A Curriculum in Mediation

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Peer Mediator Training Workshop Presenter Notes - view page 19
19 Look at the "Other" Item and Begin to Work with Solution Ideas.
Need: MITs in quads with workbooks and pen/pencil

PLEASE NOTE: The information below supplements the specific flow and process directions of the Student Workbook pages and is reflective of the theory and practice delineated in the 12 page pdf Conflict Management booklet. Therefore, this "teacher's guide" information, the Student Workbook information and the Conflict Management booklet work together for presenters' preparation and should be considered integral to one other. No document stands on its own from a presenter's preparation viewpoint. Use the view page ___ link above, page by page, to view related Student Workbook pages. Download the 12 page pdf Conflict Management booklet to your desktop, read it once, and have it ready as reference as you proceed with preparation.

EXECUTIVE SUMMARY

Look at the "Other " Item and Begin to Work with Solution Ideas <19mit.pdf> (2.4 MB) [19 M7] view. REPEAT FROM THE LAST PAGE (M6). . ." On this page and after roles are switched once again, the remaining issue is addressed using the instructions a-d noted on page M6 (bottom). By this process each MIT diad will get to "mediate" one of the issues. Go slowly, if needed. Help each other out. Pause, discuss, as necessary. . . . After a thorough discussion of the (remaining) issue, and as directed in figure 8, on this page, the recorder mediator in the mediator team diad records in figure 8of the workbook, his/her ROUGH solution idea for this, the remaining item.- Again, the rough solution idea should appear to benefit both Pat and Kelly in its structure. Again, each disputant's needs are addressed in an apparently equitable manner. Thus completes the second item's rough solution idea. Current recorder mediators for each diad then prepares to share their quad's two rough (concept) ideas with whole class. After the class discussion, a class consensus of the two (2) best ideas will be recorded by each MIT in his/her workbook in the area provided in workbook under "CLASS DISCUSSION and just above the jagged separator line. Again we start off together, as a class, on the next, and final, page, with two rough solution ideas on which MITs will work to convert into contract language sentences. The bottom of the page gives some starting hints which are discussed by presenters and directions to write their sentence into figure 10, next page.

We now switch roles in the middle of Brainstorming in this training model to give the other diad an opportunity to address the remaining issue. Diads may differ at this point as to which issue--material or relational that they are addressing Rough solutions developed by each diad should be written figure 9 on page M7. Both diads, at this point, will have their own rough solutions to the issue they addressed. And each mediator diad will have its one solution written on workbook, page M7. in figure 8.

After the second diad of mediators has experienced the complete process of working through the remaining issue to developing a rough idea for a solution, we are ready to have a CLASS DISCUSSION regarding said solutions. The final recorder mediator (after the midway role play switch) should get ready to report out to the whole group. That MIT will state both of the quad's diad's rough solutions.

What about an apparently impossible "block" to rough agreement? Presenters may be aware, silently, of the caucus concept (just in case an MIT asks) in the Mediation Booklet, BUT, not offer it here. Caucus is not popular with MarJon School Peer Mediation models. It is "shuttle diplomacy" more suited for adult mediation settings where the veneer of defense is much thicker. Caucus involves consulting privately with one party while the other waits. Then that party is consulted with in a similar manner and for a similar period of time.

At the middle of this page (M7) we are led to the CLASS DISCUSSION. Our purpose here is to once again get all MITs back on "the same page", CFU and to check for our effectiveness as presenters. Using the white board, or easel, we solicit input from quads as to rough solution elements. Are they in accord with our parameters of being mutually beneficial and precisely describing, Who?, What?, When? (and perhaps, Where? and How?). WE DO NOT EXPECT PROPER SENTENCES HERE - just the elements, or building blocks of the sentences that we will soon construct. It may appear as a series of words. Here's an example: Fred, pays $50, Oct 6, check from parent OK. Bill returns CDs, same time, receipt for Fred. . .

At the conclusion of the CLASS DISCUSSION, students will enter the class consensus rough solution elements - one material-related AND one relationship-related onto their Mediation Journals in field 12. This area can be messy as kids re-work information and that's OK. Solutions may need to take more than one sentence when we are done, as noted in field 12 on the Journal. Training will now move forward with these two (2) consensus rough idea elements entered into everybody's Journal in field 12.
Please congratulate everyone for working hard thus far. This is often the "war zone" of mediation and mediator training which we have just survived! In the Eastern Tradition, we have, in great degree, reached a "Greater Joining"of hearts and minds. This degree of joining helps to make our agreement self-enforcing--a unique benefit of the mediation process. We all may be a bit tired here--a result of our dedicated efforts!

We're now ready for our next task--contract language--or, AGREEMENT LANGUAGE. Please note the directions to MITs below the jagged line break. Even though role play is now concluded, sentence writing tasks are assigned per the roles in which the MITs ended the role play. Each diad is given a good start by the directions provided in this section of page M7.
MITs playing Pat & Kelly as role play ended, work on the material solution and make their English teachers proud.
MITs playing Mediators as role play ended, work on the relational solution and make their English teachers proud.
Each diad writes their proper sentence into figure 9 on the next page (M8) of the Workbook.

Ask MITs to wait for further directions after they finish writing their formal agreement language sentence.

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