Picture yourself in front of group of people.You could be standing before a group of learners, giving a workshop, or talking to colleagues or friends. You have two crossed lines drawn  behind you and invite your group to look with you at the drawing. Each person perceives from their own unique perspective. The process of “noticing what is important” begins the journey. Whoever is with you in the Matrix classroom has come there for a reason. The choice is whether to be active learners or passive learners. Learning will take place either way.

Years of research tell us that we remember only a fraction of what we read and a little more of what we hear. Getting as many sensory processes online in a personally important direction is what makes the difference. The subtle and  active process of “noticing” energizes the process of  learning. When learners notice who or what is important to them and get in touch with how it feels they become engaged in what they are doing. Questioning sets the context in the Matrix classroom and encourages reflecting from the learner’s perspective as they begin to look out into the world and back into themselves. It is orienting them to purposes of what they are doing (“this is why I am here”) and it is purpose that gives direction to what we do. The Matrix classroom leader wants to encourage that process and stimulate the natural curiosity of the learner.

The group can also notice that with important journeys come unwanted thoughts, feeling or images that show up inside of them. Along the way boredom, frustration, anger, worry, doubt will make frequent unwelcome appearances. Noticing these internal sensations allows learners to gain some perspective and recognize that these things show up in all worthwhile efforts. They can also notice what they do when these obstacles show up and how all of this works to get them where they want to go.

What really pulls all of this together is our own psychological flexibility. Presenting the Matrix (or using it as a warm up for what you are about to do next) is a great way to model an open and accepting stance.  Are my learners showing engagement and curiosity? Do you know what is important to them or why they are with me? Am I able to move toward what I value with them (most of the time) or am I finding myself struggling with the inevitable internal and external obstacles that show up along the way? When I get stuck can I notice what is hooking me? Noticing the two crossed lines behind or in front of me allows me to gain perspective and increases the chances that I will stay in contact with what is important in the moment.