Monday, 6 February 2012
Training in NLP – the Resourceful Teaching Way
For over 13 years, we (Laura Szmuch and Jamie Duncan) have been offering training in Neuro Linguistic Programming (NLP) to teachers of English.
We have developed varied and interesting courses and workshops including the 130-hour Practitioner in NLP applied to Education. This course presents all the main topic areas of NLP together with the practical application of these to the classroom. Alongside this, we also cover such aspects of education as: motivation, setting and reaching objectives, discipline, the elements of effective learning, communication with students (and parents), conflict resolution, multisensory presentations and much, much more.
During this period, we have seen our students, who are also our friends and colleagues, grow and develop both in their personal and professional lives and pass on this knowledge in turn to their students and colleagues.
It is with great pride and pleasure that we watch how NLP has become a part of many teacher training programmes and how it is now present in sessions at educational conferences, on training courses and in the Methodology and Didactics syllabi of Teachers’ Colleges.
As we continued to grow and become better known, we also began to give training in Spanish to teachers of different subjects and areas; as well as to a variety of professionals in other fields who were interested in learning more about the novel work we were doing. What started as our dedicated, loving and intensive work with small groups of teachers grew and spread throughout Argentina and to other countries. We have long lost count of the number of people we have given training to in Argentina or abroad, be it through full-length courses, workshops, seminars, conference presentations or online training.
We are deeply committed to quality in education with the professional development of the individual in both her mind and her practice. We are convinced that all of us together can bring about changes and improvements in our field. We believe that education at all its levels will not really change and improve by imposing modifications from above, determined by the Ministry of Education or similar authorities. Education will change as a result of the internal reflective processes of teachers combined with their training in their subject areas. This reflection responds to the teacher’s need to find ways to help the students to learn more effectively and efficiently.
Quality of education and quality of life go hand in hand. Therefore, caring for the teacher at a physical, psychological, emotional and spiritual level is essential. A teacher who is centred and well-prepared internally is the basis for all educational change, whether it be at primary, secondary or university level or in training at the workplace. We know that the networks of support and encouragement we have been generating have assisted many people in the inevitable moments of crisis that today’s world presents us with.
Teachers, like many other professionals today, face constant challenges. Some manage to find strength in the practice of their profession, while others, unfortunately, succumb to a sense of resignation, apathy, frustration or impotence. The tools that NLP offer us together with all the other processes and techniques we have developed in Resourceful Teaching have empowered many people and it is our most sincere wish that this continue to happen.
We are pioneers and leaders in the training of NLP in the field of education and we say this with immense pleasure, satisfaction, humility, and with the conviction that this is part of our vocation. We are happy that all the time, energy and effort we have put into our project has seen it and the students we have taught blossom and thrive in their work and lives.
Practitioner Certificate in NLP for Education
Our next Practitioner Certificate course starts on March 31 and consists of 16 modules to be held on Saturdays on a monthly basis in 2012 and 2013. This first level of training involves between 130 and 150 hours of direct training in the form of practical activities and guided practice. It gives students acquaintance with the methodology and many of the techniques comprising NLP and leads to an internationally recognised certificate as Practitioner of NLP in Education.
The Practitioner certificate with Resourceful Teaching offers you the chance to get an NLP certification and practise your English at the same time!
To enrol or for further information: send a mail to firstname.lastname@example.org or email@example.com
Venue: Versailles, Ciudad Autónoma de Buenos Aires
Time: One Saturday per month 9.00 – 17.00
Start Date: Saturday March 31
Investment: 380 pesos per module
The course includes written material and a full bibliography and morning and afternoon refreshments. As much as we encourage reading, the real value of NLP is the putting it into practice and our students have constant opportunities to employ what they learn in their daily work and lives.
Practitioner's Certificate - Course Outline
1. Becoming aware of ourselves and the way we communicate
What is NLP? The Presuppositions of NLP. The big picture and the resources we have inside. Mind and body. Nutrition and the brain. Hemispherology. Communication – verbal and non verbal. Process and content. Rapport. Calibrating. Pacing. Leading. Logical levels.
2. How to engage the subconscious mind
V.A.K. and representational systems. Preferred learning channels. Eye Patterns. Remembered and Constucted experiences. Variety and difference in classes.
3. Precision Language
Language as the generator of actions and results. Surface structure and Deep structure. Deletion. Distortion. Generalisation. The metamodel of language. Questions to obtain complete and high quality information. Filters. Precision language. Affirmations.
Anchors. Functional and dysfunctional anchors. Unconscious anchors. Spontaneous anchors. Spatial anchors. Contextualisation in the field of education. Installing anchors. How to call on resources when required. Group bonding. Magic moments. Introduction to submodalities. Programming motivation.
5. Discovering inner resources
Submodalities and how to work with them in relation to feelings, moods and physiology. Visualisations. How to transform undesirable states into resources. Stress relief techniques. The physiology of success. The submodalities of achievement.
6. Being aware of our students’ inner worlds and responding to their mental programmes
Association and dissociation. Sorting styles or metaprogrammes. Filters of choice and communication. People. Information. Place. Time. Things. Activity. Self-Others.
7. Perceptual Positions and Motivation
1º,2º,3º, and 4º position. Goal setting and successful outcomes. Well-formed questionnaire.
8. Conflict resolution
Techniques to detect and resolve symptoms, conflicts and obstacles which appear in people and organisations. Finding the Positive Intention. Internal and external conflict. Win-win model. Theory of constraints. Congruence.
Forms we use to organise thought and behaviour in order to achieve an objective. Disney strategy. Detecting individual strategies. Applying strategies. Use in learning. R.O.L.E. model
10. Achieving continued growth
Generative technique to go from an unsatisfactory present state to a desirable future state. New Behaviour Generator. Theory of chaos. Theory of attractors. Resistance to change. Sorting Styles – the second layer: General-Specific. Internal-External. Towards Objectives-Away from Problems. Matcher-Mismatcher. Same-Different. Past/Present/Future Time orientation. Procedure-Options
11. Gaining deeper awareness and understanding
The fine points of non-verbal pacing. The Wall. Making new meaning of a symptom, behaviour or conflict. Positive intention as an agent of change.
12. Verbal magic
Reframing of content and context. Metaphors. The ontology of language. Introduction to beliefs
13. State Management
Convincer Patterns. Stacking and Collapsing Anchors. Protection and boundaries. Being congruent and aligned as a teacher.
14. Integrating the changes
Contextualisation of course material. Application to classroom practice. Feedback. The classroom as a system and as part of a system. Peak experiences and flow. Sponsorship. Future pacing.
15. and 16. Evaluation modules
Lesson plan. Conflict resolution. Practical techniques.
Each module lasts 8 hours
Dates for 2012
Module 1 - March 31
Module 2 - April 21
Module 3 - May 26
Module 4 - June 23
Module 5 - July 7
Module 6 - September 1
Module 7 - October 6
Module 8 - November 10