Using Neuro Linguistic Programming (NLP) to jumpstart any students with a low self esteem, a negative belief system or a

limited view of the world

From to

What is Neuro-Linguistic Programming?

“A system of alternative therapy based on successful patterns of behavior, which seeks to educate people in self awareness and effective communication, and to change their patterns of mental and emotional behavior”

NLP Model of communication (Explanation)

This model explains how we process information from the outside

One of the beliefs from this process is “the map is not the territory”. This means that our perception of reality is not reality itself but our own version of it, or our map.

Map is not the territory exercise

Write down the first thing you thought about when you saw this picture

Everyone could write something different

A vet might see them as a way to make money

A butcher as a form of work/something to eat

An animal lover might see them as a beautiful creature

The structure of our language

One way we distinguish ourselves from other animals is by the creation and use of language

Humans use their language to represent our experiences

When we use language as a representational system, we are creating a model of our experience. It is created based on our perceptions of the world.

NLP Model of communication

• When we take part in an external event, our mind processes the information through a series of filters

• The universal filters are we delete, distort and generalise information

• The things that affect our filters are:• Time, matter, space and

energy• Language• Memories• Decisions• Meta programs• Values and beliefs• Attitudes

The 3 universal of human modeling

The Meta Model

Is a verbal information gathering tool to elicit quality sensory information. It helps to find out some of the information your students might delete, distort or generalise so you can help them expand their model of the world, and/or help you understand them a bit better.

My theory is the more information you gather about each student, the better equipped you will be to help them

Deletions

Deletion occurs when we selectively pay attention to certain aspects of our experience and not others. We then overlook or omit others. Without deletion, we would be faced with much too much information to handle with our conscious mind.

To Challenge some possible deletions

Violation Example Challenge

Comparative Deletion

‘She got more help’ More than what?

Unspecified Referential Index

They said I had to Who (or what) are they?

Unspecified Verb I’ve already talked to Centrelink

How did you talk to them? How did you say it?

Nominalisations Learning is a waste of time

How specifically does learning waste your time?

Simple Deletions I have to do it Have to what?

Challenging these deletions helps you gather information about the student

Examples (How would you challenge these

deletions?)

I have less brain power

They told me I was dumb

Thinking is for losers

I already told her

I should

Teachers do it

Generalisations

This is a process by which elements or pieces of a person’s model became detached from their original experience and came to represent the entire category of which the experience is an example

Some things are good for us to generalise; such as when we touch a stove, we can generalise not to touch any hot stoves

People who have low self esteems, quite often generalise to protect themselves.

A generalisation such as do not show your feelings might do you good in a concentration camp, though may not work in a relationship. This shows us that the same rule may be useful or damaging, depending on the context

Generalisation help us expand our students limits

To challenge generalisations

Violation Example Challenge

Universal Quantifier We always do it ALWAYS (exaggerated)

Modal Operator (Possibility)

I can’t do it What would happen if you did do it?

Modal Operator (Necessity)

I have to sleep in until 12 every day

What would happen if you didn’t?

Examples

We don’t ever say good things about ourselves

I won’t do any work

It is impossible for me to get this

I shouldn’t have started this course

Distortions

These help us make shifts in our experiences of sensory data

On a positive note, these can allow us prepare for experiences before they occur

People with low self esteem etc, can limit the richness of a particular experience

Challenging distortions can help change the meaning of a clients language and obtain better outcomes

To challenge distortions

Violation Example Challenge

Cause and Effect You make me cranky How do I make you cranky?

Mind Reading I can tell you don’t like me

How do you know I don’t like you

Lost performer It’s wrong to exercise According to whom

Complex Equivalence She doesn’t like me. She is always yelling at me

Have you ever yelled at someone you like?How does that mean she doesn’t like you

Presuppositions You don’t know how I suffer

How do you know I don’t know?

Examples

You know I can’t do that

I can’t read a book so I am dumb

Reading this book makes me tired

Learning is stupid

I know

Reframing

This is an effective tool in turning objections into resources and expanding someone’s perception of a problem

There are 2 techniques in which I will talk about to assist with this process

Meaning Reframing

This technique is appropriate to use when communication is presented as a complex equivalence that links a response to a class of events;

i.e. I feel X when Y happens

Example of a statement is:

“I get cranky when you make me do work”

To generate a meaning reframe, ask yourself is there a larger or different frame in which this behaviour would have a positive value

Reframe them by saying: Isn’t it a good thing that I care about you improving your skills so you can ……….

Challenge these meaning reframes

I get cranky when I have to walk to class every day

Learning maths gives me the shits

I get upset I see how much work I have to do

Context Reframing

This is appropriate to use when a complaint is presented as a comparative generalisation about yourself or someone else with the context deleted

i.e. I’m too X or He’s too Q

For example ‘I’m to slow’,

To generate a context reframe ask yourself ‘In what context would this particular behaviour which the person complaining about have value?

For the example above you could say ‘However wouldn’t you be much more thorough in your work because you take more time?

Challenge these context reframes

You’re too annoying

I’m too fat

I read too slow

I’m too shy

Some basics to finish off

I do not let my students say the words can’t. It either means they don’t know how, or don’t want to. If they don’t know how I show them. If they don’t want to, I either reframe them or try the task at another time

I am very astute as to what the students say with the words I am. It gives you an indication of what they are saying and believe about themselves. If they say I am stupid, I keep saying I beg your pardon until they can change the information to a positive

If my students say the word if, I get them to change it to when. The word if denotes they have a slight expectation that it could fail. I get them to change it to when………. And at least they are acting towards a positive expectation that they will get to what they are going to achieve.

Thank you and questions