1. David Wise Neuro Linguistic Programming Additional

2. David Wise Attitudes(plural) In NLP we recognise that attitude is not a set thing. We can change attitudes and often do, randomly and frequently. Activity: Sequence through your changes in attitude between getting up this morning and reaching where you are now. NLP is concerned with how to knowingly develop attitudes that can be useful to us. Attitudes (small) - beliefs (bigger) - values (even bigger) Just as attitudes can be changed, so can beliefs.

3. David Wise Attitudes and Beliefs A useful belief when we wake up in the morning is that other people want to do their best, rather than other people want to ruin my day. Question: How might this improve your day? If you believe a group of learners are determined to wind you up – they will. It can become a self-fulfilling prophecy. Differences in attitudes and beliefs impact on communication and lead us to process and organise information differently. Others (such as our learners) may process our communication in a different way to the way we intended.

4. David Wise Neuro Linguistic Programming Neuro Anything going on in your brain must have got there through one or more of the five senses. That’s how we experience the world. Then we process it. That’s the neurology

5. David Wise Neuro Linguistic Programming Linguistic If we were (re)naming NLP today, the L for Linguistic would probably be replaced by a C for Communication. Activity: Consider this … Question: Is this ability to generalise always helpful?

6. David Wise Is the ability to generalise always helpful?

7. David Wise Neuro Linguistic Programming Programming You take your Neurology and your Communication and efficiently target desired goals.

8. David Wise Richard Bandler “Before teaching, before learning, before knowing, begin with something more. Teaching and learning and knowing must mean more than recapitulation. To teach, install good learning strategies. To make that worth having, do more. You can install in people something much stronger. Call it hope.” - How do we feel about this, as teachers? - What are we teaching learners? - How much of what we learnt at school do we use today?

9. David Wise Activity In small groups consider the presuppositions of NLP in relation to your own teaching. Which ones fit easily? Which ones would you modify? Are there any you would reject?

10. David Wise Managing Yourself The meaning of the communication is the response that you get You go first Gives you the responsibility for the result Be the way you want others to be Find the right state We all communicate all the time We cannot not communicate Use positive language Send people in the right direction

11. David Wise Eye Accessing Cues Visual Constructed Seeing images of things never seen before, or seeing things differently than they were seen before. “What will you look like at 90?” Auditory Constructed Hearing sounds not heard before. “What would your name sound like backwards?” Kinesthetic Feeling emotions, tactile sensations (sense of touch or feelings of muscle movement). “Is your nose cold now?” Visual Remembered Seeing images of things seen before, in the same way that they were seen before. “What does your coat look like?” Auditory Remembered Remembering sounds heard before. “What does your alarm clock sound like?” Auditory Digital Talking to oneself. Recite a nursery rhyme to yourself.

12. David Wise Representational System Predicates These are the process words (verbs, adverbs, adjectives), which people use in their communication to represent their experience internally, either through visual, auditory, kinesthetic. They may be sensory based (VAKOG) or unspecified. For more examples …visual auditory kinesthetic olfactory gustatory unspecified building rapport

13. David Wise Visual glance illustrate dream conspicuous show inspect scope outlook vision focus

14. David Wise Auditory state utter listen silence discuss tell voice interview talk divulge

15. David Wise Kinesthetic foundation shift structured build muddled lukewarm hold touch firm shallow

16. David Wise Olfactory smell essence whiff sweet rotten fragrance aroma pungent dank stink

17. David Wise Gustatory bitter bland delicious sharp tasty spicy tangy salty burnt sweet

18. David Wise Unspecified activate advise consider decide deliberate function manage organise understand admonish

19. David Wise Building Rapport Techniques include: Whole body matching Body part matching Half body matching Breathing Gestures Facial expressions

20. David Wise Observing Teaching/Learning Styles You could utilise some of this knowledge to conduct a targeted form of lesson observation. When we teach using the students’ sense of SEEING, HEARING, MOVEMENT and TOUCH, the class, as a whole, receives information in one or several channels. This multi-sensory approach also reinforces the use of their less developed senses. As an observer, you could tabulate how often students are engaged in SEEING, HEARING, MOVING and TOUCHING. Read the attached sheet for more information.

21. David Wise Deletion (The Meta Model) Simple deletion – missing information e.g. “I feel alone”“I am upset” Comparative deletion – missing standard of evaluation e.g. “He is the most intelligent person on the team” Lack of referential index – unidentified pronoun e.g. “No one cares any more” Unspecified verb – verbs that delete when/where/how e.g. “I want to learn”

22. David Wise Distortion (The Meta Model) Nominalisation – a verb made into a noun e.g. “His behaviour is unacceptable” Cause and effect – X causes Y e.g. “You make me angry” Mind reading – assuming you know what another thinks e.g. “I know what is best for him” Complex equivalence – X equals Y e.g. “You know the answer so you are clever” Lost performative – values or opinions e.g. “That’s perfect”“Today is rubbish”

23. David Wise Generalisation (The Meta Model) Universal quantifiers – preclude exceptions or choices e.g. “Everyone knows this is hard” Modal operators of possibility or necessity e.g. “You must do this”“You can do that” Presuppositions – information implied in the sentence e.g. “Which of the reports will you do first”

24. David Wise The Meta Model in action How would you challenge these comments? “Everybody thinks I’m rubbish” “You make me angry” “I need help” “I am always wrong” “I can’t do it” “People are learners” Now think of some statements that you or your learners make and challenge them using the Meta Model.

25. David Wise The Milton Model Embedded command/suggestion As you think about your career you can begin to feel good and look forward a brighter future. Analog marking Embedded commands usually make more impact at the unconscious level when simultaneously delivered with some form of analog marking. Marking an Embedded Command analogically is accomplished by attaching some non-verbal aspect of your external behaviour, for example, a change in voice tone and/or tempo, raising or lowering the volume of your voice, a discrete visual gesture, etc.

26. David Wise The Milton Model Embedded questions I was wondering whether you have decided to enjoy the course more fully now. Quotes By quoting a source or telling a story, the listener may often respond to (associate with) the message that you want to deliver, e.g. “I was talking to another student yesterday and she said how easy it is to feel good when you decide to.” Use of negation A particular directive can be embedded with a larger sentence structure that contains a negation, e.g. “Don’t think of creative ways to use your new awareness.” Since there is no negation at the unconscious level of processing information, you have to first think of creative ways in order to understand the sentence.

27. David Wise Representational Systems revisited The Primary Experience (continued) People have a tremendous wealth and richness of sensory information available to them in all systems at any given moment. Sensory imnput is filtered in various wayas by the central nervous system, thereby allowing a limited amount of sensory information into conscious awareness at any one time. This filtering mechanism screens perceptual input via a set of sysyematic opeartions: DELETION, DISTORTION and GENERALISATION, which are referred to as Universal Modeling Processes. Without these neurological filters, people would be overwhelmed by a constant deluge of irrelevant information. Many people have a highly valued Representational System ands when using that system, will easily derive meaning for themselves. When a skilled communicator uses that person’s highly valued Represenattional System, they will better enable the listener to listen (or see, as the case may be) and transderivational search will be easily facilitated. Understanding that there are three distinct processes: input, processing and output channels also enables the skilled communicator (teacher) to understand how a person may ‘listen’ and want to talk about something, then ‘picture it inside’ their head, then grasp an object as strategy (perhaps) for how they relate to the world.

28. David Wise Ways to change beliefs include: Reframe their past failures as mistakes rather than a statement about their ability, e.g. they simply have not learned some of the skills that other people have and its not their fault – nobody taught them Give them a demonstration of new skills such as spelling a word from right to left As they perform new skills tell them ‘now you are learning new skills you can learn easily’ Treat them as if they were different already and continue to reinforce the new belief that they can learn

29. David Wise Anchoring Most of you have had the experience in relation to communication of reaching a level of rapport with a learner that was a positive resource for both of you. If the flow of discussion later becomes more difficult, anchoring allows you to re-access the original good resource state. An anchor is any representation which triggers another representation, e.g. a smile of welcome triggers good feelings internally. Any portion of an experience can trigger the representation in all other systems. Anchors do not need to be conditioned over a long period of time. The internal response to an anchor id just as valid as the external response. The more intense the experience the stronger the response will be when the anchor is reintroduced later. (Phobias are examples of anchors). Anchors can be created in any representational system.

30. David Wise Bibliography/Suggested Reading List