Facilitate Learning Quotes

We've searched our database for all the quotes and captions related to Facilitate Learning. Here they are! All 100 of them:

True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.
Nikos Kazantzakis
A good psychologist will take already-traumatic events in your life and work with you to contextualize them as non-traumatic. A bad psychologist will take non-traumatic events in your life and twist your narrative to both make them traumatic and connect them to your current problems. The problem is that good psychologists solve your issues while bad ones create dependency and thus recurring revenue streams.
Simone Collins (The Pragmatist’s Guide to Crafting Religion: A playbook for sculpting cultures that overcome demographic collapse & facilitate long-term human flourishing (The Pragmatist's Guide))
You know that I don't believe that anyone has ever taught anything to anyone. I question that efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.
Carl R. Rogers
A culture that has a moral compass which always points toward the elite’s conception of good—or a society’s default conceptions of “good”—has a broken moral compass. Compasses have value because they point toward a single magnetic North, not a moving position.
Simone Collins (The Pragmatist’s Guide to Crafting Religion: A playbook for sculpting cultures that overcome demographic collapse & facilitate long-term human flourishing (The Pragmatist's Guide))
Researchers would eventually discover that autistic people stim to reduce anxiety—and also simply because it feels good. In fact, harmless forms of self-stimulation (like flapping and fidgeting) may facilitate learning by freeing up executive-functioning resources in the brain that would otherwise be devoted to suppressing them.
Steve Silberman (NeuroTribes: The Legacy of Autism and the Future of Neurodiversity)
We will bring humanity across the vast Saharas of emptiness between the stars and create a dynamic, perpetually advancing empire that spans galaxies, universes, and realities. Just as our ancestors wove fabric from organic matter, our descendants will weave the fabric of reality. Humanity’s descendants will be entities beyond our wildest conceptions of the divine. Omnipotence and the ability to create universes will be the least of their powers. Whether they are good or evil—whether they even come to be at all—is up to us. In that sense, we have even more power than they do.
Simone Collins (The Pragmatist’s Guide to Crafting Religion: A playbook for sculpting cultures that overcome demographic collapse & facilitate long-term human flourishing (The Pragmatist's Guide))
I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.
Hendrith Vanlon Smith Jr. (Principles of a Poinciana School)
When students are inspired, they’ll do anything to gain new knowledge and understanding. They will seek to learn even more than the teacher seeks to facilitate learning.
Hendrith Vanlon Smith Jr.
The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.
Dylan Wiliam (Embedded Formative Assessment)
Everyone understood that Latin learning was inseparable from whipping. One educational theorist of the time speculated that the buttocks were created in order to facilitate the learning of Latin.
Stephen Greenblatt (Will in the World: How Shakespeare Became Shakespeare (Anniversary Edition))
Mindset 1: Stress Is Harmful. Experiencing stress depletes my health and vitality. Experiencing stress debilitates my performance and productivity. Experiencing stress inhibits my learning and growth. The effects of stress are negative and should be avoided. Mindset 2: Stress Is Enhancing. Experiencing stress enhances my performance and productivity. Experiencing stress improves my health and vitality. Experiencing stress facilitates my learning and growth. The effects of stress are positive and should be utilized.
Kelly McGonigal (The Upside of Stress: Why Stress Is Good for You and How to Get Good at It)
Self-awareness— understanding our own motivations, our strengths and challenges—is the key to getting ready to mentor.
Lisa Fain (The Mentor's Guide: Facilitating Effective Learning Relationships)
Advance organizers are brief chunks of information—spoken, written, or illustrated—presented prior to new material to help facilitate learning and understanding.
William Lidwell (Universal Principles of Design, Revised and Updated: 125 Ways to Enhance Usability, Influence Perception, Increase Appeal, Make Better Design Decisions, and Teach through Design)
Journaling is the single most effective tool you may ever find for deeper intimacy with Father God and Jesus. It is a heart-to-heart method of communication with God. For you see, it is God’s desire to intimately commune with you and to have you intimately commune with Him. Journaling facilitates this heart-to-heart communion—it is simply listening to each other’s heart and writing it down. Journaling helps you hear God’s voice. God is speaking to you most of the time. Often you do not differentiate His voice from your own thoughts and therefore do not realize you are actually hearing God’s voice. If you can learn to clearly discern His voice speaking within you, you have found the font of intimacy—the heart of God speaking to you.
Linda Boone (Intimate Life Lessons; developing the intimacy with God you already have.)
Good note taking helps you stay focused (possibly, awake), and it is active learning that encourages deeper processing. Good notes facilitate learning and are extremely useful when it comes time to review your learning.
Marty Lobdell (Study Less, Study Smart: A guide to effective study techniques and enhanced learning)
Leadership in its essence is the capacity to shift the inner place from which we operate. Once they understand how, leaders can build the capacity of their systems to operate differently and to release themselves from the exterior determination of the outer circle. As long as we are mired in the viewpoint of the outer two circles, we are trapped in a victim mind-set (“the system is doing something to me”). As soon as we shift to the viewpoint of the inner two circles, we see how we can make a difference and how we can shape the future differently. Facilitating the movement from one (victim) mind-set to another (we can shape our future) is what leaders get paid for.
C. Otto Scharmer (Theory U: Learning from the Future as It Emerges)
Every man is capable of assisting their partner in the cosmic sexual experience. We can also help facilitate cosmic orgasmic alignment. By being 100% present in the moment, we will activate and trigger a new level of sexuality and orgasm for ourselves and our partner.
Shalom Melchizedek (Learning To Love: And The Power of Sacred Sexual Spiritual Partnerships)
We should not expect the Church as an organization to teach or tell us all of the things we need t know and do to become devoted disciples and endure valiantly to the end (see Doctrine and Covenants 121:29). The moral agency afforded to all of Father's children through the plan of salvation and the Atonement of Jesus Christ is divinely designed to facilitate our individual and independent learning, acting, and, ultimately, becoming
David A. Bednar (Power to Become: Spiritual Patterns for Pressing Forward with a Steadfastness in Christ (Spiritual Patterns, #3))
We think of agents, traffickers and facilitators as the worst abusers of refugees, but when they set out to extort from their clients, when they cheat them or dispatch them to their deaths, they are only enacting an entrepreneurial version of the disdain which refugees suffer at the hands of far more powerful enemies – those who terrorise them and those who are determined to keep them at arm’s length. Human traffickers are simply vectors of the contempt which exists at the two poles of the asylum seeker’s journey; they take their cue from the attitudes of warlords and dictators, on the one hand, and, on the other, of wealthy states whose citizens have learned to think of generosity as a vice. [from the London Review of Books Vol. 22 No. 3 · 3 February 2000]
Jeremy Harding
A major challenge we face today, therefore, is to create a desire in people to learn; and to foster and facilitate this desire throughout their lives.
Bryn Holmes (E-Learning: Concepts and Practice)
trust underpins innovation by facilitating learning and experimentation.
Rich Karlgaard (The Soft Edge: Where Great Companies Find Lasting Success)
To facilitate your growth you have to be eager to learn new things.
Hopal Green
Writing is, without dispute, the best facilitator for thinking, reading, learning, understanding and generating ideas we have.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
From Slim to Fulford—both promoted to four-star general—came the same message: at the executive level, your job is to reward initiative in your junior officers and NCOs and facilitate their success.
Jim Mattis (Call Sign Chaos: Learning to Lead)
What's a City/NGO-sponsored Neighborhood Summit, you ask? It's a trumped-up group of hand-picked 'neighborhood leaders' who have been instructed in Asset Based Community Development and the Delphi Technique. Their goal? To create neighborhood associations that are managed and manipulated by facilitators who have learned 'consensus building' and are using it to further the (United Nations's Agenda 21) plans.
Rosa Koire
In perhaps the most revealing of all the health-related studies, a group of subjects who had contracted malignant melanoma received traditional treatment and then were divided into two groups. One group met weekly for only six weeks; the other did not. Facilitators taught the first group of recovering patients specific communication skills. (When it's your life that's at stake, could anything be more crucial?) After meeting only six times and then dispersing for five years, the subjects who learned how to express themselves effectively had a higher survival rate--only 9 percent succumbed as opposed to almost 30 percent in the untrained group.
Kerry Patterson (Crucial Conversations: Tools for Talking When Stakes are High)
The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.
Susan Cain (Quiet: The Power of Introverts in a World That Can't Stop Talking)
Not every investment requires money. As the girls in this book have shown, they want to know that people care about them and their well-being. They want to be seen and acknowledged for who they are and what they can contribute to the learning environment. Our collective community can respond to their needs by being there for them. But many schools around the country have also established girls’ groups as a way to provide encouragement for girls simply by convening them in regular conversation and sisterhood check-ins. These are good ways to facilitate conversation and to launch the next level of investment—one that does require financial resources. Join efforts to raise awareness about the conditions of Black girls in the racial justice movement.
Monique W. Morris (Pushout: The Criminalization of Black Girls in Schools)
Children hit first because aggression is innate, although more dominant in some individuals and less in others, and, second, because aggression facilitates desire. It’s foolish to assume that such behaviour must be learned. A snake does not have to be taught to strike.
Jordan B. Peterson (12 Rules for Life: An Antidote to Chaos)
Once we recognize this possibility, we can deliberately shape the material worlds in which we learn and work to facilitate mental extension—to enhance “the cognitive congeniality of a space,” in the words of David Kirsh, a professor at the University of California, San Diego.
Annie Murphy Paul (The Extended Mind: The Power of Thinking Outside the Brain)
Experiencing the selflessness, timelessness, effortlessness, and richness of nonordinary states of consciousness can accelerate learning, facilitate healing, and provide measurable impact in our lives and work. But we have to revise or tactics and upend convention to make the most of those advantages.
Steven Kotler (Stealing Fire: How Silicon Valley, the Navy SEALs, and Maverick Scientists Are Revolutionizing the Way We Live and Work)
The great manager and business thinker Peter Drucker says that it’s not enough simply to want to learn. As people progress, they must also understand how they learn and then set up processes to facilitate this continual education. Otherwise, we are dooming ourselves to a sort of self-imposed ignorance.
Ryan Holiday (Ego Is the Enemy)
If you approach the idea of relationships with the goal of finding the perfect person you will miss the bigger purpose of being in a relationship with another. When you choose to instead honor the person who you are in a relationship with you receive the lesson and the growth that the relationship can facilitate.
Victoria L. White (Learning To Love: And The Power of Sacred Sexual Spiritual Partnerships)
I once asked one of the most successful leaders of the telecom industry what she considered to be the essence of her leadership work. She responded, “I am facilitating the opening process so my team can sense and seize emerging opportunities as they arise from the fast paced business environment we are operating in.
C. Otto Scharmer (Theory U: Learning from the Future as It Emerges)
While you two expose yourselves to the detrimental effects of a formal education—reduced self-knowledge, submission to authority, covert institutional indoctrination in linear time—I am employing unorthodox methods of learning in order to facilitate grand associative leaps, heightened cognition, and transcendental intellectualism,
Azareen Van der Vliet Oloomi (Call Me Zebra)
Although I play an important part in the facilitation of these lessons, the students take ownership of the problem-solving and reflection portions and display great leadership skills while collaborating with one another. Students rave about how much fun each experience is, and I’m meeting all of my objectives, Essential Questions, and Common Core standards along the way!
Paul Solarz (Learn Like a PIRATE: Empower Your Students to Collaborate, Lead, and Succeed)
I understand that this work is demanding, complicated, and exhausting, but I also know that there is no better feeling than to see yourself and the world as they really are. When you have an awakening, the dance of discomfort in cross-cultural relationships begins to dissipate. You begin to shake the fear of truly being seen, and you learn to embrace not only your strengths but your humanness.
Caprice D. Hollins (Diversity, Equity, and Inclusion: Strategies for Facilitating Conversations on Race)
Most cross-institutional change processes fail because they miss the starting point: co-sensing across boundaries. We need infrastructures to facilitate this process on a sustained level across systems. And because they don’t yet exist, organized interest groups go out and maximize their special interests against the whole, instead of engaging practitioners in the larger system in a process of sensing and innovating together. As
C. Otto Scharmer (Theory U: Learning from the Future as It Emerges)
I saw a stop sign, and it occurred to me that just as no one expects a stop sign to stop a car, I shouldn’t expect words to substitute for experience. That’s not their job, although words certainly can be misused in that way. The job of words is to direct us toward experience, to round out experience, to facilitate experience, and to give us ways to share at least pale shadows of that experience with those we love. And the job of words is to help us learn to be — and act — human.
Derrick Jensen (Walking on Water: Reading, Writing, and Revolution)
Respecting individual and group autonomy means that we don't need a bunch of f*cking managers; it means that no matter how well positioned or knowledgeable you are, people can communicate and resolve conflicts best when speaking from their direct experiences and with genuine humility. Some of the first skills taught in conflict resolution, facilitation, and de-escalation trainings are how not to speak for others; you learn that you break trust when trying to represent others without their consent.
To be ridiculously sweeping: baby boomers and their offspring have shifted emphasis from the communal to the individual, from the future to the present, from virtue to personal satisfaction. Increasingly secular, we pledge allegiance to lowercase gods of our private devising. We are concerned with leading less a good life than the good life. In contrast to our predecessors, we seldom ask ourselves whether we serve a greater social purpose; we are more likely to ask ourselves if we are happy. We shun self-sacrifice and duty as the soft spots of suckers. We give little thought to the perpetuation of lineage, culture or nation; we take our heritage for granted. We are ahistorical. We measure the value of our lives within the brackets of our own births and deaths, and we’re not especially bothered by what happens once we’re dead. As we age—oh, so reluctantly!—we are apt to look back on our pasts and question not did I serve family, God and country, but did I ever get to Cuba, or run a marathon? Did I take up landscape painting? Was I fat? We will assess the success of our lives in accordance not with whether they were righteous, but with whether they were interesting and fun. If that package sounds like one big moral step backward, the Be Here Now mentality that has converted from sixties catchphrase to entrenched gestalt has its upsides. There has to be some value in living for today, since at any given time today is all you’ve got. We justly cherish characters capable of living “in the moment.”…We admire go-getters determined to pack their lives with as much various experience as time and money provide, who never stop learning, engaging, and savoring what every day offers—in contrast to the dour killjoys who are bitter and begrudging in the ceaseless fulfillment of obligation. For the role of humble server, helpmate, and facilitator no longer to constitute the sole model of womanhood surely represents progress for which I am personally grateful. Furthermore, prosperity may naturally lead any well-off citizenry to the final frontier: the self, whose borders are as narrow or infinite as we make them. Yet the biggest social casualty of Be Here Now is children, who have converted from requirement to option, like heated seats for your car. In deciding what in times past never used to be a choice, we don’t consider the importance of raising another generation of our own people, however we might choose to define them. The question is whether kids will make us happy.
Lionel Shriver
Other groups of color need to acknowledge the courage of Black America, and our indebtedness to them for what we have learned from their struggles. Although all groups can recount their own unique struggles for equal rights, African Americans have always been in the forefront in advocating for social justice. Many other groups of color (and other marginalized groups—women and LGBTQ [lesbian, gay, bisexual, transgender, and queer] individuals) have learned much from the Black movement, including the importance of group identity, and have profited from the work, struggle, and sacrifice of African American brothers and sisters.
Derald Wing Sue (Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race)
Those involved in the redesign process must know what they would do if they could do whatever they wanted. Such knowledge is essential if they are to set meaningful goals for the future. The outcome of such a design is idealized in the sense that the resulting system is ideal seeking, not ideal. It should be subject to continuous improvement with further experience and changing environments. The only certainty is that some of whatever we think we will want five or ten years from now will not be wanted then. Such a vision should be inspiring, a work of art. It should facilitate making short-run sacrifices for the sake of longer-run gains.
Russell L. Ackoff (Turning Learning Right Side Up: Putting Education Back on Track)
Although all new talkers say names, use similar sounds, and prefer nouns more than other parts of speech, the ratio of nouns to verbs and adjectives varies from place to place (Waxman et al., 2013). For example, by 18 months, Englishspeaking infants speak far more nouns than verbs compared to Chinese or Korean infants. Why? One explanation goes back to the language itself. The Chinese and Korean languages are “verb-friendly” in that verbs are placed at the beginning or end of sentences. That facilitates learning. By contrast, English verbs occur anywhere in a sentence, and their forms change in illogical ways (e.g., go, gone, will go, went). This irregularity may make English verbs harder to learn, although the fact that English verbs often have distinctive suffixes (-ing, -ed) and helper words (was, did, had) may make it easier (Waxman et al., 2013).
Kathleen Stassen Berger (The Developing Person Through Childhood)
Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.
Salman Khan (The One World Schoolhouse: Education Reimagined)
A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8
Kevin Simler (The Elephant in the Brain: Hidden Motives in Everyday Life)
Perhaps..." Resuming his rake's persona, investing every movement with languid grace, he shifted forward, closer. Held her gaze. "You could teach me what it is you need." He let his gaze drift from her eyes to her lips. "I've always been considered a fast learner, and if I'm willing to learn, to devote myself to the study of what you truly want..." Her lips parted slightly. He raised his gaze once more to her eyes, to the stormy blue. Read her interest, knew he had her undivided attention. Inwardly smiled. "If I swear I'll do all I can to meet your requirements, shouldn't you accept the...challenge, if you like, to take me as I am and reshape me to your need?" Holding her gaze, resisting the urge to lower his to her tempting lips, he raised a hand, touched the backs of his fingers to her cheek in a tantalizingly light caress. "You could, if you wished, take on the challenge of taming the ton's foremost rake, of making me your devoted slave...but you'd have to work at it, make the effort and take the time to educate me-arrogantly oblivious male that I am-all of which will be much easier, facilitated as it were, by us marrying. After all, nothing worthwhile is ever attained easily or quickly. If I'm willing to give you free rein to mold me to your liking, shouldn't you be willing to engage?" She was thinking, considering he could see it in her eyes. She was following his arguments, her mind following the path he wanted it to take. Shifting his fingers to lightly frame her chin, he held her face steady as if for a kiss. "And just think," he murmured, his eyes still locked with hers, his lips curving in a practiced smile, "of the cachet you'll be able to claim as the lady who captured me.
Stephanie Laurens (Viscount Breckenridge to the Rescue (Cynster, #16; The Cynster Sisters Trilogy, #1))
To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.
Matthew Walker (Why We Sleep: Unlocking the Power of Sleep and Dreams)
Unfortunately, too many companies build their products betting users will do what they make them do instead of letting them do what they want to do. Companies fail to change user behaviors because they do not make their services enjoyable for its own sake, often asking users to learn new, unfamiliar actions instead of making old routines easier. Companies that successfully change behaviors present users with an implicit choice between their old way of doing things and a new, more convenient way to fulfill existing needs. By maintaining the users’ freedom to choose, products can facilitate the adoption of new habits and change behavior for good. Whether coerced into doing something we did not intend, as was the case when Quora opted-in all users to its “views” feature, or feeling forced to adopt a strange new calorie counting behavior on MyFitnessPal, people often feel constrained by threats to their autonomy and rebel. To change behavior, products must ensure the users feel in control. People must want to use the service, not feel they have to.
Nir Eyal (Hooked: How to Build Habit-Forming Products)
We should conduct ourselves so that wisdom will grow. Our organization’s structures should be designed to facilitate learning at all levels, in all areas, even if at first we don’t see the relevance. Professional development opportunities including seminars, university programs, special project teams, and mentoring programs are just a few examples of structured learning.
Franz Metcalf (Being Buddha at Work: 108 Ancient Truths on Change, Stress, Money, & Success)
Coworking spaces are created for the community and with the community in mind. It is not just a real estate business in which a physical space is rented: the role of the facilitator (or host, concierge, community leader, or any other title you want to use) is to enhance the connections and interactions of the coworkers to bring them value and to actively accelerate serendipity. It is a network, not just a place. It is not enough to put a bunch of people together in a room: you must work hard to create the right interactions that form a sense of community.
Ramón Suárez (The Coworking Handbook: The Guide for Owners and Operators: Learn How To Open and Run a Successful Coworking Space)
Reading builds a scaffold of vocabulary and word associations that facilitate learning new information. It improves your brain processing speed for text because you have more rapid comprehension.
Peter Rogers (Straight A at Stanford and on to Harvard)
By the time writing was invented, the Greeks and Egyptians had already learned to extract opium from poppies to facilitate sleep.
Kat Duff (The Secret Life of Sleep)
checklists to make sure we haven’t left out any critical step. These lists contain questions we ask when considering an investment or advising a new-growth innovation team. You can use them for the same purposes—or as a starting point for developing your own checklist. 1. Is innovation development being spearheaded by a small, focused team of people who have relevant experience or are prepared to learn as they go? 2. Has the team spent enough time directly with prospective customers to develop a deep understanding of them? 3. In considering novel ways to serve those customers, did the team review developments in other industries and countries? 4. Can the team clearly define the first customer and a path to reaching others? 5. Is the team’s idea consistent with a strategic opportunity area in which the company has a compelling advantage? 6. Is the idea’s proposed business model described in detail? 7. Does the team have a believable hypothesis about how the offering will make money? 8. Have the team members identified all the things that have to be true for this hypothesis to work? 9. Does the team have a plan for testing all those uncertainties, which tackles the most critical ones first? Does each test have a clear objective, a hypothesis, specific predictions, and a tactical execution plan? 10. Are fixed costs low enough to facilitate course corrections? 11. Has the team demonstrated a bias toward action by rapidly prototyping the idea?
Evidently, we must learn to take responsibility for our own health, not delegate authority over our bodies to others. We need to view health care providers as facilitators who help us manage our health, rather than masters of it. We must fully empower our informed consent, and take the responsibility for doing our own research into the risks and benefits of what we choose to put into our bodies.
Jack Hobson-Dupont (The Benzo Book)
Your team may be called “quality assurance.” Don’t let that go to your head. Your test results and bug reports provide information that facilitates the assurance of quality on the project, but that assurance results from the effort of the entire team.
Cem Kaner (Lessons Learned in Software Testing: A Context-Driven Approach)
Too many discussions end with only a vague sense that people know what they have decided and are going to do. But without a clear conclusion that there is a next action, much less what it is or who’s got it, more often than not a lot of “stuff” gets left up in the air. I am frequently asked to facilitate meetings. I’ve learned the hard way that no matter where we are in the conversation, twenty minutes before the agreed end-time of the discussion I must force the question: “So what’s the next action here?” In my experience, there is usually twenty minutes’ worth of clarifying (and sometimes tough decisions) still required to come up with an answer. This is radical common sense—radical because it often compels discussion at deeper levels than people are comfortable with. “Are we serious about this?” “Do we really know what we’re doing here?” “Are we really ready to allocate precious time and resources to this?” It’s very easy to avoid these more relevant levels of thinking. What prevents those
David Allen (Getting Things Done: The Art of Stress-Free Productivity)
WHILE I THINK the reasons for postmortems are compelling, I know that most people still resist them. So I want to share some techniques that can help managers get the most out of them. First of all, vary the way you conduct them. By definition, postmortems are supposed to be about lessons learned, so if you repeat the same format, you tend to uncover the same lessons, which isn’t much help to anyone. Even if you come up with a format that works well in one instance, people will know what to expect the next time, and they will game the process. I’ve noticed what might be called a “law of subverting successful approaches,” by which I mean once you’ve hit on something that works, don’t expect it to work again, because attendees will know how to manipulate it the second time around. So try “mid-mortems” or narrow the focus of your postmortem to special topics. At Pixar, we have had groups give courses to others on their approaches. We have occasionally formed task forces to address problems that span several films. Our first task force dramatically altered the way we thought about scheduling. The second one was an utter fiasco. The third one led to a profound change at Pixar, which I’ll discuss in the final chapter. Next, remain aware that, no matter how much you urge them otherwise, your people will be afraid to be critical in such an overt manner. One technique I’ve used to soften the process is to ask everyone in the room to make two lists: the top five things that they would do again and the top five things that they wouldn’t do again. People find it easier to be candid if they balance the negative with the positive, and a good facilitator can make it easier for that balance to be struck. Finally, make use of data. Because we’re a creative organization, people tend to assume that much of what we do can’t be measured or analyzed. That’s wrong. Many of our processes involve activities and deliverables that can be quantified. We keep track of the rates at which things happen, how often something has to be reworked, how long something actually took versus how long we estimated it would take, whether a piece of work was completely finished or not when it was sent to another department, and so on. I like data because it is neutral—there are no value judgments, only facts. That allows people to discuss the issues raised by data less emotionally than they might an anecdotal experience.
Ed Catmull (Creativity, Inc.: an inspiring look at how creativity can - and should - be harnessed for business success by the founder of Pixar)
Because an organization’s structure and how its groups work together may have been established to facilitate the design of its dominant product, the direction of causality may ultimately reverse itself: The organization’s structure and the way its groups learn to work together can then affect the way it can and cannot design new products.
But even without experiments, the evidence from bastard tongues show beyond doubt that a major part of language learning comes from the brain rather than experience. In those languages we see the unmistakable signature of a capacity all of us share, or rather have shared earlier in our lives-unless you're a really precocious reader, you've probably lost it by now. It's the capacity to acquire a full human language under almost any circumstances-even a language that could not have been learned, since it did not exist before the first generation that acquired it. All of us have used this capacity once in our lives, when we acquired our first language. We didn't learn the language of our parents by rote, as is shown by all the "mistakes" children make-things that would not have been mistakes if what we'd been learning had been a Creole. We didn't really "learn," in the accepted sense of the word. Rather we re-created our parents' language. But in those rare cases where most of the community doesn't know that language, and there's no other established language they all do know, children will take whatever scraps of language they can find and build as efficiently with those scraps as they would with the words and structures of a long-established language like English. What they build from those scarps won't be exactly the same everywhere. It can't be, because the scraps will be different in different places and they will incorporate into the new language whatever they can scavenge from the scraps-more in some places than in others. But the model into which those scraps are incorporated will reveal the same basic design wherever those children are and whoever they are, and similar structures will emerge, no matter what languages their parents spoke. For Creoles are not bastard tongues after all. Quite the contrary: they are the purest expression we know of the human capacity for language. Other languages creak and groan under the burden of time. Like ships on a long voyage, they are encrusted with the barnacles of freaky constructions, illogical exceptions, obsolete usages. Their convoluted recesses facilitate lying and deceit. But Creoles spring pure and clear from the very fountain of language, and their emergence, through all the horrors of slavery, represents a triumph of all that's strongest and most enduring in the human spirit.
Derek Bickerton (Bastard Tongues: A Trail-Blazing Linguist Finds Clues to Our Common Humanity in the World's Lowliest Languages)
Overcoming Organizational Defenses: Facilitating Organization Learning,
Joseph Heagney (Fundamentals of Project Management (WorkSmart))
Mentoring at its very core is a learning relationship, and the phases I discuss and explore in this book are structures and processes that contribute to learning.
Lois J. Zachary (The Mentor's Guide: Facilitating Effective Learning Relationships)
Obviously, an actual emergency cannot be interrupted to reflect on specific objectives, goals, and capabilities as a way to engage in an emergent learning process. However, a number of ways that this type of reflective process can still be accomplished is to facilitate and encourage learning during a real emergency. To be clear, the underlying motive of the entire framework is to infuse a continuous learning sensibility into a response agency by adopting a philosophy of continual learning though reflection and action. In other words, a shift in organizational culture and values is necessary.
Naval Postgraduate School (When Will We Ever Learn? The After Action Review, Lessons Learned and the Next Steps in Training and Education the Homeland Security Enterprise for the 21st Century)
Kaleidoscope Yoga: The universal heart and the individual self. We, as humanity, make up together a mosaic of beautiful colors and shapes that can harmoniously play together in endless combinations. We are an ever-changing play of shape and form. A kaleidoscope consists of a tube (or container), mirrors, pieces of glass (or beads or precious stones), sunlight, and someone to turn it and observe and enjoy the forms. Metaphorically, perhaps the sun represents the divine light, or spark of life, within all of us. The mirrors represent our ability to serve as mirrors for one another and each other’s alignment, reflecting sides of ourselves that we may not have been aware of. The tube (or container) is the practice of community yoga. We, as human beings, are the glass, the beads, the precious stones. The facilitator is the person turning the Kaleidoscope, initiating the changing patterns. And the resulting beauty of the shapes? Well, that’s for everyone to enjoy... Coming into a practice and an energy field of community yoga over and over, is a practice of returning, again and again, to the present moment, to the person in front of you, to the people around you, to your body, to others’ bodies, to your energy, to others’ energy, to your breath, to others’ breath. [...] community yoga practice can help us, in a very real, practical, grounded, felt, somatic way, to identify and be in harmony with all that is around us, which includes all of our fellow human beings.
 We are all multiple selves. We are all infinite. We are all universal selves. We are all unique expressions of the universal heart and universal energy. We are all the universal self. We are all one another. And we are all also unique specific individuals. And to the extent that we practice this, somatically, we become more and more comfortable and fluid with this larger, more cosmic, more inter-related reality. We see and feel and breathe ourselves, more and more, as the open movement of energy, as open somatic possibility. As energy and breath. This is one of the many benefits of a community yoga practice. Kaleidoscope shows us, in a very practical way, how to allow universal patterns of wisdom and interconnectedness to filter through us. [...] One of the most interesting paradoxes I have encountered during my involvement with the community yoga project (and it is one that I have felt again and again, too many times to count) is the paradox that many of the most infinite, universal forms have come to me in a place of absolute solitude, silence, deep aloneness or meditation. And, similarly, conversely and complimentarily, (best not to get stuck on the words) I have often found myself in the midst of a huge crowd or group of people of seamlessly flowing forms, and felt simultaneously, in addition to the group energy, the group shape, and the group awareness, myself as a very cleanly and clearly defined, very particular, individual self. These moments and discoveries and journeys of group awareness, in addition to the sense of cosmic expansion, have also clarified more strongly my sense of a very specific, rooted, personal self. The more deeply I dive into the universal heart, the more clearly I see my own place in it. And the more deeply I tune in and connect with my own true personal self, the more open and available I am to a larger, more universal self. We are both, universal heart and universal self. Individual heart and individual self. We are, or have the capacity for, or however you choose to put it, simultaneous layers of awareness. Learning to feel and navigate and mediate between these different kinds and layers of awareness is one of the great joys of Kaleidoscope Community Yoga, and of life in general. Come join us, and see what that feels like, in your body, again and again. From the Preface of Kaleidoscope Community Yoga: The Art of Connecting: The First 108 Poses
Lo Nathamundi (Kaleidoscope Community Yoga (The Art of Connecting Series) Book One: The First 108 poses)
McCormick and Donato identified six functions of scaffolding (for example, drawing the novice’s attention to the task, and simplifying or limiting the task demands). The researchers examined another function—the teacher’s use of questions during scaffolded interactions—and how it contributed to class participation and learner comprehension. In the example below, they argue that the teacher’s use of the display question ‘Who usually lives in palaces?’ serves an important pedagogic function because it draws the learners’ attention to the word ‘palace’ through the display question and facilitates the learners’ comprehension of the word.   T Palace?   S1 Like castle?   S2 Special place, very good.   S3 Very nice.   T Castle, special place, very nice. Who usually lives in palaces?   SS Kings.   T Kings, and queens, princes and princesses.   SS Yeah   S4 Maybe beautiful house?   T Big, beautiful house, yeah, really big. McCormick and Donato suggest that questions should be examined within the framework of scaffolded interaction and with reference to the teacher’s goals in a particular lesson or interaction.
Patsy M. Lightbown (How Languages are Learned)
Barbara Fredrickson from the University of North Carolina, along with other researchers who study the impact of positive emotions, have found that happiness brings out our best potential in four concrete ways.5 Intellectually. Positive emotions help you learn faster, think more creatively, and resolve challenging situations. For example, Mark Beeman at Northwestern University has shown that people have an easier time solving a puzzle after watching a short comedy clip. Fun, by easing tension and activating pleasure centers in the brain, helps spark neuronal connections that facilitate greater mental flexibility and creativity.6 It’s no surprise then that multiple studies have shown that happiness makes people 12 percent more productive.7
Emma Seppälä (The Happiness Track: How to Apply the Science of Happiness to Accelerate Your Success)
In 1989, Eugene Peniston and Paul Kulkosky used a specific neurofeedback protocol for the treatment of posttraumatic stress disorder (PTSD). They facilitated twilight states of learning by rewarding both alpha and theta. Their protocol has come to be called deep-states training (Robbins, 2000a). Guided visualizations and skin temperature (ST) training were also part of the protocol design. The first landmark study included a small population of Vietnam veterans. Two years later Peniston and Kulkosky studied the effect of neurofeedback training with veterans who had dual diagnoses of alcoholism and PTSD. Both studies had positive outcomes (Peniston & Kulkosky, 1999). They
John N. Demos (Getting Started with Neurofeedback (Norton Professional Books))
In short, innovation leaders viewed structure in all its forms as a tool for facilitating the process of collaboration and discovery-driven learning. They used it sparingly. How much did they use? Just enough.
Linda A. Hill (Collective Genius: The Art and Practice of Leading Innovation)
The social institutions and attitudes inherited from earlier times and maintained with increasing rigidity made it difficult to adapt to changing circumstances or to create new political and economic institutions which would facilitate such an adaption. An attitude towards unbelievers that varied from condescension in good times, to hostility and mistrust in bad times, made it difficult to learn from them, or even to understand them, at a time when it was the West, and not as previously the Islamic world, that had something to teach.
Bernard Lewis (The Arabs in History)
Tactical decision games are situational exercises on paper representing a snap shot in time. A scenario is handed out that describes a problem related to your profession (law enforcement, security, military, business, etc). The facilitator sets a short time limit for you to come up with a solution to the problem presented. The TDGs can be conducted individually or in a group setting. As soon as time is up, with the facilitator using “time hacks”, an individual or group is told to present their course of action to the rest of the group. What you did and why? Justifying your actions to everyone else! It is important that individuals or groups working together are candid and honest in their responses. You’re only fooling yourself to do otherwise. The lesson learned from the TDGs can make you more effective and safe in the performance of your job. The time to develop the strength of character and the courage to make decisions comes here, in the training environment. Mistakes can be made here that do not cost a life and valuable lessons are learned.
Fred Leland (Adaptive Leadership Handbook - Law Enforcement & Security)
A basic premise of restorative practices is that the increasingly inappropriate behavior in schools is a direct consequence of the overall loss of connectedness in our society. By fostering inclusion, community, accountability, responsibility, support, nurturing and cooperation, circles restore these qualities to a community or classroom and facilitate the development of character. As a consequence of fostering relationships and a sense of belonging, academic performance, too, flourishes.
Bob Costello (Restorative Circles in Schools: Building Community and Enhancing Learning)
How do you feel?” Claudia Jewett Jarratt (1994) recommends a strategy to begin helping children identify their emotions correctly in a technique called “The Five Faces.” Five cards with simple drawings of faces depicting sad, mad, happy, scared, and lonely are used to facilitate conversations about which feeling the person has. To learn the “game,” the toddler might be asked, “Which face shows how you feel about having macaroni and cheese for lunch?” Gradually, the cards are used to talk about more important emotionally reactive situations. Even children whose language is not sophisticated enough to participate in the dialogue, but who seem stuck in the “angry” mode, can benefit from an exploration of emotions.
Mary Hopkins-Best (Toddler Adoption: The Weaver's Craft Revised Edition)
support – a coach helps individual coachees, or clients, through certain processes, decisions or problems goals – the aims or goals of the coachee are clearly defined near the start of the coach-coachee relationship. A path to that goal is mapped out and followed. facilitation – coaching uses many different techniques but they are predominantly facilitating in style. A coach is someone whose job is to help people learn rather than to teach them. questions – One way that coaches help rather than teach is by asking questions. This way, coachees articulate for themselves what they want and how to get there and, in so doing, show that the answers lie in the coachee, not the coach. listening – Coaches are genuinely interested. Their curiosity leads them to a better understanding of their coachees’ hopes and goals, as well as their worries and doubts. optimism – Coaches help their coachees to realise their possibilities, to realise that yes, they can achieve their goals.
Daniel Barber (From English Teacher to Learner Coach)
What is the role of the supervisor in a one-on-one? He should facilitate the subordinate’s expression of what’s going on and what’s bothering him. The supervisor is there to learn and to coach. Peter Drucker sums up the supervisor’s job here very nicely: “The good time users among managers do not talk to their subordinates about their problems but they know how to make the subordinates talk about theirs.” How is this done? By applying Grove’s Principle of Didactic Management, “Ask one more question!
Andrew S. Grove (High Output Management)
It is not only the highly creative who would not whole-heartedly agree with Bowlby’s contention that intimate attachments to other human beings are the hub around which a person’s life revolves. For the deeply religious, and especially for those whose vocation demands celibacy, attachment to God takes precedence over attachment to persons. Although such people may succeed in loving their neighbours as themselves, the injunction ‘Thou shalt love the Lord thy God with all thy heart and with all thy soul, and with all thy mind’ is truly ‘the first and great commandment’.15 Throughout most of Europe’s recorded history, it was assumed that ultimate happiness was not to be expected from human relationships and institutions, but could only be found in man’s relation with the divine. Indeed, many of the devout believed that human relationships were an obstacle to communion with God. The founders of the monastic movement were the hermits of the Egyptian desert, whose ideal of perfection was only to be achieved through renunciation of the world, mortification of the flesh, and a solitary life of contemplation and rigorous discipline. It was recognized very early that the life of the anchorite was not possible for everyone, and so the ‘coenobitic’ tradition arose in which monks no longer lived alone but shared the life of dedication to God in communities. Intimate attachments, or desires for such attachments, are not unknown within the walls of monasteries, but they are regarded as intrusive distractions and firmly discouraged. Although learning was not a necessary feature of monastic life, the libraries of the monasteries preserved the learning of the past, and attracted those monks who had scholarly interests. In the twelfth and thirteenth centuries, the monasteries led an intellectual revival, and were pre-eminent in history and biography.16 Perhaps monastic discipline and the absence of close personal ties not only facilitated the individual’s relation with God, but also fostered scholarship. It would, I think, be quite wrong to assume that all those who have put their relation with God before their relations with their fellows are abnormal or neurotic. Some of those who choose the monastic or celibate life certainly do so for the ‘wrong’ reasons: because their human relationships have failed, or because they dislike taking responsibility, or because they want a secure haven from the world. But this is not true of all; and even if it were so, would not imply that a life in which intimate attachments to other human beings played little part was necessarily incomplete or inferior. The religious person might argue that modern psycho-analysts have idealized intimate attachments; that human relationships are, because of the nature of man, necessarily imperfect; and that encouraging people to look for complete fulfilment in this way has done more harm than good.
Anthony Storr (Solitude: A Return to the Self)
at the executive level, your job is to reward initiative in your junior officers and NCOs and facilitate their success. When they make mistakes while doing their best to carry out your intent, stand by them. Examine your coaching and how well you articulate your intent. Remember the bottom line: imbue in them a strong bias for action.
Jim Mattis (Call Sign Chaos: Learning to Lead)
let’s discuss the purpose of this presentation. If we’re here for the team to put on a show for me, then you’re right, I should sit back and listen. But if the point is for me to learn about your business and its issues, then we need to conduct the presentation in a way that facilitates my learning. I need to ask questions right away, get the answers I need, and then move on.
David Cote (Winning Now, Winning Later: How Companies Can Succeed in the Short Term While Investing for the Long Term)
Good teaching in any learning environment requires careful attention to course design and facilitation.
Flower Darby (Small Teaching Online: Applying Learning Science in Online Classes)
Tips: To do the inner child meditation journey, you’ll need to have experience meditating. Learning to witness your thoughts can take a lot of practice, so if you’re not used to meditating, you might struggle with this technique (thus, you might like to focus on visualization instead). Additionally, if this practice is hard for you, you might want to play some soft ambient music in the background to facilitate and deepen your meditation journey.
Aletheia Luna (The Spiritual Awakening Process)
By practicing slowly, you actually learn the technique better, because you do not allow momentum alone to do the work. Slow motion facilitates the firing of the neural pathway that activates the muscles used. It also helps you use only the muscles and neurons needed, leaving the others relaxed, and preventing any wasted motion.
Phong Thong Dang (Aikido Basics: Everything you need to get started in Aikido - from basic footwork and throws to training (Tuttle Martial Arts Basics))
Because an organization’s structure and how its groups work together may have been established to facilitate the design of its dominant product, the direction of causality may ultimately reverse itself: The organization’s structure and the way its groups learn to work together can then affect the way it can and cannot design new products. CAPABILITIES
Clayton M. Christensen (The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail (Management of Innovation and Change))
Because an organization’s structure and how its groups work together may have been established to facilitate the design of its dominant product, the direction of causality may ultimately reverse itself: The organization’s structure and the way its groups learn to work together can then affect the way it can and cannot design new products.
Clayton M. Christensen (The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail (Management of Innovation and Change))
Silence will make a man perfect, as James says; Isaiah calls silence “the service of justice”; and the Fathers pursued silence with such deep passion, it is said, that the abbot Agatho “kept a stone in his mouth for three whole years until he finally learned to keep silent.” A place in itself cannot bring us salvation, but the location of the monastery can facilitate religious life and aid in its reinforcement, becoming a help or a hindrance as may be. This is why the sons of the prophets, whom Jerome calls the monks of the Old Testament, retired to the wilderness and built huts for themselves on the banks of the Jordan. And John and his followers, who were the founders of our calling, and Paul and Anthony and Macharius after them, and all those other flowers of the monastic way of life—this is why they fled the world with all of its temptations and brought their beds of contemplation to the quiet of the wilderness, where they could devote themselves more wholeheartedly to God. Even the Lord himself, who certainly feared no temptation, set us the example of leaving crowds of men behind and going off to lonely places whenever he had a thing of great importance to do. He consecrated the wilderness with his forty days of fasting; he refreshed the people in the wilderness and would withdraw there to the purity of prayer, not only from the crowds of men but even from the apostles. But he also led the apostles to a mountain to appoint them; on a mountain he was transfigured in their presence; on a mountain he revealed to them his glorious resurrection: and from a mountain he ascended into heaven—everything he did of great importance he did in the lonely places of the wilderness. He came to Moses and the patriarchs in the wilderness; through the wilderness he led his people to the promised land; for forty years he kept them in the wilderness, where he delivered his law, rained down his manna, drew water from a rock, consoled his people, appeared to them, and worked his miracles to show how much his Oneness loves a place of solitude, a place where we as well can devote ourselves to him in all the greater purity of prayer. In the veiled speech he spoke to Job, the Lord praised the freedom of the onager, which loves the wilderness
Pierre Abélard
I hoped that by facilitating a public conversation among stakeholders from various perspectives and placing environmental history at its core, all sides would come to view the issue as more complicated than they had yet acknowledged. History tells us that humans are deeply entangled within the ecological web we call the “natural world.” We ignore that truth at our peril. The trick is in learning to develop a sustainable relationship with the world in which we live, one that comprehends humans and nonhuman nature as interdependent members of the same community.
Marsha Weisiger
Hi Tim, Patience. Far too soon to expect strength improvements. Strength improvements [for a movement like this] take a minimum of 6 weeks. Any perceived improvements prior to that are simply the result of improved synaptic facilitation. In plain English, the central nervous system simply became more efficient at that particular movement with practice. This is, however, not to be confused with actual strength gains. Dealing with the temporary frustration of not making progress is an integral part of the path towards excellence. In fact, it is essential and something that every single elite athlete has had to learn to deal with. If the pursuit of excellence was easy, everyone would do it. In fact, this impatience in dealing with frustration is the primary reason that most people fail to achieve their goals. Unreasonable expectations timewise, resulting in unnecessary frustration, due to a perceived feeling of failure. Achieving the extraordinary is not a linear process. The secret is to show up, do the work, and go home. A blue collar work ethic married to indomitable will. It is literally that simple. Nothing interferes. Nothing can sway you from your purpose. Once the decision is made, simply refuse to budge. Refuse to compromise. And accept that quality long-term results require quality long-term focus. No emotion. No drama. No beating yourself up over small bumps in the road. Learn to enjoy and appreciate the process. This is especially important because you are going to spend far more time on the actual journey than with those all too brief moments of triumph at the end. Certainly celebrate the moments of triumph when they occur. More importantly, learn from defeats when they happen. In fact, if you are not encountering defeat on a fairly regular basis, you are not trying hard enough. And absolutely refuse to accept less than your best. Throw out a timeline. It will take what it takes. If the commitment is to a long-term goal and not to a series of smaller intermediate goals, then only one decision needs to be made and adhered to. Clear, simple, straightforward. Much easier to maintain than having to make small decision after small decision to stay the course when dealing with each step along the way. This provides far too many opportunities to inadvertently drift from your chosen goal. The single decision is one of the most powerful tools in the toolbox. 2 Wealthy “If you set your goals ridiculously high and it’s a failure, you will fail above everyone else’s success.” —James Cameron
Timothy Ferriss (Tools of Titans: The Tactics, Routines, and Habits of Billionaires, Icons, and World-Class Performers)
We know that for those who love God all things work together for good.” The Christian does not merely hold this as a theory, but he knows it as a matter of fact. So far everything has worked for good; the poisonous drugs mixed in proper proportions have effected the cure; the sharp cuts of the scalpel have cleaned out the disease and facilitated the healing. Every event as yet has worked out the most divinely blessed results; and so, believing that God rules all, that He governs wisely, that He brings good out of evil, the believer’s heart is assured, and he is learning to meet each trial calmly when it comes
Charles Haddon Spurgeon (Morning and Evening: A New Edition of the Classic Devotional Based on The Holy Bible, English Standard Version)
Every American should be able to expect certain standards, freedoms, benefits, and opportunities form a twenty-first-century health system. If they are willing to participate and be responsible, they will gain: •Improved health; •Longer lives with a much better quality of life; •A more convenient, understandable and personalized experience -- all at a lower cost; •Access to the best course of treatment for their particular illness and their unique characteristics; •A system that fosters and encourages innovation, competition, and better outcomes for patients; •A system that truly values the impact that medical innovation has on patients and their caregivers as well as on society as a whole; •A government that facilitates and accelerates extraordinary opportunities to improve health and health care; •Continuous but unobtrusive 24/7 monitoring of their general health, chronic conditions, and acute health problems; •Access to the most modern medical knowledge and breakthroughs, including the most advanced technologies, therapies and drugs, unimpeded by government-imposed price controls or rationing; •The chance to increase their personal knowledge by learning from a transparent system of information about their diagnosis, costs and alternative solutions; •A continuously improving, competitive, patient-focused medical world in which new therapies, new technologies, and new drugs are introduced as rapidly and safely as possible -- and not a day later; •Greater price and market competition, innovation and smarter health care spending; •A system of financing that includes insurance, government, charities, and self-funding that ensures access to health and health care for every American at the lowest possible cost without allowing financing and short-term budgetary considerations to distort and weaken the delivery of care; •Genuine insurance to facilitate access to dramatically better care, rather than the current system, which is myopically focused on monthly or annual payments; •A health system in which third parties and government bureaucrats do not impede the best course of treatment that doctors and their patients decide on; •A health system in which seniors, veterans, or others under government health programs receive the same quality of care as their children in private markt systems. Big reforms are required to transform today’s expensive, obsolete health bureaucracy into a system that conforms to these principles.
Newt Gingrich (Understanding Trump)
The solution to chronically disruptive youth is, ironically, the exact opposite of confinement. It is freedom. It is freedom of choice and movement (within certain boundaries) that is guided by creative, compassionate, healthy adults who facilitate last-ditch learning.
Mary Hollowell (The Forgotten Room: Inside a Public Alternative School for At-Risk Youth)
What is the role of the supervisor in a one-on-one? He should facilitate the subordinate’s expression of what’s going on and what’s bothering him. The supervisor is there to learn and to coach.
Andrew S. Grove (High Output Management)
I am learning more and more each day how to not have situational self-esteem, in which the events of the day do not facilitate whether I am happy or not.
Nzondi (Oware Mosaic)
When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.
Flower Darby (Small Teaching Online: Applying Learning Science in Online Classes)
(Even though the participants were there to learn how racism works, how dare the facilitator point out an example of how racism works!)
Robin DiAngelo (White Fragility: Why It's So Hard for White People to Talk About Racism)
The SPH JGM HDH Nithyananda Paramashivam, Reviver of KAILASA - the Ancient Enlightened Civilizationa
Intelligent failures can be helpful in facilitating learning.13
Rita Gunther McGrath (The End of Competitive Advantage: How to Keep Your Strategy Moving as Fast as Your Business)
There are five ways technology can boost marketing practices: Make more informed decisions based on big data. The greatest side product of digitalization is big data. In the digital context, every customer touchpoint—transaction, call center inquiry, and email exchange—is recorded. Moreover, customers leave footprints every time they browse the Internet and post something on social media. Privacy concerns aside, those are mountains of insights to extract. With such a rich source of information, marketers can now profile the customers at a granular and individual level, allowing one-to-one marketing at scale. Predict outcomes of marketing strategies and tactics. No marketing investment is a sure bet. But the idea of calculating the return on every marketing action makes marketing more accountable. With artificial intelligence–powered analytics, it is now possible for marketers to predict the outcome before launching new products or releasing new campaigns. The predictive model aims to discover patterns from previous marketing endeavors and understand what works, and based on the learning, recommend the optimized design for future campaigns. It allows marketers to stay ahead of the curve without jeopardizing the brands from possible failures. Bring the contextual digital experience to the physical world. The tracking of Internet users enables digital marketers to provide highly contextual experiences, such as personalized landing pages, relevant ads, and custom-made content. It gives digital-native companies a significant advantage over their brick-and-mortar counterparts. Today, the connected devices and sensors—the Internet of Things—empowers businesses to bring contextual touchpoints to the physical space, leveling the playing field while facilitating seamless omnichannel experience. Sensors enable marketers to identify who is coming to the stores and provide personalized treatment. Augment frontline marketers’ capacity to deliver value. Instead of being drawn into the machine-versus-human debate, marketers can focus on building an optimized symbiosis between themselves and digital technologies. AI, along with NLP, can improve the productivity of customer-facing operations by taking over lower-value tasks and empowering frontline personnel to tailor their approach. Chatbots can handle simple, high-volume conversations with an instant response. AR and VR help companies deliver engaging products with minimum human involvement. Thus, frontline marketers can concentrate on delivering highly coveted social interactions only when they need to. Speed up marketing execution. The preferences of always-on customers constantly change, putting pressure on businesses to profit from a shorter window of opportunity. To cope with such a challenge, companies can draw inspiration from the agile practices of lean startups. These startups rely heavily on technology to perform rapid market experiments and real-time validation.
Philip Kotler (Marketing 5.0: Technology for Humanity)
You’ve begun to master several techniques for controlling your anxiety. You’re learning the finer points of interaction and studying ways to apply your interactive skills. The next step is to add community resources—relevant agencies, groups, and organizations—to your self-help program. As you consider your particular needs, look to your own community for ways to enhance your social system: Parks and recreation departments, churches and synagogues, singles groups, self-help groups, clubs, volunteer organizations, business associations—there is an infinite array of resources to choose from. Contact your local chamber of commerce, consult newspapers for upcoming activities, and even inquire at area shops about any clubs or groups that share an interest (for example, ask at a garden center about a garden club, at a bookstore about a book club, and so on). Working through the exercises in this book is merely one component of a total self-help program. To progress from background knowledge to practical application, you must venture beyond your home and workplace (and beyond the confines of a therapist’s office, if you are in counseling). For people with social anxiety an outside system of resources is the best place to work on interactive difficulties. Here are three excellent reasons to use community resources: 1. To facilitate self-help. Conquering social anxiety necessitates interaction and involvement within the community, which is your laboratory. Using community resources creates a practical means of refining your skills and so moving forward on your individual map for change. 2. To diminish loneliness. Becoming part of the community provides the opportunity to develop personal and professional contacts that can enhance your life in many ways. 3. To network. Community involvement will not only give you the chance to improve your interactive skills, but will allow you to promote your academic or work life as well as your social life. Building connections on different levels can be the key. Any setting can provide a good opportunity for networking. In fact, I met the writer who helped me with this book in a fairly unlikely place—on the basketball court! A mutual friend introduced us, and when the subject of our professional interests came up, we saw the opportunity to work together on this project. You never know!
Jonathan Berent (Beyond Shyness: How to Conquer Social Anxieties)
Counsel: It is hardly a secret that man has a share in the attribute of 'knower', yet man's knowledge is different from that of God the most high in three specific ways. First, regarding the multitude of things known: although the things man knows are wide-ranging, they are limited to his heart, and how could they correspond to what is infinite? Secondly, that man's disclosure, while clear, does not reach the goal beyond which no goal is possible; rather his seeing of things is like seeing them behind a thin veil. You should not deny degrees of disclosure, because inward vision is like outward sight, so there is a difference between what is clear at the time of departure and what becomes clear in morning light. Thirdly, that the knowledge which God-may He be praised and exalted-has of things is not derived from things but things are derived from it, while man's knowledge of things is contingent upon things and results from them. Now if it is difficult for you to understand the difference, compare the knowledge of one who learns chess to the knowledge of the person who devised it. For the knowledge of the person who devised it is itself the cause of the existence of chess, while the fact that chess exists is the cause of the knowledge of one who learns it. The knowledge of the one who devised it precedes chess, while the knowledge of the learner follows upon it and comes afterwards. Similarly, the knowledge which God-great and glorious-has of things precedes them and causes them, while our knowledge is not like that. Man's distinction is due to knowledge, inasmuch as it is one of the attributes of God-great and glorious; yet that knowledge is more distinguished whose objects are more distinguished, and the most distinguished object of knowledge is God the most high. Likewise, knowing God the most high is the most beneficial knowledge of all, while knowledge of the rest of things is only distinguished because it is knowledge of the actions of God-great and glorious, or knowledge of the way which brings man closer to God-great and glorious, or the thing which facilitates attaining to knowledge of God the most high and closeness to Him. All knowledge other than that cannot claim much distinction.
Abu Hamid al-Ghazali (Al-Ghazali on the Ninety-nine Beautiful Names of God (Ghazali series))
Hi Tim, Patience. Far too soon to expect strength improvements. Strength improvements [for a movement like this] take a minimum of 6 weeks. Any perceived improvements prior to that are simply the result of improved synaptic facilitation. In plain English, the central nervous system simply became more efficient at that particular movement with practice. This is, however, not to be confused with actual strength gains. Dealing with the temporary frustration of not making progress is an integral part of the path towards excellence. In fact, it is essential and something that every single elite athlete has had to learn to deal with. If the pursuit of excellence was easy, everyone would do it. In fact, this impatience in dealing with frustration is the primary reason that most people fail to achieve their goals. Unreasonable expectations timewise, resulting in unnecessary frustration, due to a perceived feeling of failure. Achieving the extraordinary is not a linear process. The secret is to show up, do the work, and go home. A blue collar work ethic married to indomitable will. It is literally that simple. Nothing interferes. Nothing can sway you from your purpose. Once the decision is made, simply refuse to budge. Refuse to compromise. And accept that quality long-term results require quality long-term focus. No emotion. No drama. No beating yourself up over small bumps in the road. Learn to enjoy and appreciate the process. This is especially important because you are going to spend far more time on the actual journey than with those all too brief moments of triumph at the end. Certainly celebrate the moments of triumph when they occur. More importantly, learn from defeats when they happen. In fact, if you are not encountering defeat on a fairly regular basis, you are not trying hard enough. And absolutely refuse to accept less than your best. Throw out a timeline. It will take what it takes. If the commitment is to a long-term goal and not to a series of smaller intermediate goals, then only one decision needs to be made and adhered to. Clear, simple, straightforward. Much easier to maintain than having to make small decision after small decision to stay the course when dealing with each step along the way. This provides far too many opportunities to inadvertently drift from your chosen goal. The single decision is one of the most powerful tools in the toolbox.
Timothy Ferriss (Tools of Titans: The Tactics, Routines, and Habits of Billionaires, Icons, and World-Class Performers)
Connecting to the outernet was less of a shock this time, as the monitor gave him a sense of distance from it, but it was still annoying. How did these people live with such a system, stalked by advertisements and "free" offers and icons that would take you to another site, unasked-for, the moment you gave them your attention? It was like wending your way through an obstacle course. Perhaps after a while you just learned to tune it all out... or perhaps you could buy programs that did it for you. He would have to design himself one of those before he did any more real work on the outernet, though he suspected that the consumer programs which were stalking him were capable of adapting to anything he could turn out quickly. Advertising: the ultimate predator. He longed for the simplicity of the Gueran network, which simply did what it was supposed to and no more. When had these people lost touch with the fact that the purpose of a network was to facilitate communication, not impede it?
C.S. Friedman (This Alien Shore (Alien Shores #1))
a coach helps build the capacity of others by facilitating their learning.
Elena Aguilar (The Art of Coaching: Effective Strategies for School Transformation)