MINDFUL MEDIATORS:

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MINDFUL MEDIATORS

• Conducting Conversations Intended to Enhance
• Self-directedness

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OUTCOMES

• Understand the essence of Cognitive CoachingSM
• Appreciate the power of structured professional
  conversations
• Become aware of one of the maps that guide
  coaching interactions
• Create intrigue and desire to learn more about
  Cognitive Coaching

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MINDFUL MEDIATING

• What is it?

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What do you observe about the mediators verbal
and non-verbal behavior the planners thinking?
_____________Cognitive CoachingSM is
Observing the Conversation Mediator
Partner
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OUR MISSION

• To promote self-directedness
• To enhance others cognitive capacity for high
  performance both independently and as members of
  a community.

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SELF-DIRECTEDNESS

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

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GOALS

• To develop participants identity and capacity as
  a mindful mediator.

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A MEDIATOR IS ONE WHO

• Assesses present and envisions greater efficacy
  for self
• and others
• Views coaching relationships as reciprocal
• Shines a spotlight of awareness upon data in the
• environment and interacts to support
  self-directed
• learning.
• Is NOT the solver of anothers problems.
• Extends invitations, not mandates
• Maintains faith in the human capacity for
  continual
• intellectual,social and emotional growth
• Possesses a belief in his or her own capacity to
  serve
• as an empowering catalyst for anothers growth.

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MINDFUL MEDIATING IS UNIQUE
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PROPOSITIONS OF MINDFUL MEDIATION
All Behavior
is influenced 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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• 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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Trust in the Principal

• 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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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 SCHOOL YEAR SO FAR, I AM MOST PROUD
OF
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Listener Use the Pause, Paraphrase Probe
sequence
Speaker Finish this sentence AS I
ANTICIPATE THE REMAINDER OF THIS SCHOOL YEAR, IM
MOST EXCITED ABOUT.
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COMPOSING POWERFULQUESTIONS
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Questioning with Intention

• 1. Are invitational Approachable voice,
• Plurals,
• Tentativeness, Invitational stems
• 2. Positive presuppositions
• 3. Complex levels

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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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THE PLANNING CONVERSATION MAP
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THE REFLECTING CONVERSATION MAP
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MINDFUL MEDIATION

• WHAT INTRIGUES YOU?
• IN WHAT SITUATIONS MIGHT YOU APPLY MINDFUL
  MEDIATION?
• WHAT QUESTIONS ARE YOU RAISING?