This paper will attempt to explain to you nine different mediations, why they are important and examples of how they can be utilized in the classroom. Those mediations that will be discussed are as follows: 1) Mediation of Intentionality and Reciprocity; 2) Mediation of Meaning; 3) Mediation of Transcendence; 4) Mediation of Competence (TESA Strategies); 5) Mediation of Sharing Behavior; 6) Mediation of Individuation; 7) Mediation of Goal Planning; 8) Mediation of Challenge; and 9) The Mediation of Self-Change. We will begin this discussion with the Mediation of Intentionality and Reciprocity. The first thing we have to do during this particular mediation is to begin sharing the mediators (teacher’s) intentions with his or her student and or mentee. Sharing our intentions allows the student and or mentee that we are a team in this process, in which we will both gain knowledge and develop from. Sharing also important because it allows us an opportunity to be sure that our students and or mentees have a full understanding of what is required and expected of them during this process (Vigoya & Stella, 2005). The biggest goal here is to be sure that the mediator is challenging his learners with realistic learning experiences and academic task using a wide variety of authentic situations and experiences, in which the learners can relate to.
Mediation of intentionality and reciprocity is important because in my opinion it requires us to have some sort of understanding of our student’s life experiences, culture, environment outside of school, learning styles, learning disabilities, and maybe even some mental illnesses that our students may be dealing with on a daily basis. Having such an understanding and being aware of such differences in children’s to include socioeconomic statuses and that fact that many of our students that live in poverty are undereducated because they were not privy to the benefit of an early start on education; is extremely important, especially, if we want to effectively provide a variety of realistic experiences and situations in our academic tasks and teaching methods to better relate to our students while enhancing their learning experience. In a classroom environment, mediation of intentionality and reciprocity can be achieved in a few ways. For starters, we must have some background on our students. As a potential educator, I want to know something about the children in my classroom home environment such as stable housing, are they living in poverty, do they have any learning disabilities, what learning styles each of them may use to learn and retain new information and even behavioral issues that may have interfered with the educational experiences in the past to say the least. The bottom line is that this particular mediation requires us to be creative in our teaching methods to ensure that we are reaching and engaging all of our students, regardless of the aforementioned differences above. This particular mediations requires us to be even more creative to ensure that their learning experiences and tasks used to enhance their learning experience is reflective of the various cultures, environments and experience of the students we are serving.
Mediation of meaning is as deep as mediation of intentionality and reciprocation, because meaning is produced by, in and through social, political and economic institutions, cultural and religious forces, technology, education, and human bodily engagement with the physical world (Plate, 2012). Knowing what we know about mediation of intentionality and reciprocation, I dare to say that mediation of meaning encompasses all that we need to know, learn and understand about the students we serve in order to develop lesson plans and teaching methods that would reach all of our students from the different social, political and economic backgrounds, as well as the students from varying cultures, religious backgrounds, educational backgrounds and more importantly their engagement with society as a whole. Teaching with meaning in my opinion has to kind of work hand in hand with teaching with intentionality and reciprocation; because as I previously stated it would be hard to teach someone and or people for that matter if we cannot understand and or appreciate all the differences that exists among us.
This particular mediation (meaning) is so very important, because if what we are trying to teach our students is so far out of reach from their own experiences to include but are not limited to their religious background, culture, educational experience and or the lack of, social, political, and or economic background; we just may be spinning our wheels, simply because they cannot relate to what they are being taught. Therefore, creativity in the classroom and the ability to recognizes that our students are from backgrounds that vary in so many different ways; can truly help us in developing methods of teaching that can be sure to reach every student. With that being said, during class discussions, I would make sure that I am creative with how I format questions and make sure that I ask them in different ways so that students who are at different educational levels of learning and students from other cultures can also have an opportunity to participate. In a nutshell meaning requires us to put that new information into a format that allows each of our students to be able to not only learn new information, but to retain it as well and that takes creativity (Plate, 2012). We can achieve meaning in the classroom by ensuring our students understand the rational behind the lesson being taught (Rodriguez & Bellanca, 2007). To do so, the educator has to be sure that he or she communicates the significance and importance of the lesson being taught and while discussing the activity and its importance with their students; the educator must also reiterate and convey the importance of why the activity and or lesson should be done.
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- Jerrell Cleveland Jr. (Author), 2015, Mediations and How They Could Be Best Utilized in the Classroom, Munich, GRIN Verlag, https://www.grin.com/document/294061