It facilitation of the significant learning does not rest in certain qualities of attitudes that exist in the personal relationship between facilitador and estudante.' ' For in such a way, the relation professor and pupil, according to Rogers, is most basic of these attitudes where it comes to favor the learning. Still on this question (ROGERS, 1986, p.130) it admits that: ' ' The professor who if worries about the student, appreciates who it, that she trusts it, creates a much more favorable climate for the learning. He is that ' ' I appraise it for the student or its acceptance (…) constitutes an operational expression of its faith and essential confidence in the capacity of the organism humano' '. Another important factor that it must be part of the teaching action is the concern of the professor in reaching the considered objectives, taking it a healthful and constructive collection of favorable results for the growth of the pupils, always standing out the importance of the learning as better form of if getting knowledge. Freire (2006) fortifies this thought when it clarifies in them that we live in the authenticity demanded for the practical one to teach and to learn, in this movement dialgico, can perceive that all participate of a total, directive experience, politics and, searching always new knowledge and sources one better knowledge to be learned of clear and beneficial form for both the parts where it involves the education. In this perspective, learning if becomes attractive when the pupil feels its ability reflected for the attitudes and inserted methods, in the motivation in classroom, leading in account the pleasure for learning and not being faced as didactic obligation. So that this is favorable, the professor will have to awake in its pupils the curiosity of its action in the development of the activities. The educator must be worried, beyond the scientific knowledge and information absorbed for the pupil, the construction of its citizenship.

But in practice, very often, unfortunately, because of certain problems with the coach and not achieved the main objectives of the training. What means – professional / coach or competence? First, without a doubt, the coach should be professional in the field to which the topic of training. It should have a great experience, not just theoretical, that very often we can see in the seminars. Although it is in the seminars and it is permissible, since the goal still is a little different … Second, and this factor is no less important, it must be a professional trainer. Ability bring his knowledge to the listener and make the knowledge domain the listener does not necessarily combined in one person that owns this knowledge. Perhaps you came face to face with a situation where an experienced, knowledgeable person unable to explain why you need to do it one way or in another way …

It just can not explain it, although he is a professional in a practice area … This is the second factor often becomes a problem. Example: company requests (or requires) the chief of department, professionals in their field, who's great at all and experience a huge, hold a seminar on a particular issue for staff in similar departments of other departments or new employees. The seminar is held, the money used, people spent time and the result …. Pros, after all, prefers to do everything myself, rather than trying to somehow educate others. Familiar situation? Also important factors are the criteria for forming a training group. The level of training of participants, gender characteristics, age-related parameters, the motivation of participants in training and much more – all it affects the end result of training and the quality of the training objectives.

Speaking in this small article about the difference between a seminar and training, it is worth mentioning such varieties of training, as training and public corporate training. Outdoor Training provides training for people in it are usually not familiar with each other as opposed to corporate training, which involves mainly the representatives of one company, most of which, as a rule, are usually already familiar with. For the seminar, this factor has practically no role, because the people most likely until the end and not made friends, and the needs of such a workshop there. For training, this factor is very important because it provides most of the techniques work in groups, and interpersonal relationships are beginning to play a significant role. That's what kind of atmosphere will create at the beginning of training, as will pan out circumvent conflicts, age level, service, and psychological differences between the members of the training group (as they always have, unfortunately), and will depend in no small measure to the overall result of training … Without a doubt, even in This small material affected by many, although far away, and not all the issues that relate to this form of training, as training and workshops. Nearly every paragraph deserves its own, and no small article and, of course, discussions – I hope they will, and the following articles and discussions. In summary, all the same let's assume for itself for the future: the seminar, and training – this form of training, each of which can be used effectively. At the same time: a workshop aimed at obtaining and sharing knowledge, training in the same breath but to achieve these important goals is to give participants new practical skills, or at least improve the existing …