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

Part 3: Facilitator KnowledgeHow 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

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

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)

The Best Workshop EverEveryone

Be alert and present

Watch our sarcastic humor

You can only volunteer yourself

Be sensitive to differences and learning styles

Two Perspectives on Sequencing

1. Ice Breakers

2. Deinhibitizers

3. Trust Activities

4. Problem Solving Initiatives

5. Challenges

1. Getting Acquainted

2. Learning to Trust and Support Each Other

3. Setting Goals

4. Using Communication Skills

5. Problem Solving and Conflict Resolution

6. Extensions

TEAM DEVELOPMENT WHEEL

FORMING

TestingPolite

ImpersonalWatchfulGuarded

PERFORMING

MatureCloseness

ResourcefulOpen

EffectiveClose andSupportive

NORMING

Getting OrganizedDeveloping Skills

Establishing ProceduresGiving Feedback

Confronting Issues

STORMING/SORTING

InfightingControlling ConflictsConfronting People

Opting OutDifficulties

Feeling Stuck

STAGE FOUR STAGE ONE

STAGE TWOSTAGE THREE

Processing the Experience

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

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

• Happens all the time• Is a natural way to learn

• Experimentation• Exploration• Example• Empathy

EXPERIENTIAL LEARNING…

• Harnesses the natural power of EL• Is a formal way to support learning

• Shared philosophy, different methodologies

EXPERIENTIAL EDUCATION

Wilderness Education

Adventure Based Counseling

Inquiry

Service LearningArt, Play, Music, Drama Therapies

SimulationsExperience Based

Training and Development

Environmental Education

Internships

Expeditionary Learning

Adventure/Challenge Education

Experiential Education

And more…

What?

So What?

Now What?

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

Thematic/Focused

The Adventure Wave

The Adventure Wave

What?

So What?

Now What?

The Experiential Learning cycle & Adventure Wave

The Experiential Learning cycle & Adventure Wave

Did you notice?…Why did that happen?

Does that happen in real life?

How can you use that?

Experiential Learning Cycle

David Kolb

Why does that happen?

WHAT?

SO WHAT?

NOW WHAT?

interpretation

Does that happen in real life?

How can you use that? Did you notice?…Why did that happen?

Processing Experience with GroupsReflective Observation and Asking Questions

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

Processing Tools and Strategies

• Formats• Ratings• Words and Drawings• Metaphorical• Artistic• Activities• And more…

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. 

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

“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

Experience/Frontloading

Reflection

Generalization

Application

BLUE

GOLDGREEN

ORANGE

FEELING

THINKING

REFLECTINGDOING