passion, enthusiasm and a strong belief in the principle being taught. (creating student buy-in)
  • Avoids planting seeds of doubt, negativity or apathy towards the message
  • Makes connections between current and previously discussed concepts
  • Makes connections between student comments and course material

3. Activity Implementation


  • Is prepared with props, instructions, and processing questions
  • Creates appropriate space and room setup for given activity (i.e. object lesson vs. movement activity)
  • Selects appropriate activities based on needs of the group and individuals within it.
  • Aware of and addresses safety concerns
  • Establishes different roles in cases where students don’t wish to participate
  • Able and prepared to coach students as needed


  • Effectively frames the activity
  • Provides demonstrations when activity set-up/instructions are complicated

During the activity

  • Listens and observes during the activity – moves around and makes note of comments and behaviors of students to be used during processing

4. Using Video and Other Multimedia

Preparing to use video

  • Watches each video before class
  • Knows what to say for each video (framing), possibly writing out questions/script

 Setting up a video

  • When necessary, uses freeze frame to explain context, who people are, what led up to this, etc.
  • Explains what to look for while watching
  • Engages students with questions, e.g.”What would you guess happens here?”
  • Uses strategic pauses during video to ask additional questions

Debriefing a video

  • Doesn’t tell students what happened in the video
  • Asks questions that focus on key behaviors from the video
  • Reinforces principles and concepts of lesson
  • Funnels questions from general to specific
  • Allows students to make points, then adds information as necessary to complete the discussion
  • Keeps focus on students’ impressions, not teacher’s

Setting up equipment

  • Makes sure before class that equipment is properly set up and ready to go
  • Understands how to set up and troubleshoot equipment issues
  • Practices using equipment and troubleshooting to become proficient
  • For music and video, utilizes remote control effectively

5. Using Music

Using music for effect

  • Has songs queued up and ready to play at key moments to achieve desired effect (energize, introduce concept/theme, engage with humor, etc.)
  • Has playlists organized for class
  • Uses relevant music (specific ties to group demographic, lesson concept, specific effect, etc.) not just personal favorite of the teacher

 Use of music videos

  • When there is time, incorporates Resilience for Youth music videos into the lesson plan.
  • Asks discussion questions for the videos  (sometimes pausing video and pointing out key lyrics, etc.)

6. Storytelling 


  • Looks for stories in the media and everyday life that apply to Resilience for Youth principles


  • Builds suspense without prematurely revealing the punch line or resolution
  • Uses details to create the characters and paint a picture
  • Involves students by asking questions
  • Delivery: increased energy, dramatic pauses, varied pacing, and use of voice


  • Story placed appropriately in lesson flow to connect or make a point
  • Has a moral that clearly relates to a key element (short story) or key concept (can be longer story) of the lesson

Is Appropriate

  • Is not too long (doesn’t make a meal out of a snack) – Keeps to a length of 3 to 5 minutes in most cases
  • Is relevant to the students/class
  • Avoids potentially inflammatory material such as religion, politics, race or sexual orientation, etc.
  • Mix of personal and real-world stories (i.e. famous people, current events, literature, film, etc.)
  • Mix of success and failure stories (Not all stories should be success examples. We can learn great things from stories of struggle or failure.)

7. Questions and Processing

Effective Processing 

  • Utilizes the four F’s
  • Ability to adapt processing to time constraints
  • Has a clear understanding of the tie-in to the principles being taught
  • Makes processing a priority with every activity, video, etc.

 Asking Questions   

  • Has a point in asking the question
  • Doesn’t answer own question; comfortable with silence and will wait for answers
  • Has well thought out questions designed to help students with self-discovery
  • Can ask questions “on the fly” in response to student discussion 
  • Questions help students relate material to their experiences
  • Doesn’t ask questions that have one “right” answer (open vs. closed questions)
  • Ability to dig deeper when students give a general answer

 Answering Questions 

  • Shows concern
  • Clarifies questions as needed
  • Ability to use questions as the basis of a good group discussion

8. Effective Instructions

  • Gets student attention
  • Gives instructions one at a time
  • Utilizes four-part sequence
  • Avoids unnecessary language (phrases like, “Now I would like you to…” etc.)
  • Makes sure students understand and are ready to move on

9. Schedule Management

Managing Time 

  • Maintains awareness of key lesson objectives; strives to effectively use class time to achieve these objectives
  • Teaches all lessons without skipping key material or rushing at the end
  • Class is well-paced throughout
  • Appropriate ratio of teacher talk to student activity
  • Refrains from lecture; manages class discussion while still moving through the material
  • Managing student problems effectively
  • Models the principles of surrendering the one-up when dealing with problems (especially if attacked)
  • Manages problems such as
    • Tardiness
    • Hostile questions
    • Side conversations
    • Inappropriate behavior
    • Talking on cell phone, etc.

10. Flexibility

  • Ability to adapt and change lesson plan “on the fly” based on student response
  • Ability to recognizew when students have become disengaged
  • Implements state changes to maintain maximum attentiveness’
Scroll to Top