29619 CIT Practicum Feedback Forms 071820 – Compassionate Integrity Training
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Facilitator-in-Training NameLynn Lessell
EmailEmail hidden; Javascript is required.
Evaluator(s)Shane O'Connor and Kaley Hixson
LocationOnline Practicum
Date of Session10/20/2020
SkillSkill 3: Emotional Awareness
How well did the facilitator lead the group and create a safe space? Please explain and give examples.

Nice controlled, clear and relaxed intro, reference to being mindful and that we are in a safe space with safety structures. Setting boundaries for folks to feel supported throughout the session ahead. Managing the slides in a calm but well timed way from the very beginning. The moving image of the sky and clouds with music in the background seemed to be a lovely touch and nice welcome space for sharing some reflections. ‘Anything that you noticed in your body while the clouds were passing’ (nice connection to Tracking from skill 1). At the opening you managed the appropriate amount of sharing, not too many responses or pushing it too much.

How well did the facilitator explain this Skill using the PowerPoint presentation? Please give examples.

Very natural pace and flow from one slide to another but at times, it did appear from time to time that you were note reading rather than facilitating but then went back to facilitation and you seemed more confident facilitating discussion as apposed to reading your material.
‘I would like to share if that is ok with everyone else’? Linking personal example to connect to pp slides and so comfortable in doing this and filling space with an appropriate example rather than holding the silence longer.
There was a little bit of confusion around the questions while leading the afflictive and beneficial mental states. Clarity and concise questions and even more examples might be required from time to time.
When Divya was asking the question about why we sometimes have afflictive mental states, the participants were seeing two of the 8 worldly concerns (Status and insegnificance) and this may have confused the question or implied that the answer was connected with the images.
While leading the slide of the clouds in the sky you ask the group what this image brings up; any sensations in body along with thoughts? (Showing curiosity and a good example of facilitating vs. teaching)
Another example I observed of this was when you Invite the group to read the last slide and to share thoughts before coming to the close of the session. Participation until the end.

How well did the facilitator explain and lead the activities in this Skill? Please explain and give specific examples.

It was evident that you knew the material and cared greatly about communicating the depts of the material to the participants. There were a couple of occasions where participants needed you to repeat or clarify the questions, which you did and dealt with professionally without letting it throw you off course or phase you in any way. It may have appeared that you were asking more complex or complicated questions than it was required for example while introducing the thinking traps slides of the optical/audio illusions. By simply asking, what can you see in front of you, tell us what you can hear etc rather than explaining anything before the questions at all.
Thinking trap: permanence slide, you ask a question, then answer it yourself after just a couple of seconds, often people may be formulating a response and need a moment or so to respond but I feel you are aware of this as you eluded to it when you responded yourself at the end and this is also just about practice with group facilitation using this specific material.

There were a huge amount of slides in this skill and for the overwhelming majority of them, you appeared in control, well paced and confident to interact and extract learning from the participants and the material.

How well did the facilitator lead the Mindful Dialogues and Reflective Writing Exercises in this Skill? Please explain and give specific examples.

No MD or RW were facilitated

What aspects of this Skill did you think the facilitator did exceptionally well? Please give examples.

– Every slide and section of this skill that you had responsibility for during the session, it was clear that you had prepared well and understood the concepts which transmitted to the participants.
You managed the slides well overall despite having some technical challenges and showed courage to jump in and take this responsibility on your first practicum.
It appeared you made efforts to make the participants feel valued and their contributions received and appreciated. Lovely closure with Terry and Gareth’s sharing and the Shantideva quote. Nice tone to bring the session to an end and it appeared and felt complete.

How well did the facilitator lead the Contemplative Practice in this Skill? Please explain and give specific examples.

There was No CP Facilitated during this session (This was not compulsory)

What aspects of this Skill could the facilitator improve? Please give examples.

Purely and simply, being more comfortable with sharing technology and slides will happen by doing it more. You shared you were quite nervous with this and this did appear from time to time but this will dissipate after more practice.
There were a couple of occasions where the slides on screen didn’t always connect with the conversation. This may well be due to your explanation to your computer acting up but this is fine and its how we remain relaxed and in control if and when this happens is where the learning is.
Intro to the thinking traps, the lines to show the optical illusion. I felt there may be too many questions and a little confusing while just the two simpler questions for example...do these two lines appear the same length. Or more open questions, what do you see, what do you hear, how do they appear?
While facilitating and taking the lead especially, you don’t need to read out every comment in the chat, especially if you are in the flow of an explanation as it may throw you out of your flow and distract the thinking process of the participants.
Thinking traps in particular. When Pru mentioned that for her, this is showing how distorting realities comes into play, I didn’t feel this was necessarily picked up or highlighted but you went back to the example of the book being dropped instead.
Not sure if the ‘many hats’ and the thinking trap of permanence and Hedonic Treadmill connected with all of the participants or if all the participance could connect its relevance to the concepts within the thinking traps.
I picked up on a few closed ended questions being asked to the group which may have appeared to have correct or incorrect answers and potentially may have led to some extra silence when questions were posed to the participants.
‘In the interest of time as I know we are running a little short’, participants don’t need to hear this as it may feel unnecessarily rushed, even if we are a little behind time. We are going to run out of time so I apologise. We won’t get a chance to do the CP. I think the references to time management were helpful, yet I would just caution against expressing negativity about not having enough time

Entry DateOctober 28, 2020