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Spotlight on CF2

IMG_3611Many people ask about the difference between CF1 and CF2. In a nutshell, Creative Facilitation 1 introduces models and techniques for bringing the arts into your work, while Creative Facilitation 2 is all about you as a facilitator.

CF2 will enable you to develop the key competencies and communication skills required to lead powerful learning programs. We take you “behind the scenes” and show you the secrets of how to make the magic happen with your groups.

Like CF1, it is highly experiential training, you have the opportunity to practice facilitating in a safe supportive environment and gain valuable feedback that will elevate your skills.

In CF2 you will learn:

  • How to relate and respond to challenging participants
  • How to create a safe space for honest and creative expression
  • How to present yourself comfortably, clearly and confidently to a group
  • How to design and deliver effective lessons, workshops and meetings
  • How to help a group come alive and develop a high level of participation

Creative Facilitation 2 is for you if:

  • You really want to up your game as a facilitator and deepen your level of connection with your groups
  • You’ve always wanted to lead creative programs for diverse groups but didn’t know how
  • You have already created and run group programs, with varying degrees of success, and you want to take it to a much higher level

What People Say

“The Level 2 training gave me increased self awareness. I was able to try a new way of structuring activities, with greater intention which will make the learning even more transformative for my students. The feedback from the group showed me small tweaks I can implement that will make a big difference when working with my groups.” 
Anjana Grarez, Cáceres, Spain

“I have attended many training programs across the globe. This has been by far the best – not just in terms of learning alone but in the way it has transformed how I facilitate my own programs.”
Business Leadership Program, School of Inspired Leadership, India

“The fantastic tools learned will become a vital part of our work and will also be useful within our work as between colleagues in the office.  We will use Creative Facilitation to get groups to open up, participate sooner and better.”
Anthoulla Koutsoudi, Director of External Relations, WAVE Trust, England

“The Creative Facilitation training has taught me so much about myself – strengths and weaknesses, about working with other facilitators and managing and responding to participants’ needs. It was fantastic!”
Jenna Waite, Guidance Counselor, Jamaica

“The MyBnk trainers have found the PYE creative facilitation training really useful in helping deliver effective and engaging education programmes to young people. The PYE staff facilitators have been excellent in illustrating the links between educational theory and practice. Many of our trainers have been on the training and I’m sure many will continue to go on it in the future”
Lily Lapenna, Founder & CEO MyBnk, England

“As a result of this workshop I am going to invite my groups to be creative and imaginative as an integral step of every activity/game.”
Ben Losman, Independent Facilitator, Toronto, Canada

“My team was absolutely blown away by the Creative Facilitation training – they want more!”
Harlequin Foundation, Cape Town, South Africa

“The activities that you taught us have become a key component of the daily community-building efforts of our program.”
Ashoka Youth Venture,Washington D.C.,USA

If you are serious about developing high performance learning communities that support creativity and social and emotional learning then we encourage you to apply for CF2 training.

Join a CF2 training this year:

CF2 Seattle – November 17-18
CF2 Toronto – November 11-12

Visit our list of upcoming PYE Trainings to find a CF2 near you and apply for a place. If you do not see an upcoming training in your area please email info@pyeglobal.org.

Still not sure if this training is for you? Just email info@pyeglobal.org with your questions and we will be happy to discuss your individual situation

Say “No” to Small Group Report Backs

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You’ve just called your participants back from small groups. The conversation in the small groups was alive and excited, but as soon as you ask for report backs, the energy drops. Small group report backs are inevitably boring, and yet facilitators ask for them anyway as if they are a required course. Here are two ways to harvest small group learnings while keeping your whole group engaged:

  1. Rather than ask for people to report on what happened in their group, ask participants to share something they learned personally or an aha they had from working in their small group. Be clear that you want people to speak for themselves not for other members of their small group or for their entire small group.  
  2. Invite each small group to come up with a creative way to share a learning from their group time. They could do short skit, write and share a poem, create a group drawing, or do a group sculpture using their bodies. The creative presentations can then lead into a large group discussion. When you get into the discussion, remind participants to speak for themselves about their own learning. 

Jenna’s story: Growing Wings Through Self Acceptance

Jenna Waite is a Guidance Counselor at Ferncourt High School in Jamaica. She took part in the One Love Youth Camp in Jamaica in 2016 and 2017, organized by PYE in partnership with the Bob Marley Foundation and Ben & Jerry’s, and in the Culture Jam camp in 2017 organized by the Oregon Country Fair. Jenna shares her experiences with us below.

We had three days of Creative Facilitation training before the One Love Youth Camp where we learned the skills and tools we would need to follow the Creative Communities Model and formed a strong bond of community among the staff team.  I was surprised at the intense enjoyment I felt from participating in the activities and this joy gave me the confidence to present these activities to the camp participants.

I watched closed, scared and shy students transform into friendly, confident risk takers over the course of the camp.

The community building games and creative workshops helped to build a sense of safety and acceptance. This combined with the warm and comfortable environment at the camp site made for a real group bonding experience. Students used dub poetry, singing, drumming, knitting and dancing to create an electric Music and Dance evening. They really opened up to each other, the facilitators and I believe to themselves. I watched closed, scared and shy students transform into friendly, confident risk takers over the course of the camp.

Speaking to Mrs Roxanne Williams, the principal at the Bob Marley Primary and Junior High School whose students went to camp, she shared that “the camp participants have become more sociable and more willing to get involved in school activities.”

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Photo credit: Ella Cooper. Campers “signing” the community agreement they drew up with a hand clap.  These community agreements are co-created with the camp participants and help create a safe environment in which young people can express themselves.

The Creative Facilitation training has taught me so much about myself – strengths and weaknesses, about working with other facilitators and managing and responding to participants’ needs.

This year [2017] I took part in the second level of Creative Facilitation training [CF2]. We learned so much about how to conduct workshops, lead different activities and create the right environment for participants to have a fulfilling camp. The Creative Facilitation training has taught me so much about myself – strengths and weaknesses, about working with other facilitators and managing and responding to participants’ needs. It was fantastic!

All these lessons were put to test as I experienced being a lead facilitator at One Love Youth Camp 2017. I conducted workshops on building positive self-esteem and poetry writing. I not only enjoyed leading, it was a joy to once again watch the transformation among the participants and facilitators.

In addition to the One Love Youth camp in Jamaica, I traveled to Oregon this summer to be at Culture Jam 2017.  The new culture brought with it a whole new perspective on the Creative Communities model and opened my eyes to many more ways I can engage youth all over the world. I led a poetry workshop and participated in activities that expanded my horizon.

DSC07371Photo credit: Jenna Waite. Participants creating poetry in Jenna’s workshop at Culture Jam Camp.

As I sat in a youth-led workshop on slangs across the world, I mused at the thought that there were so many different cultures in the one place and as we shared and explored we learned more about ourselves and others and that changed me for the better. I came to understand how much I need to release myself and allow others to do the same. The environment was mindblowingly peaceful, the youth were astounding and the staff were all amazing. I see myself expanding and growing in this model and I never want to stop experiencing these camps.

Beyond Camp

My Creative Facilitation training was not only invaluable at camp, it has also helped my work as a school counselor. I frequently encounter students trapped in a culture of shyness, low esteem and fear of self-exploration compounded by an environment that fosters children’s silence and offers little opportunity to participate fully. As soon as the students recognize that they can indeed “be their true self” they take on wings and it is magic to watch.

Being able to change the energy of a session through the use of music and the arts has paid off immensely with students who are more engaged and productive.

The Creative Facilitation tools I learned have helped me to create more diverse group counseling and lesson plans. Being able to change the energy of a session through the use of music and the arts has paid off immensely with students who are more engaged and productive. Noticeably, my parenting workshops have become more exciting since the inclusion of more fun games, goals and agreements and opportunity for each person to play a role in the session.

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Photo credit: Jenna Waite. Jenna dancing on stage with Andre Wilson

Looking back on Summer 2017

_S5A0797Thanks to your support we’ve been able to deliver a wide range of programs over the last few months to unleash the creative potential in youth around the world. Here are some highlights of what you’ve helped us achieve:

  • In June we ran a series of Creative Facilitation trainings in Athens for Teachers supporting the integration of refugee children into education in Greece with partner Elix, building their toolkit of methods to build inclusion and participation in their work
  • We ran a Creative Facilitation session for 20 front-line intercultural workers in Barcelona, Spain in partnership with the City of Barcelona equipping them with arts-based facilitation skills for their community work
  • We partnered with Elisa Sednaoui Foundation to run Creative Facilitation trainings for youth workers in Rome, Italy and Cairo, Egypt, and continued to train trainers in Egypt who deliver Creative Facilitation training in Arabic

But we’re not done yet. We need your help. Here’s how you can get involved.

You can reach us on info@pyeglobal.org

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Peggy’s Facilitation Tip: Take the Temperature of the Room

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Imagine being met by 30 sleeply 14-year-olds at 8 am. Your job is to get them engaged and excited to learn. This month’s tip comes from high school language arts teacher Jackie Amatucci:

“I came up with the idea of have each student do a one-word check-in on how they were feeling by imagining a thermometer measuring 1 to 10 degrees. One degree means, ‘I wish I was still in bed’ and 10 degrees is, ‘I am ready and excited to learn’! Each person says their first name and where they sit on the thermometer. We’d zip right around the room and I would acknowledge each response with equal appreciation regardless of the number. By the end of this quick go around, there was always a remarkably positive shift in the room.

A few days after starting this, one student spontaneously wrote down each classmate’s number and came up with an average for the day. He then charted the daily averages to show the mood of the group over the course of a week. I’m convinced that imagining the thermometer set off a creative ripple in the group that resulted in the chart. We did this for several weeks with great results.”

Here are three other imaginative ways to do a quick check in whether in a classroom or a workshop:

  1. What animal do you feel like today?
  2. What’s your personal weather forecast?
  3. What kind of vehicle do you feel like today?

Photo credit: Ella Cooper

A One-Minute Masterclass in Effective Teaching

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It’s not often that a video of a teacher goes viral. But this video of Barry White Jr., a fifth-grade teacher in North Carolina, has had millions of views and shares. Maybe it reminds us of a great teacher we once had. Or, perhaps it’s what Mr White tells us about what really effective teaching looks like – in just one minute.

Here are five lessons we can learn from Mr White:

  1. Strong teacher-student relationships are key to kids’ success in school.

Mr White has a special handshake that he performs with each student. Through this handshake, he communicates that he values them and sees their unique qualities. Just as importantly, during those couple of seconds of engagement, he builds trust and he demonstrates that he cares. Research tells us strong teacher-student relationships have a direct impact on student engagement and achievement. As Theodore Roosevelt said, “People won’t care how much you know until they know how much you care.”

  1. Creativity makes learning more engaging.

When I first saw this video, I was immediately reminded of my sixth-grade teacher, Mr Sanderson. Mr Sanderson used his art skills to teach history through elaborate drawings on the chalkboard. When teachers bring creativity into the classroom, learning becomes more meaningful and engaging. Like Albert Einstein said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

Teachers don’t need to be professional or talented artists like Mr Sanderson; there is a whole world of creative facilitation techniques and art-based activities that they can use, without any artistic skill or experience.

Google ‘creative facilitation’ and you will see hundreds of links to websites with art-based activities. Check out Games for Actors and Non-Actors by Augusto Boal, founder of Theatre of the Oppressed, to explore Boal’s revolutionary Method for using theatre to transform and liberate everyone. There are so many creative ways to awaken a student’s joy and engage with learning and these are a great place to start.  

  1. Rhythm exercises build focus for learning.

A short rhythm exercise before a session, like Mr White’s handshakes, helps learners to focus and can get kids excited about learning. But it doesn’t need to be just at the beginning of the class; a whole group rhythm exercise can help to bond and connect members of a new class. Use call and response clapping rhythms to get the attention of a noisy class, to re-gain lost attention, and as a means of de-stressing.

Rhythms with cross-lateral movements actually help to connect the left and right side of the brain and can boost academic achievement. Again, Google will reveal plenty of rhythm-based activities to help focus students for learning.

  1. Create an environment that invites full participation.

With his good morning handshake for each student, Mr White welcomes and invites them into the classroom. From the energetic ones to the ones who may need a little more encouragement, they may participate according to their own learning style. Mr White succeeds in creating an environment in which his students feel safe and supported.

Since each handshake is different according the individual’s personality, it fosters acceptance of one another. When kids feel accepted, they are more likely to participate without fear of embarrassment, ridicule, or being put down by their classmates.  

  1. Teachers play a vital role in helping kids find joy in learning.

Kids are naturally curious and wired to learn. Teachers like Mr White help kids find the joy in the learning process. He is a living example of the commitment, passion and enjoyment he has for teaching. That sense of purpose is infectious. Teachers like Mr White help kids find their own purpose; they light a spark that opens them up to learning and this has a long-term effect on their aspirations.

Just watch Peter Benson’s brilliant TED talk on how to help kids thrive. It’s like the late poet Maya Angelou said, “This is the value of the teacher, who looks at a face and says there’s something behind that and I want to reach that person….” That’s certainly what Mr White Jr. does when he high-fives those keen young learners on their way into his classroom each morning.

With so many changes in education, Mr. White reminds us that one thing won’t change – that great teachers will always be an important part of helping kids to thrive.  

How Kleopatra Kalogerakou Transformed her Middle School Students into More Engaged Learners 

Meet Kleopatra Kalogerakou

Kleopatra Kalogerakou is an English teacher at the first Experiential Middle School of Athens, Greece. Like many teachers, she was acutely aware of the need to do more to foster 21st-century skills in her students, and was looking for practical ways to do this. She was also looking for ways to motivate her students to learn, actively engaging and involving them in the classroom. All whilst accommodating diverse learning styles.

The Creative Classroom Solution 

Kleopatra signed up to our Creative Classroom course in Greece based on our proven model for youth empowerment that combines experiential learning, group facilitation, and the arts. The program was made up of two 2-day trainings over the course of an academic year with time to apply the skills and gain feedback between in-person trainings.

In the training Kleopatra learned that she didn’t have to be a professional artist to bring creativity into the classroom. She already had an innate creative capacity that she can draw on and combine with facilitation tools to make her lessons more successful.

The Impact in the Classroom

Kleopatra was thrilled to discover she could use creativity, self expression, and social and emotional literacy to increase her impact in the classroom and make learning more interesting.

“I have used several activities in my English language classroom,” says Kleopatra. “I used visual arts techniques and visualisation to express visions of a shared future. Role-playing activities and introducing music and dance also helped students to express feelings, ideas, likes, dislikes, and preferences.”

“Through Creative Classrooms I learned how to bring my artistic self back into play and create a more welcoming atmosphere for my students.”

As a result of the course, Kleopatra reports that her students are more eager to participate. She says that students are more comfortable in front of their classmates as they are less judgemental and more accepting of one another’s weaknesses and strengths. “I adopted and adapted Creative Classroom activities according to my students’ needs” she concludes “and the results have been incredible”.

Ready to motivate and engage your young learners more effectively? Attend one of our upcoming trainings.

If your school could benefit from a Creative Classroom course then email info@pyeglobal.org.

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Jennifer’s Story: A Group Rhythm of Solidarity

Thanks to PYE Global, the power of play and creativity is an active, vibrant part of my daily life. My facilitation trainings with PYE inspired me to revision leadership on many levels. Here’s an example of how PYE’s approach informed a project I led this summer.

The project came together through a collaboration with Rita Zawaideh, founder of a Seattle-based humanitarian aid organization called SCM Medical Missions. This nonprofit is focused on the specific task of bringing relief and aid to people affected by conflict and natural disaster within the Middle East and North Africa (MENA) region, and to bring people and cultures together to build bridges of understanding.

I assumed a leadership role in designing and implementing a youth service project for 50 church campers at Epiphany Parish of Seattle. I brainstormed with Rita a service project that would benefit Syrian refugees while also being scalable and age appropriate for children from preschool to fifth grade. We decided that collecting and creating hygiene kits to support Syrian refugees would achieve both objectives regarding need, service scope and age.

In the end, these 50 children teamed up to create 100 hygiene kits. But they did more than just meet basic human needs. They also embodied their service with creativity and art to add a personal touch and send a message of hope to the refugee children. The craft room came alive in a whirlwind of excitement as kids used colorful markers, construction paper and glue sticks to paste paper hearts onto paper cut out hands symbolizing love and justice.

These children also drew pictures of their families and included small toys in the hygiene kits to help make a warm, human connection with the Syrian refugee children. Finally, the campers placed an assortment of vegetable seed packets into the kits to provide food sustenance for the Syrian refugee families. In this way, they helped plant seeds of hope nourishing body and soul alike. Ultimately, these children created a group rhythm of solidarity enlivened with the movement of hands-on service.

This is the quintessential element of a group rhythm. It takes a personal narrative and gives it a beat, a pulse and a collective groove. It draws out the humanity in each of us and turns it around to empower others. Thank you, PYE Global, for teaching me what it means to be part of a tribe to enact positive social change. You have helped guide my steps toward an engaging life of creativity, movement, service and play. May we all find a rhythm that makes life come to life through the joy of movement!

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Jennifer DeBusk Alviar is an ordained, interfaith minister who earned her MDiv degree at Starr King School for the Ministry in Berkeley, California. She currently serves as the Seattle Volunteer Coordinator for Doing Good Together. Doing Good Together™ (DGT™) is a nationwide nonprofit 501(c)(3) organization whose mission is to empower families to raise children who care and contribute. When families volunteer together, they teach their children generosity, kindness, compassion and civic engagement. This service-minded practice turns big-hearted kids into strong, future leaders. You can reach Jennifer here and learn more about her other service projects through her recent blog at The Riveter, a co-working space designed for women, work and wellness.

 

Themis’ Story: Transforming Work into Play

Themistoklis Gkion is a lead facilitator with PYE and the Founder and Learning Experience Architect at Flow Athens in Greece, but he doesn’t stop there.  Themis (for short) has a passion for education that has shaped his career path, bringing him in a full circle that starts and ends with helping others. 

Themis grew up surrounded by education and began working at the school his grandmother owned when he was a teenager. He found himself captivated when observing people learn and grow and solve problems: “I was always fascinated when I could see the spark in the kids’ eyes when they were fighting to address a challenge.” 

Themis went on to pursue various career paths. He started as an engineer, and then took on a managerial position in a small school. He then moved to finance to become a derivatives trader. “I was a free spirit. I was always seeking something to give me meaning and purpose in my life.” Themis’s taste for learning and education never subsided, and this led him to his current mission.  

Themis started Flow Athens in 2010 to change education and fill the gaps of the current system. Flow Athens designs and facilitates experiences to teach youth and adults forward-thinking skills, creativity, mechanisms for innovation, collaboration and more. Themis uses games and activities to foster learning that goes beyond what’s taught in a classroom, and that’s where PYE comes into play.

themisPYE has given Themis the confidence to be a teacher and to teach more effectively, taking Flow Athens to another level. “PYE has given me a wealth of arts-based activities, as well as a process to facilitate experiential learning programs.”  Themis began working with PYE a few years ago after attending Creative Facilitation Training in Athens, Greece. The structured and cohesive activities that PYE offers allowed Themis to improve his and his student’s work. “I had been using games and technology, and PYE has been using arts-based activities in order to pursue the same goal; cultivate 21st century skills. There was a lot of similarities and complementarities, and that’s how we started working together.”

Through Flow Athens Themis was able to get back to his roots in education and develop a new mission to help others acquire skills that aren’t offered in traditional school systems. “I want to help youth develop the skills that will allow them pursue their careers and actually conduct meaningful lives, find meaning in whatever they do and follow their passions.”

Themis also uses PYE techniques in his work with refugees. He has used the creative classroom model to empower teachers from refugee schools, who informally teach young refugees that have migrated to Greece. “We’re offering them the creative community model because it’s really suitable and adaptable for audiences of different ages and different languages. It’s proven a very useful and versatile tool for the teachers in order to be able to facilitate such diverse classes.”

Themis’s advice for anyone who wants to help others succeed, is to look deep inside yourself to determine what your real motives are; to find your real passions and driving forces, and above all  to discover the child within you. “It’s so much better when you can work with youth with a playful attitude. It’s so much easier to invite their imagination. Most of my work, I totally enjoy it. It’s like playing.”

Lakota’s Story: Finding His Inner ‘Piece’

Lakota Bisaillon recently graduated from our Power of Hope Camp on Whidbey Island last summer (2016).

As he was growing up, traditional educators made many attempts at stamping labels on him. Dyslexia, Asperger’s, PDD, but he kept washing those off. Until he began to see his challenges as gifts; gifts that empower and give focus.  

Lakota attended Power of Hope camp for 5 years. He came for the first time when he was just 13, and he feared he would be bullied. Instead he grew mighty and even mightier every summer. After he graduated from high school last year, he earned a black belt in taekwondo, completed his last PYE camp, and attended a quarter in college. THEN he made his way solo across the world to attend Kunyu Mountain Shaolin Academy in Muping, China, where he has been since the first day of this year.

Lakota Bisaillon

There, he and 34th generation monks and other students climb the mountain very early each morning to meditate in the same cave where Confucius pondered meaning for 9 years.  

After the long scramble down, they eat a quick bowl of fresh veggies, then train intensely for 8 hours. Evenings bring classes of acupuncture, calligraphy and Mandarin. 

His mother Mary Delacruz shares:“The last message that I got from him was filled with gratitude and the fact that he has found his inner ‘piece’. I love the entendre of that wording.  

To me, I think he found a piece of power along with a deep calming quiet. But, I do not think he would have found his power if it were not for the journey’s beginning through PYE and both of you, Peggy and Nadia, as well as from Charlie.  

And all of the incredible folk that you hired on and campers that you served to combine for the most empowering events on earth…know that he will pass on all the gifts you brought out in him to help empower many others over his lifetime.”

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