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EXCELLENCE THROUGH NLP IN ACADEMICS Dr. Dheeraj Mehrotra NLP Practitioner, Author & National Awardee.

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Presentation on theme: "EXCELLENCE THROUGH NLP IN ACADEMICS Dr. Dheeraj Mehrotra NLP Practitioner, Author & National Awardee."— Presentation transcript:

1 EXCELLENCE THROUGH NLP IN ACADEMICS Dr. Dheeraj Mehrotra NLP Practitioner, Author & National Awardee

2 Neuro-linguistic programming, NLP for short, is the proto- (some would say pseudo-) science from where we obtained the notion of learning styles currently doing nothing whatsoever to enhance the educational success of school students nationwide.

3 NLP is a new Attitute.


5 Originated by a Californian, NLP's influence is spreading: it has crept stealthily into the business arena, and is being given increasing credence in our schools.

6 NLP: Origin NLP in Education* is a model of communication that was originally founded by Richard Bandler and John Grinder. In the 1970’s the two men became curious as to how some highly successful therapists were able to consistently achieve that success. They wanted to find out HOW they where achieving their successes rather than WHY they were doing what they did.

7 NLP: Origin The team of NLP researchers spent time deconstructing how people such as Virginia Satir, Milton Erikson and Fritz Perls achieved their consistent success with their clients.

8 NLP: Models After studying extraordinary people, Richard Bandler and John Grinder created the following models: Meta Model Milton Model Modeling Excellence

9 NLP Meta Models It showcases the process of carefully questioning the distortions that occur in natural language with the intent of helping someone develop new choice in thinking and behavior. It consists of 3 categories: Deletion Generalization Distortion

10 NLP: Meta Model- Deletion We have some aspects because we do not have the words to express them, or because we think them less important and yet others because we just did not notice them at the time. Example: Mistakes were made. Who made the mistake?

11 NLP: Meta Model- Generalization We generalize when we take an example to represent a whole group. For example: we see how our parents treat each other and take that as the model of how men and women live together. Generalization is the basis of learning, our beliefs are generalization.

12 NLP: Meta Model- Distortion Distortion is how we change our experience. Distortion like deletion neither good nor bad. It depends on what and how you distort. It can make you unhappy and paranoid. It is also the basis for creativity, artistic talents.

13 NLP: Meta Model- Distortion Blamers: He makes me furuious Presupposition: It refers to an assumption whereby the truth is taken for granted. Eg. I know why you did that.

14 NLP: Origin What they identified was: The words they used What questions they asked Changes in voice tone Changes is body posture and physiology What they listened out for when taking to someone How they structured their language

15 Neuro Linguistic Programming Neuro : The nerve communication network in the human body. Linguistic: The language you use to speak to yourself or others. Programming: The operating instructions that create an outcome.

16 Neuro Linguistic Programming

17 Change Agent! NLP is known as a psychological vehicle for change. It is primarily taught as a set of assumptions that are implemented in a one-on-one setting. The change occurs as the person alters their inner makeup (e.g., identity, core beliefs, perceptions).

18 How to succeed with NLP- Going from Good to Great at work Increase your confidence Improve your influencing skills Create a rapport with others Be more effective in your communication Understand the use of body language Handle conflict situations Dispel anxiety Trust your intuition

19 NLP promises that if you use its techniques, you will be able to build instantaneous rapport with others. In doing so, you will, of course, become ever more successful in social situations and, consequently, will be able to exert influence on those around you.

20 Aside from the technique NLPers call "pace and lead", in which you inhabit the body language of an upset child to bring them out of it and cheer them up, there is little here that stands up to any analysis quite so well as the skin of a rice pudding stands up to a mildly inquisitive finger.

21 Repeating the process of HOW someone does something is known as modeling. Changing is the process of how someone does something is known as creating behaviour change.

22 NLP preaches visualization, the technique you hear of athletes using: they imagine crossing the line, exultant in victory, so many times and in such refulgent detail that they, through some stroke of magic, cause the victory to happen.

23 Teachers about to enter the crucible of an unruly class should create an internal movie of a lesson in which they feel all- powerful. Through a process of near-religious transformation, they will suddenly be able to control the most stubbornly difficult of broods.

24 The authors of Neuro-linguistic programming, suggest that not only should we put our desired outcome through a "smart" analysis, (it should be Specific, have Milestones, be As now - that is, in the present tense - have Results and be Time-based); but we should also ensure it is "pure" (Positive, Under our control, the Right size and Ecological).

25 As for mirroring people's body language to create rapport with them: isn't that a bit sneaky? If you want to build relationships, being honest seems a good place to start. Playing a one-sided game during a two-way conversation is hardly a sound basis for trust.

26 The one educational arena that teachers have found assistance from NLP has been in the identification of students’ learning styles.

27 NLP categorises the ways we process sensory information into ‘representational systems’; most people display a preference for one system, but an ability to utilise all of them is likely to achieve the best results.

28 The representational systems are similar to the main learning styles put forward by the theory of multiple intelligences: visual, where the learner responds best to demonstrations, charts and other visual stimuli;auditory where a verbal explanation is preferred and kinesthetic where the student learns best from hands-on experience.


30 Let’s look at a couple of examples of NLP techniques which some teachers are now implementing to great advantage:

31 Perceptual Positioning Sometimes teachers need to ask their students to look at something from an entirely different point of view than the one they would naturally adopt. Perceptual positioning is an approach which can facilitate this. For example, the teacher might conduct an exercise involving three students of differing opinions where they set up three chairs, each of which is tagged with a ‘position’, and ask students to move from one chair to another in order to adopt a different view.

32 Presupposition Presupposition deals with unspoken meanings in dialogues. For example a teacher offers the class a choice, “Would you like to draw the diagram now or complete the questions first?” The message that both must be completed is unspoken but nonetheless clear. Allowing students this element of choice means they’re more likely to focus on their decision about which to complete first rather than challenging the teacher’s instructions.

33 Positive Attitude As teachers we have all the resources we need to succeed. All we have to do is to know how to use our skills. Businesses succeed because of the innate belief that people can do what they say they are going to do. Utter self-belief, een when it would seem to be flying in the face of facts, will always win the day.

34 Starting off with positive intent! One needs to use every ounce of his skills to produce a high quality piece of work. Using the NLP techniques to develop a more positive outlook will mean that we are enabling choice in our life, creating the life that we want rather than coping with the life that we have ended up with.

35 Pura Vida (It’s a great life’) In Costa Rica when people meet each other they say, ‘Que tal?’, meaning ‘How are you?’ The standard and automatic response is ‘Pura Vida’, meaning ‘It’s a great life?’ People who have a natural belief that it is Pura Vida are those who will find what they expect. Gareth James, Director of People Plus, said: “Always be positive- even when saying negative things! – it takes 10 ‘can do’s to recover from 1 ‘can’t do’ – negativity drains others of energy and de-motivates them to work with you.”

36 NLP is now being adopted by some universities as part of their curriculum, a sure sign of the wider acceptance it now enjoys. Could it be at the forefront of a revolution in the classroom?

37 The magic of positive language Begin every conversation and every piece of communication with the assumption that you will succeed and that you will get what you are looking for.

38 Improving learning & memory for your students Step 1: Help your students to have a goal or a purpose for remembering what they are learning

39 Improving learning & memory for your students Step 2: Consciously decide to put what they learn into long term memory -> to set a ‘program’ in their unconscious mind.

40 Improving learning & memory for your students Step 3: To store what they have learned according to their preferred system.

41 Improving learning & memory for your students Step 4: Keep a memory active by retrieving it and using it.

42 Developing a Rapport Matching - doing exactly the same as the person you are talking to. That means you match their right with your right and their left with your left.

43 Developing a Rapport Mirroring - acting as though you are looking at a mirror image so their left will be your right and their right will be your left.

44 Developing a Rapport Posture - Stand in the same way and hold your head in the same way.

45 Developing a Rapport Hand Movements - Watch how they move their hands when they talk and do the same, initaitlly smaller versions of what they do and gradually increasing to the same level of expansiveness.

46 Developing a Rapport Facial Expressions- Watch for how much they want to maintain eye contact and make sure you stay in the same levels. Notice how often they blink and do the same.

47 Developing a Rapport Breathing- Notice the kind of breating they do, whether it is light, shallow, deep, fast and slow and breathe in the same way.

48 Developing a Rapport Speech- Match the speech so that your voice shares the same tone, speed, timbre and volume. Look out for how people end their sentences and finish off in the same way that they do.

49 Developing a Rapport Words- Look for whether they are using auditory vocabulary, kinesthetic.

50 Developing a Rapport Keywords- If they favor a certain word pattern or exclamation, introduce them all into your language too.

51 Using Anchors: To create a positive state. An anchor is a stimulus that triggers in you or others and it can come from any one of the five senses- sight, sound, touch, smell and taste.

52 More with Anchors These anchors are physical, auditory and sensory and are individual to you and your life.

53 More with Anchors Music Tastes and Smells Convince yourself and convince others

54 NLP is not a thing ! It is a methodology that consists of a range of different techniques. People become skillful in the use of NLP techniques through being taught well. Using NLP techniques helps people create more choices in their life and in the life of others.

55 Thanks ! Leaning matters !

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