NLP in EDUCATION
Rediscover the joy of learning and teaching
 


 
 

At the heart of NLP is a wide range of methods and models it offers for understanding how people think, behave, learn and change. It offers a flexible approach which brings about positive, fast change in individuals and empowers them to adapt to an ever-shifting world.

NLP’s practical applications include understanding how we learn, developing strategies for both students and teachers, using our five senses, and making use of accelerated learning techniques. Through NLP, teachers and parents can gain concrete methods for helping students to do well. Classroom teachers are incorporating key pieces of the NLP approach into their teaching methods and classroom management.

With students who are having learning difficulties, we can improve the student's learning strategy (the thought sequence the student is using to learn--or to not learn). Also, it is important to know the student's learning style. Visual learners learn best when they see the material on a page or on a blackboard; they like demonstrations of the material. Auditory learners learn best when they discuss the material. Kinesthetic learners need to do projects and to be actively involved.

There are Metaprograms which determine how much routine and how much variety a particular student needs. Does the student tend to see how things are the same or how they are different? Is the student a global learner (who looks for the big picture, trends, patterns, cause/effect) or a specific learner (who likes details, facts, hard data, the bottom line)?

There are NLP techniques to help students develop balance in their learning styles and to aid teachers in working with different kinds of students. NLP also has methods to assist people with Attention Deficit Disorder to develop organisational skills, the ability to focus and not be distracted, and to reduce impulsivity.

We and our children have different hair, eyes, body sizes, and different preferences in a thousand areas. Some of us prefer high levels of stimulation, while others like a more quiet world. Some are attracted to novelty and variety, whereas others are most comfortable with the consistent and predictable. In these and many other ways, we aggregate differences which sometimes collect in such a way that we put a label on them, such as "AD/HD" or "Dyslexia" or "Dyspraxia".

There are, however, other more fundamental differences between people. At the level of these differences, it is possible to gain direct access into the way a person's mind works, the way they store and process experience and emotion, the way they make decisions and choices. These differences have to do with how we experience and make sense of the world around us.

Do you often catch yourself saying things like "That looks right to me," or "I get the picture"? Or are you more likely to say "That sounds right to me," or "That rings a bell"? Or "I like the feel of that," or "I grasp it now"? Expressions like these may be clues to your preferred modality, or preferred way of making sense of your world.

If you couldn't see or hear, or if you couldn't feel texture, shape, temperature, weight, or resistance in your environment, you would literally have no way of learning. Most of us learn in many ways, yet we usually favour one modality over the others - some of visual learners, some auditory, others kinesthetic learners. Many people don't realise they are favouring one way, because nothing external tells them they are any different from anyone else. Knowing that there are differences goes a long way towards explaining things like why we have problems understanding and communicating with some people and not with others, and why we handle some situations more easily than others, and why we may have learning difficulties.

 

NLP Provides the HOW

It is often said that we were born with the most amazing computer in the Universe - the Human Brain. The only problem is, nobody gave us an instruction manual on how to work it. Now with NLP, Neuro Linguistic Programming, we have our first handbook for realising the potential of our mind. NLP is the wisdom of research over the past 25 years into how the human mind works. It was developed by Richard Bandler and John Grinder in the early 1970s.

NLP goes a long way to showing you how to run your brain, how to control how you feel, how to be a more-effective human being, how to improve your learning and communication skills and how your mind influences your health.

NLP enable people to overcome limitations, conflicts, fears, anxieties, and many physical problems with relative ease and achieve an increased level of personal success in a greatly shortened period of time.

Sometimes referred to as 'the study of subjective experience' NLP offers very exciting opportunities for students who have been diagnosed with learning disabilities. NLP is the study of how individuals put their experience (pictures, words, feelings, actions) together and how effective they are in achieving the results they want. It is based on the premise that we are "programmed" by our past experiences - sometimes in ways that support us and sometimes in ways that limit us. NLP enables you to recognise non-judgmentally any limiting behavioural, communication, learning, or emotional patterns and gives you the tools to do something about them. It shows you how you can shift, or, if necessary, "reprogram" certain beliefs, internal states, behaviours or (learning) strategies so that you are freed-up to get the results you want in your life.

So the NLP modelling skills offers the very precise tools that are needed to figure out the different style of subjective experience of this group of students. Many times the difference is at the capability level in the form of thinking or learning strategies. Much of the time the only thing that is needed is the addition or deletion of a simple step in their learning strategy. Once the step is dealt with, learning can occur.

The foundation of NLP is a methodology called Modelling.

In modelling any behaviour, there are three essential elements to attend to:

WHY?: beliefs that support the behaviour

WHAT?: physiology of the behaviour

HOW?: internal thinking strategies that underlie the behaviour

What type of learner are you?

Visual Learners

  • are neat and orderly
  • speak quickly
  • are good long-range planners and organisers
  • are observant of environmental detail
  • are appearance-oriented in both dress and presentation
  • are good spellers and can actually see the words in their minds
  • remember what was seen, rather than heard
  • memorise by visual association
  • usually are not distracted by noise
  • may forget verbal instructions unless they're written down
  • are strong, fast readers
  • would rather read than be read to
  • need an overall view and purpose and are cautious until mentally clear about an issue or project
  • forget to relay verbal messages to others
  • often know what to say but can't think of the right words

Auditory Learners

  • learn by listening, and remember what was discussed rather than seen
  • speak in rhythmic patterns
  • talk to themselves while working
  • are easily distracted by noise
  • move their lips and pronounce the words as they read
  • enjoy reading aloud and listening
  • can repeat back and mimic tone pitch and timbre
  • find writing difficult, but are better at telling
  • are frequently eloquent speakers
  • are talkative, love discussion, and go into lengthy descriptions
  • have problems with projects that involve visualisation
  • can spell better out loud than in writing

Kinesthetic Learners

  • learn by manipulating and doing
  • want to act things out
  • speak slowly
  • touch people to get their attention
  • stand close when talking to someone
  • are physically oriented and move a lot, gesture a lot
  • memorise by walking and seeing
  • can't sit still for long periods of time
  • can't remember geography unless they've actually been there
  • use action words
  • like plot-oriented books - they reflect action with body movement as they read
  • may have messy handwriting
  • like involved games

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