Karen martin on NLP: Jumpstart Junction


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Karen gave a presentation for the LLN Community Educator Network (LLNCEN) in September 11, on how to employ Neuro-Linguistic Programming (NLP) techniques in the adult literacy classroom.

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Karen martin on NLP: Jumpstart Junction

  1. 1. From<br />to<br />Using Neuro Linguistic Programming (NLP) to jumpstart any students with a low self esteem, a negative belief system or a limited view of the world <br />
  2. 2. What is Neuro-Linguistic Programming?<br />“A system of alternative therapy based on successful patterns of behavior, which seeks to educate people in self awareness and effective communication, and to change their patterns of mental and emotional behavior” <br />
  3. 3. NLP Model of communication (Explanation)<br />This model explains how we process information from the outside<br />One of the beliefs from this process is “the map is not the territory”. This means that our perception of reality is not reality itself but our own version of it, or our map. <br />
  4. 4. Map is not the territory exercise<br />Write down the first thing you thought about when you saw this picture<br />
  5. 5. Everyone could write something different<br />A vet might see them as a way to make money<br />A butcher as a form of work/something to eat<br />An animal lover might see them as a beautiful creature<br />
  6. 6. The structure of our language<br />One way we distinguish ourselves from other animals is by the creation and use of language<br />Humans use their language to represent our experiences<br />When we use language as a representational system, we are creating a model of our experience. It is created based on our perceptions of the world. <br />
  7. 7. NLP Model of communication<br /><ul><li>When we take part in an external event, our mind processes the information through a series of filters
  8. 8. The universal filters are we delete, distort and generalise information
  9. 9. The things that affect our filters are:
  10. 10. Time, matter, space and energy
  11. 11. Language
  12. 12. Memories
  13. 13. Decisions
  14. 14. Meta programs
  15. 15. Values and beliefs
  16. 16. Attitudes</li></li></ul><li>The 3 universal of human modeling<br />
  17. 17. The Meta Model<br />Is a verbal information gathering tool to elicit quality sensory information. It helps to find out some of the information your students might delete, distort or generalise so you can help them expand their model of the world, and/or help you understand them a bit better. <br />My theory is the more information you gather about each student, the better equipped you will be to help them<br />
  18. 18. Deletions<br />Deletion occurs when we selectively pay attention to certain aspects of our experience and not others. We then overlook or omit others. Without deletion, we would be faced with much too much information to handle with our conscious mind.<br />
  19. 19. To Challenge some possible deletions<br />Challenging these deletions helps you gather information about the student<br />
  20. 20. Examples (How would you challenge these deletions?)<br />I have less brain power<br />They told me I was dumb<br />Thinking is for losers<br />I already told her<br />I should <br />Teachers do it<br />
  21. 21. Generalisations<br />This is a process by which elements or pieces of a person’s model became detached from their original experience and came to represent the entire category of which the experience is an example <br />Some things are good for us to generalise; such as when we touch a stove, we can generalise not to touch any hot stoves<br />People who have low self esteems, quite often generalise to protect themselves. <br />A generalisation such as do not show your feelings might do you good in a concentration camp, though may not work in a relationship. This shows us that the same rule may be useful or damaging, depending on the context <br />Generalisation help us expand our students limits <br />
  22. 22. To challenge generalisations<br />
  23. 23. Examples<br />We don’t ever say good things about ourselves<br />I won’t do any work<br />It is impossible for me to get this <br />I shouldn’t have started this course<br />
  24. 24. Distortions<br />These help us make shifts in our experiences of sensory data<br />On a positive note, these can allow us prepare for experiences before they occur<br />People with low self esteem etc, can limit the richness of a particular experience<br />Challenging distortions can help change the meaning of a clients language and obtain better outcomes<br />
  25. 25. To challenge distortions<br />
  26. 26. Examples<br />You know I can’t do that<br />I can’t read a book so I am dumb<br />Reading this book makes me tired<br />Learning is stupid<br />I know<br />
  27. 27. Reframing<br />This is an effective tool in turning objections into resources and expanding someone’s perception of a problem<br />There are 2 techniques in which I will talk about to assist with this process<br />
  28. 28. Meaning Reframing <br />This technique is appropriate to use when communication is presented as a complex equivalence that links a response to a class of events; <br />i.e. I feel X when Y happens<br />Example of a statement is:<br />“I get cranky when you make me do work”<br />To generate a meaning reframe, ask yourself is there a larger or different frame in which this behaviour would have a positive value<br />Reframe them by saying: Isn’t it a good thing that I care about you improving your skills so you can ……….<br />
  29. 29. Challenge these meaning reframes<br />I get cranky when I have to walk to class every day<br />Learning maths gives me the shits<br />I get upset I see how much work I have to do<br />
  30. 30. Context Reframing<br />This is appropriate to use when a complaint is presented as a comparative generalisation about yourself or someone else with the context deleted<br />i.e. I’m too X or He’s too Q<br />For example ‘I’m to slow’, <br />To generate a context reframe ask yourself ‘In what context would this particular behaviour which the person complaining about have value?<br />For the example above you could say ‘However wouldn’t you be much more thorough in your work because you take more time?<br />
  31. 31. Challenge these context reframes<br />You’re too annoying<br />I’m too fat<br />I read too slow<br />I’m too shy<br />
  32. 32. Some basics to finish off <br />I do not let my students say the words can’t. It either means they don’t know how, or don’t want to. If they don’t know how I show them. If they don’t want to, I either reframe them or try the task at another time<br />I am very astute as to what the students say with the words I am. It gives you an indication of what they are saying and believe about themselves. If they say I am stupid, I keep saying I beg your pardon until they can change the information to a positive<br />If my students say the word if, I get them to change it to when. The word if denotes they have a slight expectation that it could fail. I get them to change it to when………. And at least they are acting towards a positive expectation that they will get to what they are going to achieve.<br />
  33. 33. Thank you and questions<br />