This one-day workshop was developed to introduce Teachers and TA's to the field of NLP and how it could help them personally as well as in their role as teachers
www.balancedapproach.co.uk
EPANDING THE CONTENT OF AN OUTLINE using notes.pptx
Introduction to nlp teachers
1. A Teacher’s Revelation
I've come to the frightening conclusion that I am the decisive element
in the classroom.
It's my personal approach that creates the climate.
It's my daily mood that makes the weather.
As a teacher I possess a tremendous power to make a child's life
miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humour, hurt or heal.
In all situations, it is my response that decides whether a crisis will be
escalated or de-escalated, and a child humanized or de-humanized.
-- Haim Ginott, Child Psychologist
2. Introduction to NLP
NLP is a user manual for the brain
If you bought a car or new gadget you would expect a
manual. You may be able to guess how things work but
that's more trial and error....
That’s how we attempt to understand the brain..!!!
Thankfully the NLP innovators have figured it all out and
can help us.
Why just become excellent by accident when you can do it
quickly and easily and with more guarantee of success.
4. NLP & SEAL in schools
NLP (neuro-linguistic Programming) really simplifies the application of
the 5 social and emotional aspects of learning.
Self-awareness – being present and mindful of how you act, think and
feel
managing feelings – understanding learnt responses and how to
choose the state you’re in
Motivation – identifying your resources and motivations to enable focus
and direction
Empathy – building connection and understanding with others
Social Skills – understanding the perspective of others and building
rapport
5. Presuppositions of NLP
The map is not the territory
People have all the resources they need
There is no failure only feedback
All behaviours have a good intention
The meaning of the communication is in the
response you get.
6. The Four Pillars of NLP
Rapport – The ability to build a good connection and effective
relationship with others
Sensory Acuity - being able to notice yourself in relation to
another, being able to notice another's behaviours and what is
happening in a communication loop
Behavioural flexibility – Ability to do something different, to
change what they are doing to get a different result; if that's
what they want. Remember, if you keep doing the same things,
you’ll keep getting the same results.
Outcomes - Know what you want to achieve. Create precise,
well defined and realistic goals. SMART goal setting.
7. Rapport
Learn to get on with everyone (you want to )
Develop through use of sensory acuity, pacing,
leading, matching, mirroring.
Learn to understand the other persons map
People like people like themselves
8. Pacing
acknowledging the other persons perspective and
world, and going along with it.
If we copy (pace/match) some of the other
persons responses, it will give the illusion that we
understand them
They will feel accepted and understood, even
when you do not accept or understand them.
This is a short cut for rapport building
9. Matching
Examples of matching are:
Breathing
Body posture
Head position
Tone of voice
Language
These and others can be used to pace a person
or group and build rapport quickly
10. Matching
It can also be used to break quickly by
purposely mis-matching...
The aim is to:
Focus attention
Increase receptivity
Build credibility and trust
Reduce perceived differences
11. Leading
Two things are essential before you can
lead:
1) You have established pacing
2) You know where you are leading
This suggestible state allows you to lead
people from their present view to a new
one, or new direction.
12. Sensory Acuity
Representational Systems – senses - modalities
Visual Internal pictures, visualising, day dreaming and
imagining.
Auditory Used to listen internally, talk to yourself and
rehear sounds and voices of others.
Kinaesthetic Internal and external feelings of touch and body
awareness including balance and emotion.
Olfactory Remembered and created smells.
Gustatory Remembered and created tastes.
Communication comprises of 55% body language
38% tone of voice
7% content – the words used
13. sub-modalities
You map consists of modalities and sub-modalities.
Modalities are our representational system (above) and
sub-modalities are examples of these systems eg:
Visual – brightness, size, colour, distance, movement,
focus
Auditory – volume, tone, pitch, position, rhythm
Kinaesthetic – touch, pressure, texture, temperature,
weight, pleasure/pain
Taste/smell – bitter, sweat, pungent.
14. State change exercise
Choose the state you want to be in
Get yourself into a ‘right’ state
How often have you been stuck in a
problem?
A new way to approach problems
Now the exercise to create change
15. State change exercise
Get in pairs. A to describe the problem to
B – remember a smaller’ish problem only
B to note language (body and words),
mood, modalities & sub-modalities etc.
Do not give suggestions or solutions just
gather information………….. (5 to 10 mins)
16. Desired state – becoming outcome focused
Ask the NLP “miracle question”
If you woke up tomorrow and the issue was
solved what would it be like?
What would you hear, see, feel?
What would you say to yourself?
Now gather the new info about the new state
5 minutes
17. Review – the changes
Collect reactions & feedback
Ask open questions like “what happened?”
Have new solutions appeared?
What are the difference?
This is a change to outcome thing from
problem thinking
How could this be used in a class or
meeting situation? Or other areas of you
life?
18. Behavioural flexibility
If you keep doing what you’ve always done,
you’ll keep getting what you’ve always got.
There are no difficult students, just
inflexible teachers.
“Seek first to understand then to be
understood”
19. Outcomes
Begin with the end in mind
Be clear about outcomes – mine/yours
SMART goal setting
S Specific
M Measurable
A Attainable
R Relevant
T Time-bound
20. Language exercise
Think of two smallish problems
On a scale of 1-10 (10 worst) choose 3 or 4
Work in pairs with these two problems
1. Give advice -> what you would do
2. Use the clean language questions
21. Clean Language questions
Motivation in a moment
And what would you like to have happen?
And what would need to happen for…..
And is there anything else that needs to
happen?
And can you? (do what needs to happen)
And will you? (do what needs to happen)
22. The Meta Model
Surface structure (what people say)
Deep structure (Unconscious map)
Experience
Generalisations
Deletions
Distortions
Filters
23. examples
Generalisation
You shouldn’t find that hard
I can’t do that
I am always right
Deletion
This is important
Mistakes are made
I failed
Distortion
She’s always late (so) she doesn’t care (A=B)
I am frightened of failure (process into a noun)
Me makes me feel ill
25. Eye access cues
Eyes move in accordance with sensory
input/output
Useful for rapport building
Gives an idea of their map of the world
Gives an idea of their representational systems
Lets test it....
27. Ring of Confidence
Proof that feelings are easily changed
Problems are mind-made
Build confidence or motivation quickly
Learn to harness resources
step into your/their ‘ring of confidence’
28. Begin with the end in mind
Make lectures have the outcome you want
Don’t get bogged down in the detail
State Structure Content
The aim here is to create the state you want
(interest, fear, excitement etc), pick a structure to
deliver it, then last of all deal with the content.
29. Why bother with NLP..?
The overall aim of NLP, in this context, is
to communicate effectively with students
and colleagues
to create an effective outcome
Take control of YOUR brain.... Choose
your own outcomes.
www.balancedapproach.co.uk • enquiries@balancedapproach.co.uk
Tel: 0121 445 0093