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Neuro Linguistic Programming

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Swift Sonya
Swift Sonya

The document provides an overview of Neuro Linguistic Programming (NLP) and how it can be used to successfully manage students. It discusses how NLP was developed in the 1970s by modeling highly successful people. The author explores using NLP techniques like representational systems, rapport building, effective communication, anchors and metaphors to improve classroom management and student outcomes. The author attended training to further develop their NLP skills and believes these techniques have helped them become a more effective teacher.

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NLP Neuro Linguistic Programming S W I F T S O N YA 2012
What is NLP? “An attitude, methodology and technology that teaches people how to improve the quality of their lives. It is an educational tool that teaches people how to communicate more effectively with themselves and with others. It is designed to help people have personal freedom in the way they think, feel and behave.” Bandler (2008:p185) Bandler and Grinder (co-creators of NLP)
Neuro Linguistic Programming
SKILL: Using NLP to successfully manage students  I chose this as a skill because…  I wanted to explore and develop NLP strategies to become more effective in my role as a teacher. Vizard (2009) suggests that teachers who use NLP techniques can help disaffected students succeed in their learning and overall development. As I work with students who have emotional, behavioural and social difficulties, I wanted to develop a skill that would help me become more effective at meeting their needs.
Literature Review: Bandler and Grinder  Bandler and Grinder developed NLP in the 1970s after studying highly successful people and modelling their behaviour:  Virginia Satir (family therapy)  Milton Erickson (hypnosis)  Fritz Perls (Gestalt therapy)
Literature Review: Overview of Authors and Research  At one side of the spectrum, NLP is viewed in a negative light; perceived as brain-washing and ineffective “mumbo jumbo” and has no scientific evidence to back the ideas. Whilst at the other end, due to educational research, NLP is becoming increasingly recognised as an effective tool. Some authors state that NLP skills are effective if used correctly, both as a self-help tool and as a tool for working successfully with others.  Ginnis (2002) suggests that the learning styles (VAK) we cater for in the classroom are derived from NLP.  Craft (2001) states that NLP fits social constructivist theory.
What others’ say… “Developing NLP strategies and approaches can be helpful in giving students confidence in communication and helping staff read situations and to develop rapport with learners. NLP is a way of communicating that helps us in our day-to-day lives. In particular it improves our effectiveness in communication…It is ideally suited for managing classroom behaviour.” Vizard (2009:p22)
Seminars and Training I attended  Dave Vizard Seminars at the TES Resources Show, Manchester, April 2012  1) Using NLP in the Classroom  2) Don’t Stand So Close to Me  Training: NLP Diploma, Manchester, April 2012
Neuro Linguistic Programming
Neuro Linguistic Programming
Neuro Linguistic Programming
NLP Presuppositions  The map is not the territory  There is no failure, only feedback  You are in charge of your mind and therefore of your results  The meaning of your communication is the response that you get  Behind every behaviour lies a positive intention  People have all the resources they need to make the changes that they want
Using NLP to successfully manage students There are many ways that NLP can be applied, and after reviewing literature I decided to focus on:  Representational Systems  Rapport  Communication  Anchors and Metaphors
Representational Systems  We internalise our experiences through our senses and we all interpret our experiences in different ways. As teachers it is vital to cater for the range of learning styles (Ginnis, 2002) and it’s also necessary to use sensory language when we verbally communicate. The main representational systems are:
Rapport  We need to gain rapport with our learners. Subtly matching, mirroring and cross-matching body language gains rapport at an unconscious level. Once rapport is gained, we can pace and lead in the intended direction.
Communication Communication works at both a conscious and unconscious level.  Communication is…  7% - words  38% - tonality, volume and tempo  55% - nonverbal signals (Ginnis, 2002:p307)  By matching and mirroring physiology and using sensory language enables the teacher to communicate more effectively with students.
Meta Model of Communication  Questioning technique that allows opportunity for the student to become more specific and clarify meaning in what they say  Designed to identify and change the deletions, distortions and generalisations in what students say  Example ...  You make me angry!  How does what I am doing cause you to choose to feel angry?  How specifically?
Milton Model of Communication  Opposite to the Meta     Model Based on Milton Erickson and “other masters of persuasion” Vague suggestions that communicate to the unconscious mind Using metaphors Tag questions  Examples ...  Take a moment to think about something you may have learned in this lesson  You know you can do this, don’t you?
Anchors and Metaphors  Certain smells or sounds etc. may create a state that takes you back to your childhood.  We can create anchors in the classroom in the same way. By standing in specific places in the room, we can anchor the students.  Good metaphors allow the mind to visualise and seek for meaning.
Neuro Linguistic Programming
Reflections  I believe that the techniques have helped me to become more effective in my role as a teacher.  Challenging yet rewarding.  Some concepts are difficult to grasp although I have made progress, I shall to continue to embed NLP techniques in my practice.  Help change un-limiting beliefs and challenging behaviour– “I can’t do that”, “I’ve never been any good at Maths” etc. Remember that the map is not the territory.
Conclusion  Does it work? If you believe that it will work then it will work!  Using NLP techniques is an effective way to manage students.  When working with a group of students NLP skills allow you to gain rapport, manage behaviour, pace and lead learning.  On a one-to-one basis, NLP skills allow you to understand the students ‘map’ and by communicating using their representational system, helps build rapport. Using specific questioning techniques (Meta) or vague suggestions (Milton) enable the teacher to pace and lead, and can result in desired behaviour.
Recommended Reading  Bandler, R. (1985), Using Your Brain - for a CHANGE, (eds: Andreas, S. and Andreas, C.) Utah: Real People Press  Churches, R. and Terry, R. (200), NLP for Teachers: How to become a Highly Effective Teacher, Wales: Crown House Publishing  Parkin, M. (2010), Tales for Coaching: Using Stories and Metaphors with Individuals and Small Groups, London: Kogan Page Ltd  Vizard, D.(2009), Meeting the Needs: Disaffected Students: Engaging Students with Social, Emotional and Behavioural Difficulties, London: Continuum International Publishing
Any Questions?
References               Bandler, R. (1985), Using Your Brain - for a CHANGE, (eds: Andreas, S. and Andreas, C.) Utah, USA: Real People Press Bandler, R., (2008), Get the Life You Want, London: Harper Element Butler-Bowden, T.,(2007), 50 Psychology Classics: Who We Are, How We Think, What We Do; Insight and Inspiration from 50 Key Books, Yarmouth, USA: Nicholas Brealey Publishing Churches, R. and Terry, R. (2007), NLP for Teachers: How to Become a Highly Effective Teacher, Carmarthen, Wales: Crown House Publishing Ltd Churches, T., and Terry, R., (2008), Hypnotise Your Class, TES Magazine, The Times Educational Supplement 4770:T26, London: TSL Education Ltd, [online] Available from http://search.proquest.com.libaccess.hud.ac.uk/docview/209503593? [accessed 01/04/2012] Craft, A., (2001), Neuro-Linguistic Programming and Learning Theory, Curriculum Journal, 12:1, 125-136, [online] Available from http://dx.doi.org/10.1080/09585170122455 [accessed 01/04/2012] Elston, T., and Spohrer, K., (2009), Using NLP to Enhance Behaviour and Learning, Continuum International Publishing: London, [online] Available from http://site.ebrary.com/lib/uoh/Doc?id=10427143&ppg=98 [accessed 10/04/2012] Ginnis, P. (2002), The Teacher’s Toolkit, Carmarthen, Wales: Crown House Publishing Ltd Millrood, R., (2004), The Role of NLP in Teachers’ Classroom Discourse, ELT Journal, 58/1, Oxford University Press, [online] Available from http://library.hud.ac.uk/s/7PPNJ [accessed 10/04/2012] O’Connor, J., and Seymour, J., (1990), Introducing NLP, London: Harper Element Parkin, M. (2010), Tales for Coaching: Using Stories and Metaphors with Individuals and Small Groups, London: Kogan Page Ltd Tosey, P., and Mathison, J., (2010), Neuro-Linguistic Programming as an Innovation in Education and Teaching, Innovations in Education and Teaching International, 47 (3), 317-326, [online] Available from http://dx.doi.org/10.1080/14703297.2010.498183 [accessed 01/04/2012] Vizard, D.,(2009), Meeting the Needs: Disaffected Students: Engaging Students with Social, Emotional and Behavioural Difficulties, London: Continuum International Publishing Vizard, D., (2012) TES North Road Show, Seminars: Using NLP in the Classroom; Don’t Stand So Close to Me, Manchester Central, Manchester on /04/2012

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Neuro Linguistic Programming

  • 1. NLP Neuro Linguistic Programming S W I F T S O N YA 2012
  • 2. What is NLP? “An attitude, methodology and technology that teaches people how to improve the quality of their lives. It is an educational tool that teaches people how to communicate more effectively with themselves and with others. It is designed to help people have personal freedom in the way they think, feel and behave.” Bandler (2008:p185) Bandler and Grinder (co-creators of NLP)
  • 4. SKILL: Using NLP to successfully manage students  I chose this as a skill because…  I wanted to explore and develop NLP strategies to become more effective in my role as a teacher. Vizard (2009) suggests that teachers who use NLP techniques can help disaffected students succeed in their learning and overall development. As I work with students who have emotional, behavioural and social difficulties, I wanted to develop a skill that would help me become more effective at meeting their needs.
  • 5. Literature Review: Bandler and Grinder  Bandler and Grinder developed NLP in the 1970s after studying highly successful people and modelling their behaviour:  Virginia Satir (family therapy)  Milton Erickson (hypnosis)  Fritz Perls (Gestalt therapy)
  • 6. Literature Review: Overview of Authors and Research  At one side of the spectrum, NLP is viewed in a negative light; perceived as brain-washing and ineffective “mumbo jumbo” and has no scientific evidence to back the ideas. Whilst at the other end, due to educational research, NLP is becoming increasingly recognised as an effective tool. Some authors state that NLP skills are effective if used correctly, both as a self-help tool and as a tool for working successfully with others.  Ginnis (2002) suggests that the learning styles (VAK) we cater for in the classroom are derived from NLP.  Craft (2001) states that NLP fits social constructivist theory.
  • 7. What others’ say… “Developing NLP strategies and approaches can be helpful in giving students confidence in communication and helping staff read situations and to develop rapport with learners. NLP is a way of communicating that helps us in our day-to-day lives. In particular it improves our effectiveness in communication…It is ideally suited for managing classroom behaviour.” Vizard (2009:p22)
  • 8. Seminars and Training I attended  Dave Vizard Seminars at the TES Resources Show, Manchester, April 2012  1) Using NLP in the Classroom  2) Don’t Stand So Close to Me  Training: NLP Diploma, Manchester, April 2012
  • 12. NLP Presuppositions  The map is not the territory  There is no failure, only feedback  You are in charge of your mind and therefore of your results  The meaning of your communication is the response that you get  Behind every behaviour lies a positive intention  People have all the resources they need to make the changes that they want
  • 13. Using NLP to successfully manage students There are many ways that NLP can be applied, and after reviewing literature I decided to focus on:  Representational Systems  Rapport  Communication  Anchors and Metaphors
  • 14. Representational Systems  We internalise our experiences through our senses and we all interpret our experiences in different ways. As teachers it is vital to cater for the range of learning styles (Ginnis, 2002) and it’s also necessary to use sensory language when we verbally communicate. The main representational systems are:
  • 15. Rapport  We need to gain rapport with our learners. Subtly matching, mirroring and cross-matching body language gains rapport at an unconscious level. Once rapport is gained, we can pace and lead in the intended direction.
  • 16. Communication Communication works at both a conscious and unconscious level.  Communication is…  7% - words  38% - tonality, volume and tempo  55% - nonverbal signals (Ginnis, 2002:p307)  By matching and mirroring physiology and using sensory language enables the teacher to communicate more effectively with students.
  • 17. Meta Model of Communication  Questioning technique that allows opportunity for the student to become more specific and clarify meaning in what they say  Designed to identify and change the deletions, distortions and generalisations in what students say  Example ...  You make me angry!  How does what I am doing cause you to choose to feel angry?  How specifically?
  • 18. Milton Model of Communication  Opposite to the Meta     Model Based on Milton Erickson and “other masters of persuasion” Vague suggestions that communicate to the unconscious mind Using metaphors Tag questions  Examples ...  Take a moment to think about something you may have learned in this lesson  You know you can do this, don’t you?
  • 19. Anchors and Metaphors  Certain smells or sounds etc. may create a state that takes you back to your childhood.  We can create anchors in the classroom in the same way. By standing in specific places in the room, we can anchor the students.  Good metaphors allow the mind to visualise and seek for meaning.
  • 21. Reflections  I believe that the techniques have helped me to become more effective in my role as a teacher.  Challenging yet rewarding.  Some concepts are difficult to grasp although I have made progress, I shall to continue to embed NLP techniques in my practice.  Help change un-limiting beliefs and challenging behaviour– “I can’t do that”, “I’ve never been any good at Maths” etc. Remember that the map is not the territory.
  • 22. Conclusion  Does it work? If you believe that it will work then it will work!  Using NLP techniques is an effective way to manage students.  When working with a group of students NLP skills allow you to gain rapport, manage behaviour, pace and lead learning.  On a one-to-one basis, NLP skills allow you to understand the students ‘map’ and by communicating using their representational system, helps build rapport. Using specific questioning techniques (Meta) or vague suggestions (Milton) enable the teacher to pace and lead, and can result in desired behaviour.
  • 23. Recommended Reading  Bandler, R. (1985), Using Your Brain - for a CHANGE, (eds: Andreas, S. and Andreas, C.) Utah: Real People Press  Churches, R. and Terry, R. (200), NLP for Teachers: How to become a Highly Effective Teacher, Wales: Crown House Publishing  Parkin, M. (2010), Tales for Coaching: Using Stories and Metaphors with Individuals and Small Groups, London: Kogan Page Ltd  Vizard, D.(2009), Meeting the Needs: Disaffected Students: Engaging Students with Social, Emotional and Behavioural Difficulties, London: Continuum International Publishing
  • 25. References               Bandler, R. (1985), Using Your Brain - for a CHANGE, (eds: Andreas, S. and Andreas, C.) Utah, USA: Real People Press Bandler, R., (2008), Get the Life You Want, London: Harper Element Butler-Bowden, T.,(2007), 50 Psychology Classics: Who We Are, How We Think, What We Do; Insight and Inspiration from 50 Key Books, Yarmouth, USA: Nicholas Brealey Publishing Churches, R. and Terry, R. (2007), NLP for Teachers: How to Become a Highly Effective Teacher, Carmarthen, Wales: Crown House Publishing Ltd Churches, T., and Terry, R., (2008), Hypnotise Your Class, TES Magazine, The Times Educational Supplement 4770:T26, London: TSL Education Ltd, [online] Available from http://search.proquest.com.libaccess.hud.ac.uk/docview/209503593? [accessed 01/04/2012] Craft, A., (2001), Neuro-Linguistic Programming and Learning Theory, Curriculum Journal, 12:1, 125-136, [online] Available from http://dx.doi.org/10.1080/09585170122455 [accessed 01/04/2012] Elston, T., and Spohrer, K., (2009), Using NLP to Enhance Behaviour and Learning, Continuum International Publishing: London, [online] Available from http://site.ebrary.com/lib/uoh/Doc?id=10427143&ppg=98 [accessed 10/04/2012] Ginnis, P. (2002), The Teacher’s Toolkit, Carmarthen, Wales: Crown House Publishing Ltd Millrood, R., (2004), The Role of NLP in Teachers’ Classroom Discourse, ELT Journal, 58/1, Oxford University Press, [online] Available from http://library.hud.ac.uk/s/7PPNJ [accessed 10/04/2012] O’Connor, J., and Seymour, J., (1990), Introducing NLP, London: Harper Element Parkin, M. (2010), Tales for Coaching: Using Stories and Metaphors with Individuals and Small Groups, London: Kogan Page Ltd Tosey, P., and Mathison, J., (2010), Neuro-Linguistic Programming as an Innovation in Education and Teaching, Innovations in Education and Teaching International, 47 (3), 317-326, [online] Available from http://dx.doi.org/10.1080/14703297.2010.498183 [accessed 01/04/2012] Vizard, D.,(2009), Meeting the Needs: Disaffected Students: Engaging Students with Social, Emotional and Behavioural Difficulties, London: Continuum International Publishing Vizard, D., (2012) TES North Road Show, Seminars: Using NLP in the Classroom; Don’t Stand So Close to Me, Manchester Central, Manchester on /04/2012

Editor's Notes

  1. Links to Richard Bandler you tube clip.
  2. Neuro: In our present state, 7 million bits of information aretaken in per second, our conscious mind can only take in plus or minus 7 bits of information. As a result we use our senses as we store our experiences. The unconscious mind stores our memories, beliefs, and experiences. Our internal representation can be different from reality. We might distort, delete and generalise. Linguistic: Our language reflects how we filter our experiences and our internal representations of those experiences determine how we think. The way we use language can help or hinder us. Programming: We can change the way we think, feel and behave by changing our internal language and representations of how we interpret our thoughts and experiences.
  3. I became interested in NLP whilst undertaking my degree over 12 years ago. At this time, NLP was viewed largely in a negative light. Today, NLP is applied in education and there is a range of supporting literature. I wanted to learn more about it and apply it in a classroom context.
  4. Erickson was an expert at putting his clients into trance and using vague suggestions to do so; as you sit comfortably on your chair you may begin to wonder what you will learn from this seminar…. Erikson was an expert storyteller and used metaphorical stories about his own experiences so that his clients unconscious mind would ‘search’ for solutions. Perls trained as a Freudian psychologist and became interested in gestalt therapy when he moved to Germany. He was an expert at bringing clients issues to the surface using innovative techniques…Jesus. Other authors…Robbins, Covey,
  5. Ask: What does this image mean to you?A central theme of NLP is that ‘the map is not the territory’. We all have our own maps of the world and reality. The map is your internal representation of an external events and experiences. An external event happens, we then filter that experience using our senses, and we then have an internal representation of the experience. During this process, distortions, deletions and generalisations can occur and these are dependent upon our internal representation of previous experiences and can affect beliefs, attitudes, decisions etc. Our rep system is identified in our language. In NLP if you change the map, you can change the behaviour, belief, memory, etc.
  6. Imagine a student says to you “I don’t see your point”, what would be a good response? “let me show you”Imagine a student says “I don’t like the sound of that” what would be a good response? “I hear what you’re saying, let me explain it differently”
  7. 7% verbal = conscious mind and 93% unconscious
  8. Pavlov