How to do the facilitation and the active learning in the classroom by Flipped learning. We are going to explain in this article, a method and an effect of the facilitation in the classroom by giving an example a subject of writing document. The important thing is communication that pulls the motivation of the learner and encourages spontaneous behavior. We will explain the facilitation method anyone can make and make active learning effective. In addition, we will also show you how to support learners who are not familiar with teams.

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Coaching practices and research have been increasingly present in various fields such as business, medical/nursing, and education. However, qualitative study about the details of coaching is not enough. Therefore, the purpose of this study is to describe what session’s contents and coach’s involvement affect the thoughts and behavior of clients. For participant observation, the author received eight personal coaching sessions as a client. Through the analysis of the following three aspects―recording during the coaching period, organizing the coach’s involvement during coaching sessions, and summarizing from the client’s point of view―the what and how coaching effects for the client were described in detail.

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I hypothesize that if university students are unwilling to take a coaching session, they could achieve a result partly because of flexible thinking. This research aims to test my hypothesis. Eight coaches conducted a coaching session for 125 university students. After finishing the session, students answered a free description-style questionnaire. The answers were text mined by the Wordcrowd. The score analysis showed “action” as the most important word. Appearance frequency analysis showed the word “can” as a frequent word. These results implied that coaching conducted by eight coaches could achieve initial goals.

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Although the importance for counselors to have a viewpoint to support the school community and a wide range of support activities from individual to group organizations is noted, there are few concrete models regarding the role of psychologists in providing psychological support in school communities. For psychologists to provide psychological support in school communities in the future, it is necessary to clarify their roles with support networks. This paper summarizes the process from creation to adoption of psychological support networks in B city, A prefecture and considers the necessary elements for networks to take root in the school communities. As a result, it is suggested in the initial stage that psychological support activities have accumulated within schools, the board of education, and psychologists as a prerequisite and the importance of materializing activities without missing opportunities. After that, it is inferred that the use of networks and regular face-to-face dialogue play essential roles in maintaining and developing networks. Further, psychologists at times need to play the role of facilitators of change. By approaching the city's board of education and other multi-professional and multi-institutional organizations, it is considered that a place for dialogue would be created within school communities, and networks would develop through transformation.

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The Core Competencies for Professional Coaches established by the International Coaching Federation are a very important document, along with the Code of Ethics also established by the ICF, to foster and protect coaching as an industry, as they represent a standard level of competence for coaches across organizations. It has been announced that this ICF Core Competencies will be revised in 2019. This text will outline how changes have occurred in the industry of professional coaches abroad by explaining the history of the establishment and revision of these ICF Core Competencies.

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