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]

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

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

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

trust underpins innovation by facilitating learning and experimentation.

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.

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.

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

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.

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.

You learn new when you teach,if you are not picking up relative points to facilitating your own learning that is simply because you are not sure of what you giving out.

The act of facilitating another person's learning was incredible. As I went from workstation to workstation, I felt as much as saw people's beautiful and individual souls as their respective light bulbs snapped on heralding the comprehension of a new bit of knowledge. Those light bulbs were all the same color. The shine of learning and accomplishment was a pure and universal element, one that happened to emanate from every possible skin tone, sexual preference and religious persuasion or lack thereof. From my weekend hedonism to my studies and everywhere in between, I was deliciously stunned to reveal one after another of the tell-tale and absolutely indisputable signs that within all human beings exists a core of common needs and hopes.

For me, the heart of librarianship is learning. It's a cyclical process of support, engagement, and discovery with deep roots in the concepts of service, access, and freedom to pursue interests of all kinds. No matter what type of institution, someone is gaining knowledge, finding information, or creating something new based on our facilitation.

we always have team members go back to their direct reports and share their profile information. This serves three purposes. First, it provides a great opportunity for demonstrating vulnerability with their subordinates. Second, it gives those subordinates real insights into their leaders, so that they’ll feel more comfortable providing feedback and interpreting behavior correctly. Third, it helps the executives develop a better understanding of their own profiles, because teaching is one of the best ways of learning.

When it comes to teams, trust is all about vulnerability. Team members who trust one another learn to be comfortable being open, even exposed, to one another around their failures, weaknesses, even fears.

when team members reveal aspects of their personal lives to their peers, they learn to get comfortable being open with them about other things. They begin to let down their guard about their strengths, weaknesses, opinions, and ideas.

a time when students would benefit developmentally from close relationships with teachers, the size and structure of middle schools often does not facilitate a sense of connectedness and may instead lead to greater feelings of alienation. In middle schools, students have multiple teachers and spend limited time each day with any one teacher. Furthermore, the emphasis in many middle schools is on management and control rather than on supporting students’ social and emotional needs. This can make it even more difficult for teachers and students to develop these connections.

The teachers are not supposed to be the source of knowledge but rather facilitators of the learning process. That means they are there to guide the process and instruct slightly, to let the students come up with their own conclusions; to let them fail and not correct them too early. The teachers should ask many questions, but provide few answers. Answers should come from the students.

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.

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

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.

The transmission of culture assures the survival of the particular forms given to our existence and expression as human beings. It goes much beyond our customs and traditions and symbols to include how we express ourselves in gestures and language, the way we adorn ourselves in dress and decoration, what and how and when we celebrate. Culture also defines our rituals around contact and connection, greetings and good-byes, belonging and loyalty, love and intimacy. Central to any culture is its food — how food is prepared and eaten, the attitudes toward food, and the functions food serves. The music people make and the music they listen to is an integral part of any culture. The transmission of culture is, normally, an automatic part of child-rearing. In addition to facilitating dependence, shielding against external stress, and giving birth to independence, attachment also is the conduit of culture. As long as the child is properly attaching to the adults responsible, the culture flows into the child. To put it another way, the attaching child becomes spontaneously informed, in the sense of absorbing the cultural forms of the adult. According to Howard Gardner, a leading American developmentalist, more is spontaneously absorbed from the parents in the first four years of life than during all the rest of a person's formal education put together. When attachment is working, the transmission of culture does not require deliberate instruction or teaching on the part of the adult or even conscious learning on the part of the child. The child's hunger for connection and inclination to seek cues from adults take care of it. If the child is helped to attain genuine individuality and a mature independence of mind, the passing down of culture from one generation to another is not a process of mindless imitation or blind obedience.

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!

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.

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?

Makerspaces bring joy back to learning! Anticipate and plan for students to be excited and actively engaged in your Makerspace. Get ready to move students from passive learners to active learners and prepare to become a facilitator of learning yourself.

To administer the ongoing rapid cycling process, Gilfoy created a small office led by Seema Dhanoa, the “director for simplicity.” This manager led a three-person team that included a senior consultant, Christina Fai, whose job it was to be a key facilitator and coach others at Vancity to lead the methodology, and a consultant, Ali Anderson, to coordinate workshops, capture ideas, manage the details, and work on the implementation of the rapid cycles. Rather than staff the team with permanent employees who again would come to “own” simplicity, she rotated employees in and out of the team on temporary assignments to facilitate workshops. Team members were volunteers selected on the basis of their cross-organizational experience, ability to facilitate discussions, ability to learn new processes, and overall curiosity. As they left and went on to other assignments, they would take their simplification experiences with them, helping to build a simplification mindset, competency, and culture within the organization.

When parents learn how to demonstrate through their words an inner feeling of acceptance toward a child, they are in possession of a tool that can produce some startling effects. They can be influential in his learning to accept and like himself and to acquire a sense of his own worth. They can greatly facilitate his developing and actualizing the potential with which he was genetically endowed. They can accelerate his movement away from dependence and toward independence and self-direction. They can help him learn to solve for himself the problems that life inevitably brings, and they can give him the strength to deal constructively with the usual disappointments and pain of childhood and adolescence.

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.

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

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

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.

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.

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.

learn from all the stoic animals, trust that in spite of what evil human beings may commit or facilitate, this world forged out of the void and fashioned in such imaginative detail is rightly ordered and will endure.

The purpose of time is to enable man to learn to use it constructively. Time is thus a teaching device and a means to an end. It will cease when it is no longer useful in facilitating learning.

The human capacity to respond with great variety is testament to the core principles that have guided our exploration thus far: the entropic two-step and evolution by natural selection. The entropic two-step explains how orderly clumps can form in a world that is becoming ever more disordered, and how certain of these clumps, stars, can remain stable over billions of years as they produce a steady output of heat and light. Evolution explains how, in a favorable environment such as a planet bathed by a star’s steady warmth, collections of particles can coalesce in patterns that facilitate complex behaviors, from replication and repair, to energy extraction and metabolic processing, to locomotion and growth. Collections that acquire the further capacities to think and learn, to communicate and cooperate, to imagine and predict, are better equipped to survive and hence to produce similar collections with similar capacities. Evolution thus selects for these abilities and, generation upon generation, refines them. In time, some collections conclude that their cognitive powers are so remarkable that they transcend physical law. Some of the most thoughtful of these collections are then bewildered by the conflict between the freedom of will they experience and the unyielding control of physical law they recognize. But the fact is there is no conflict because there is no transcending of physical law. There can’t be. Instead, the collections of particles need to reassess their powers, focusing not on the laws that govern particles themselves but on the high-level, thoroughly complex, and extraordinarily rich behaviors each collection of particles—each individual—can exhibit and experience. And with that reorientation, the particle collections can tell an illuminating story of wondrous behaviors and experiences, suffused with wills that feel free and speak as though they have autonomous control, and yet are fully governed by the laws of physics.

closely guarded secret in this country's military history. The function of SOE is to help facilitate that invasion and contribute towards its success.” It was quite a rousing little speech, and we all responded with a cheer of approval. I realised I hadn’t reasoned it through before. I thought agents worked individually to cause disruption and hinder the German war machine. I didn’t realise we were to be part of a coordinated invasion of Europe. Quite what my role might be, I hadn’t worked out yet. I suspect if I’d seriously thought about it, my confidence would have been dented enormously. Everything we had learned so far required fluent French, and try as I might, that was not going to be me. In the afternoon, we moved back outside again and quickly found ourselves standing in the firing range. Here we were introduced to weapons and explosives. If I tried to imagine a weapons expert, he wouldn’t have looked remotely like the instructor who met us. A grey-haired bespectacled man in his late fifties greeted us with a warm smile and a kind word. His soft voice belied the fact that anything he didn’t know about weapons, was not something worth knowing. He introduced us to the MK II Sten Gun. “Should any of you find yourself in a serious confrontation with the enemy, this is your weapon of choice. This is the MK II Sten Gun. This is a submachine gun, it fires a 9mm cartridge, and in the right hands it can fire 500 rounds a minute. As you can see, it is not a sophisticated weapon; it comes with many advantages as well as some disadvantages. Its light, compact design combined with the folding stock, make it ideal for subversive activities. It is also very cheap to produce, this

Learning is becoming a better thinker In many aspects, learning is about becoming a better thinker. This is because to acquire knowledge you must be able to: Approach your learning thoughtfully to ensure that it is effective and aligned with your goals, values and topics of interest Filter out the irrelevant information to gather high-quality material that is relevant to your learning goals Ask yourself smart questions to extract the key points from any learning materials you encounter Encode core messages and important lessons in a way that facilitates learning and boost retention, and Use many different mental models to help you make better decisions regarding your learning (e.g., what to learn, how to learn it, etc.)

Even if you know nothing about the process of filmmaking…you can sense the fear, excitement, and risk that went into a scene like that. For the writer to conceive it, for the director to facilitate it, for the actors to execute it, and for the editor to hinge it to the flow of a thousand other moments with as much gambled on them.

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I don't have a problem with AI generated content, I have a problem when it's rooted in fraud and deception. In fact, AI generated content could open up new horizons of human creativity - but only if practiced with conscience. For example, we could set up a whole new genre of AI generated material in every field of human endeavor. We could have AI generated movies, alongside human movies - we could have AI generated music, alongside human music - we could have AI generated poetry and literature, alongside human poetry and literature - and so on. The possibilities are endless - and all above board. This way we make AI a positive part of human existence, rather than facilitating the obliteration of everything human about human life.

School administrators facilitate staff professional development opportunities, emphasizing the importance of ongoing growth and learning within the school community.

have to do everything every day! I can practice habits that facilitate healthy balance in my life as I prioritize all the items clamoring for my energy and attention. Through trial and error, I’ve learned

Transforming negative emotions and cultivating positive emotions is a pathway to accessing our strengths. These decisions build hope in us, and this activation of hope becomes fuel—the power to facilitate and cultivate further high-hope decisions. This is an important new way of understanding how hope works.

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.

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!

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

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.

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.

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.

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

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.

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.

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.

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.

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

Many leadership-development approaches to strategic thinking are based on some variation of such “how-to” models and imply a fill-in-the-blank type of solution. Surf learning is an effective learning domain for facilitating the development of strategic planning, but less than ideal for improving strategic thinking.