This article stresses the fact that we were never really taught how to communicate in a way that produces desired results. The author bullets some of the obstacles that prevent a person from reaching certain objectives during the communication process. The key to evolving a person's communication skills is taking full responsibility for the outcome of each conversation. The author then offers ten questions to consider when determining how effectively you communicate.

This is a reference guide for Environment-Based Education for advanced learning skills and character education. EBL stresses developing lifelong learners; effective future workers and problem solvers; thoughtful community leaders and participants; and people who care about the people, creatures, and places around them. The article references the outdoors environment, specifically science and math learning, but I think that the 'environment' can take on a vast definition and the concepts are applicable to many learning objectives/situations.

This article discusses the importance of disciplines and personal mastery, organizations as "communities of practice" and mediation, which starts with dialogue. Out of this dialogue is awareness, listening, letting go, and not taking things as they appear. Buddha's Four Noble Truths are reference to organizations versus individuals. The real question proposed is when all is said and done can you really operate this way? The authors stress that anyone can read/learn/discuss plans/philosophies, but can it be done? Recognition of hard work is imperative. Ultimately was needs to be changed is the fundamental organizing behaviors and habits. Community involvement is essential and fostering it to learn is likewise critical.

This article brings to light what Metcalf describes as the "Bush Revolution" in education. After providing a brief history of education, referencing Horace Mann and John Dewey, Metcalf stresses education as a business, connecting McGraw (Publisher McGraw-Hill) and Bush. Bush changes the system and creates new standards in education, as a result new materials are then needed to implement his new education 'revolution.' Metcalf implies the situation is more about business between friends than actually worrying about educating children.

In this article Greenwald discusses problem-based learning. She described three key features of 'problem.' First, the initial/present state from which to begin; second, the goal state to achieve; third, set of actions/operations needed to get from initial state to goal state. Problem-based learning involves a shift in roles for students and teacher. Problem-based learning gives studetns opportunitie to be self-directed while maintaining cohesion in the classroom. Greenwald then provides 10 steps to problem-based learning.

This article discusses technology improving communication within the education realm, among all levels. Examples are drawn from multiple schools but specifically Lewis Elementary School in Portland, Oregon where they are using technology to increase the improve staff communication and professional development. The main focus is around blogs as a means to improve staff communication and collaboration. The blogs are used with the school system as well as connecting parents and the larger community. The use of wikis and blackboard are also discussed.

A teacher discusses her experiences dealing with standarized tests. She has found that interactive games are the most effective way to help her students review the concepts they have been taught. Games are fun and encourage cooperation and teamwork. Examples she provides include "Eggspert" and PowerPoint games. She also provides links to templates of some of the PowerPoint games she uses.

This is actually a chapter out the book Social Work with Groups that I found eventually through EBSCO. I'm hoping some of the overall concepts will be beneficial or relatable for some of the group dynamics and communications people are addressing. The article discusses how co-facilitation can be effective if it is well planned and characterized by close communication among co-workers of equal status. The authors of this article describe their experience co-teaching a group work course. They examine the potential of co-facilitation in a classroom setting for role modeling an effective group co-leadership relationship to students and for contributing to the professional development of teachers.

This article briefly examines communication skills. Although the article approaches such skills from a teacher to student perspective, I think a lot of the material can be used in any type of group or individual setting. After defining oral communication and listening, the article offers two methods for assessing speaking skills-the observational approach and the structured approach. Both methods can be assessed through a rating system. The assessment of listening skills is similar to a reading comprehensive test. The elements of a listening test are the stimuli, the question, and the test environment. The article offers assessment for communication skills in hopes to develop such skills and abilities to listen criticlly and to express oneself clearly.