Recently, I observed a trainer conducting a two-day training. Even before the session began, I was curious to see how participation would unfold.

The reason was what I had heard: a topic that required not only knowledge sharing but also shifts in mindset—where the recommended group size typically should not exceed 24–25 participants—had 55 participants. This was a government program, and the trainer had little control over the numbers.

The seating arrangement added another layer of complexity. Participants were seated on benches, two per desk, arranged in three long columns with about ten rows. In effect, it resembled a typical classroom: three vertical columns and ten horizontal rows, with participants slightly staggered. As I looked at the room, the question that immediately came to mind was: How would the trainer ensure participation in such a setup? With so many participants seated in fixed rows, it seemed easy for many to remain silent. Yet what unfolded during the session was a small but significant lesson in facilitation.

A Simple Rule

At the beginning of the session, the trainer established a simple norm: unless specifically invited, participants should avoid answering repeatedly. This ensured that new voices were heard and gently encouraged broader participation.

Moving Beyond the Classroom Format

As the session progressed, the trainer did something very effective. She did not simply ask open questions to the whole room, nor did she rely only on directing questions to specific individuals. Instead, each question came with a different structure. Sometimes she invited responses from all three columns. Sometimes she asked someone from every row to respond. At other times, she divided the room into two sides and invited one side to share their thoughts. While doing this, she moved between the columns, making eye contact with different participants. Her attention kept circulating across the room. This constant shifting of “response groups” had a powerful effect. Participants remained alert. People who might otherwise stay quiet found themselves included. And the session developed an energy that a typical classroom format rarely allows.

Participation Through Design

What impressed me most was the simplicity of the approach. There were no elaborate activities or complex group exercises. Just a thoughtful way of structuring who speaks next. Because the invitation to respond kept moving across the room—from rows to columns to sides—participants never felt that only a few people were expected to contribute. Most people had a chance to speak. Many shared their experiences and perspectives. And the session remained lively throughout.

For me, it was one of the most effective examples of managing participation in a large, fixed-seating classroom.

Sometimes, good facilitation does not depend on perfect conditions. It depends on noticing the constraints in the room—and turning them into opportunities for participation.

Photo by Vitaly Gariev on Unsplash