The communication sends a
strong message about your style of facilitator and how you view the learner.
Through words and body language, you convey how you see your role as facilitator
In the same way, you communicate your view of learner whose job it is to do as
you say without question or dialogue or as learner with good questions,
opinions, and ideas that can contribute to improving the quality of care. To
establish trust and a spirit of cooperation between you and learner,
communication must be two-way. In order for learner to work together effectively
as a team on improving quality, it is important to provide opportunities to
meet and discuss ideas,
Acknowledge successes,
discuss problems, and make joint decisions about how to move forward.
Facilitation
skills are not synonymous with teaching and classroom management, or attending
skills. The traditional teaching dynamic posits the teacher as the expert and
students as recipients of externally located knowledge. The unilateral
transmission of ideas from teacher to student often fails to engage students by
focusing on the product rather than the process of education. Experiential
learning, which emphasizes the fluid nature of knowledge in relation to social
contexts, is dynamic, multi directional, and inclusive.
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