Presentation on theme: "Objectives Analyse the nature and working of subjective experience Evaluate the impact of personal maps on human perception and behaviour Analyse the experience."— Presentation transcript:
Objectives Analyse the nature and working of subjective experience Evaluate the impact of personal maps on human perception and behaviour Analyse the experience of reframing and how to influence it Use communication skills to build rapport and reduce limiting beliefs Explore ways to use NLP techniques in a range of educational contexts
My Personal View Making the simple complicated is commonplace; making the complicated simple, awesomely simple, that's creativity. Charles Mingus When the confusions and complexities of life experiences are examined, sorted and untangled, what remains is a set of behavioural elements and rules that arent too difficult to understand at all. (Dilts, 1980, p.5)
Education is a Creature of Fashion Traditional (3 RRRs) - Progressive Education - Back to Basics (Traditional) PBL - no longer Sage on the Stage but Guide on the Side (Constructivism)
So, we must be able to see the Wood from the Trees
What do you already know about NLP?
Creative teachers can create moments of inspired learning – thats what can turn students on to learning A potent teacher will skilfully and gracefully create conditions and stage activities that inspire students to have a sustained and meaningful encounter with a subject … (Intrator, 2003, p.7)
Activity Have you ever experienced a moment of inspired learning as a student/learner? What did the teacher do that brought this about for you? How did he/she do this? gracefully create conditions and stage activities… What essential questions does this raise for you?
Its in The Experience As human being we are stuck in a process of Continuous Experience – even when sleeping When we have choice – we seek experiences that are pleasurable, pain reducing and novel – because they satisfy our needs
What is NLP?
What is NLP?: Bandler
What is NLP? NLP …the study of the components of perception and behaviour which makes our experience possible (Dilts, 1980, p.1) NLP is the study of excellence, and modelling is the process used to specifically identify and code excellence so that others can also achieve it (Adler, 1996, p.155) NLP is a set of principles, models and tools for learning, communication and change Molden, 2001, p.1)
Neuro-Linguistic Programming NeuroLinguisticProgramming Refers to our thinking, or perception and the nervous system which forms the basis of any behaviour. Specifically, it refers to the neurological processes of sensing – seeing, hearing, feeling, tasting and smelling Refers to the language patterns which affect our understanding and upon which communication (verbal and non-verbal) is based. Refers to the way we organise and programme our thoughts, including feelings and beliefs, to bring about desired changes in behaviour and outcomes – much as we programme a computer for specific tasks with appropriate software
Model telling a story well
Naturally occurring internal chaos Its really important to understand that most people are very chaotically organised on the inside (Bandler & Grinder, 1990, p.71) We contain multiple personalities living in uneasy alliance under the same skin (OConnor & Seymour, 1995, p.13) The mind is a complex system composed of many interacting parts or mental modules – the really important point is that: Behaviour…comes from an internal struggle among mental modules with differing agendas and goals (Pinker, 2002, p.40)
Beliefs and Perception Beliefs act as major neurological filters that determine how we perceive external reality. In this way they provide the inner maps we use to make sense of the world around us. When we believe something, we act as though it is true. Beliefs also influence how we feel about things – our psychological state Senses Inner Map Beliefs We forget that beliefs are no more than perceptions, usually with a limited sell by date, yet we act as though they were concrete realities (Adler, 1996)
The Map is not the Territory (a) We do not know reality except through our senses which are limited (c) Our response to the world is based on our internal maps not on external reality (b) We build maps of reality through information originating from: *sensory input from the environment *the recollection of past experiences *fancied constructions of reality (d) Peoples maps are different depending on their genetic make up, societies culture and personal histories (e) Our maps determine: *how we interpret, and react to, the world *the meaning we give to our experience (f) It is largely our maps of the world, rather than the world itself, that limits us Implications If we enrich our maps, we have more choices in managing the same reality Knowing other peoples maps is useful to communicate with them effectively
The Magic of Maps The richer our map, the more accurate, adequate, and useful our menu, the more choices. The more impoverished our model, the fewer choices. The richer and fuller our linguistic map, the richer our mind Maps induce states, and states govern perception and behaviour (L. Michael Hall, 2001, p )
What can we do with NLP thats really useful?
1. Productively influence students by creating conflict between their existing beliefs and the present experience
Magic Eggs - Story Mum, Mum, you dont have to buy eggs anymore coz Im laying them
Cognitive Dissonance Existing Beliefs New experience, which creates a perception that… Im laying eggs Chickens lay eggs I am not a chicken Cognitive Dissonance
Existing Beliefs New experience, which creates a perception that… Feels ok to me Teachers are boring I dont like chemistry Cognitive Dissonance
Reframing How your perceive something makes all the difference, and you are free to see things from any perspective you wish (Adler, 1996, p.145) In NLP reframing refers to putting things in different contexts (frames or reference), thus giving them different meanings. Reframing is the essence of creative thinking To shift to a different frame will typically reframe ones perspective and therefore, ones meaning. And when we do this, our very world changes, which changes the sensory experience, hence how we feel
Reframing students - how it works Constructing Productive Subjective Experience Change in beliefs & psychological state Reframing Students decide to participate in the classroom experience Engagement Effective learning Perception of meaning
2. Build Rapport and influence people …in our experiences of co-facilitation over several years, we were initially surprised but ultimately delighted to find that there appears to be a number of generic principles and practices that facilitate rapport and effective learning irrespective of cultural and ethnic contexts (Sale & Mukerji, 2005, p. 1) Rapport is the ultimate tool for getting results with other people (Robbins, 2001, Unlimited Power, p.231)..it is teachers using particular teaching methods, teachers with high expectations for all students, and teachers who have created positive student-teacher relationships that are more likely to have the above average effects on student achievement (Hattie, 2009, p.126)
Activity 1.Think of people in your life with whom you have great rapport – Family members, friends, whoever 2.Think of people with whom you have very little rapport; people whose attempts to communicate with you leave you confused, annoyed, frustrated or simply indifferent. 3.Now compare and contrast the two – what are the differences and what is significance about these differences?
What is Rapport? Rapport is the good feeling you get when you are in the company of someone you like. It is bonding at an unconscious level. Rapport is long lasting, elegant respectful, and acknowledging in nature. Rapport connects emotional centres together and creates enjoyable bonds between people. Rapport is the intelligent approach to influencing, regardless of positional power, whereas power and authority are defaults for people in positions of power who have poor interpersonal skills and little flexibility Molden, 2001, p.72
Activity Think of 2 people you know who seem to be able to get good rapport with most people. Try to identify: What do they do that makes them so effective? In what different ways do they do it? How do they do it – what resources & strategies do they use?
The meaning of your communication is the response you get (Bandler & Grinder, 1990, p.61) It is our behaviour that directly connects to results, even though our thinking may be responsible for generating the behaviour (Molden, 2001, p.59)
Sensory Acuity Sensory Acuity refers to the ability to notice, to monitor, and to make sense of the external cues from other people. We do this through evaluating the result of any behaviour. Skill in recognising patterns in body language and voice characteristics helps to understand others, states of mind. It is then possible to work at putting them into more productive states When communicating with others, this means noticing the small but crucial signals that let you know how they are responding Learning to perceive the difference makes the difference
The Power of Questions Questions are the primary way we learn virtually everything Thinking itself is nothing but the process of asking and answering questions Questions immediately change what we focus on and, therefore, how we feel (Anthony Robbins, 2001, pp.179-8)
NLP emphasizes the Power of Language You did a good job at (X), but I think you could improve (X) by doing (Y), and your Z will be great – well done! You did a good job at (X), and I think you could improve (X) by doing (Y), and your Z will be great – well done! Read the two versions below and identify what different meanings are communicated. How might this lead to different patterns of rapport?
Language and Creativity Ellen Langer at Harvard University has shown how a teachers choice of language makes a big difference to students creativity. She taught two groups the same idea about how cities grow, except for one group she said This is how it happens, while the other group she told This could be how it happens. The groups learnt the information equally fast, but when they were asked to use the information in a new way, the could be group easily outperformed the is group.
Identity and Sensory Acuity In an experiment conduct by Ellen Langer at Harvard, subjects were invited to become air force pilots for an afternoon. They were dressed appropriately and given the chance to pilot a plane on a simulator. Their eyes were tested before the experiment. During the simulation, they were presented with markings on the wings of other planes that were letters from an equivalent eye chart to the one they were tested on earlier. It was found that the vision of nearly half of the pilots had improved significantly. By changing the conception of self, there may be corresponding changes in sensory acuity – perhaps both for positive and negative identities E. Langer, 1991, Mindfulness: Choice and Control in Everyday Life. London: Harvill
Representational Systems We use our senses outwardly to perceive the world, and inwardly to re-present experience to ourselves. In NLP the ways we take in, store and code information in our minds – seeing, hearing, feeling, tasting and smelling – are known as representational systems One skill shared by outstanding performers in any field is to be able to move easily through all the representational systems and use the most appropriate one for the task in hand.
Predicates that reveal Representational Systems Visual PredicatesAuditory PredicatesKinesthetic Predicates Imagine Focus Look at Point out Seeing it Show it Blind to In a flash An eyeful Bright as day Dark as night Drawing a blank Talk through Tune in Listen to Rings a bell Explains it Deaf to Crashing down Hear me out A little voice Lowering the tone Harmony Hold on Put finger on Strikes me Get a grip of Close fisted Tingling No stomach for it Hanging on In touch with A handful Touched me
NLP has developed techniques and models to observe and describe peoples thinking abilities in order to establish how their brains (neuro) function by analysing language (linguistic patterns/forms/ expressions non-verbal communications /behaviours the result of this analysis model excellent abilities transfer these abilities allows one to and Effective thinking strategies can be modelled and utilized by any individual who wishes to do so (Dilts, 1990, P.193)
3. Model highly effective performers and derive the underlying Syntax of the performance Gain attention quickly when desired Build good rapport Imbue positive beliefs and psychological states Make learning relevant and meaningful Results of Highly Effective Teachers
Importance of these Results Its biologically impossible to learn anything that youre not paying attention to; the attentional mechanism drives the whole learning and memory process (Robert Sylwester, 1998) Rapport is the ultimate tool for producing results with other people (Anthony Robbins, 2001) If you think you can or think you cant, youre right (Henry Ford) The difference between acting badly or brilliantly is not based on your ability, but on the state of your mind… (Anthony Robbins, 2001) The more we make school learning like real life, the more the brain, with its rich capabilities, will sort it out (Eric Jensen, 1997)
How Creative Teachers get these Results - (SHAPE) Stories told to provide context, understanding and emotional anchors Humour used to achieve rapport and provide novelty Activities provided to integrate, apply and consolidate learning Presentation style employed (e.g., words, tone, body language – as well as observation and listening) to provide clarity, meaning and influence student attention, beliefs and psychological states Examples used to illustrate facts, concepts, principles, procedures … and use these Resources Creatively
The Power of SHAPE We understand everything in human life through stories (Jean-Paul Sartre) Humour is by far the most significant behaviour of the brain (Edward De Bono) Learning activities are the best and most productive way to learn (Lambert and Coombs) The meaning of your communication is the response that you get (Bandler & Grinder) A fine example nurtures learners, enhancing their concentration and effort (Wlodkowski)
Metaphor for Creative Teaching H P A S E CREATIVE TEACHING COMPETENCE CORE PRINCIPLES OF LEARNING
Want to know more about NLP The following books are informative and reader friendly (those with * are very good): 1.Adler, H. (1996) NLP for Managers. Judy Piatkus: London. 2.Bandler, R & Grinder, J. (1990) Frogs into Princes: the introduction to Neuro- Linguistic Programming. Eden Grove Editions: Middlesex. 3.Bodenhamer, B. G. & Hall, L. M. (1999) The Users Manual for the Brain. Crown House Publishing: Carmarthen, Wales. 4.Dilts, R. et al. (1980) Neurolinguistic programming Vol. 1: The Study of the Structure of Subjective Experience. Meta Publications: California. 5.* Molden, D. (2001) NLP Business Masterclass. Pearson Education Ltd: London. 6.* OConnor, J. & Seymour, J. (1995) Introducing Neuro-Linguistic Programming. Thorsons: San Francisco Visit dennissale.com if you are interested in creative teaching