We all know about the double helix as the shape taken by the DNA molecule. On a very simple level it is two stands of information coming together to form a new biochemical structure. Lately when using/teaching the matrix I have been visualizing the process of two matrices (mine and who I am influencing) acting and reacting on each other. Both parties have valued directions (important to each but not necessarily the same), stuff they move toward and away from and learn what works to get them where they want to go. They come together in the present moment. Each influences the other in the moment to move either toward or away from valued directions. Adding in the process of noticing promotes psychological flexibility and then new behaviors show up. When new behaviors show up both the learner and the teacher are rewarded for their efforts, eg. “It feels good when I solve the math problem” or “When I see my students learn new skills I feel like I am making a difference in their lives”. When these learner/teacher experiences occur simultaneously life is good and the double matrix experience rolls along.

We also know that the process of learning is not smooth. There are many obstacles along the way and without remaining flexible it is easy to get hooked (See Noticing Hooks 12/10/11 post). One way to move toward flexibility is to notice how are words and actions are influencing the words and actions of whomever we are working with. Here is one way to play the double matrix:

1. As we move in our valued direction of teaching a concept, working collaboratively on a project, or delivering a lecture we can notice the reactions of the students. We can see
what they do and hear what they say.
2.We can also notice or take an educated guess as to what is important to them. It could be doing well, pleasing the teacher, being accepted by peers, etc. From there we can make another educated guess as to what might be showing up inside of them (pride, wanting to be noticed/appreciated, urge to avoid work, boredom, etc.). Tuck that away and keep going. 
3.As we do this we can notice what is showing up inside us (joy, excitement, frustration, doubt, etc.) If it is unwanted then we can notice the hook or stickiness of the unwanted stuff and what we do next. Does it result in feeling more flexible or more stuck? Are we able to notice what we don’t want and “take it with us” or are we working to get away from it? We will know that based on the information coming back to us int the form of what the learners say and do. Behaviors and our five sense experience do not lie.
4. The more we stay present with our learners the more WE learn about what works. Each influences the other. Any way you look at it learning takes place and we are always influencing each other in our present moment interactions.

It may seem like a lot but the process only takes a few seconds in real time. What we have just done is to slow it down a bit so we can notice what is going on. It is in the noticing that the learning takes place.