Learning Facilitator Quotes

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Self-awareness— understanding our own motivations, our strengths and challenges—is the key to getting ready to mentor.

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.

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.

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.

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.

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

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]

trust underpins innovation by facilitating learning and experimentation.

To facilitate your growth you have to be eager to learn new things.

Writing is, without dispute, the best facilitator for thinking, reading, learning, understanding and generating ideas we have.

Advance organizers are brief chunks of information—spoken, written, or illustrated—presented prior to new material to help facilitate learning and understanding.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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,

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!

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.

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

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.

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.

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.

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.

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).

It was an amazing experience,” I said. “By remembering the love I felt I was able to open up. I sat up there all day simmering in it. I didn’t reach the state I experienced on the ridge but I got close.” Sanchez looked more serious. “The role of love has been misunderstood for a long time. Love is not something we should do to be good or to make the world a better place out of some abstract moral responsibility, or because we should give up our hedonism. Connecting with energy feels like excitement, then euphoria, and then love. Finding enough energy to maintain that state of love certainly helps the world, but it most directly helps us. It is the most hedonistic thing we can do.” I agreed, then noticed he had moved his chair back several more feet and was looking at me intensely, his eyes unfocused. “So what does my field look like,” I asked. “It is much larger,” he said. “I think you feel very good.” “I do.” “Good. That is what we do here.” “Tell me about that,” I said. “We train priests to go farther into the mountains and work with the Indians. It is a lonely job and the priests must have great strength. All of the men here have been screened thoroughly and all have one thing in common: each has had one experience he calls mystical. “I have been studying this kind of experience for many years,” he continued, “even before the Manuscript was found, and I believe that when one has already encountered a mystical experience, getting back into this state and raising one’s personal energy level comes much easier. Others can also connect but it takes longer. A strong memory of the experience, as I think you learned, facilitates its re-creation. After that, one slowly builds back.” “What does a person’s energy field look like when this is happening?” “It grows outward and changes color slightly.” “What color?” “Normally from a dull white toward green and blue. But the most important thing is that it expands. For instance, during your mystical encounter on the ridge top, your energy flashed outward into the whole universe. Essentially you connected and drew energy from the entire cosmos and in turn your energy swelled to encompass everything, everywhere. Can you remember how that felt?” “Yeah,” I said. “I felt as though the entire universe was my body and I was just the head, or perhaps more accurately, the eyes.” “Yes,” he said, “and at that moment, your energy field and that of the universe were the same. The universe was your body.

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.

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

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.

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.

If you don’t practice presence, you never learn how to have busyness facilitate accomplishment.

If you want to travel fast, travel alone; if you want to travel far, travel together.

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

The agile coach is a new role that requires a selection of soft skills to be successfully. A good agile coach will be able to build the team, and coach them in decision-making, problem solving and conflict resolution. The agile coach should also facilitate that the team learns from their experience, that project impediments are quickly removed, and that the stakeholder’s expectations are managed.

Teachers’ role as facilitators and mediators is like scaffolding for a new building. It is a process of creating minds through providing new tools based on multidisciplinary learning research, and continuous dialogue about new artifacts, human beings and environments. It is empowering people through learning.

Police departments by their very nature are learning organizations and eventful or not, every shift yields fruit in the form of lessons learned. Hence, some effort needs to be made to “harvest” knowledge that can be used in bettering future shifts. While methods may vary, they usually take the form of a debriefing. A debriefing is a facilitated discussion focused on gaining understanding and insight regarding specific actions, taken on shift and involving those people who were personally involved.

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.

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

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.

Empower your children - Allow self-discovery and self-awareness (their own key to success), Facilitate an environment for learning through experience (practice of knowledge acquired). Remember, this exploration will take place whether you approve or not – it’s inevitable, that’s why YOU MUST be in charge of providing awareness and exposure to improve the quality of decisions made during exploration and experimentation.

About those sociologists have much more to learn. But one thing is certain sociologically: operating at the heart of both personal and religious stability and change are the crucial matter of significant personal relationships—both those that affirm and bind and those that break down and set loose. Rarely do people’s thinking and feeling and behaving change dramatically (or stay the same) without significant social relationships exerting pressures to do so and facilitating these outcomes. Significant personal relationships may not be the heart of religious life itself, but they certainly provide the bones and other muscles within which the heart of religion beats.

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.

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.

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.

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.

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.

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.

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.

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!

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.

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.

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.

By the time writing was invented, the Greeks and Egyptians had already learned to extract opium from poppies to facilitate sleep.

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.

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.

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.

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.

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.

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

When we fail to differentiate between self and other in a mentoring relationship, we run the risk of projecting our own lived experience onto our mentee.

An effective mentoring relationship requires that each partner understand something about the other person’s generational context and yet not make “generationalizations.

To realize value, mentoring partners must create relationships where both mentor and mentee can show up fully and authentically.

Until today, Marcos has denied any connection to “trolls,”22 despite the data that we at Rappler exposed in a three-part Marcos propaganda series in 2019. Not so subtly, the messaging on his social media accounts began with changing the past. To begin with, he repeatedly lied about his education at Oxford University and Wharton. After being caught in the lie by a Rappler exclusive,23 his Senate office quietly changed his résumé on the Senate website, but he doubled down on the lie,24 a lesson many people, including Donald Trump and Mark Zuckerberg, have learned is easily facilitated by social media. His disinformation network also hijacked popular pages and news groups with copied-and-pasted comments that slowly chipped away at the legacy of the Aquino family, long seen as his family’s nemesis—all

Our job is not to have all the knowledge; it’s to create experiences where everyone can share knowledge.

Charlotte had memorized the political circumstances she learned from her retainers and greeted the representatives from other duchies, making sure to smile at the other first-year archduke candidates to facilitate their socializing during lessons.

Changing the context of the meeting to “looking for advisors” is the equivalent of throwing out all your chocolate when you start a diet. You change the environment to naturally facilitate your goals.

Willpower is a finite resource. The way to overcome difficult situations isn't to power through, but rather to change your circumstances to require less willpower. Changing the context of the meeting to "looking for advisors" is the equivalent of throwing out all your chocolate when you start a diet. You change the environment to naturally facilitate your goals.

Acknowledgment of one’s own or another’s strengths, efforts, accomplishments, etc., can facilitate natural learning. Acknowledgment of and respect for one’s capabilities support trust in Self 2.

WHAT IS REIKI? Reiki is a Japanese technique that also facilitates therapy for stress reduction and relaxation. It is done by "laying on hands" and is based on the idea that an invisible "life force drive" is circulating through us, and that is what keeps us alive. If one's "life force drive" is low, then we are more likely to get sick or experience pain, and if it's high, we can be happier and healthier. The term Reiki consists of two Japanese words : Rei, meaning "God's Intelligence or the Higher Power" and Ki, meaning "life energy." So Reiki is simply "spiritually directed energy of life-force." A treatment looks like a stunning sparkling radiance streaming through and around you. Reiki embraces the whole person, including body, thoughts, mind, and spirit, producing various beneficial effects, including relief and feelings of calm, comfort, and well-being. Miraculous findings have been reported by many. Reiki is a simple, natural, and healthy holistic healing and self-improvement practice that can be used by anyone. It has been effective in helping almost all known diseases and disorders and always has a beneficial effect. It also helps to alleviate side effects and facilitate healing in combination with all other medicinal or rehabilitation strategies. An incredibly simple technique to learn, the learning to use Reiki is not learned in the usual sense, but during a Reiki, the lesson is passed to the pupil. The skill is passed on during a Reiki master's "attunement," which helps the student to tap into an unlimited supply of "life force resources" to improve their health and improve their quality of life. Its use does not depend on one's intellectual ability or spiritual development and is therefore available to all. Thousands of people of all ages and races have been effectively taught it. While in essence, Reiki is sacred; it is not a faith. It has no dogma, and in order to learn and use Reiki, there is nothing you have to believe. In reality, Reiki is not at all based on conviction and will function whether or not you believe in it. Because Reiki comes from God, many people find that using Reiki puts them more in touch with their religion's experience than just having an intellectual concept.

By refusing to respect you and your needs, the other is bringing about a certain set of natural consequences, which themselves can become the other’s teacher. Your job is to simply facilitate the learning process, beginning by asking reality-testing questions, and proceeding to warnings.

to an impaired emotional regulation system, a limited facilitation for empathy, and problems in distinguishing present reality from irrelevant memories. In the long-term there is an increased risk of developing future psychopathologies and personality disorders. As opposed to secure attachments, organized forms of insecure attachments reflect inefficient stragetgies for coping with attachment emotional stress. In cases of avoidant attachment the mother may be averse to physical contact and block her child’s attempt to get close to her. She may be intensely ambivalent about being a mother. Her avoidance of the infant is more than behavioral – psychological harm can occur through the mother who is emotionally unavailable when her infant is distressed, even if she remains in physical contact with her child. In parallel, due to the lack of interactive regulation, the child learns how to disengage from the mother under stress, as well as from his own emotional responses to her rejection. To avoid this, the stressed infant will signal his need to disengage by looking away. On the other hand unpredictable and intrusive mothering often leads to ambivalent-anxious attachment where infants can only cope with a certain limited intensity of emotional arousal before they move beyond their window of tolerance into a state of stressful emotional dysregulation. These infants are overly dependent on the attachment figure (presumably desperately seeking interactive regulation) but also angry with the caregiver’s unpredictable regulation. In the most unfortunate situation, the infant/toddler is exposed to the most intense social stressors, such as physical and/or emotional abuse. This also includes neglect, which is proving to be the most serious threat to the development of the emotional brain. The most severe forms of attachment trauma, both abuse and neglect, create “disorganized-disoriented attachment.” It occurs when an infant has no strategy that will help him to cope with his caregiver, causing the infant to be profoundly confused, physically aroused, yet emotionally paralyzed. This context thus generates

Schore emphasized that when the caregiver is unable to help the child to regulate either a specific emotion or intense emotions in general, or – worse – that she exacerbates the dysregulation, the child will start to go into a state of hypoaroused dissociation as soon as a threat of dysregulation arises. This temporaily reduces conscious emotional pain in the child living with chronic trauma, but those who characterologically use the emotion-deadening defense of dissociation to cope with stressful interpersonal events subsequently dissociate to defend against both daily stresses, and the stress caused when implicitly held memories of trauma are triggered. In the developing brain, repeated neurological states become traits, so dissociative defense mechanisms are embedded into the core structure of the evolving personality, and become a part of who a person is, rather than what a person does. Dissociation, which appears in the first month of life, seems to be a last resort survival strategy. It represents detachment from an unbearable situation. The infant withdraws into an inner world, avoids eye contact and stares into space. Dissociation triggered by a hypoaroused state results in a constricted state of consciousness, and a void of subjectivity. Being cut off from our emotions impacts our sense of who we are as a person. Our subjective sense of self derives from our unconscious experience of bodily-based emotions and is neurologically constructed in the right brain. If we cannot connect to our bodily emotions then our sense of self is built on fragile foundations. Many who suffered early relational trauma have a disturbed sense of their bodies and of what is happening within them physiologically as well as emotionally. The interview moved along to the topic of how we can possibly master these adverse and potentially damaging relational experiences. Schore replied by explaining that the human brain remains plastic and capable of learning throughout the entire life span, and that with the right therapeutic help and intervention we can move beyond dissociation as our primary defense mechanism, and begin to regulate our emotions more appropriately. When the relationship between the therapist and the client develops enough safety, the therapeutic alliance can act as a growth-facilitating environment that offers a corrective emotional experience via “rewiring” the right brain and associated neurocircuits.

OM CHANTING Various studies have shown that OM chanting deactivates the limbic part of the brain responsible for our basic emotions (fear, pleasure, anger) and our impulses (hunger, sex, dominance and care of offspring). Since the effectiveness of OM chanting is associated with the experience of vibrations around the ears, scientists have suggested that these sensations are transmitted through the auricular branch of the vagus nerve. As the vagus nerve branches off into the inner ear and larynx, controlling the opening and closing of the vocal cords and tone of the sound, it appears that this is stimulated during the vocalization of the O and M sounds. In addition, by performing chanting in exhalation, the vagus nerve is activated in its role as manager of the parasympathetic system. In addition, chanting, by facilitating the lengthening of the exhalation, further amplifies the effect on the parasympathetic system. This is why this practice helps to calm and relax the body and mind. -Find a quiet place to sit comfortably. -A good position is to sit with your legs crossed and your back straight. -Wear comfortable cotton clothes that do not tighten any part of your body. All body channels should be free and comfortable. Place the palm of your right hand (facing upwards) on the palm of your left hand at navel level. Close your eyes for a few minutes and relax your mind and body. Slowly feel the vibrations that occur in every part of your body. When the vibrations become more intense, start breathing deeply. Hold your breath for a second and then slowly exhale. Initially count to 7 as you exhale. This ought to be duplicated thrice. As you exhale the third time, sing "oooooooooo..." Feel the vibrations in your abdomen (and under your chest). After exhaling, relax for 2 seconds. Breathe in again (slow, deep breaths). As you exhale sing "ooooo..." and feel the vibrations in your chest and neck. After exhaling, relax for 2 seconds. Inhale again (long, deep breath). As you exhale, sing "mmmmmmmm...". Feel the vibrations in your head and neck. After exhaling, relax for 2 seconds. Inhale again and as you exhale say "oooommmm..." or "aaauuummm...". About 80% of the sound should be "aaauuu..." and 20% should be "mmmm...". Repeat the previous steps 3 times (you can do it up to 9 times). After the Om meditation, relax and concentrate on your regular breathing for about 5 minutes. TIPS -Wearing white clothes and being in a white environment will improve your experience. But the rule of white is not fundamental. -A good place could be a quiet room or a garden with shade. Your eyes, ears or other sensory organs should not be disturbed. -Do not consume alcohol for at least 8-10 hours before meditation. -It would be better not to eat or drink anything for at least 2 hours before meditation. The body's channels should not be blocked in order to achieve maximum results. This applies especially to the digestive system. -The best times for this meditation are early in the morning or late at night. -For beginners, singing "aum" can cause dizziness. It is recommended to proceed slowly and try to learn one step at a time. In this way you will prepare body and mind for the next step. -It is very important to open your eyes slowly when your breathing has stabilized. -If you cannot sit on the floor, you can try sitting on a bed or a chair. The most important thing is to keep your back straight. -Doing this kind of meditation in a group brings more peace and harmony to all members than doing it alone.

He who is doing the talking is doing the learning.” This is the essence of the Socratic method of facilitation. Our adult learners bring with them vast amounts of knowledge and experience. Letting them share their wisdom with the group is what makes adult learning such a rewarding experience for us.

If we practice learning not as a pure accumulation of knowledge, but as an attempt to build up a latticework of theories and mental models to which information can stick, we enter a virtuous circle where learning facilitates learning.

Negative, or prohibitory, rules are especially appropriate to the Open Society. Prohibitory rules seem especially adept as facilitating the constant searching for, and learning about, new niches that are constitutive of the autocatalytic diversity of the Open Society. A prohibitory rule helps trim the set of eligible options open to a complying agent, but by no means determines action. There are innumerable ways of not littering (including, as Smith pointed out, by sitting still and doing nothing.) The benefit of this is that such rules, while giving others form expectations about what you will not do, nevertheless allow you to explore new possibilities.

One might argue then that in order to learn, one must increase survival anxiety, yet this only increases our overall tension because the sources of learning anxiety do not go away. To facilitate new learning, we need to decrease learning anxiety. We need to feel that a new behavior or practice is worthwhile, not threatening, and possible to learn.

Andy Grove estimated that 90 minutes of a manager's time can enhance the quality of your subordinates work for 2 weeks... The point of the meeting, we wrote, 'the meeting's main purpose is mutual teaching and exchange of information. By talking about specific situations, the supervisor teaches the subordinate skills, know-how and suggests ways to approach things. At the same time, the subordinate provide the supervisor with detailed information about what he's doing and what he's concerned about and what is learned is absolutely essential if the supervisor is to make good decisions. A key point about 1-1s - it should be regarded as the subordinate's meeting with its agenda set by him. What's the role of a supervisor in a 1-1? He should facilitate the subordinate's expression of what's going on and what's bothering him. The supervisor should also encourage the discussion of heart to heart issues during 1-1s because this is the perfect forum for getting at subtle and deep work related items affecting his subordinate. Is he satisfied with his own performance? Does some frustration or obstacle gnaw at him? Does he have doubts about where he is going?' ... Effective 1-1s dig beneath the surface of day to day work. They have a set cadence.

Many of us take on way too much. Education becomes a series of checkboxes and canned activities in our efforts to prove that learning is happening, even when it isn’t. We feel turbulent when we try to facilitate this kind of frenzied, quantifiable learning….There is another way.

Scrum Master The scrum master acts as a coach, guiding the team to ever-higher levels of cohesiveness, self-organization, and performance. While a team’s deliverable is the product, a scrum master’s deliverable is a high-performing, self-organizing team. The scrum master is the team’s good shepherd, its champion, guardian, facilitator, and scrum expert.  The scrum master helps the team learn and apply scrum and related agile practices to the team’s best advantage. The scrum master is constantly available to the team to help them remove any impediments or road-blocks that are keeping them from doing their work. The scrum master is not—we repeat, not—the team’s boss. This is a peer position on the team, set apart by knowledge and responsibilities not rank.

Leaders are like lecturers. They can either stand in front and teach, be at the centre and facilitate, or even be at the back and invigilate. Their task is to ensure what needs to be done gets done at the right time.