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    Enhancing Facilitation Skills

    Training of Trainers

    K to 12 - Grade 8 Teachers

    Department of Education

    Paraluman R. Giron, Ed. D.

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    Are you a _________sage on the stage? guide on the side?

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    Objectives

    1. Increase trainers abilityto facilitate effective,

    participatory trainings.

    2. Provide opportunity totrainers for self-reflection

    and self-analysis.

    3. Guide trainers to crafttheir personal facilitation

    skills enhancement plan.

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    Who am I?

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    Earth

    Wind

    Fire

    Water

    Which one are you most like?

    http://www.google.com.ph/url?sa=i&rct=j&q=water&source=images&cd=&cad=rja&docid=Hiww_KP2RFfIcM&tbnid=pMVKcZyEarUZhM:&ved=0CAUQjRw&url=http://biggerviews.blogspot.com/2012/07/insight-how-safe-is-your-water.html&ei=q8hfUZbPG4eXiQeqgIEw&psig=AFQjCNE0lJJ5cRBtki8Qb9TpiKuDxMkQpw&ust=1365317925269595http://www.google.com.ph/url?sa=i&rct=j&q=water&source=images&cd=&cad=rja&docid=Hiww_KP2RFfIcM&tbnid=pMVKcZyEarUZhM:&ved=0CAUQjRw&url=http://biggerviews.blogspot.com/2012/07/insight-how-safe-is-your-water.html&ei=q8hfUZbPG4eXiQeqgIEw&psig=AFQjCNE0lJJ5cRBtki8Qb9TpiKuDxMkQpw&ust=1365317925269595
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    List at least three

    (3) characteristics.

    Describe what the

    element does.

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    Write down your

    name on top of yourlist.

    You have now

    created a powerfulWORD PICTURE about

    yourself

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    I am ___________ .

    I, ___________, am.

    WINDWIND is invisible,

    powerful, untamed,

    moody exciting

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    WIND blows,

    soothes,

    comforts,

    pollinates,excites, stirs. . .

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    the soil that supports

    and nurtures living things.I give solid footing to those

    around me.

    I am earth

    MeditationBy Laurie Beth Jones

    MeditationBy Laurie Beth Jones

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    I am wind

    the power that sweeps away

    old fears and carries newideas like springtime.

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    I am fire

    Igniting the powerand passion in

    others. I givewarmth on cold,

    wintry nights, andclear the way for

    new beginnings.

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    I am water

    Irresistible. No obstacle can stop

    me. I go over, under, around and

    through. I change forms to steam

    or ice or rain. I bring life wherever

    I go. I touch everyone I meet.

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    Who Am I?

    http://localhost/var/www/apps/conversion/tmp/scratch_2/2%20who_am_i.wmvhttp://localhost/var/www/apps/conversion/tmp/scratch_2/2%20who_am_i.wmv
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    A Right Brain Exercise

    A facilitator is like

    _________________ to me.

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    Individual TaskList at least three (3)

    characteristics of aneffective facilitator of

    learning.

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    Group Task 15 minutes1. Share your list with

    the group.

    2. Come up with at least

    five (5) common

    answers.

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    3. Prepare your output

    using a power pointpresentation.

    4. Select a member to

    present the groupoutput in three (3)

    minutes.

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    What commonanswers were

    presented?

    How do we classifythem?

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    knowledge

    values

    and

    attitudes

    skills

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    F ilit t h/ l

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    Facilitators approach/role

    may be:

    For the Task1. Directive. Giving people some

    information, instructing them

    how to do something(Example: develop a work plan).

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    2. Exploratory. Asking

    questions, encouragingpeople to voice their

    experience and ideas.

    3. Delegating. Assigning task,

    roles and functions toindividuals.

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    4. Participative. Taking part indiscussion, sharing

    personal experiences and

    encouraging them to do

    likewise.

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    1. Interpretive. Putting other

    words on a contributionor helping someone to

    find the words to express

    what he/she means.

    For the Process

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    2. Catharsis. Encouraging

    and modelling theexpressions of feelings

    and emotions as theyemerge by asking a

    question such as: And

    was that a very painful

    time?

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    3. Evaluative. Assessing

    what someone says, byproviding a statement of

    value in relation tobehavior such as: That

    seemed to have workedwell for you.

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    4. Sharing. Encouraging the

    sharing of the past andpresent feelings and

    those about futureevents, with a question

    such as: Does anyoneelse feel this way?

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    5. Directive. Guiding

    participants as they

    explore their feelings

    and begin to express

    them such as: Letstake a few minutes to

    gather our thoughts andthink about how the

    event as affected us.

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    1. What are my strengths as

    a facilitator?2. How do I rate myself as afacilitator?

    SPOTLIGHT on the FACILITATOR

    Where Am I Now?

    In a scale of 1 to 10 where

    10 is the highest score,

    where am I ? 3 What is my approach as a

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    3. What is my approach as a

    facilitator?

    For the Task

    ____________________________

    ____________________________

    For the Process____________________________

    ____________________________

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    4. What areas do I need todevelop/further develop

    as a facilitator?

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    What do Ido to get towhere Ishould be?

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    A confident and skilled facilitator

    is an accomplished dancer.

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    One noticesthe dance butnot thedancers.

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    he accomplished dancerdirect process, yetsupremely flexible;follows principles not rules;

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    sets aside judgment ;improvises;directs or requests;knows own cognitive styles andstretches beyond them;

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    thinks beyond activities tooutcomes;mediates tension;

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    reflective and learn fromexperience;keen observer;firm or soft;confident and competent.

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    Three 3) Fundamental Questions forSelf-Reflection1. Where am I going?

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    2. Where am I now?

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    3. How can I close the gap?

    C diti hi h f ilit t l i

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    Conditions which facilitate learning

    - Acceptance- Cooperation, care, concern

    change, communication- Trust oneself / others

    - Ideas (different ideas)- Value for individual differences

    - Evaluation (self-evaluation)

    Principles of Learning

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    Principles of Learning-Learning and experience occur inside

    the learners

    Controlled by the learner

    People learn what they want to learn

    -Evolutionary process / Experimental

    -Acceptance where people are free to

    explore: Active and personal involvement

    -Right to make mistakes / Respect

    - Needs based / Relevant to the learner

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    -Emotional and intellectualprocess

    -Learner is the richestresource

    F St f E i ti l L i

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    Four Stages of Experiential Learning

    Process

    1 Activity

    2 Analysis

    3 Abstraction

    4 Application

    New Experience,

    re-learning, un-

    learning

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    Activity (Experience)

    Describes thestructural experiences

    designed to engagethe participant-learnerin activity dealing with

    the concepts to beused/learned.

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    The experiences may be:

    direct or vicarious

    case analysis

    questionnaires to be answered

    simulation exercises

    personal disclosure sessionsetc.

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    Processing Questions

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    What is going on?

    How do you feel about that?

    What do you need to knowto?

    Would you be willing to try?

    Could you be more specific?

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    Could you offer a

    suggestion?What would you prefer?

    What are your suspicious?What is your objection?

    If you could guess at theanswer, what would it be?

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    Can you say that in another

    way?What is the worst/best that

    could happen?

    What else?

    And?

    Would you say more aboutthat?

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    Analysis (Reflective Feedback)

    Describes the process

    of inquiry into theresults of the Activity.

    I l d

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    Includes:

    What questions are to beraised?

    What data will surface?

    How will personal insights

    be evoked and processed/

    discussed?

    Processing Questions

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    Processing Questions

    Questions are directed towardgenerating data.

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    Who would volunteer to share?Who else?

    What went on/happened?

    How did you feel about that?Who else had the same

    experience?

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    Who reached differently?

    Were there anysurprises/puzzlements?

    How many felt the same?How many felt differently?

    What did you observe?What were you aware of?

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    The following questions are

    directed towards makingsense of the generated data:

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    How did you account for that?How does that mean to you?

    How was that significant?How was that good/bad?

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    What struck you about that?

    How do those fit together?How might it have been different?

    Do you see something operatingthere?

    What does that suggest to you

    about yourself/your group?What do you understand better

    about yourself/your group?

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    Abstraction (Integration)

    Describes the

    generalization that will/can

    be derived from the Activity

    and Analysis

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    In this portion, theoryinput(s), lecturettes, or other

    activities may be included to

    explain or recapitulate the

    various concepts covered in

    the learning episode.

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    Processing Questions

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    Questions are directed towardprompting generalizations:

    What might we draw/pull from

    that?

    Is that plugging in to anything?What did you learn/relearn?

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    What does that suggest toyou about ______ in general?

    Does that remind you of

    anything?

    What principles/law do you

    see operating?

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    Does that remind you of

    anything? What does thathelp explain?

    How does this relate to otherexperiences?

    What do you associate with

    that?

    So what?

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    Application (Practical Synthesis)

    Provides activities

    which will enable

    participant-learners

    to transfer concepts

    learned to real lifesituations.

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    Provides mechanisms by

    which learner is able toevaluate his/her attainment

    of the instrumental(learning content) and the

    terminal (behavioral)objectives.

    These may include the

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    These may include thefollowing:

    Action plans

    Assignments

    Evaluation activities/instruments to check

    understandingof/commitment to the

    learning outcome

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    Processing Questions

    Questions are directed

    towards applying the general

    knowledge they have gained

    to their personal and/or

    professional lives.

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    How could you apply/transfer

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    How could you apply/transfer

    that?

    What would you like to do

    with that?

    How could you repeat this?

    What could you do to hold on

    to that?

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    What are the options?

    What might you do to

    help/hinder yourself?

    How could you make it

    better?

    What would be the

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    What would be the

    consequences of doing/notdoing that?

    What modifications can youmake work for you?

    What could you imagine/

    fantasize about that?

    A final stage can be added

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    A final stage can be added

    here, that of processingthe

    entire experienceas a

    learning experience.

    Questions are aimed at soliciting

    feedback.

    How was this for you?

    What were the pluses/minuses?

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    How might it have been

    more meaningful?

    What changes would youmake?

    What would you continue?

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    If you had to do it over

    again, what would you do?

    What additions/deletionswould help?

    Any suggestions?

    Attitude Portrait of a

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    Attitude Portrait of a

    Facilitator of LearningRealness

    the most basic

    real person

    no front or facade

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    Empathic understanding

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    Empathic understanding

    standing in theparticipants shoes

    making participants

    feel understood notjudged or evaluated

    At last someone

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    At last someone

    understands how it feelsand seems to be me

    without to analyze orjudge me. Now I can

    b lossom, growandlearn.

    Creating Exemplary

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    Creating Exemplary

    Learning Experiences

    1. Plan ahead;

    2. Set expectations;

    3. Organize your materials;

    4. Use visuals

    5 Plan for breaks;

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    5. Plan for breaks;

    6. Review the main concepts;

    7. Make an impact at theend;

    8. Provide snacks

    9. Have fun!

    Presentation skills, tools

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    Presentation skills, tools

    and techniques

    Presenting Styles

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    Presenting Styles

    Whyis itimportant to

    be aware ofyour

    presentingstyle?

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    It affects the

    learners.

    It can

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    It can

    encouragethe use of

    a variety

    of teachingtechniques.

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    It enables

    acceptance ofthose who are

    different from you.

    Learning Environment

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    Learning Environment

    How can a trainer create alearning environment that

    helps adults learn?

    Set ground rules;

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    Set ground rules;

    Encourageparticipation;

    Facilitate more than

    lecture.

    Handling Difficult

    https://www.google.com.ph/imgres?imgurl=http://students360.in/wp-content/uploads/2012/08/General-Seminar-Topics.jpg&imgrefurl=http://students360.in/general-seminar-topics/&docid=iWxupwunbjGDXM&tbnid=ay2dUJ1MciUYFM:&w=247&h=276&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAIQxiAwAA&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://students360.in/wp-content/uploads/2012/08/General-Seminar-Topics.jpg&imgrefurl=http://students360.in/general-seminar-topics/&docid=iWxupwunbjGDXM&tbnid=ay2dUJ1MciUYFM:&w=247&h=276&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAIQxiAwAA&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://students360.in/wp-content/uploads/2012/08/General-Seminar-Topics.jpg&imgrefurl=http://students360.in/general-seminar-topics/&docid=iWxupwunbjGDXM&tbnid=ay2dUJ1MciUYFM:&w=247&h=276&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAIQxiAwAA&iact=rics
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    Participants Effectively Remain calm

    Givethe person a taskto do

    Ask for others in classto respond

    Ignore Presentation Behaviors

    http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492http://www.google.com.ph/url?sa=i&rct=j&q=calm&source=images&cd=&cad=rja&docid=_m3bMjllw3PeSM&tbnid=vU7N1zTOgnbHIM:&ved=0CAUQjRw&url=http://www.working-conversations.com/calm-cool-and-collected-the-new-superpower&ei=jNRcUdWSD4eTiQfuyoDICg&bvm=bv.44770516,d.aGc&psig=AFQjCNF-Wvcaz8zXaeq2yIlXs53rKRULgA&ust=1365124470257492
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    ese tat o e a o s

    Verbal

    Pitch, volume, speechrate;

    Emphasize key points; Avoid um, uh, er.

    Visuals

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    Visuals

    Appearance; Mannerisms.

    Scan for LearningReactions

    Are they asleep? Do they look puzzled?

    Overcoming Difficulties

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    g

    Use planned questionsand ask them more often.

    Allow more time.* Learners must think through

    questions, then compose acoherent sentence or

    paragraph

    Providing Games

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    Providing Games

    Have Fun

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    Have Fun

    Learning does not haveto be painful. Work at

    exciting the child thatlives in all of us.

    More fun for you as

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    More fun for you, as

    a trainer, as well as forparticipants, if your

    child is involved.

    https://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=rics
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    Learning willbe hindered

    if theattention ofparticipantsis limited.

    Ti

    https://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=ricshttps://www.google.com.ph/imgres?imgurl=http://www.tirmethod.ru/video1/images/seminar35.jpg&imgrefurl=http://www.tirmethod.ru/video1/video1.html&docid=wJn1qXx7eR4xVM&tbnid=5KzxQmnMmkXnZM&w=432&h=288&ei=rsFiUZDZJsuaiQfT7oGgBw&ved=0CAQQxiAwAg&iact=rics
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    Time

    Know your

    limits in terms ofrealizing your goals.

    Consider thefollowing questions:

    A How much time

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    A. How much time

    are you allotted?B. Are you building

    in breaks?C. Are you building in

    time for reflectingand integrating?

    D Are you taking into

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    D. Are you taking into

    account slippage(what you may not

    anticipate can stillhappen!)

    Evaluation

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    Paying attention to theenergy levels of the

    participants and yourself will

    help you evaluate the

    training while it is

    still in progress andat its conclusion.

    You may make the last-

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    You may make the last

    minute changesthroughout the experience

    according to your ongoingevaluations.

    Concluding evaluations

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    g

    serve the dual purpose of

    giving the trainer feedback

    and helping participants

    integrate what they havelearned.

    A. Ongoing Evaluations

    B. Concluding Evaluations

    Fi l T h

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    Final Touch

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    Elements of Greatness Video developed by Profiles International, Inc.

    http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://www.youtube.com/watch?v=q5kn4OBRxrohttp://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4http://www.youtube.com/watch?v=q5kn4OBRxrohttp://localhost/var/www/apps/conversion/tmp/scratch_2/3%20Motivational%20Video%20Inspires%20Excellence.mp4
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