Flow

1. Flow • Foundations: What is a sense of community? Why create a sense of community in schools? • Creating Conditions/Tools: What are the conditions for a sense of community to develop? How can the conditions help to establish a container for community building? What are some tools for making it happen? • Facilitator Knowledge: How do we achieve our vision of creating a classroom community? How do we build community in the classroom with intention? • Application

2. Part 3: Facilitator Knowledge How do we achieve our vision of creating a classroom community? How do we build community in the classroom with intention? Sequencing the process Group development Processing the experience

3. The Best Workshop EverFacilitators • Be prepared • Lessons are interactive • Facilitate conversation & communicationBe engaging • Build in breaks and allow for sustenance • Turn cell phones off and present • Teach with purpose • Be playful and laugh • Be positive and encourage

4. The Best Workshop EverEveryone • One person talks at a time • Have an open mind and good attitude • Be positive and encouraging • Be on time • Be an active listener and respectful of others’ opinions • Cell phones off (except for need) • Appropriate and respectful language (be kind)

5. The Best Workshop EverEveryone • Be alert and present • Watch our sarcastic humor • You can only volunteer yourself • Be sensitive to differences and learning styles

6. Two Perspectives on Sequencing • Ice Breakers • Deinhibitizers • Trust Activities • Problem Solving Initiatives • Challenges • Getting Acquainted • Learning to Trust and Support Each Other • Setting Goals • Using Communication Skills • Problem Solving and Conflict Resolution • Extensions

10. Processing the Experience

11. We should be careful to get out of experience only the wisdom that is in it, and stop there, lest we be like the cat that sits down on a hot stove lid. She will never sit down on a hot stove lid again and that is well, but also she will never sit down on a cold one anymore. ~ Mark Twain

12. From Frank, L.S. (2004). Journey Toward the Caring Classroom. Oklahoma City, OK: Wood ‘N’ Barnes Publishing (p. 247)

13. EXPERIENTIAL LEARNING… • Happens all the time • Is a natural way to learn • Experimentation • Exploration • Example • Empathy

14. EXPERIENTIAL EDUCATION • Harnesses the natural power of EL • Is a formal way to support learning • Shared philosophy, different methodologies

15. Experiential Education Expeditionary Learning Wilderness Education Experience Based Training and Development Simulations Inquiry Adventure Based Counseling Internships Environmental Education Service Learning Art, Play, Music, Drama Therapies Adventure/Challenge Education And more…

16. Now What? What? So What?

17. Thematic/Focused From: Cain, J., Cummings, M, & Stanchfield, J. (2005). A Teachable Moment. Dubuque, IA: Kendall/Hunt Publishing Company (p. 8)

18. The Adventure Wave

19. The Adventure Wave

20. Now What? What? So What?

21. The Experiential Learning cycle & Adventure Wave

22. The Experiential Learning cycle & Adventure Wave

23. Experiential Learning Cycle David Kolb WHAT? NOW WHAT? interpretation How can you use that? Did you notice?… SO WHAT? Why did that happen? Does that happen in real life? Why does that happen?

24. Processing Experience with Groups • Reflective Observation and Asking Questions How can you use that? Did you notice?… Why did that happen? Does that happen in real life?

25. This profession might become wearisome through the repetition of the same climbs time after time, but the guide is more than a mere machine for climbing rocks and ice slopes, for knowing the weather and the way. He knows that such-and-such a climb is particularly interesting, that at this turn the view is quite suddenly very beautiful, and that this ice ridge is delicate as lace. He says nothing of all this but his reward is in his companion’s smile of discovery. ~ Gaston Rebuffat

26. Processing Tools and Strategies • Formats • Ratings • Words and Drawings • Metaphorical • Artistic • Activities • And more…

27. The wise leader does not intervene unnecessarily. The leader’s presence is felt, but often the group runs itself. Lesser leaders do a lot, say a lot, have followers, and form cults. Even worse ones use fear to energize the group and force to overcome resistance. Only the most dreadful leaders have bad reputations. Remember that you are facilitating another person’s process. It is not your process. Do not intrude. Do not control. Do not force your own needs and insights into the foreground.

28. If you do not trust a person’s process, that person will not trust you. Imagine that you are a midwife; you are assisting at someone else’s birth. Do good without show or fuss. Facilitate what is happening rather than what you think ought to be happening. If you must take the lead, lead so that the mother is helped, yet still free and in charge. When the baby is born, the mother will rightly say: “We did it ourselves!” ~ Lao Tzu

30. “The freedom of the other person includes all that we mean by a person’s nature, individuality, endowment. It also includes his or her weaknesses and oddities, which are such a trial to our patience, everything that produces frictions, conflicts and collisions among us. To bear the burden of the other person means involvement with the created reality of the other, to accept and affirm it, and, in bearing with it, to break through to the point where we take joy in it.” Dietrich Bonhoeffer