Transcript Education is a Creature of Fashion

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
Programming
Refers to our thinking, or
perception and the
nervous system which
forms the basis of any
behaviour.
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
Specifically, it refers to
the neurological
processes of sensing –
seeing, hearing, feeling,
tasting and smelling
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 Perception
Beliefs act as major neurological filters that determine how we
perceive 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
Beliefs
Senses
Inner
Map
“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 except
through our senses
which are limited
(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
(c)
Our response to the
world is based on our
internal maps not on
external reality
(f)
It is largely our
maps of the world,
rather than the world
itself, that limits us
Implications
If we enrich our maps,
we have more choices
in managing the same
reality
Knowing other
people’s maps is
useful to communicate
with them effectively
The Magic of Maps
“ The richer our map, the more accurate, adequate, and useful
our menu, the more choices. The more impoverished our
model, the fewer choices. The richer and fuller our linguistic
map, the richer our mind”
“Maps induce states, and states govern perception and
behaviour”
(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
New experience,
which creates a
perception that…
I’m laying eggs
Existing
Beliefs
Chickens lay eggs
I am not a chicken
Cognitive Dissonance
New experience, Feels ok to me
which creates a
perception that…
Existing
Beliefs
Teachers are boring
I don’t like chemistry
Reframing
“How your perceive something makes all the difference, and
you 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
Perception of meaning
Effective
learning
Students decide to participate
in the classroom experience
Constructing
Productive
Subjective
Experience
Reframing
Engagement
Change in beliefs &
psychological state
2. Build Rapport and ‘influence’ people
“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)
“…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)
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 get
good 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 characteristics
helps to understand others, states of mind. It is then possible to work at
putting them into more productive states
When communicating with others, this means noticing the small but crucial
signals 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
Read the two versions below and identify what different meanings are
communicated. How might this lead to different patterns of rapport?
You did a good job at (X), but I think you
could improve (X) by doing (Y), and
your Z will be great – well done!
You did a good job at (X), and I think you
could improve (X) by doing (Y), and
your Z will be great – well done!
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 two
groups 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 be
how it happens.’
The groups learnt the information equally fast, but when they were asked
to use the information in a new way, the ‘could be’ group easily
outperformed 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 were
presented 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 and
negative 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 describe
peoples thinking abilities
in order to establish how
their brains (neuro) function
by
analysing
language
(linguistic
patterns/forms/
expressions
non-verbal
and communications
/behaviours
the result of
this analysis
allows one to
‘model’
excellent
abilities
transfer
these
abilities
“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
Results of Highly Effective Teachers
Gain attention quickly
when desired
Imbue positive beliefs and
psychological states
Build good
rapport
Make learning
relevant
and meaningful
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
Presentation
Style
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
CREATIVE TEACHING COMPETENCE
P
H
S
A
CORE PRINCIPLES OF LEARNING
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Want to know more about NLP
The 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 NeuroLinguistic 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