Objectives Analyse the nature and working of subjective experience Evaluate the impact of personal maps on human perception and behaviour Analyse the experience.

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 aren’t too difficult to understand at all.

(Dilts, 1980, p.5)

Education is a Creature of Fashion

Traditional (3 RRR’s) - 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 – that’s 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?

It’s 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

Neuro Linguistic ProgrammingRefers 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”

(O’Connor & 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 PerceptionBeliefs act as major neurological filters that determine how weperceive 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

InnerMap 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 exceptthrough our senseswhich 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)People’s 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 worlditself, that limits us

Implications

If we enrich our maps,we have more choicesin managing the same

reality

Knowing other people’s maps is

useful to communicatewith them effectively

The Magic of Maps

“ The richer our map, the more accurate, adequate, and useful our menu, the more choices. The more impoverished ourmodel, the fewer choices. The richer and fuller our linguisticmap, the richer our mind”

“Maps induce states, and states govern perception andbehaviour”

(L. Michael Hall, 2001, p.26- 27)

What can we do with NLP that’s really useful?

1. Productively influence students by creating conflict between their existing beliefs and the

present experience

Magic Eggs - Story

“Mum, Mum, you don’t have to buy eggs anymore coz I’m laying them”

Cognitive Dissonance

ExistingBeliefs

New experience,which creates a

perception that…

I’m laying eggs

Chickens lay eggsI am not a chicken

Cognitive Dissonance

Cognitive Dissonance

ExistingBeliefs

New experience,which creates a

perception that…

Feels ok to me

Teachers are boringI don’t like chemistry

Cognitive Dissonance

Reframing

“How your perceive something makes all the difference, andyou 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 one’s perspective and therefore, one’s meaning. And when we do this, our very world changes, which changes the sensory experience, hence how we feel

Reframing students - how it works

ConstructingProductiveSubjectiveExperience

Change in beliefs &psychological state

Reframing

Students decide to participatein the classroom experience

Engagement

Effectivelearning

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 getgood 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 characteristicshelps to understand others, states of mind. It is then possible to work atputting them into more productive states

When communicating with others, this means noticing the small but crucialsignals 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), andyour Z will be great – well done!

You did a good job at (X), and I think you could improve (X) by doing (Y), andyour 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 teacher’s choice of language makes a big difference to students’ creativity. She taught twogroups 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 behow it happens.’

The groups learnt the information equally fast, but when they were askedto use the information in a new way, the ‘could be’ group easilyoutperformed 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 werepresented 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 andnegative 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 Predicates Auditory Predicates Kinesthetic 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 describepeoples thinking abilities

in order to establish howtheir brains (neuro) function

byanalysing

language(linguistic

patterns/forms/expressions

non-verbalcommunications

/behaviours

the result ofthis analysis

‘model’excellentabilities

transferthese

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 you’re 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 can’t, you’re 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

SHAPE

Stories Humour

Act

iviti

es

Presentation Style

Exa

mpl

es

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 PA

SE

CREATIVE TEACHING COMPETENCE

CORE PRINCIPLES OF LEARNING

Want to know more about NLPThe 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 User’s 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. * O’Connor, J. & Seymour, J. (1995) Introducing Neuro-Linguistic Programming. Thorsons: San Francisco

Visit dennissale.com if you are interested in creative teaching