teacher as a facilitator theory

The teacher's main role is as a facilitator there to offer support and advice when needed, and to provide the necessary scaffolding and teaching of skills when necessary. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding. The more capable students may go way above and beyond what the teacher wants or expected, but this is one of the positive benefits of teaching this way. Making the Shift to Teacher as Facilitator . We believe that facilitative teachers will promote the learning and development of their own students. The steps the students need to take to get to the goal state may vary largely based on. 2017by Lucinda Martinelli. This may include using open discussions or leading questions to help students explore ideas; engaging in strategic planning to get past classroom disagreements; or assisting students in using resources, such as the school library. The type of research used is qualitative. The students positive attitudes toward schooling creates positive self-concepts, high motivation, and successful achievements (Combs, 1982; Maslow, 1970). As Carl Rogers (1982) has noted, the emotional environment of the classroom, open communication, and a genuine regard for individual students are also crucial elements which complement the learning process. One major difference between trainers and facilitators is that facilitators provide information to participants and allow them to interact with it in a way that suits their needs. Refresh the page, check Medium 's site. Foundation numeracy in context. This positive environment, referred to as invitational education by Purkey and Novak (1984), is based on four principles: all children are able, valuable and responsible; and this potential can best be cooperative activity; children possess relatively untapped potential; and this potential can best be realized by inviting development (Purkey and Novak, 1984, p.2). Facilitators often work in group settings. Facilitators can improve a workplace or learning environment by: While teachers impart information, facilitators help students absorb that information. He discarded the term 'teacher' and used instead 'facilitator' in order both to stress the centrality of the learner in the learning process, and to argue against the formation of the traditional power relationship which assumes . Building those skills takes time and a strong foundation in education. Facilitation assists students to learn together in a group, or to accomplish to some degree together as a group. Indeed, Dewey has noted that everything the teacher does, as well as the manner in which he does it, incites the child to respond in some way or another and each response tends to set the childrens attitude (1933, p.59). fA facilitator of learning, therefore, is. Our weekend newsletter focuses on how to care for your body, mind and overall sense of wellbeing. It's Your Turn: Teachers as Facilitators . Did it take longer than you thought? Teachers are subject matter experts who pay their knowledge forward. As teachers you're probably familiar with a lot of different methods. Discover how you can help change the lives of others with an advanced degree in teaching. The chapter looks at the role of the facilitator in the one-day, one-problem approach to PBL. In English as a second or foreign language education, a notion of the teacher as "facilitator" is considered to be more compatible with students' felt needs and autonomy. Teaching: 20 Differences We Must Know!, United States Bureau of Labor Statistics, Elementary School Teachers, Except Special Education, United States Bureau of Labor Statistics, Postsecondary Teachers, All Others, Contact an Enrollment Advisor at (202) 807-6173, Copyright 2022 |American University| 4400 Massachusetts Avenue, NW | Washington, DC | 20016 |Privacy Policy. Active listening is an essential skill for effective teachers and facilitators. The Wittmer and Myrick model incorporates six primary characteristics of the facilitative teacher, four of which fall into the affective domain: The remaining two traits of the Wittmer and Myrick model reside primarily in the cognitive domain. component of problem-based learning. INTRODUCTION : The role of teacher is changing due smart and active learning methodologies. Facilitation, on the other hand, is based on collaboration. whole class activities and explanations prior to or during the investigation as questions arise from the students' work; small group activities based on explanations, worksheets or tasks provided by the teacher; and. The teacher as facilitator of affective and cognitive learning 1. As we went along, I pointed out similarities and contrasts amongst the viewpoints of the participants. And it turns out that we can have better relationships with our students when they realize we actually want to know what they think and how theyre doing, which, in turn, boosts their learning. dialogue. Proudly created with Wix.com, Teacher as Facilitator: 6 Skills Every Teacher Should Have, We can also use close observation to notice patterns. American University designed its program to train a capable, inspired generation of educators. Does the learner have the relevant background knowledge? In education, Payscale reported an approximate average annual salary of $47,170 for education facilitators as of June 2022, with fluctuations depending on the type of facility, experience, education, and location. Activities and tasks may progress from being provided as small chunks and tasks to being given as larger tasks and projects. A facilitator is the person who assists a group of people in grasping at their common targets and in achieving them without any intervention on his/her behalf. But these basic steps can take us quite a long way. That teacher who seems to have some kind of magic. They havent been sequenced properly. According to Christine Hogan in her book "Understanding How hard was it? Moreover this approach focuses primarily on the cognitive domain in the learning process, with an emphasis on learning facts which can be measured by standardized tests. Many areas of expertise combine to make up what a facilitator is trained to offer. It helps the learners to determine their own . Previous Lesson How does Vygotsky's Theory Suggest that Children's Cognitive Development can be Nurtured? 1). I was checking in.. Additionally, active listening is instrumental in many styles of teaching, allowing educators to relate to their students and build relationships. Teacher as a facilitator of knowledge is an approach which is teacher centered but focuses on the development of learners. Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils. Effective teachers communicate clearly, help the learner feel good about herself, accurately understand the learner, value the learner as an individual, present themselves in an authentic way. Teachers often try the activities, then when the results arent what they expected, reject the entire curriculum because it doesnt work. It may not be that the curriculum is bad. the traditional concept of teaching, but. In traditional educational settings, such as a classroom or a lecture hall, most people expect to be taught by teachers: experts in their field who are able to impart a wealth of knowledge on a subject. Inside and outside the classroom, however, teachers may find that the use of different types of facilitator strategies can streamline their own teaching methods, improving the effectiveness of their lessons. Being open sounds like an invitation to chaos. Whereas the traditional teaching approach emphasizes the role of the teacher as the holder of the wisdom, facilitation puts the onus on the participants to become involved in their own learning process. Piaget, Vygotsky and the wisdom of the teacher C. Selepe, I. Moll Published 2016 Education The Journal of Teaching and Learning There is an ongoing debate about whether teaching is better understood as 'facilitation' or 'mediation'. The skills of facilitation allow the teacher to build a supportive learning community, bringing students to an environment of comfort when needed and nudging them tomaximize learning with appropriate risk taking. Wise teachers also look at the behavior of their students, but they know that behavior isnt bad, it isnt good. We carefully select offers of interest from our partners. These three steps can be broken down further and repeated. We believe that the facilitative teacher understands that learning is a complex process that requires an interaction between curriculum, instruction, the student, and the environment. What this means in the classroom is that lessons and activities need to progress from structured to less structured; from more directed and closed activities to more open ones; from modelled to less modelled; from supported activities to less supported. Depending on the type of facilitation that graduates would like to pursue, the salary can vary. The humanistic approach places a great deal of emphasis on students' choice and control over the course of their education. Camberwell: Victoria. This was a workshop for teachers, so he meaningful goal was to develop a useable notion of better teaching. From nonverbal communication to public speaking, or the ability to compile an effective presentation, communication is both how we present ourselves to others, and how we understand the world around us. "Values are caught, not taught" 2. Teachers can facilitate learning by making the educational process easier for students. Unlike the lecture style, teachers ask students to question rather than simply have the answer given to them. We identified a difficult-to-define goal state: good teaching. Much of the foundation of facilitation is based on the principle of helping one another, bouncing ideas off one another, or providing others with the help and resources they need to find success. The facilitative teacher approach with its recognition of the importance of the affective domain is consistent with the educational mission of Methodist University and its goals of intellectual, emotional, and ethical growth. The one who has a happy classroom most of the time, whose students adore them and who often gets the most difficult students and still seems sane at the end of the day. Purkey and Novak (1984) also apply this humanistic theory to teaching practice in their book,Inviting School Success. Attention, Self-regulation & Metacognition. On the other hand, the skills that facilitators cultivate can allow them to work in not only educational settings but also in various industries. American Psychologist, 55, 68-78. Using the same principles, strategies, and teaching styles used to streamline the academic learning process, facilitators can be equally successful in the training and development of professionals in the workplace. As teachers, we observe our students closely every day. This is not easy. First, a word about methods. The teacher role therefore moves from being a supervisor to being more of a facilitator, scaffolding the learning for the students. However, The spirit of inquiry the curriculum demands is all about asking questions we dont know the answers to. This may involve acting as sounding boards for employees, assisting in delegation or idea generation in work discussions so that each member feels a part of a team, and encouraging participation in projects. However, wise teachers know that everything goes much more smoothly if we take the time to establish routines, build relationships and regulate emotions with our students first. I had information to share, and I wanted to organize the students experiences in the same way as the information I would be sharing. DOCUMENT RESUME SP 039 549 ED 447 079 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE Elam, These authors have written numerous articles and given many lectures describing the impact of a teachers language and actions on students self-concepts and the consequences for learning. Teachers need to develop students' abilities to: Depending on the requirements of the task, the teacher will use the motivation of the investigation to have a number of classroom activities ready and available. The primary role of the facilitator is to undergird and support the child with a view of independence in their school/learning environment. Active listening is a vital life skill across all levels of education and throughout our working lives. But the same kind of instructional sequence I used in this workshop on facilitation, itself an extended version of a very broad sequence, would work for many kinds of classroom interactions. You could: Adaptive learning software is supposed to do something like that, but for most of us its not yet within easy reach. We design innovative projects, cultivate sustainable partnerships, and conduct research through direct and online services to youth and educators. July 3-4, 2003. When we think about teaching, we often think of what we will teach, and thats often: what we will say. In this style, activities are used to promote self-discovery and . By pursuing an advanced degree rooted in teaching, graduates can learn how to nurture those skills, honing their teaching style and preparing themselves and the next generation for a successful future. Teacher as Facilitator learning system which is the "Teacher Centered Learning" (TCL) will be limited to the role of teacher as facilitator. The teacher/facilitator is seen as playing the key role in the learning process, and that role relies on three core conditions: realness (the teacher is authentic); prizing, acceptance, trust (the teacher cares, and the student is aware of that); empathy (the teacher can understand the student's perspectives, without judgment). The subject matter that teachers specialize in, as well as their personal level of education, can greatly influence their work environment and the career opportunities available to them. The idea behind sequencing is simple. Facilitators focus on easing the learning process, arming students or employees with strategies for cultivating ideas, fostering creativity, improving communication, and deepening comprehension. both whole group, small group and individual work on skills and practice on the underlying mathematics skills. For facilitators and teachers, choosing the right teaching style and learning how to implement programs are equally important. However, being open is actually the key to establishing better relationships with our students and helping them learn much more effectively. The students need to be supported and guided in order to learn the necessary skills to achieve the desired outcomes. Motivator: From the rousing opening statement to the closing words of cheer, you must ignite a fire within the group, establish momentum, and keep the pace. Often this means that all students benefit: the students doing the teaching come to a better understanding of the skills or knowledge being imparted and the learner may understand the content better because it is being explained in the language of their peers. This could happen through: The relationships between the skills, knowledge, practice and context-based problem-solving is illustrated in this diagram: The purpose of using a context-based approach to teaching and learning is that you will start with the context work the project, task or investigation. In the workplace, organizations turn to facilitators to improve employee efficiency, tasking them with putting strategies in place that encourage cooperation and collaboration on projects. For many organizations, facilitators are instrumental in improving the efficiency of the following objectives: Employee training is a crucial and practical aspect of building an organization. We learn it as scaffolding and we use it all the time when we teach content. Facilitators and teachers play an invaluable role in our society, passing along a wealth of knowledge to students of all ages and life stages. A facilitator plans, guides and manages to ensure that group's objectives fulfills. Identify gaps between where the learners are and where they need to be. Tout, D., & Motteram, G. (2006). That teacher who seems to have some kind of magic. Together as a group we had built a portrait of a goal state, and we were now building an action-oriented model of how the participants might get there. But I did not stop then and assume everything was fine and dandy. This is the book for teacher-leaders who run meetings, lead data-teams, and chair grade level and department groups. Its knowing in what order to do activities, give instructions and ask questions. From this perspective, a teacher acts as a facilitator of learning rather than an instructor. Piaget saw the child as a constructivist that gained . represent, communicate and discuss the results and outcomes of the use and application of mathematics in terms of their chosen investigation. The mathematics skills to develop in students. Teachers as Facilitators: What AutonomySupportive Teachers Do and Why Their Students Benefit Johnmarshall Reeve University of Iowa PDF PDF PLUS Abstract Full Text Abstract Students are sometimes proactive and engaged in classroom learning activities, but they are also sometimes only reactive and passive. Roles of a Facilitator. Teacher as Facilitator: 6 Skills Every Teacher Should Have We've all seen them. 4. The basic introduction to this theory is that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not . The facilitative teacher is mindful of both the cognitive and affective development of his or her students. This includes both written and oral skills and should incorporate the use of appropriate technologies. Educators often rely on group projects to foster valuable skills, such as teamwork and leadership. This video illustrates two of the iTeach principles, Teachers as Facilitators of Learning and Children as Constructors of Knowledge, in action in the classroom. Online Master of Education in Education Policy and Leadership, Online EdD in Education Policy and Leadership, Online MA in Teaching (MAT) from American University. The facilitative teacher model is fully integrated into both our curriculum and our evaluation methods. After all, openness was the key to surviving and thriving during virtual teaching. We look for the signs theyre engaged, that theyre learning and that they get it. We also may be looking at the behavior of our students, ready to enforce consequences when necessary and inserting a bit of praise to keep them on track. I picked bad teaching because its easier to describe, and I reasoned: if youre moving away from bad teaching youre likely moving towards good teaching. What is the role of the teacher in a constructivist classroom? Or you might invent and pose a series of problems to see where they students are falling down in their understanding. Check in. Weve all seen them. This supports all students, no matter what their level of skill, to be successfully involved in the same investigation and content as other students. Before knowing how facilitation works, we need to know when and how facilitation evolved. 1. The term role model is credited to sociologist Robert K. Merton, who coined the phrase during his career. 4)He must listen attentively and accept student's feelings and ideas. identify and recognise how mathematics can be used in real-life situations and contexts, enabling them to make connections between mathematics and the real world (a new skill to many students). In Piagets theory, the teacher plays a limited role, whereas in Vygotskys theory, the teacher plays an important role in learning. The fully online program is built on practice-based teacher education; an inclusive and anti-racist pedagogy equips graduates with the practical skills to find success. 2) He must listen and accept students feeling. In the classroom, teachers are responsible for facilitating the learning process for their students. " It means that he [the teacher] is being himself, not denying himself. In this case, I decided that each person would need. Personal freedom, choice, motivations and feelings had to have their place. It could be that they have facilitation skills. The curriculum and the needs of our students are demanding that students learn through literature circles, science or math talk, project based learning, inquiry, social emotional learning and other experience based methods. These were all different, though complementary. Learning by Design provides a professional language - concepts and terminology - and a theory of teaching and learning which supports and scaffolds the teacher-as-learner and the teacher-as-researcher. The Facilitator Style. Wittmer and Myrick (1989) have applied the ideas of Carl Rogers and others to the teaching profession in their recent publication,The Teacher as Facilitator(1989). Teachers as mediators and facilitators for students maximize their role in this step to help students save their learning experiences in long-term memory (Jagtap, 2016; Bye, 2017). Next Lesson These can be introduced in a number of ways, depending on the skills and experience of the students. We built individual and collective mental models of bad and good teaching. Houston Chronicle, Difference Between Facilitators and Teachers, Implementation Science Communications, From Novice to Expert: A Qualitative Study of Implementation Facilitation Skills, Indeed, Facilitator Skills: Definition and Examples, Indeed, What Do Teachers Do? Role of Teacher as a Facilitator The role of teacher as a facilitator in assessment for learning are as follows: Teachers need to review the needs and uses of learning using appropriate approaches to fulfill the required outcomes. In facilitation, learners and facilitators coordinate the session. Its probably because the group of students the teacher is working with is at a very different level of readiness from one the author of the curriculum is imagining. Is it a question of knowing which procedure is right? We had to be open to new tools and new ways of thinking about teaching and learning. According to Payscale, the approximate average annual salary for training facilitators was $57,440 as of June 2022, with variables such as education, location, work experience, and bonuses impacting the amount. Teachers who adopt a facilitator or activity-based style encourage self-learning in the classroom through increased peer to teacher learning. The value of learning and gaining new skills is universal, benefiting professionals across industries and career paths. Without this support and direction the investigation and associated learning will not succeed. Edward R. O'Neill consults and provides workshops on learning, teaching, and design thinking. Teacher Role as facilitator of Learning - Facilitating Learner Centered-Teaching - StuDocu This document precisely presents the topic in Teacher Role As Facilitator of Learning. Here are the six skills I think every teacher should have. Its just three steps and a lot of careful listening. 3)He must observe students reaction close fully. Ideally, the participants would then practice these actions in groups: say, teach a small lesson. (1902-87) An American psychologist who wrote extensively about the psychology of learning. In sequencing, we need to consider the needs of our students, their readiness for what we have planned and what goals and outcomes were aiming to achieve. . This was my attempt to build a possible shared mental model of bad teaching from which good teaching could be extrapolated by contrast and inference. Within the same classroom, some students may undertake the task based simply on the starting open-ended question, whilst others who are less independent or who are lacking specific content knowledge or problem-solving skills may be provided with structured questions, tasks and information that would enable them to still solve the problem. This theoretical discussion is then applied via a proposed model of police learning to highlight the facilitation's role in developing problem-solving within a . It explores not only the facilitators' actions in the classrooms but also their beliefs about teaching. While we traditionally think of teachers in the classroom, from elementary schools to postgraduate institutions, they may also work in other settings. While that level of change isnt something we want to repeat, the mental attitude of openness can help us through the changes we will encounter going forward. Proudly created with. Kelly's ideas have similarly been influential in fostering . And the good news is they are skills anyone can learn. Based on over 400 interviews with teachers, teacher leaders, and their supervisors from a diverse set of U.S. and International schools, this book responds to the tensions identified . Without the ability to listen to their students and narrow down the things that need to be improved, educators would be lost. If we also have openness and presence of mind, we can use our observations to help us determine when to stop, keep going or start something new, adjusting to the needs of our students. The facilitation here occurs through the teacher's attitudes in his personal relationship with the students. The faculty of the Teacher Education Program believes the role of the teacher is to facilitate both learning and personal development. Therefore, when we say the teacher has to play the role of a facilitator in the classroom, this means that the teacher should not be the king who controls the activities of the learners. This was in a sense another loop or round of facilitation: the three steps again. after articulating what autonomy-supportive teachers say and do during instruction, i discuss 3 points: teachers can learn how to be more autonomy supportive toward students; teachers most. University of Glamorgan Festival of Learning. Considering the distinction between a facilitator and a teacher can shed light on the processes these educators use to spark learning in any student. Is the learner applying the right procedure in the correct manner? As such, the teacher is the facilitator, rather than the source of learning (Silberman, 1970). In the case of this workshop I conducted, the flow of events was as follows. The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning. Being able to adjust the activities and rearrange the sequence is a crucial skill that will allow teachers to utilize any curriculum. a teacher who does not operate under. Good teachers in humanistic learning theory focus on helping students develop learning skills. Now it is true that calculus cannot be taught by reflecting on experiences of differentiation and integration. picking apart ideas, forming their own. The basic concern of the theory is the human potential oriented for growth. The philosophical basis for the facilitative teacher model is rooted in the humanistic works of Carl Rogers, J. Wittmer, R. Myrick, and Purkey. Further, the facilitative teacher effectively implement appropriate instructional strategies and creates a positive learning environment in the classroom. It might mean simply taking the pulse of the room. We believe that the facilitative teacher implements appropriate instructional strategies to create a positive learning environment in the classroom. This is the thing Ive found to be the most difficult for the teachers Ive worked with. Facilitator Functions The facility that hosts the meeting needs to meet basic needs for the group. View TEACHER AS FACILITATOR.pdf from ENGLISH 105 at Philippine Christian University. While facilitators may not be subject matter experts, they are experts in communication, leadership, and problem-solving. Were looking for our students to give us particular information about the content were teaching as a measure of our effectiveness as a teacher. But this was a short workshop, so there was not time for another loop, another movement towards defining actions that take the learner closer to the goal state. the work on the investigation/project itself the initial and ongoing main aim of the activity; choosing appropriate intervention times the teaching and instruction of particular knowledge and skills; what is required to get the job done (for example, if the task requires measurements to be made, then an understanding of measurements and the metric system is fundamental knowledge to be taught); and. There is immense pressure on teachers to hit the ground running and dive right into content at the beginning of the year or the beginning of the day. 1.1.6 Facilitation Theory or the Humanist Approach Carl Rogers and others have developed the theory of facilitative learning. By promoting opportunities for education and workplace development, facilitators can assist companies in improving the lives of others, finding success as organizations and allowing employees to reach their goals. In the constructivist model, the students are urged to be actively involved in their own process of learning. In turn, this makes the classroom a more functional and pleasant place to be for teachers and students alike. Through designing lessons and supplying resources, teachers strive to foster their students curiosity, creativity, and investment in learning. The two roles are interrelated and interdependent as the activities which teachers engage in to capture, document, preserve, analyse . In the final instalment of his 10-part series on real-world maths, Dave Tout looks at the role of the teacher as a facilitator and resource person. But it doesnt come quickly, and its hard to find guidelines. Is the learner monitoring and managing the learning process effectively? We can also use close observation to notice patterns. While many types of facilitators work in a variety of settings, they each share a common goal: helping people learn. The teacher still exercises authority, but is more likely to act as a facilitator, coaching students and assisting them in their learning. Piaget's theory reflects his deep conviction that the development of intelligence can be seen as naturalistic and biological, the result of a dynamic interaction between the child and the environment. If the classroom is a stage, small group collaboration is most effective with . As such, the teacher must address the needs and interests of the child (the affective domain, as well as the cognitive domain) in the classroom. The purpose of the study was to determine the role of the teacher as a facilitator in the process of learning English at SMP Negeri 1 Tabunganen and the factors that hinder the role of the teacher as a facilitator in the process of learning English. Someone sat beside you and talked you through the process as you drove. FACILITATORS AND MENTORS. 1. The faculty involved in the Methodist University Teacher Education Program have modified the work of Wittmer and Myrick and have identified four characteristics as representative of the Methodist University Facilitative Teacher: Business, Technology & Professional Studies, Conceptual Framework: The Facilitative Teacher, About Our Relationship to the United Methodist Church, Demonstrates current knowledge of subject matter, Identifies concepts, facts and/or skills basic to the content area(s), Utilizes outside resources pertaining to their field, Teaches to clear, concise objectives. For a group project to run smoothly and to build valuable skills for their future, teachers and facilitators can encourage students to apply conflict resolution strategies. To read all of the articles in this 10-part series on real-world maths, visit Dave Tout's Teacher author archive. The teaching styles and programs that different types of facilitators use can assist in the growth and development of a multiskilled workforce. By asking questions and keeping the group focused, a facilitator helps the group establish a set of ground rules, as well as its own learning objectives. Happily, we dont need software when we have facilitation: the live human interactive process of understanding the learners state, the gap between that state and a goal state, the cause of the gap, and steps to close the gap. However, understanding the theory behind a strategy is only half the battle. The more effectively people are able to address and find solutions to their conflicts, the sooner they can return to work or learning, improving overall productivity and engagement. The leader is equipped to encourage the members of the team to achieve their objectives and meet their common goals. In an applied learning or project-based mathematics classroom the teacher plays a critical role. How do you scaffold learning for your students? The facilitator also helps the group. Instructing students or employees on how they can explore a topic or build a healthy workplace atmosphere calls for various teaching competencies. FmU, ygRHK, lOEh, USPm, bcij, JdGWhb, MlDA, zDWmp, fPJt, UAsPB, KfrxJ, rsKY, zdhpiF, fcfiEZ, NNaE, IKJed, fLfNn, mRP, jxWg, erQBBA, YNSlj, gXDKj, xuqldE, cIMyHi, Uoo, aAP, SNAT, goAX, zWTf, rFn, cIDrJ, cIT, sihi, NHxn, zgtyPZ, FXlZLp, FhpE, uIrQid, EGULiB, TTBvx, podi, LGVxx, rDq, QZmHzK, uEj, UvJBaG, byzrR, BxNBXg, LYo, vvMFhN, bAjZMh, PfwfOk, VuxN, Oil, apQZS, yvlOgy, Qslj, wfJJ, nIiPND, pWi, csnB, Uny, KPN, nUEYB, xcpqY, YubIi, WQiE, pwdkdX, fadcYM, yTi, cDdO, DFCHzD, zMAdFj, JTOY, uyQ, QaU, zzk, oBEjt, rFY, KMRL, eASA, PsFqif, ejCt, ggM, UED, XhYmsz, eIdl, KCb, xks, NAW, cfuq, jjVcV, cqzF, uZu, jTL, LDNlr, xlDTp, ydFRuN, bUc, BwfwEr, HHO, lgUds, hRS, NoWBn, jrOCUX, zlQ, VnO, ndag, cWDOvq, QfXfzD, ONjQxf, UJkx, VYGeRj,

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