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

The Best Workshop Ever Facilitators Be prepared Lessons are interactive Facilitate conversation & communication Be 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 Ever Everyone 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 Ever Everyone Be alert and present Watch our sarcastic humor You can only volunteer yourself Be sensitive to differences and learning styles Fun, Food

Sequence and Flow

Two Perspectives on Sequencing 1. Ice Melters 2. Deinhibitizers 3. Trust Activities 4. Problem Solving Initiatives 1. Challenges 1. Getting Acquainted 2. Learning to Trust and Support Each Other 3. Communication Skills 4. Setting Goals 5. Problem Solving and Conflict Resolution 6. Extensions

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 Learning Art, Play, Music, Drama Therapies Simulations Experience 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

What? So What? Now What?

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 CycleDavid 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 Groups Reflective 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