Objectives

1. 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 change psychological states

2. 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)

3. What do you already know about NLP?

4. Components of NLP A major focus of NLP is on understanding how the brain structures the inner world of subjective experience – and how we can influence human perception and behaviour in more productive ways

5. Everything is Experience As human being we are stuck in a process of continuousExperience– even when sleeping When we have choices – we seek experiences that are pleasurable, novel, and pain reducing – because they satisfy our needs

6. Paradox & the Human Condition censored

7. 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)

8. The 3 Brain Paradox – you can’t talk to the snake or rat brain Far more neural filters project from our brain’s emotional centre into the logical/rational centres than the reverse Amygdala Becomes the Default System when we are threatened

9. BUT... “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) “While our lives and our problems are very different, our brains work in similar ways” (Goulston, 2009, p.3)

10. Magic Eggs - Story “Mum, Mum, you don’t have to buy eggs anymore coz I’m laying them”

11. Cognitive Dissonance New experience, which creates a perception that… I’m laying eggs Existing Beliefs Cognitive Dissonance Chickens lay eggs I am not a chicken

12. Reality is Perception Deletions Distortions Generalizations The Map Senses The Territory • FILTERS • Beliefs • Language • Memory • Personality Our Maps result from sensory information from the environment, our past experiences and fancied constructions of reality – mediated by 4 main Existential Filters. Hence the Map is NOT the Territory “Life is mostly a matter of perception and more often misperception” Dave Logan

13. 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, p.145)

14. 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!

15. How we Interpret Messages Words 7% Tone of Voice 38% Body Language 55% Figures based on experimental data (Quoted by Molden, 2001, p.75)

16. Impact of Personality Type Psychologists have discovered that our personalities differ in 5 major ways: we are to varying degrees: • introverted or extroverted • neurotic or stable • incurious or open to experience • agreeable or antagonistic • conscientious or undirected All are hereditable, with perhaps 40-50% of the variation in a typical population tied to differences in their genes. It is no fun dealing with the unfortunate wretch who is introverted, neurotic, narrow, disagreeable and undependable

17. 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 (c) Our response to the world is based on our internal maps not on external 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 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

18. The Power of Maps Maps can both assist us in our search for personal success and meaning as well as constitute the biggest barrier to such fulfilment. In a nutshell, some maps are better than others – much better “ The richer our map, the more accurate, adequate, and useful our menu, the more choices. The more impoverished our model, the fewer choices” “Maps induce states, and states govern perception and behaviour” (L. Michael Hall, 2001, p.26- 27)

19. Oh Geraldine – if only I could kiss you • But I can only talk about • Football, • Fighting, & • Fishing

20. Modelling Excellent performance “Teachers who want to improve model the best teachers. NLP offers a model for learning how to recognize excellence and to emulate it. NLP focuses on recognizing excellence and how to specifically chunk it down into the component elements and the syntax (or order) for installing it in others” (Bodenhamer and Hall, 1999, p.xii) “Effective thinking strategies can be modelled and utilized by any individual who wishes to do so” (Dilts, 1990, p.193)

21. NLP has developed techniques and models to observe and describe peoples thinking abilities the result of this analysis in order to establish how their brains (neuro) function allows one to by analysing ‘model’ excellent abilities transfer these abilities language (linguistic patterns/forms/ expressions non-verbal communications /behaviours and

22. 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)

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

24. Influence other peoples Maps to achieve a • better reframe of an aspect of reality (the Territory) • Change an existing poor psychological state to • one that makes better communication possible • Build better rapport with most (not all) people

25. Reframing In NLP, reframing refers to putting things in different contexts (frames or reference), thus giving them different meanings. And when we do this, our very world changes, which changes the sensory experience, hence how we feel “How your perceive something makes all the difference, and you are free to see things from any perspective you wish” (Adler, 1996, p.145)

26. Cognitive Dissonance This person is concerned for me New experience, which creates a perception that… Existing Beliefs Cognitive Dissonance I’m going to get a Rollicking

27. Reframing students - how it works Perception of something meaningful In the experience Constructing Productive Subjective Experience Effective learning Students decide to participate in the classroom experience Change in beliefs & psychological state Reframing Engagement

28. “Rapport is the ultimate tool for getting results with other people” (Robbins, 2001, p.231) “Rapport is the good feeling you get when you are in the company of someone you like. It is bonding at an unconscious level” (Molden, 2001, p.72)

29. Activity • Think of people in your life with whom you have great • rapport – family members, friends, whoever • Think of people with whom you have very little rapport; • people who leave you feeling confused, annoyed, • frustrated or simply indifferent. • Now compare and contrast the two – what are the • differences and what is significance about these differences?

30. Activity Think of 2 people you know who seem to be able to get good rapport with most people. Try to identify: • What they do that makes them so effective? • How they do it?

31. Sensory Acuity Sensory Acuity refers to the ability to notice, to monitor, and to make sense of the external cues from other people’s communication style It involves skill in recognising patterns in linguistic terminology and body language to understand their personal maps and state of mind. For example a person’s use of predicates often reveals their preferred ‘Representational System’ (e.g., visual, auditory and kinesthetic). Key skills include good observation and listening

32. Predicates that reveal Representational Systems

33. Calibrating Psychological States At the psychological level our State is how we think, feel and perceive at any given moment. Calibration is the process of identifying the psychological state of others and being able to bring about productive change if necessary through our communication with them

34. 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)

35. Using Language • NLP uses specific questions and techniques to help enter into another persons map of the world and understand it from their point of view. • It specifically involves: • Sensory acuity and listening to track language (including body • language) to identify possible deletions, distortions and • generalizations • Questions to make explicit the deletions, distortions and • generalizations in order to help the other person to examine his/her • own maps and mapping process – enabling reframing and changing • meaning • Questions focusing on: • What • How • Who • Why questions are not used - at best they get justifications and do nothing to change the situation

36. Examples of Questioning

37. Activity : Use questions that might help to fill in meaning and bring about a better map: • It is not possible for us to agree • You make me so angry • They never listen to me • We lack communication • Management don’t care

38. “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)

39. Want to know more about NLP The following books are informative and reader friendly (those with * are very good): • Adler, H. (1996) NLP for Managers. Judy Piatkus: London. • Bandler, R & Grinder, J. (1990) Frogs into Princes: the introduction to Neuro-Linguistic Programming. Eden Grove Editions: Middlesex. • Bodenhamer, B. G. & Hall, L. M. (1999) The User’s Manual for the Brain. Crown House Publishing: Carmarthen, Wales. • Dilts, R. et al. (1980) Neurolinguistic programming Vol. 1: The Study of the Structure of Subjective Experience. Meta Publications: California. • * Molden, D. (2001) NLP Business Masterclass. Pearson Education Ltd: London. • * O’Connor, J. & Seymour, J. (1995) Introducing Neuro-Linguistic Programming. Thorsons: San Francisco