MINDFUL MEDIATION:

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MINDFUL MEDIATION

• CONVERSATIONS THAT PROMOTE
• SELF-DIRECTEDNESS

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1. The success of an intervention depends on
the inner condition of the intervener.Bill
OBrien

• 2. While it causes considerable anguish for us,
  no one can compel others to learn. The gates of
  learning can only be unlocked from the inside. We
  cannot open that gate either by admonition,
  argument or emotional appeal.
• Marilyn Ferguson
• PAIRS DISCUSS AND SHARE
• What possible meanings and implications for your
  work do you derive from these quotes?

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MINDFUL MEDIATION

• What is it?

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What did you observe about the mediators
behavior the planners thinking?
_____________Cognitive CoachingSM is
Observing Mediation Mediator Planner
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A MEDIATOR IS ONE WHO

• Is alert to the mediational momentusually when a
  colleague is faced with a problem, a complex
  task, dilemma, discrepancy, or conflict. Often,
  the colleague exhibits tension and anxiety, the
  resolution of which is not immediately apparent.

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A MEDIATOR IS ONE WHO

• Facilitates the mental processes of others as
  they understand more completely their own
  challenges, monitor their own strategies, make
  their own decisions, and generate their own
  creative capacities.

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A MEDIATOR IS ONE WHO

• Invites the colleague to reflect on and learn
  from the problem-resolving process to find
  applications in future challenges.

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A MEDIATOR IS ONE WHO

• Helps others become continuous self-directed
  learners.

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A MEDIATOR IS ONE WHO

• Maintains faith in the human capacity for
  continuing intellectual, social, and emotional
  growth.

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A MEDIATOR IS ONE WHO

• Possesses a belief in his or her own capacity to
  serve as an empowering catalyst for others
  growth.

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PROPOSITIONS OF MINDFUL MEDIATION
All Behavior
is produced by
Thought Perception
is
Teaching
Constant Decision Making
To learn something new
Engagement Alteration in Thought
requires
Humans
continue
To Grow Cognitively
MM
Mediates
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Mindful Mediation Process
Observable Behaviors
Enhanced Performance
MediatorsStrategies
Internal Thinking Processes
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MINDFUL MEDIATION IS UNIQUE
A Mindful Mediator is concerned with the mental
processes
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THINK - PAIR - SHARE
How do these concepts about mediation match your
understanding and relate to your
personal experience?
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MEDIATION is
..a dynamic interpersonal interaction between
two persons one who is engaged and participating
and the other who is experienced and intentioned
and who interposes him/herself between the client
and the external sources of stimulation and
response.
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ORto put it another way
An individual (0)
encounters
A response (R)
A stimulus, problem or event (S)
and produces
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In A Mediated Learning Experience
A skillful person intervenes (M)
An individual (0)
encounters
A more thought-full response (R)
A stimulus, problem or event (S)
and produces
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MEDIATED LEARNING

• An experience
• A learning experience
• A mediated learning experience
• A self-mediated learning experience

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MANY EXPERIENCES IN LIFE ARE MIND-LESS.
They are un-conscious and do not necessarily
accumulate to produce a behavioral change.
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A LEARNING EXPERIENCE IS ONE THAT PRODUCES
SOME CHANGE IN BEHAVIOR. (Could be positive
or negative).
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A MEDIATED LEARNING EXPERIENCE IS.
WHEN A PERSON IS ENGAGED ON A TASK OR TRYING TO
RESOLVE A PROBLEM..
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MEDIATION
..AND YOU INTRVENE IN SUCH A SKILLFUL AND
INTENTIONED WAY AS TO CAUSE THE PERSON TO THINK
MORE CLEARLY
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MEDIATION
AND TO REFLECT ON, CONSTRUCT MEANING FROM, AND
APPLY THEIR LEARNINGS BEYOND THIS CONTEXT
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MEDIATION
.. SO THAT YOU BUILD THEIR CAPACITY FOR
SELF-MEDIATION IN FUTURE SUCH SITUATIONS.
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MEDIATED LEARNING A Recap

• An experience
• A learning experience
• A mediated learning experience

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A SELF-MEDIATED LEARNING EXPERIENCE IS
when you deliberately draw upon your own
resources as you manage, monitor and modify your
own behavior in difficult situations.
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MINDFUL MEDIATION

• IN TABLE GROUPS
• What intrigues you?
• In what situations might you apply mindful
  mediation?
• What questions are you raising?
• What skills/knowledge/habits would you need to
  enhance your capacities as a mediator?

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SELF-DIRECTEDNESS

• Self-managing
• Self-monitoring
• Self-modifying

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SELF-MANAGING
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SELF-MANAGING

• Knowing the significance of and being
• inclined to approach tasks with clarity of
• outcomes, a strategic plan, and necessary data,
  and drawing from past experiences, anticipating
  success
• indicators, and creating alternatives for
  accomplishment.

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SELF-MONITORING

• Being aware of
• our own and others
• use of thinking skills, strategies and
  dispositions and their effects on others and on
  the environment.

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SELF-MONITORING

• Having sufficient self-knowledge about
• what works, establishing conscious metacognitive
  strategies to alert the perceptions for
  in-the-moment indicators of whether the strategic
  plan is working or not and to assist in the
  decision-making processes of altering the plan
  and choosing the right actions and strategies.

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SELF-MODIFYING
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SELF-MODIFYING

• Reflecting on, evaluating, analyzing,
• and constructing meaning from
• experience and making a commitment
• to apply the learning to future activities,
  tasks, and challenges.

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THINK - PAIR - SHARE

• Self-managing
• Self-monitoring
• Self-modifying
• DISCUSSION How do these descriptions compare to
  what you know about self-directed individuals?

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BUILDING YOUR IDENTITY AND CAPACITY AS A MEDIATOR
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BUILDING AND MAINTAINING TRUST
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• Your organization functions and grows through
  conversations
• The quality of those conversations determines how
  smart your organization is.
• David Perkins,
• King Arthurs Round Table
• 2002 N.Y. Wiley

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Relational Trust in Schools

• School Professional - Parent Relations
• Teacher - Principal Relations
• Teacher - Teacher Relations
• Teacher - Student
• Bryk, A. Snyder B. (2002) Trust in Schools
  A core Resource for Improvement NY, Russell
  Sage Foundation

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FACTORS THAT SUSTAIN TRUST

• Consistency in personal beliefs. Organizational
  goals, work performance, competence and
  even-handedness.
• Integrity resulting from telling the truth and
  keeping promises.
• Authenticityaccepting responsibility for ones
  actions and not distorting the truth to shift
  blame on another.

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COMMUNICATING MEANING
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RAPPORT

• Rapport Phenomena with mammals
• Work of Jane
• Goodall and
• Diane Fossey
• Applicable across
• all cultures

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RAPPORT

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LEARNING TO LISTEN WITH SKILL AND EMPATHY
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Pausing

• Using wait-time before responding
• to or asking a question allows time
• for more complex thinking, enhances dialogue and
  improves decision making.

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Paraphrasing

• Lets others know that you are
• listening, that you understand
• or are trying to understand
• them and that you care.

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Probing

• Increases the clarity and precision of the
  group's thinking by refining understandings,
  terminology
• and interpretations.

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THINKING AND COMMUNICATING WITH CLARITY AND
PRECISION

• GENERALIZATIONS
• DELETIONS
• DISTORTIONS

SURFACE LANGUAGE
DEEP STRUCTURE LANGUAGE
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Paying attention to self and others

• Awareness of what you are saying, how it is said
  and how others are responding attending to
  learning styles being sensitive to your own and
  others' emotions.

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Listener Use the Pause, Paraphrase Probe
sequence
Speaker Finish this sentence AS I REFLECT
ON THIS PAST SCHOOL YEAR, I AM MOST PROUD
OF
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• WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO
  MONITOR AND MANAGE YOUR LISTENING SKILLS?

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Listener Use the Pause, Paraphrase Probe
sequence
Speaker Finish this sentence AS I
ANTICIPATE THIS NEXT SCHOOL YEAR, IM MOST
EXCITED ABOUT.
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• What values are you
• expressing when you listen
• to one another so intently?

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QUESTIONING WITH INTENTION
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Questioning with Intention

• In three pairs (Pp 4-5)
• Examine the questions intended to mediate
• Self-Managing
• Self-Monitoring
• Self-Modifying
• What are you noticing about the questions in your
  set?

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Questioning with Intention

• Pairs form into sextets
• What are you noticing about the attributes of
  mediational questions?

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PLURALS
"What are some of your goals?
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you considering?
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TENTATIVENESS
What might be some factors that would cause?
In what other ways could you solve this
problem?
"What hunches do you have that may explain this
situation?
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Invitational Stems

• As you recall.
• As you anticipate.
• As you envision
• Given what you know about.

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PRESUPPOSITIONS Hidden meanings below the
surface of language.

• For example
• Even Mary could get a passing grade in that
  class.

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LIMITING PRESUPPOSITIONS

• DO YOU HAVE AN OBJECTIVE?
• WHY WERE YOU UNSUCCESSFUL?
• IF ONLY YOU HAD LISTENED.

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EMPOWERING PRESUPPOSITIONS

• WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND
  FOR THIS MEETING?

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EMPOWERING PRESUPPOSITIONS

• AS YOU CONSIDER YOUR ALTERNATIVES WHAT
• SEEMS MOST PROMISING?

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EMPOWERING PRESUPPOSITIONS

• WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU
  CARRY FORWARD TO FUTURE SITUATIONS?

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Applying what youve learned about listening,
share with a partner.
What are you learning about the process of
mediation?
What are you learning about yourself as a
mediator?
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• HOMEPLAY

• Explain what you are learning to others
• Isolate and practice verbal and non-verbal
• listening skills.
• Design and pose questions intended to
• mediate the self-directedness of others.
  Collect evidence of their effectiveness.