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Creating Community with Intention
Laurie FrankGOAL Consulting
26 July, 2011
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Agenda1. Introduction
* Ground Rules & Norms* Bridging Activities
2. Why?: Vision* Container Concept* Invitational Education
3. What?* Definitions of Community* Conditions for sense of community
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Agenda1. How?
* Sequencing* Group Development
2. Closing* Talking Circle: Take Aways, Gems, Sharing, Questions* Reading
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Best Workshop Ever! Facilitator
• Have objectives• Provide opportunities to
share• More preparation• Interaction – activities• Have toilet break• Be caring • Be encouraging• Help people be involved
in discussion
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Best Workshop Ever! Everybody
• Listen first• Be positive and show
appreciation• Mutual respect• Giving constructive
feedback to each other• Stay focused• Encourage each other• Follow reasonable
instructions
• All of the above
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WHY?WHY?
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“People and environments are never neutral, they are either summoning or shunning the development of human potential.”
Purkey & Novak, Inviting School Success
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The Container Concept
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Invitational Education
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The Inviting ApproachTeacher Behaviors
The more intentionality the teacher can exhibit, the more accurate his or her judgments and the moredecisive his or her behavior…. Another aspect of intentionality is that it helps teachers generate multiplechoices in a given situation. Ivey (1977) demonstrated that intentional individuals can develop plans, acton many possible opportunities, and evaluate the effect of these actions. (p. 54)
Purkey & Novak, Inviting School Success
INTENTIONALLY UNINTENTIONALLY
INVITING
(Optimistic, respectful, andtrustworthy; Able to affirm yet guide
students).
Teachers and counsellors whoexplicitly invite students, teachers,administrators, and parents and are
able to adjust and evaluate theirinvitations as necessary.
(Well-liked and reasonably effective;Inconsistent and uncertain in decision-
making).
Counsellors and teachers who are“naturals”, but who are unaware of the
nature and good effects of theirbehaviour. Because they do not see thesources of their successes and failures,
such individuals are blocked fromprofessional development, and theyoften lack the consistent pattern of
behaviour many students need in orderto formulate their own identities.
DISINVITING
(Deliberately discouraging; Busywith other obligations; Focused on
students’ shortcomings).
Teachers and counsellors whodeliberately attempt to make
students feel incapable, worthless,and irresponsible.
(Well-meaning, but condescending;Obsessed with policies and
procedures; Unaware of students’feelings).
Counsellors and teachers who “havetheir hearts in the right place” but
whose methods contradict their goodintentions by inadvertent discouragingmessages conveyed through labellingor stereotyping, nonverbal signals, or
other signals.
From: Invitational Education: A Model for Teachers and CounsellorsKenneth H. Smith, PhD, MAPSAustralian Catholic UniversityFaculty of EducationTrescowthick School of Education (Victoria)
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www.invitationaleducation.net