A Curriculum in Mediation

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Peer Mediator Training Workshop Presenter Notes - view words list in pdf
No corresponding workbook page - demonstration only
Need 10 presenter flash cards with one feeling printed on each - see nonverb.pdf to make your own 3X5 cards.
A book to slam on table

EXECUTIVE SUMMARY

Non verbal Communication FLASH CARD Activity by presenter. (view). The "hook" (see more . . .) to this exercise is especially effective after a break in our work. To break up focus on the workbook, one presenter does the body language demonstration hook and has selected MITs act out feeling-related emotions without words. Each volunteer is given a card with a feeling/emotion word and is asked to act out, without words, and without showing the word on his/her card, the feeling/emotion printed on the card. (3X5 cards are made beforehand). The rest of the MITs try to guess what s/he is representing. Cards are 3X5 note card with one word per card from this list. This section ends with a discussion discussion of possible incongruities between words a person says and their underlying emotions. It's designed to make MITs aware of obvious and subtle non-verbal communications - body language in the popular vernacular.

Students are asked to close their workbooks and put them aside. Then, to continue theory instruction, but with a refreshing change of pace for our MITs, this section is begun with one presenter entering the room and slamming a book on the table - BUT - with a smile on his/her face stating that, "The rest of this day is going to be great. We will do some really interesting and fun things." The message here is that body language (anger, frustration) and verbal language (happy, content) don't always agree. The scenario (form) may be altered to suit the presenters, of course. We like to begin this section with the other presenter doing a brief and general review of active listening and then be "rudely" interrupted by our scenario as described above, as the presenter enters the room with his/her "slam" book.

The ensuing discussion includes leading questions by the book-slamming presenter:
Did you believe my words?
Were you comfortable with my words while seeing my body language as I was speaking?
If not, why not?
How else was I communicating to you?
Which did you believe more, my words, or my body language?
Discuss how nonverbal communication can be more powerful than verbal communication.

Summarize your discussion stating that we communicate both verbally and nonverbally. Nonverbal is called body language.
Feelings are often communicated through body language (as was just demonstrated). On the board, write, "Nonverbal communication is 55% of communication, our words alone are 7%, with the remainder being the tone of our voice."

This is a good point to have a quick break where everyone walks around the room once - with normal, peaceful and pleasant body language and then back to their seat. Call it positive body language in motion to refresh us for this next exercise. And, it gives presenters a logistic "window" to set up the next section here - MIT nonverbal communication in action.

Volunteers are selected to receive a single feeling/attitude card (which you made prior to today using the list provided) which s/he will demonstrate, in front of the class. This is done while hiding the card from view, in "charades" fashion. The feeling/attitude words are demonstrated silently, using body language only. Volunteers do this one at a time in front of the group. The class, via shout -out "discussion," then attempts to identify the word on the card which is being demonstrated. The shout out the answer mode of activity may be a needed change of pace, but presenters can choose another form of response should they wish.

Presenters and MITs then discuss personal observances of body language communication--self or others via standard Q&A format.

Discus why people might employ body language.
How might mediators use positive body language as they work with disputants? Nodding, smiling, eye contact, leaning forward toward speaker, uncrossed arms, etc., are good.

Discuss negative body language that interferes with communication and problem solving--turning away, drumming fingers, rolling eyes, yawning, crossing arms, looking bored, snoring, looking at watch or clock often, etc., are examples.

Once mediators are aware of body language, they can use it to help direct the mediation--not in a confronting manner, but to perhaps give them a clue as to what sort of question to ask as well as to enhance the quantity of information with which mediators have to work.

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