Why facilitation? (Today's reflection)

Chilean Education System is facing a very memorable moment during these days, its most important characters are playing a very significant and active role. During the current year we have seen different kind of public manifestations that come not only from teachers but also from students of a wide range of schools in the country.

For many years now, Chilean students have not shown so much interest about the education quality they are receiving. All the pleas presented by the students taken in conjunction with the model organization of the High School National Meeting, represent a real movement that caused different reactions along the country.


Nowadays, it is a fact that students are very different from ten years ago. Even though there are many of them that do not know in which proffesional area they want to develop, they do know that education quality is a right for all the people.

Taken from Blog-it-and-Learn

Reading my classmate's reasons for taking this course I felt I needed to dig deeper into my own reasons for wanting to improve my online facilitation skills.

I have been involved in training for over 12 years and for most of those years I had a very 'teacher' inspired view of the training process. -Mary

As a teacher working in a Universtity that adopted the Constructivist Model of teaching and learning, I have been hearing about the teacher's role as a facilitator a while, but what does that really mean? How do you put that into practice?

and think one of the keys to a workable global future will be our ability to connect with each other in truly generative & meaningful ways. -Amy

Facilitation is a necesary skill if we want to contribute to a better understanding among people. We, teachers of Chile need to learn those skills to model a way of behaving that will contribute to resolving conflicts and we will not see actions like a student throwing a pitcher of cold water at the Minister of Education again.
I look forward to learning more about that on week 4 and 5.