1. Neuro Linguistic Programming
An introduction
David Wise

2. What is NLP?
A set of behaviours, skills and attitudes that help us to understand how we organise information and communicate with others.
It enables us to know what is useful to others in ways that allow them to achieve beyond what they could previously conceive.
David Wise

3. Neuro Linguistic Programming
Neuro – the nervous system, through which experience is received and processed via the five senses.
Linguistic – language and non-verbal communication systems through which neural representations are coded, ordered and given meaning.
Programming – the ability to organise our communication and neurological systems to achieve specific desired goals and results.
David Wise
Neuro
Linguistic
Programming

4. Richard Bandler
says in Using your Brain for a Change that …
“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.”
Question:
What implications does this have for us, as teachers?
David Wise

5. Basic Assumptions of the NLP Model
The positive worth of the individual is held constant, while the value and appropriateness of internal and/or external behaviour is questioned.
There is a positive intention motivating every behaviour; and a context in which every behaviour has value.
There is no such thing as Failure only Feedback. All results and behaviours are achievements, whether they are desired outcomes for a given task/context or not.
Discuss
Activity
David Wise

6. Basic Assumptions of the NLP Model
Successful communicators accept and utilise all communication/behaviour presented to them.
The map is not the territory.
The resources an individual needs to effect a change are already within them.
The meaning of communication is the response you get.
David Wise

7. Managing your own State
In pairs, consider a recent session that was challenging:
What were you feeling?
What were you thinking?
What were you imagining?
What were you saying to yourself?
Now think of a recent session that went really well:
What are the differences?
David Wise

8. Representational Systems
Put simply, the five senses:
seeing
hearing
touching (feeling)
smelling
tasting
Activity
In groups, choose a sense and explore examples of your own language that demonstrates this representational system.
David Wise

9. Eye Accessing Cues
Bandler and Grinder observed that people move their eyes in systematic directions, depending upon the kind of thinking they are doing. These movements are called eye accessing cues.
David Wise

10. 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 or kinesthetic representation.
Visual (see)
Auditory (say/hear)
Kinesthetic (feel/do)
look
sound
stress
pinpoint
noise
support
clarity
articulate
grasp
watch
inquire
flow
notice
report
hold
sketchy
tone
hassle
witness
earshot
sensitive
David Wise

11. Teaching Styles
It is possible to detect teachers’ preferred representational system from their preferred way of teaching.
Consider the attached Word document.
David Wise

12. Communication
People do not always decode communication in the same way that the initiator encoded it. Furthermore, however hard we might try to describe an experience to another person it will not be the same as having that experience. Just try describing your journey here today. In particular, there are three factors that cause communication to be less precise than it could be.
These are: - DELETION
- DISTORTION
- GENERALISATION
And together, they comprise elements of the Meta Model.
David Wise

13. The Milton Model
The Milton Model is very useful in making suggestions to learners in ways that ensure the whole person listens! We all use the Milton model patterns but not always consciously. Once you are aware of them you can use them for the benefit of learners rather than haphazardly as is normally the case.
The major components of the Milton Model are:
- Embedded command/suggestion
- Analog marking
- Embedded questions
- Quotes
- Use of negation
David Wise

14. Representational Systems revisited
The Primary Experience
Human beings experience themselves and the world they live in through the primary modalities of the five senses – Seeing, Hearing, Feeling, Smelling and Tasting. The sensory modalities by which people encode, organise, store and attach meaning to preceptual input are referred to as Representational Systems. As sensory input is internally processed (re-presented), it is translated into corresponding sensory representations (or maps) that constitute a likeness or synthesis of the original preceptual input. This may seem obvious, yet it is very important to remember … ‘reality’ and our perceptions of ‘reality’ are not the same. The map is not the territory.
David Wise

15. Affecting ‘attitude’
Human beings constantly sort for what is important to them. These become the standards and criteria and some of them become highly valued criteria.
A person will learn when they perceive that learning can and will satisfy their highly valued criteria
Any emotional response provides an opportunity to elicit a valued criteria. The stronger the response the more the criteria is valued. Simply ask what it is about X that is important to you
Make a connection between the learner’s valued criteria and the learning
Do not deny or fight over learners’ criteria. Remember they can change very quickly
David Wise

16. Changing limiting beliefs
The structure of changing beliefs is as follows:.
Learners begin to notice counter-examples of the belief, which they cannot refute
This gets them to start to doubt the old belief
They find enough counter-examples to finally disbelieve the former belief
They start to open up to the idea of a new way of thinking about the old experience
They start to believe the new belief
The new belief solidifies
David Wise

17. Bibliography/Suggested Reading List
David Wise