Creating Community with Intention

Laurie FrankGOAL Consulting

26 July, 2011

Agenda1. Introduction

* Ground Rules & Norms* Bridging Activities

2. Why?: Vision* Container Concept* Invitational Education

3. What?* Definitions of Community* Conditions for sense of community

Agenda1. How?

* Sequencing* Group Development

2. Closing* Talking Circle: Take Aways, Gems, Sharing, Questions* Reading

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

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

WHY?WHY?

“People and environments are never neutral, they are either summoning or shunning the development of human potential.”

Purkey & Novak, Inviting School Success

The Container Concept

Invitational Education

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)

www.invitationaleducation.net