Teachers are already great facilitators!!

The teacher has excellent qualities that can be utilized for facilitation.
I hope this book will serve as a needle and thread to gather the facilitator qualities scattered among teachers and produce good results.
Among the various facilitation areas used, we created 'School Facilitation' by collecting those that are useful in schools.
‘School facilitation’ is ‘all activities that promote and assist the participation of the educational community so that the school can achieve its desired educational goals.’

This book can be opened at any time when facilitation is needed at school.
You don't have to read it from beginning to end.
This is a recipe for school change that allows you to find and use only the necessary parts.
Facilitation to be applied to schools is structured on a case-by-case basis.
From establishing a school vision and establishing class agreements, to project-based learning, field trips and festivals, to communicating with parents and facilitating online interactions, we hope you'll consider the necessary elements to create your own uniquely sweet and refreshing school facilitation.

Teachers applied facilitation not only to meetings but also to classes and classroom management.
These results did not occur because of facilitation.
It was the power of the philosophy of teachers who wanted to solve current problems and provide better education.
It is because of the warmth of teachers who treat all school members with courtesy and trust.
This book is such a record.
I would be happy if this could be used as a recipe for sweat and laughter, placed in a corner of the kitchen of those who dream of a school with a deep flavor and a school where people are welcomed as a presence.

--- p.6

Facilitation can also be useful in schools.
By utilizing facilitation in various activities such as faculty meetings, curriculum evaluations, class meetings, and classes, you will witness creative results created through the voluntary participation of members of the educational community.
Let's look at an example of a field experience learning program planned by students themselves.

--- p.15

Applying appropriate facilitation tools and procedures to schools can lead to more effective results.
Here are some reasons why schools need facilitation:
First, by clearly defining the goals and outcomes desired by school members, we can gather the strength and wisdom of members working toward a single goal.
Second, we guarantee equal respect and opportunities for active participation for all.
Third, through a meticulously designed process, conditions are created for collective intelligence to be unleashed.
Fourth, useful tools and techniques can help members achieve their desired goals smoothly and produce results that satisfy everyone.

--- p.17

The areas in which school facilitation is utilized are very diverse, including school meetings, group gatherings, and classes.
Looking at the examples below, it is easy to see that many of the activities we normally do at school fall under the category of facilitation activities.
If you understand facilitation, you can approach more meaningful educational activities.

--- p.19

If you want to facilitate school meetings, first meetings with parents, and class appointments, you need to know the basic facilitation process.
If you understand the basic process and modify it slightly according to the situation and purpose, you can effectively achieve the desired results.
The process below is a basic 5-step facilitation process that anyone can easily follow.
If you proceed with facilitation according to this process, you can easily achieve the desired goals and results.
The five-step facilitation process is as follows:

--- p.25

Decision-making is the process of selecting from among the collected opinions those that are suitable for the purpose and can be put into practice.
For example, in 'Setting Class Pledges', the goal is to create a safe and peaceful classroom.
If, at this time, it is decided that 'coming to school after 9 o'clock', which is against the school rules, will be a class promise, it does not serve the purpose of a safe and peaceful class.
To make purposeful decisions, class appointments should be made within school rules.
A feasible proposal is one that all members can actually implement.
If you suggest "clean up after class and go home" as a class promise, you need to determine whether students are in a situation where they can clean up after class and go home.

--- p.46

Step 2: Open your heart.
Opening the heart was done with image cards.
We spread the image cards out on the desk so that all members of the learning community could see them, and selected pictures that corresponded to two questions.
The first question is, “What was your happiest moment recently?” and the second is, “What does a professional learning community mean to me?”
Through image cards, we created an opportunity for members of the professional learning community to learn about each other's thoughts on our community.

--- p.59

Opening your heart requires careful planning.
Structure your opening so that it naturally leads to the meeting topic.
For example, at the first meeting of the February curriculum development project, we prepared a 'name tent' open-minded activity to encourage new and existing teachers to introduce themselves naturally and get to know each other.
At the December curriculum evaluation meeting, we will have time to reflect on the year by asking and answering questions with the '6x6 dice game' mind-opening activity.

--- p.64

Express your opinion.
This is a process that helps bring out the thoughts of school members by selecting words of value that they consider important in relation to education.
Present two key questions on the board and discuss them simultaneously.
For each question, write down one value word that you consider important on a post-it note.
At this time, you can choose 2-3 words that you think are important for each question.
Just instruct them to write one word on one post-it note.
This is to classify similar words later.
If the value words for two questions overlap, they can be written as one.

--- p.89

Make a decision.
If you have created a plan for a cross-curricular lesson, it is a good idea to have time to share it with all teachers.
Through 〈Gallery Walk〉, we have time to check and share what kind of integrated classes there are.
Leave a word of praise and a message of encouragement to make sure you put it into practice.

--- p.137

Think back to the happy moments and difficult times that happened to you in class last year.
Each person writes down the ‘moment (or event)’ and ‘reason’ on a post-it note.
Write your name on the easel pad provided for the group and stick it on, then explain the incident in detail to your friends and tell them the reason.
At this time, students listen in silence without interjecting or clapping to express empathy.
It's okay to sympathize with your eyes.
It is important to create an atmosphere where each student can listen and tell his or her story.

--- p.176

The moment parents enter the classroom, the moment they wait for other parents to arrive, the moment they sit down and wait for the homeroom teacher to speak may seem short, but it feels long and there is an awkward silence.
It would be a good idea to write down activities related to opening your heart on the blackboard in advance and provide guidance.
Let's use "Name Tent" to allow parents to introduce themselves.
Creating a name tent is described in detail in the front part of this book.
First, let's place the prepared A4 paper on each desk.
To ensure that the writing is clearly visible, it would be best to use a permanent marker or a name pen.
In the center of the name tent, write the parent's name and in the four corners, write the following questions.

--- p.227

Ontact facilitation tool.
There are a variety of tools available in schools that can be used for ontact facilitation.
Among them, we introduce the most widely used ones: Zoom, ALLO, Google Docs, and Padlet.
Zoom breakout rooms are useful for video conferencing, and Allo is useful for brainstorming or brainstorming ideas.
The most important thing when using these tools is to encourage participants to express their thoughts freely and participate actively.
In this chapter, we will explore useful tools and methods for applying facilitation.

--- p.246

Among the various facilitation areas used, we created 'School Facilitation' by collecting those that are useful in schools.
‘School facilitation’ is ‘all activities that promote and assist the participation of the educational community so that the school can achieve its desired educational goals.’
The teacher has excellent qualities that can be utilized for facilitation.
I hope this book will serve as a needle and thread to gather the facilitator qualities scattered among teachers and produce good results.

--- p.276