1. Neuro-linguistic programming (NLP™) – Innovative strategies for teacher excellence

2. Why NLP™?
I have practiced Neuro-Linguistic Programming (NLP) and Hypnosis since 1982 in a variety of settings:
Residential substance abuse treatment – year-old populations
Out-patient methadone clinic, 1:1 and systemic-family therapy
In-patient psychiatric care – year old populations
Out-patient hypnosis for weight loss, smoking cessation – adult population
Management, customer service, sales, training and hiring high performance teams
Developed a NLP/Ericksonian Languaging program specific tor profit center managers & service staff
Professional speaking, training & personal development coaching –
As a Pre-K teacher & 1:1 with children with autism

3. I know this works… do others?
So…I asked myself:
“Are the amazing results I witness in my classrooms impacted by my use of hypnotic language and Neuro-Linguistic Programming (NLP)?”
“Is there research related to the use of hypnotic techniques or NLP in classroom settings?”
“Are there others who use these techniques in classroom environments? With a 3-6 year-old population?”

4. Opportunity presented itself Motivated by a masters program assignment my project began with 3 research questions:
1. How are Ericksonian Languaging/NLP techniques used in the classroom?
2. With what success have these techniques been used?
3. What are the implications for teachers and for further research in this area?

5. Neuro-linguistic Programming (NLP™) Providing models for teaching excellence
Multiple studies show significant positive results supporting NLP™ in the classroom from preschool through adulthood!

6. What did I study? How did I study it?
Hypothesis:
Using NLP techniques in a Pre-k classroom facilitates classroom management, parent-teacher relationships and enhances learning in the areas of social—emotional development, language, and literacy. (my original title)
METHODS:
Sources of Data (R4):
Literature review (11 Studies)
Interviews (2)
Personal Experience
What did I study? How did I study it?

7. Brief Background: Neuro-linguistic programming (NLP)
NLP was developed through observations of three effective therapists in the early 1970’s: Fritz Perls (Gestalt Therapy), Virginia Satir (Family Therapist) and Milton H. Erickson M.D. (Famous hypnotherapist).
NLP is a set of strategies and techniques of communication excellence, learning and neuro-linguistic-behavioral change that have been proven effective in: marketing, advertising, sales, management, therapy, public speaking & more!
Brief Background: Neuro-linguistic programming (NLP)

8. Most of the data I collected was through literature review
Most of the data I collected was through literature review. A thorough review of 40 resources provided 11 studies that were most related to the research questions.
Two expert interviews were used. These experts teach NLP as a methodology and strategy with students in the classroom.
Expanded version of this research available Write:

9. The Data How are Ericksonian Languaging /
NLP™ techniques used in the classroom?

10. Other NLP included: Modeling (4) Eye-accessing cues (3)
Positive framing (2)
Metaphor (2)
Strategies (5) (nested loops, spelling, learning to learn)

11. Examples of the Detail related to each NLP technique
Observational cues, pacing – leading, representational systems, eye-accessing cues, voice tone-tempo-pitch
Visual – place of body, position of hands/head, posture.
Auditory – Words/sequences of words, tone of voice, music,
Kinesthetic – touch, body positions
Deletions (simple deletions, unspecified referential index, unspecified verb, comparison, judgement) Distortions (complex equivalents, mind reading, nominalization, cause-effect, presuppositions) and Generalizations (universals, modal operators of necessity and modal operators of possibility
Observational Cues, creating and enhancing emotional states, building anticipation, curiosity, interest and motivation
State Creation & Enhancement
Hypnotic Language
Rapport
Anchoring
Examples of the Detail related to each NLP technique
Each of the NLP techniques listed has many other aspects that are too detailed to include in this study and are part of typical NLP practitioner and NLP teacher training.

12. The Data With what success have Ericksonian languaging /
NLP techniques been used in the classroom?

13. Study by topic 11 Studies used With significant positive results in every study!
English language learning (4)
Math (3)
Behavior management (2)
Reading (1)
Special Needs (1)

14. Study by Research design With significant positive results in every study!
Experimental (3)
Quasi-Experimental (2)
Case Study (2)
Qualitative-(development of content) (1)
Action Research (2)
Case Narrative (testimonial) (1)

15. Expert Interview questions related to this study
3. What is the breadth and depth of NLP training available for teachers in the U.K.?
4. Are you familiar with any current or past work or research with NLP in the classroom with children ages 3-6?
5. Are you aware of other NLP for teachers in other places other than the U.K.?
6. What are the top 5 (or so) techniques that recommend for teachers?
Expert Interview questions related to this study
These are the interview questions that most informed this project.
Other interview questions were focused on their business development, business strategies and how they gained audiences and entrance into school districts.

16. Top techniques taught by NLP teacher trainers
Gemma Baily:
Anchoring
State generation & enhancement,
Representational systems
Eye-accessing cues
Rapport.
Kate Benson:
Spatial anchors
Pacing & leading
Creating and enhancing emotional states
Milton Model/meta-model Languaging patterns **yet**)
Majority of time planning process of learning – minority of time spent on content,
Top techniques taught by NLP teacher trainers

17. Comparisons of two specific studies with the 11 study sample

18. The most comprehensive study to date:
“Neuro-Linguistic Programming and Learning: Teacher Case Studies on the Impact of NLP in Education”
(Carey, et el, 2010)

19. In: “Neuro-linguistic programming and learning: teacher case studies on the impact of NLP in education”
Carey and others (Carey, et el. 2010) found two online data bases that list 193 and 311 references to NLP in journal articles, papers and dissertations which were analyzed and assessed as part of their research process. Their literature review was extensive and discovered 30 education-related references and published academic and partially academic publications and 33 references that fit the authors research criteria. The authors found that most research (52 out of 57) contained findings where the author claims positive evidence in relation to using NLP with children, teachers or learners in general.
(In short , the authors completed an exhaustive comprehensive review of the literature related to NLP and NLP and learning)

20. Case Studies by teachers (n=24)
In a study by Casey and others: (Casey, et el 2010): ”The 24 teacher- led action research case-studies presented in this report demonstrate that ‘teachers’ recognize the importance of communication in effective learning and teaching, and more so, understand the potential of the application of NLP to achieve this, particularly in relation to language and learning, rapport, interpersonal skills and flexibility.”
(Included in the study were 24 teachers trained in NLP wrote how the NLP techniques they used worked.)

21. NLP Techniques used all with significant positive results!
Hypnotic Language – 15
Rapport – 4
Anchoring – 14
Well-formed outcome - 4
Eye-accessing cues – 4
Visualization – 4

22. NLP Techniques used in 11 studies
NLP Techniques used in 24 teacher case study (Casey, et el 2010)
Hypnotic Language (9) Hypnotic Language (15) Rapport (8) Rapport (4) Anchoring (5) Anchoring (14) Well-formed outcome (6) well-formed outcome (4) state creation/enhancement (6) State creation (0) Modeling (4) Modeling (0) Eye-accessing cues (3) Eye Accessing cues (4)

23. NLP in Early Childhood Education –
2nd comparative study the only study specific to using NLP in the classroom with children 3-6 years old's!
NLP in Early Childhood Education –
Empowering Children - Ruohonen, Kirsti (2013)
Master’s Thesis on Early Childhood Education, School of Education, University of Tampere, Finland

24. THE Early childhood studies’ design
In her thesis (Ruohonen, 2013), the author used the work of Casey and others (Casey, et el ) and identified the gap in the research related to NLP in early childhood education. (The same gap I discovered through my literature review)
The author then created an open-ended action research model referencing Schon (Schon, D.A. 1995)

25. NLP™ techniques used in ECE study
The NLP techniques she included to name and study include:
Calibration
Pacing and leading
Representational systems
Meta – Model / Ericksonian Languaging. (Ruohonen, 2013, p. 70)
All related specifically to rapport, relationship and trust.

26. THE findings:
The author found significant positive results with the use of NLP and classroom management, teacher – caretaker trust / relationships and changes in the behavior of children. (Ruohonen, 2013)

27. Study Findings 1: How are Ericksonian Languaging/ NLP techniques used in the classroom?

28. Study after study shows a positive correlation in classroom learning, math competency, student- teacher relationship, language learning and student satisfaction with the teachers learning and use of Neuro-Linguistic Programming (NLP™), a form of hypnotic Languaging and non-verbal behaviors.
Study after study shows significant positive impact of using NLP as an effective set of teaching tools!

29. What are the implications for teachers and for further research in this area?

30. Implications for future research
Action Research
Varied contexts Varied techniques
Experimental and control groups
Experimental Research
Pretest – posttest
Case study’s , Ethnographies and Narrative Research designs

31. Implications for teachers
Building honest, trusting relationships and becoming an anchor for optimal learning state.
Understanding the learning styles of students with increased depth and breadth.
Access to techniques specific to developmental and academic areas including: special needs, math, spelling, reading and social-emotional development.
Implications for teachers

32. Howard Gardner:-Multiple Intelligences include: Logical-Mathematical, Linguistic-Verbal, Musical, Bodily-Kinesthetic, Visual-Spatial, Interpersonal, Intrapersonal and Naturalist.
Joseph Renzulli: “Accountability for the truly educated mind should first and foremost attend to the students list of abilities.” (Renzulli, 2003 p.1)
Jane Pietro, Ph.D. …certain aspects of personality are already present or must be cultivated. (Reynolds, Christopher F. and Pietro, Jan 2005)
More implications for teachers: NLP deepens and expands the understanding learning styles and is supported by research in the arenas of multiple intelligences and giftedness.

33. “The ‘representational systems’ of NLP – that is, the way the mind processes and stores information – broadly correspond to the main learning styles identified by the theory of multiple intelligences, so the transfer of NLP to the classroom is actually quite logical. NLP gives teachers an additional tool with which to identify the learning styles of their students, and helps them to understand how the language and materials they use can influence students.”
International recognition! From BBC active Sourced 3/29/17 (bold, italics, underlining mine)

34. The words we use determine where we send our students minds
“All teachers influence their learners responses by the way we use our language.
Many teachers use NLP techniques without being aware of it.” (Shapoori, Mitra and Shayesteh, Shaaghayegh, 2011)
Stating things with positive expectation
Building trusting / safe relationships
“Many teachers (are unaware of how they) use language in a negative way.” Shapoori, Mitra and Shayesteh, Shaaghayegh, 2011)
“Don’t worry about failing” (negative command, one must imagine failing to comprehend the statement)
“We discussed it in class.” (implied presupposition that the learner should have known the answer)
The words we use determine where we send our students minds

35. Summary of findings
There are many ways NLP and Ericksonian languaging are used in the classroom with significant positive results.
There are significant research studies that support the use of NLP in classrooms as an innovative teaching strategy with multiple arenas for future research and application.
Some of the findings are generalizable due to the nature of the studies of particular findings: English language learning, math, relationship building and specific learning strategies.
Other findings require repeating the research under more experimental measures. (Case studies, action research, quasi-experimental designs)

36. Limitations of this study
This study was restricted to a literature review, two expert interviews and my own non-experimental success using NLP in Pre-K and Preschool classrooms.
This study is a report of the findings for this class project and to expand the awareness of NLP and Ericksonian languaging in classroom settings.

37. Or, if you’re a teacher, you may already use!
Here are some techniques teachers can use with their students…
Or, if you’re a teacher, you may already use!

38. You may already use some of these innovative techniques!
Many teachers intentionally use “Anchors”
How many of you have a symbol or action in your classroom to get the children’s attention?
1. Turn the lights off, hands up.
2. “Hands on top!”
3. Nap time music?
These are referred to as “anchors” in NLP terms. A NLP trained teacher will use anchors intentionally to create emotional states and focus on varied tasks including and especially their tone of voice and their very presence.
You may already use some of these innovative techniques!

39. NLP refers to this as vocal anchoring.
In working with children on the Autism Spectrum, this is referred to as “pairing”.
In other words, children (as well as adults and animals) can become conditioned to prefer you, your tone, pitch, tempo and style of speech at a subliminal level if it associated with positive or at the very least not associated with a negative emotional state.
The work of Zajonc and others provides evidence that mere exposure to stimuli facilitates attraction and preference to the stimuli given the absence of negative stimuli. (Zajonc, R.B. 2001; Zola-Morgan, Squire, Alvarez-Royo, ,and Clower 1991, LeDoux 1996 and Elliot and Dolan, 1998),
what emotional state do you create with you and your voice? Additional supportive research

40. The NLP technique: act as if… Creating visions and beliefs of success with a few simple words!

41. ______ yet!
Don’t ________-
When a child/learner talks about knowing information (content) or how to do something (process) you can agree and say:
“Yes…you don’t know yet.”
This implies time, possibility and the future orientation of knowing whatever it is in the future!
Whenever you tell a child/learner what not to do, you are offering them an internal rehearsal of the very action you ‘don’t’ want them to do.
“Don’t spill the milk.”
“Don’t think about a red balloon.”
Simple language techniques (These are the 2nd and 3rd … or… 3rd and 4th techniques you can use!)

42. Eye Accessing
Predicates
The three most common predicates used are for the visual, auditory and kinesthetic representational systems.
I “see” what you mean (visual)
I “hear” what you’re saying (auditory)
I “connect” with that (kinesthetic)
Utilizing Learning styles! (These are two techniques you can use in your classroom)

43. So why not teach teachers how to use these techniques in the classroom?

44. In the United States there is adequate funding to provide “equal” standardized testing and educational standards WITHOUT providing equal funding and resources to achieve these standards.
If one cannot provide basic provisions, it is unlikely funding and resources would be provided for training and education to enhance teacher effectiveness and student learning.
“Such equalization of educational opportunity doesn’t guarantee equal results – socioeconomic status and its effects have more to do with that – but ensuring all students have the resources provided…would go a long way to equalizing outcomes.” (Taubman, 2009, p. 155)

45. Future possibilities for NLP for teachers?
Potential funding sources for teaching teachers NLP:
Private Companies
Government Education/Teacher Grants
Private & Public school discretionary funds
College Programs :
George Williams College,
1982: 2 courses – SW/ABS – Intro & Advanced NLP
2017: SW 681– Interpersonal Neuroscience Clinical Practice
Future possibilities for NLP for teachers?

46. Let’s keep that in mind for a time…

47. Yes, that was a hypnotic technique…

48. The End

49. References Bailey, Gemma : INTERVIEW
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Bandler, Richard and Grinder John, (1975) The structure of magic. Science and Behavior Books, Palo Alto, CA
Bandler, Richard and Benson, Kate. (2016). Teaching excellence: the definitive guide to nlp for teaching and learning. Bandler Benson publications, U.K.
Binulal, K.R., (2013) Neuro linguistic programming on developing reading comprehension among higher secondary students. Paripex – Indian Journal of Research, Vol. 2, Issue 7
Bourne, Allan F., Bouch, D. Churches, R., Dennison, J., Evans, J., Fowler, J., Jeffers, A., Prior, E. and Rhodes, L. Training in influencing skills from neuro-linguistic programming (modelled from hypnosis and family therapy), in combination with innovative maths pedagogy, raises maths attainment in adult numeracy learners. Paper presented at the Third International NLP Research Conference Hertfordshire University – 6th and 7th July 2012.
Carey, John; Churches, Richard; Hutchinson, Geraldine; Jones, Jeff; and Tosey Paul. (2010) Neuro-linguistic programming and learning: teacher case studies on the impact of NLP in education. Full Report for the Center for British Teachers (CfBT)

50. References (2)
Churches, Richard and West-Burnham, John. (2008). Leading learning through relationships: the implications of Neuro-linguistic programming for personalization and the children’s agenda in England. Research paper for the Center for British Teachers (CfBT)
Gardner, Howard. Intelligence reframed: multiple intelligences for the 21st century. (1999) Basic Books
Grinder, John & Bandler, Richard, (1976) The structure of magic II, Science and Behavior Books, Palo Alto, CA
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51. References (3)
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