Thank you for the opportunity to share some information with you about NLP, share some stories with you about how I have used it with my students, and give you some tools to be able to use yourself. There are many aspects of NLP that you can use to help improve students ability to believe that they can do the work you are requiring of them. There are many reasons why I started to use NLP during my training. The courses that I have done to learn the various processes of NLP, I learnt many tools to change your perception, language and outcomes of various aspects of your life; especially that ones that weren’t working. During many of my Pre-Training Assessments for the LLNP program, I have asked them what their schooling was like as part of their oral assessment. I’ve has many varied responses, though most of them who had negative experiences were still carrying those learning experiences with them. If a teacher or parent told the person when they were young that they were stupid, or they will never amount to anything, that is the belief that they are still carrying around with them today, and that is what they act upon. Some of the stories I have heard are crazy and I will share with you how I tie the NLP information in with them as we go through each of the tools we will find out about today.
A very basic description is: there were 2 people from the States studied people who were successful and worked out various processes that these people do, and then set some programs so everyone else had access to be able to do the same.
These are just a few. A farmer might look after them well to earn more money, an artist might see them as an subject for their work, a student who has been in trouble with the law might see a police officer, some religions see them as a dirty animal, some people see a roast dinner with their family on a Sunday. The list could go on. The point is everyone see’s things and events from a different point of view. The things that affect how we view a particular situation can be shown with the NLP model of communication
For now I would like to would like to point out a few things that these people have also found out about our languageWe as humans do not operate directly on the world, we create our own representation of the world we live in. this representation of our world is what we use to generate our behavior. Our representation of the world will determine what our world will be, how we will perceive the world, and what choices we will see available to us as we live in the world. Just as we all have different thumb prints, we all have at least some aspects of the world that are different and unique for each person. Every human being in our culture in their life cycle has a number of periods of change and transition which they must negotiate. Some people during these periods some people can negotiate these periods with little difficulty and look at them with intense energy and creativity, other people with the same challenges look at the same thing as a time of dread and pain, periods to be enduredThe people who cope well typically have a rich representation or model of their situation; they perceive a wide range of options in choosing their actions. The other people think they have few options, none of which they want to take and play the ‘natural loser’ game.
If I get time at the end of this I will start to explain each one of these filters, though I will concentrate on the universals to explain how it can work on our thinking and give some exercises to practice the information we have learnt
When we are faced with different situations, there is so much information that we are faced with, from anything to what smells are there, varying volumes, sights, sounds; we are faced with so much information, that our brain decides to delete some of the information so we are not inundated from every experience. How many times has someone said that they told you something and you said to them that you couldn’t remember you saying it? How many of us have been in a situation where someone has viewed a scenario and something very different than what you saw? This is sometimes due to the fact that each person has deleted various pieces of information and come up with a completely different view of the same situation. Many of the students that I have had the pleasure of teaching have had many bad experiences with either their family or learning life. Some have had bad situations at school. If a student has been told that they are stupid/silly or dumb, they start to believe it if they have been told it for so long, they start to believe it, and delete any information told to them because it challenges the belief they now have about themselves.
If someone believes they are not worth caring for, someone can make a positive comment to them, and they will brush it off as something like “ she only said it because she wants me to help fix her windows
How many times do we hear students making statements about things that are going to limit their world; such as
Karen martin on NLP: Jumpstart Junction
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 />
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 />
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 />
Map is not the territory exercise<br />Write down the first thing you thought about when you saw this picture<br />
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 />
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 />
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
The universal filters are we delete, distort and generalise information
Attitudes</li></li></ul><li>The 3 universal of human modeling<br />
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 />
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 />
To Challenge some possible deletions<br />Challenging these deletions helps you gather information about the student<br />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
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 />