Personal/Professional Development Essays

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Personal/Professional Development Essays & Real Life Application of Adult Motivation Principles
Interacting with Colleagues and Parents
Part 1: The Effective use of Conflict in Small Group Discussion
Scroll down to: Prevention; Detection; Action; Communicate Effectively;
Researchers have found that conflict, in small discussion groups, can lead to the discovery of new ideas and opinions. Through efforts to maintain group norms, effective group members can reduce the negative effects of conflict by Prevention, Detection and Action.
New ideas and opinions help discussion groups ready for productive and effective outcomes. In their book on organisation behaviour, Hersey & Blanchard noted: As the group gains experience, knows each other better, and attains some expertise, it will progress to a higher stage of readiness. (1988) ⁱTo advance to a higher state of readiness, all group members should have an opportunity express their ideas and opinions without fear of censure. According to Wood: Failure to express disagreement and avoiding discussion of conflict producing issues leads to ineffective problem solving and poor decision making. (1989) ⁱⁱ
		Conflict occurs when opinions differ about new ideas. Brilhart & Galanes note: In small groups, conflict is an integral part of problem solving and decision making . To which Glickman adds: Resolving conflict can be a positive, constructive process when handled correctly. The process of resolving conflict generates a greater pool of information and this, when drawn from, can lead to effective decision making. It is helpful to know that when a disagreement focuses on ideas, it can prevent the conflict from becoming adversarial. (1990).ⁱⁱⁱ
Myths and Advice Brandon Toropov ^vi writes there are three myths about difficult people: that difficult people are always opportunistic that difficult people can’t change and that you can always just give difficult people the cold shoulder Effective group members understand that difficult people may be looking-out for the group, not just themselves that they are able to change, if their needs are met and that ignoring difficult people is ultimately ineffective for the group		In Interpersonal Conflict (Hocker & Wilmot, 1991) ^iv, the authors stated: Conflict is an expressed struggle between two inter-dependent parties who perceive incompatible goals, scarce resources, and interference from the other party in achieving their goals. In this definition, Interdependent is the key word. If the parties have no interest in each other, there is no conflict. Though two interdependent parties may perceive a conflict, the perception need not be negative or detrimental to the groups' decision making capabilities. Prevention Effective group members can prevent inappropriate or untimely conflict by taking an active interest in other group members. Conflict, used wisely, can explore the boundaries of what groups can achieve. Inappropriate, untimely conflicts interfere with the groups decision-making ability and group goals.Inappropriate, untimely conflicts can be prevented by setting, and enforcing, group norms. Group norms are a set of informal governing behaviours agreed upon, or emulated by, group members.Either by list, or by example, setting group norms advises group members when, and how, potentially conflicting discussions are welcome. Discussions can get out of hand when group members do not heed group norms, or when the group norms are inappropriate or inadequate. Taking time to research, set and review group norms will prevent many inappropriate, untimely conflicts.
Detection Group members who take an active interest in group dynamics and accept the eventuality of conflict, also become aware of their responsibility to detect conflict, and present it beneficially to the group. Raymond Birdwhistell, an early pioneer in the study of body movement signals, estimated that approximately 35% of meanings given to messages are verbal and the remaining 65% are non-verbal. An effective group member recognises changes in other members usual style, tone and body language. Changes in body language are indicators of conflict. Steinmetz & Todd state, ' Effective communicators recognise that each individual has a unique way of interpreting the content and intent of messages.' Effective group members can recognise changes, in group members only if time has been invested to learn the normal behaviour of other members. Socialising experiences like cocktails, ice-breakers, sharing a meal, evening or weekend together, serve to stabilise the group by allowing the formation of useful insights about each others normal behaviour. With the knowledge of each others usual non-verbal style, tone and body language, conflict can be recognised early and funnelled into useful dialogue.
Socialising experiences allows the formation of useful insights		Style, tone and body language cannot be isolated or defined as single attributes. It is their combination that weaves the fabric of our non-verbal communication characteristics. People wear their characteristics like clothing. A person may hang their jacket on the back of the chair, share a joke and get to business after a little socialising or, being strictly business, keep the suit jacket on, sit with erect closed posture and an insist on using Roberts Rules of Order. Effective group members learn the usual forms of non-verbal communication for all the members in their group. They watch for changes and potential sources of conflict, and take the appropriate action to steer conflict into useful, productive group discovery.
Action Active group members pursue the use of conflict for the good of the group. Recognising some conflicts cannot be prevented, and are in fact helpful, effective members use a variety of verbal, non-verbal and physical techniques to ensure conflict is used in the best way possible. Paraphrasing can be used effectively to establish if conflict exists. When effective group members sense confusion or potential conflict, they rephrase statements to clarify an issue and convey, back to the comments originator, the perception of what was said. For example, Bob may say, 'Yeah like what is the big deal with paperclips anyway!' When Alice becomes visibly upset that Bob thinks all paperclips are adequate, Dwayne paraphrases saying, ‘ Bob, would you clarify, are you saying all paperclips are the same?’ Effective group members may choose to augment statements, with social knowledge, to clarify or diffuse conflicts. Unlike paraphrasing, the intent is to fill in the gaps of another group members statement and focus on the content, of the statement, not the person. A discussion member may say, ' Well Bob, I wouldn't expect you to understand.' An effective member may augment saying. ' I believe Sandra is saying, since you don't work in accounting, you may not understand how difficult it is to keep papers together with small paperclips.'
Call a Time Out!!!		Occasionally, when tempers flare, discussions must be halted. Before discussion becomes uncontrollable or damaging, effective group members should call a time-out for the good of the group. More abstract, and only effective in cohesive groups, non-verbal techniques may be employed to regulate discussion. Hand signals, such as the time-out signal used in sports, can be used to halt discussion when the group goes off course. Other hand signals may be agreed upon when setting or reviewing group norms. Changes in style, tone and body language may also be used to send a message to other group members.
Verbal and non-verbal communication may sometimes be inadequate to restore group norms. Occasionally, physical action may be required. Physical actions, which interrupt discussions, need not be seen as a last resort. Effective group members often suggest physical buffers to restore group norms. Either by leaving the room, going for a walk or separating conflicting group members, physical buffers can give group members the time and space they need to re-evaluate the discussion. Through prevention of unnecessary or inappropriate conflict, and by early detection of useful forms of conflict, action can be taken to ensure a positive outcome when small groups eventually encounter conflict in their discussions. Effective group members reduce the negative effects of conflict, and maintain group norms by preventing inappropriate conflict, by learning the style, tone and body language of other group members and by making an effort to detect conflict. When conflict is detected, effective group members actively use a variety of verbal, non-verbal and physical techniques to restore group norms and reduce the negative effects of conflict.
Communicate Effectively Steinmetz & Toddoffer this advice to improve communication effectiveness: Be existential, accept people as they are now keep your cool, good communicators control their emotions listen totally, to words and body language avoid defensiveness, try to understand the other person's perspective avoid bias (stereotypes) about others. Try to regard ethnicity, religion, previous employment, birthplace, education and neighbourhood where they live		Bibliography Brilhart, J. K. & Galanes, G. J. (1998) Effective Group Discussions (9^th ed.) Boston, MA: McGraw Hill. Steinmetz, L. L. & Todd, H. R. Jr., (1992) Supervision: First Line Management (5^th ed.) Homewood, IL: Irwin Notes ^{i Hersey, P. & Blanchard, K. H. (1988) Management of organizational behavior (5^th ed.) Engleword Cliffs, NJ: Prentice-Hall. ^{ii Wood, C. J. (1989) Challenging the Assumptions Underlying the Use of Participatory Decision-Making Strategies: A Longitudinal Case Study. Small Group Behavior 20. ^{iii Glickman, C. (1990). Supervision of instruction: A development approach (2^nd ed.). Toronto, ON: Allyn and Bacon. ^{iv Hocker, J. L. & Wilmot, W. W. (1991) Interpersonal Conflict (3^rd ed.) Dubuque, IA: Wm.C.Brown Pub. ^{v Birdwhistell, R. (1972) lecture at the Nebraska Psychiatric Institute, Omaha, NE.}}}}} vi Toropov, B. (1997) The Complete Idiot’s Guide to Getting Along with Difficult People, Indianapolis, IN: Alpha Books. Author Among other things, Bruce Mol has been the night school Calligraphy instructor in School District #43 for 15 years and has lead bicycle skills courses on the West Coast. His main interests are in Adult Education and Instructor Development. Bruce received his Diploma in Adult Education from VCC; trained at BCIT in electronics and Inventory Control. He is an incessant columnist for the Cycling BC Newsletter, has made numerous guest speaker appearances, live and on CBC radio and has the potential of entering your living room via TV reruns of Knowledge Network ‘Roadworthy’ and CBC ‘Cycle.’


Personal/Professional Development & Real Life Application of Adult Motivation Principles
Interacting with learners
Part 2: Teacher and learner responsibilities for the formation of long term memory
Scroll down to: A Quick look at Memory Types
Brain based teaching and learning is an appreciation and reaction to how we learn; what our strengths are and, consequently, our weaknesses. It is not just neuroscience or brain physiology; it is also psychology and an appreciation of emotion. Brain based teaching and learning has been approached from many angles but the outcome is consistent no matter what view is taken. The teacher and learner must work together to create long term memory.
Suspend Belief, draw the chair upside down.	My first encounter with the concept of brain based learning occurred over ten years ago when I was given Betty Edwards', Drawing From the Right Hand Side of the Brain. I recall the amazement of the introductory chapters and the amusement trying the initial exercises. I was trying to teach myself to draw. The exercises are fascinating. In one exercise Edwards creates awareness of two ways of thinking, logical and artistic, by drawing a wooden chair. For a non-drawer the challenge is to draw the chair as it is seen, not as it logically exists with equal length legs etc.
In the second half of the exercise, the chair is purposely overturned and drawn once again. It is a peculiar exercise that requires a willingness to try something new. Miraculously, when the finished drawing is rotated right side up, it looks much more like a chair than the results of the first half of the exercise. Whether appealing to the left or right brain, when leading a class, or self-teaching, a willingness to suspend beliefs allows for new perspectives. Instructor and learner must work closely to create an environment that permits opening the intellect to new ideas. Then, using structured debates, brainstorming, group discussion or physical skills, teachers and learners can encounter fascinating perspectives together and create memorable experiences. Dr. Oliver Sacks has written some fascinating accounts of his patients. Though he sometimes writes about seemingly functional dysfunctional people, it is the seemingly dysfunctional functional people which are most often the subjects of his research. Sacks makes it all too clear that we are all very delicately constructed and that the brain can go astray with the least provocation. By birth or by accident the world is full of people who deal with what they have and, in many instances, they shouldn't be thought of as disadvantaged. Teachers must learn to deal with diversity and respond to everyone's differences in a manner that encourages the best learning possible. I began by recommending changes of perspective to encourage new patterns but Sacks writes about brains that cannot lured into perspective taking. Sacks writes about how Human and worthwhile his patients are and it is obvious he never gives up on them. In fact, he has taught us all a great deal about how we define normal. Whether we are examining the swirls on fingertips, or comparing the nebulae of thoughts in a brainstorming session, instructors must recognise no two of us are alike. An understanding of the brain encourages an understanding of what is humanly possible. Studying brain physiology is an appreciation of infinite combinations of intellect and ability. Instructors try to create or associate memory patterns in their learners. The infinite possibilities in humanity call for the open, mindful, flexible teaching. The simple beauty of open mindfulness, and the sort of inquisitiveness that Sacks displays, is that learning and teaching can become a holistic Zen-like endeavour. Obviously a person cannot be talked out of Tourettes Syndrome, colour blindness or agnosia. Dr. Sacks sends a message to all teachers and all learners: A meaningful life, and educational experience, is not always a matter of getting what you want, but dealing with what you get.
The Coach Approach	Dr. Ellen Langer has a few thoughts for instructors who are questioning current educational techniques. Langer wonders about the effectiveness of teaching by rote or by decree of expert. Examining sport, Langer speculates upon whether we should teach students step by step or whether we should let them develop sport skills by themselves with expert guidance. A sort of coach approach known as mindful learning. Mindful learning, says Langer, has three characteristics: the ability to create new categories; openness to new information; and an implicit awareness of more than one perspective.
If instructors and learners remain open to new information and different perspectives, new categories of knowledge are created. So, though the brain likes to find patterns and associate with previous learning, the ability to draw distinction between new and existing knowledge makes for mindful and memorable learning. Langer is saying that the best teachers and learners are those who actively pursue the creation of knowledge. Mindfulness, Langer theorises, benefits our psychological and physical well being. Once again we see the holistic benefit implied when teaching and learning are on the same course. Teaching and learning can lead to practical memorable experiences and enjoyment. Dr. Mihaly Csikszentmihalyi claims enjoyment has eight major components. Instructors and learners can ask themselves what is enjoyable or lacking in any classroom setting by inquiring, do I have a chance of completing the task? Can I concentrate on the task? Are there clear goals and immediate feedback? Do I feel involved enough that I become unaware of other frustrations? Do I have a sense of control over the task? Can I lose myself in this task without worry and is my sense of time altered? Examining these aspects, and seeking to fulfil them, leads to an optimal experience Csikszentmihalyi, and others, have named Flow. Csikszentmihalyi has an interesting, if not controversial, view on rote learning. Memorising, he says, is worth the effort. Not only does it create order and content, there is the advantage of being able to amuse oneself without external stimulation. Rote memory, encourages Csikszentmihalyi, creates a feeling of ownership and connectedness with the subject area.
Memorising creates order and content	Rote learning is known to help develop procedural memories but what impact does it have on our declarative memory processes? Certainly rote memorisation is known to enhance semantic memory but do they also create neural frameworks that make episodic memories more likely? Does someone who has memorised information have a greater chance to create associative memory pathways? To answer these questions about semantic memories we must explore episodic memory because, whether Csikszentmihalyi admits it or not, he is suggesting emotional involvement in the creation of procedural memory. Perhaps terminology is a hindrance. Csikszentmihalyi believes that both supplying content for, and learning how to create, long-term memories has many advantages related to autonomy of being. Knowing how to create long term memory is a useful skill to both teacher and learner. Perhaps there is still a place for rote memory, when thoughtfully applied, in our learning system. Teachers and learners are responsible to each other for the emotional and factual content of long term memory.
Dr. Robert Sylvester says that a long-term memory begins to develop out of a temporary event when our brain determines that the event is emotionally loaded and may reoccur. A strong memory is easier to trigger than a weak memory and frequent activation of interrelated neural networks promotes dendritic growth, thereby strengthening synapses, and increasing the amount of receptors. Adding receptors to a synapse increases the likelihood of reaching its threshold and firing. The implication for learning and teaching is that memory has to be used or it is lost. For long term memories to form, teacher and student must engage in the active re-use of information. Activities planned to engage previous knowledge reinforce memories and biologically alter the structure of the brain. Neurons that wire together fire together! Brain based teaching and learning is, itself, the outcome of how seriously some educators' view their responsibility to teach and ensure learning takes place. Whether we discuss brain biased teaching and learning at the physical level, or the biological level down to chemo-receptors; whether we approach learning by observing the diversity and limitations in all of us; or whether we approach as a coach or note by rote; the responsibility for the formation of long term memory is an emotional experience for both the teacher and the learner. If learners are to participate willingly, they must be part of the process. Emotion is so crucial to long term memory that we, as teacher/learners, must examine the content of our lesson plan and formulate emotional experiences to make memories happen
A Quick look at Memory Types
	Procedural Memory Motor & Conceptual Skills i.e. Cycling, Typing and turning on lights. Skills which do not require conscious thought after the skill is learned.	What you know about electricity Automatically turning on the light when you go into a room.
	Declarative Memory Types 1. Semantic Memory i.e. Knowledge, Facts and Concepts we learn in school. Acquired by learning.	Knowledge and facts about electricity and how it works.
	Declarative Memory Types 2. Episodic Memory i.e. Life experiences, Events, Time & Places. Not necessarily accurate.	The DAY the electricity went out because of the big snow storm.

Author Among other things, Bruce Mol has been the night school Calligraphy instructor in School District #43 for 15 years and has lead bicycle skills courses on the West Coast. His main interests are in Adult Education and Instructor Development. Bruce received his Diploma in Adult Education from VCC; trained at BCIT in electronics and Inventory Control. He is an incessant columnist for the Cycling BC Newsletter, has made numerous guest speaker appearances, live and on CBC radio and has the potential of entering your living room via TV reruns of Knowledge Network ‘Roadworthy’ and CBC ‘Cycle.’	Bibliography Csikszentmihalyi, M. 1990. Flow. New York: Harper Collins. Edwards. B. 1979. Drawing on the Right Hand Side of the Brain. Calif.: JP Tarcher. Langer, E. 1997. The Power of Mindful Learning. Perseus Books. Sacks, O. 1995. An Anthropologist on Mars. New York: Alfred A. Knoff. Sylverster, R. 1995. A Celebration of Neurons. Virginia: ASCD

Real Life Application of Adult Motivation Principles

In Real Life...

I love to hear, see and feel I've done something right. I also love to learn how to do things better. I don't think I'm alone in wanting to be appreciated and congratulated. Below is an Overview of how I applied suggestions found in Raymond Wlodkowski's book on adult motivation to the courses I teach. Reading Wlodkowski I learned I was doing a lot of things right, why they worked and where I could improve my teaching. Consider the following as a compliment to 'winging it' style instruction. Learning where to 'wing it' and when to 'structure it,' has helped to improve the marks in my classes and given me a sense of how to appeal to more learners more often..

This methodology can be applied to any course you teach so, as you read the article below, read in your course name of field of expertise. I also teach calligraphy and the concepts are equally applicable.

Bruce Mol's Guide To...

Assisting adults to improve their cycling skills using Raymond Wlodkowski's Time Continuum Model of Motivation.

No two of us are a like, especially cyclists! Recreation and competition cycling club members, advocacy groups and BAC’s, all meet this reality very quickly. The reasons you cycle will not be the reasons your friends and family do. You probably won’t be able to ‘motivate’ them with your attitude or accomplishments. As a matter of fact, one of the more than 20 internationally (i) accepted theories about adult motivation assumes you can’t ‘motivate’ adults at all. You can, however, create an environment to encourage and stimulate interest in cycling if the motivation is already there.(ii)

Motivated like behavior may be elicited if you use rewards for bicycling. For example, if you buy your friend an ice-cream cone, after each ride, cycling can easily turn into a requirement for receiving an ice-cream cone paycheque. Would you go to work if you didn’t get a paycheque? Some of us would. What does your friend like better, ice-cream or cycling?

Perhaps the ice-cream reward system will lead a person to take up bicycling for its pleasure alone. Your guess is as good as mine, but why guess?

There is another, more holistic way to introduce someone to bicycling. Applying the Wlodkowski model of adult motivation to cycling takes time and energy but it is always worthwhile. It requires you to demonstrate cycling skills and knowledge with expertise, empathy, enthusiasm and clarity. It requires you to guarantee your friend quality instruction, give evidence their effort makes a difference, supply continual feedback, give them control over their own learning, help them with difficult tasks and encourage them to develop self evaluation.

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Introduction

To encourage a person to take up cycling recognize there are three phases, six factors, to tap into their motivation. ( see diagram above) In the beginning you must assess their attitudes and needs. Analyze and question attitudes, without invalidating them, and offer new or accurate information in an acceptable manner. Try to establish what needs must be met to allow cycling to occur. Next, create a mental and physical environment which will be stimulating and mentally appealing to allow a learning process. Lastly, allow competence to grow, not simply just appear. You must learn to be honest and constructive in reinforcement of new skills and behaviors.

Consider yourself the architect of a skills and information bridge which spans between the old and new, attitudes and abilities. Take time and lay a proper foundation to ensure the bridge reaches its full potential. You can’t change someone or give them a skill but you can provide the components to allow change and skills to develop.

Though this overview is about instructing, considering learning types is helpful when deciding on the best course of action for any learning situation.

PHASE 1
Attitudes and Needs	Lets begin at the beginning. Attitudes, or predisposition’s, about Cycling differ from person to person. Attitudes are a learned behavior based on a persons concepts about cycling in general, the information that they have absorbed in the past and their emotional response to the concepts and information. Gender, culture, age and economic circumstances will also influence a persons attitude to cycling. Do you know everything that ever happened to this person and how they reacted? No you don’t. Determine what is important to your intended cyclist? Many cyclists report they do not have one single reason to ride.
Many ride for a combination of reasons including: exercise; stress release; environment; faster in traffic congested cities; time to be alone; time to be with others; so they can eat whatever they want; cannot afford other means of transportation; just to be outdoors; sight seeing; independence. The list goes on and on and the combination of priorities are as varied as each one of us. Find out what your learner has based cycling attitudes on. If you find those attitudes are based on some erroneous assumptions about cycling, discuss those issues openly. Validate concerns and correct erroneous assumptions with good information. Realize that most people encounter cycling information as accidents reported in newspapers etc., or as elitist news from the sports world which they cannot relate to. We will never hear or see a mass media headline which reports how many people ride to work, or the gym, or on vacation or to the store and make it home safely. In so many ways ‘perception is NOT reality.’ Recognize some attitudes are based on problems which, if the person is willing, can be overcome. Some problems may have a resolution which does not favor cycling. For example, some people won’t ride to work because there is no shower and their clothing will be rumpled and besides there is no safe place to lock their bike. All three problems are real and valid reasons but, if resolutions are never sought, the problem is unwillingness NOT facilities. Make sure you are working on the right problem and, if you haven’t encountered the problem before, seek out others who have. Find out early what you friends attitude is: towards you; towards cycling in general; towards the situation which led them to cycling; towards themselves; and towards their expectancy of success. Keep checking attitudes as you progress. If you want to influence a persons attitude toward cycling, determine what Needs must be met to allow cycling, then set about meeting those needs. Maybe there is a physical reason not to ride. It could be an experience with a bad bicycle fit or it could be an ailment which prevents comfort on a bike. (iii) For example, do your best to ensure a good bike fit. Go out of your way to remember we are all different. Adjust and twiddle everything to make the bike as personal a fit as possible. Get good help if you do not know the major points of a good bike fit. Remember to respect a persons feelings too. If, no matter how great a bike fit you have accomplished, that person does not feel comfortable unless their feet can touch the ground, make sure their feet can touch the ground. At a later date, show them how easily they can touch the ground using a more efficient seat height. Another example is the common feeling that cycling in traffic is too dangerous. Yet there are lots of cyclists proving it can be done safely. How is this contradiction possible? Is it safe to cycle in traffic or is it not? There is no right or wrong answer and traffic is not safe just because you say it is. Find the underlying concern (the need to be addressed) and build a bridge toward a solution and new attitude with skills or information. So, to begin, take the time to assess attitudes. When you meet the physiological, physical and psychological needs to address those attitudes, you are well on your way to mutual success. There are plenty of resources available to help you to encourage and promote cycling. There are bicycle skills courses, clubs, charity or private rides, books, videos
PHASE 2
Stimulation and Affect	There are more needs to consider as you move into the next stage of the learning process. While you are considering a stimulating environment, where learning can take place, remember the above needs for safety as well as the need for a positive experience. Positive emotions have an affective (influential) effect of the learning process. Do your best to ensure early success in all your learners needs. Don’t take Molly, who is afraid of traffic, out on Broadway at rush hour and say ‘follow me.’ Don’t take Bart, who just bought his first mountainbike, out to a technical trail. Both are disappointing venues.
Create success stories. Leave your ego and ability at the door and decide on something good for your learner. Comfort level and experience leads to confidence and ability. Positive emotions enhance the experience of learning and allows meaning, relevance, interest and feelings of involvement, to take place. To move ahead, if you have taken the time to learn and meet the needs of the new cyclist, and you have created a safe influential environment which guaranteed positive results, change and success, it is time to move into the role of coach.
PHASE 3
Competence and Reinforcement	Competence is a much desired sign of inner growth, maturity and ability to control life and environment. When competence is shown, and appreciated, confidence emerges and self esteem flourishes. Provide continuous and prompt feedback throughout the learning process. Bear in mind what effect your feedback will have on feelings and confidence. Keep the feedback positive if possible. Use negative feedback with forethought and care. Reinforcement must also be relevant, timely and free of patronization if learning is to occur. In short, kindle competence with positive relevant reinforcement and learning happens freely.
THREE IN ONE
	If only teaching was as straight forward as summarizing concepts! There is plenty of overlap between the three phases. Some attitudes, and therefore needs, may be harder to assess than others. You will probably find yourself working different phases, of different objectives, at the same time. No matter, always take the time to assess attitudes. Meet the physiological, physical and psychological needs, of those attitudes, and you are on the road to successful cycling. Create a safe environment which guarantees positive results and allows a demonstration of competence. Reinforce competence with timely, helpful feedback and learning will occur as a natural consequence. For those of you using ice cream cone approach, try providing the ice cream cone up front with no strings attached. Advise your friend you are available for cycling whenever they feel like it. Try to holding back the puppy dog eyes and lower lip. Try verbal ice-creams of encouragement, they come in all sorts of flavours as plain as Vanilla and as appropriate as Rocky Road.
What else can you do?	This overview has been about teaching. A consideration of learning styles would take as much or even more room. We all learn differently because we are all a different mix of learning styles. Some people learn best with self study, some work best participating in discussions and some people learn best by ‘doing.’ We say, Head, Heart, Hands. Each one of us is a unique mix of these three learning styles. It is important, as a course leader, to recognize and appeal to different styles of learning.
For example...	In the CANBIKE bicycle skills course I lead, one of the most important parts of the course is understanding the five traffic principles. These principles are in the course text book and summarized in a handout (HEAD), we discuss the principles and their ramifications in real scenarios (HEART) with model bikes and cars. (HANDS). We reinforce the principles by cycling around town, pulling over frequently, getting opinions about traffic situations and checking for understanding with discussion (H-H-H). Lastly, we view a video, incorporating the five traffic principles, which encapsulates the whole course. Done correctly, it never seems like repetition, just good reinforcement for the different learning styles. Some people feel good they can analyze traffic situations for best actions, some feel good they found ways to handle traffic situations as they arise and some feel confident they know the right moves for different traffic conditions. Head, Heart, Hands. Leading groups is no easier or harder, just different. How do you learn best and what will be best for your learner?
Work through this whole process together. Question everything. I am confident you will learn something about yourself as well.
Notes	(i) Schenstead, B., in his paper, ‘Motivation in Adult Learning: From Theory to Practice (1997) (ii) According to Wlodkowski, R.J. ‘Enhancing Adult Motivation to Learn’ (1985) there are also five assumptions to keep in mind. 1. Adults are motivated. 2. Adults are responsible for their own motivation. 3. If anything is to be learned, it can be learned in a motivating manner. 4. There is no best way to instruct. 5. Your instructional plan needs a motivational plan. (iii) According to Maslow, A.H. in Theory of Human Motivation (1943), there is a hierarchy of needs to fill before we can reach our goals. First there are physiological needs (food, water, clothing etc.) then psychological and physical safety. We must also feel love and belonging and lastly self esteem before we are able to achieve a personal sense of fulfillment independent of what others may think.