RTNews 117- Labels and teachers...

RT® News

A magazine on Neuro Linguistic Programming in Education
No 117 May 15 2011

Hello teachers,



Welcome to our latest issue of RT News. We are just back from a few days in Ushuaia, Tierra Del Fuego, Argentina, where we were very proud to have been part of the 25th birthday celebrations of the IPI (Instituto Provincial de Idiomas). We gave three workshops in their
programme of teacher training, which was part of a week-long series of events and celebrations. It was a very rewarding experience to see how keen the teachers and teachers college students are in Ushuaia and Rio Grande and to have a chance to work with you all. Congratulations to everyone there for the excellent work and many, many thanks for the

impeccable hospitality. A special hug to Adriana, Nildy, Silvita, Martha, Susana and Ivanna for their attention and warm welcome.


Although we started our 2011 courses last month there is still time to join the groups. We are offering the NLP Practitioner course in English. Module 2 will be held next Saturday, May 21. The NLP course in Spanish will next meet in Saturday June 4. For details of the courses and how to enrol, please contact us at either lauraszmuch@gmail.com or jamiearg@gmail.com We are also starting the Master Practitioner in NLP for Education in June for those who have completed or nearly completed the Practitioner level training and would like to expand their skills and knowledge of NLP. It will be held in Spanish.


Hoping you all have a very enjoyable and enriching month,



Laura and Jamie


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1. Labels, positive reinforcement and teachers

2. NLP Practitioner courses

3. Calendar of activities for 2011

4. Workshops and coaching

5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

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1. Labels, positive reinforcement and teachers



There is a children’s saying that goes “Sticks and stones will break my bones but names will never hurt me”. This was taught by parents to children apparently in the hope of giving them a sort of protection against the taunts and cruel comments of bullies and other children. Some youngsters probably did benefit from repeating this phrase but others surely lacked the “teflon coating” or the “elephant hide” and were affected all the same. However much the jibe or criticism was flung in the heat of the moment and probably exaggerated for effect and however little it really applied to the receiver, chances are that that person did suffer something. After all, as we know in NLP, the words themselves are only a small part of the message and the tone and body language with which they are conveyed also contribute massively to the message. And still, there is no denying that words and the interpretation we put on them are also very potent.



Words and the thoughts themselves carry weight. They are not merely innocent combinations of letters and sounds and meaning. With words we not only describe but also create our world. Therefore, when someone is repeatedly told (or tells themselves) how beautiful they are, they will get to believe it. Someone who is labelled as useless will also be affected by this message and his or her behaviour will reflect this sooner or later. If I tell myself I am a loser, I attract “losses” and even if these would not be regarded by others as defeats or negative moments, I will probably find a way to interpret them as such or at least find the part in them that can be considered as “failure”. Obviously, there is a whole psychological history behind the way we choose to view ourselves and our performance in the world, which may benefit from reflection and internal work, if we find that we are not content with our lot in life.



Our role as teachers presents us with many situations in which we can reinforce the positive or negative images that a student has of him or herself. Indeed, it is arguable that as educators, one of our most important functions is to encourage our students to find the tools and beliefs with which they can learn and grow. It is a useful practice to find something positive in all of our students as learners and to promote and encourage this. But do we always do so? How frequently do we retire to the classroom after a challenging class and say things like: “Those slowcoaches in X grade never get a thing I teach!” or “What a knucklehead that Johnny is!” or a lot worse. Obviously, we would never dream of saying it to the students’ faces, but isn’t it true that we are probably thinking these things in our internal dialogue as we patiently work through the lesson with them. Our “hidden” thought is probably not so hidden after all and our intention and judgement will subconsciously find a way through. At a very deep level, the students in question will perceive that they lack our complete support.



Sometimes the message is not so hidden. There are people who use irony or other forms of humour to mask a criticism or a jibe and while everyone may be laughing, part of that person will have received the meaning of the subtext.



This is not to deny that some students have many more challenges to learn than others. Of course we will have groups that delight us with their ability to pick things up quickly and make fast improvement. But to be fair to all our students it is very functional to look for what we can praise in a student and reinforce what they show that helps them to learn. Focusing on the positive will also help us to feel less frustrated when progress seems slow and will allow us to notice the features of the learner that are overlooking.



How much nicer it is to be working with students who may seem like “diamonds in the rough” waiting to acquire their own polish and shine than “lead weights, empty vessels or a bunch of blobs”.



When our intention is to raise, encourage or elevate the other, consciously or unconsciously, the other will respond positively and in that way we all benefit.



© Resourceful Teaching 2011


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2. NLP Practitioner courses


Practitioner Certificate in NLP for Education



The second module of the Practitioner Certificate course will be held on May 21. The course consists of 16 modules to be held on Saturdays on a monthly basis in 2010 and 2011. 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!



For a course syllabus and further details see our website: www.resourcefulteaching.com.ar or send a mail to jamiearg@gmail.com or lauraszmuch@gmail.com



Venue: Versailles, Ciudad Autónoma de Buenos Aires

Time: One Saturday per month 9.00 – 17.00

Investment: 310 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.



To enroll, please contact us for an enrolment form.


NB: This course is also being offered in Spanish (Módulo 2 – junio 4).




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3. Calendar of Activities 2011



We are publishing below a list of the main events for Resourceful Teaching for the next few months. As each date gets closer we will give you more information and we will of course be updating the calendar with new dates as they arise.
May 21 2011 Practitioner Certificate in NLP applied to Education Module 2, Buenos Aires, Argentina

June 4 2011 Curso en PNL Módulo 2, Buenos Aires, Argentina

June 2011 Master Practitioner in NLP applied to Education starts, Buenos Aires, Argentina




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4. Workshops and Coaching



If you would like a workshop or training in your city or town, please contact us soon as we have only a few dates available on weekends each year.

We can offer you workshops as listed in the website www.resourcefulteaching.com.ar or design something especially for your needs. In English and in Spanish. Please contact jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com if you are interested.



Laura is also available for Coaching. If you wish to advance in your career or personal life and wish to design a plan of action to do so, why not have a coaching conversation with her. Contact: lauraszmuch@gmail.com




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5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

To subscribe simply send a mail to: rtnews@resourcefulteaching.com.ar with your name and city stating 'subscribe' in the subject box. To unsubscribe, follow the same procedure but write the word 'unsubscribe'. We only send this e-magazine to those who have expressed the desire to subscribe by the above means.

To subscribe to the Spanish sister e-zine, send a mail to Laura at en.contacto.pnl@gmail.com
NB En contacto has different articles from those which appear in RT News and they are about NLP and other associated areas.



Visit our blog teaching resourcefully – nlp in the classroom

http://teaching-resourcefully.blogspot.com/

NLP Practitioner Course, starting in April

Learn skills and techniques to help you to …


… Be more effective in the classroom!

…Understand your learners more completely

… Set and achieve goals

… Better manage the constant changes school life brings us

… Communicate with others with elegance and effectiveness

… Discover more talents

… Live the life you want to lead



All this and very much more can be experienced on the



Practitioner Certificate in NLP for Education

Our next Practitioner Certificate course starts on April 16, 2011 and consists of 16 modules to be held on Saturdays on a monthly basis in 2011 and 2012. 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!



For a course syllabus and further details see our website: www.resourcefulteaching.com.ar or send a mail to jamie@resourcefulteaching.com.ar or lauraszmuchcapacitaciones@gmail.com



Venue: Versailles, Ciudad Autónoma de Buenos Aires

Time: One Saturday per month 9.00 – 17.00

Start Date: Saturday April 16




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

RTNews 115

RT® News

A magazine on Neuro Linguistic Programming in Education
No 115 March 10 2011

Hello teachers,

We trust the new academic year is going well with exciting new classes and good prospects for an enjoyable productive term.

As we always say, this is also the time to choose something to study ourselves during the year. As models for our students, one of the best ways of encouraging life-long learning is for us as teachers to be seen to be learning as well. As you no doubt notice from our comments here and online, we are no exception and both of us always take up new courses of study each year to widen our skills and knowledge.

We would like to offer our congratulations to the following students who recently successfully completed their evaluations for the Practitioner and Master Practitioner courses.
New Practitioners are: Mariana Ini, Romina Lipari and Maria Cecilia Carattoli
Master Practitioner: Irene Pataccini
Well done and a big hug to you all!

See you soon,
Laura and Jamie
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1. The resources are within you
2. NLP Practitioner course starts April
3. Calendar of activities for 2011
4. Workshops and coaching
5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit
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1. The resources are within you

When we set up Resourceful Teaching in 1998, we chose the name to transmit the idea that teachers have a huge pool of resources to call on when teaching.

Some people might respond to this, “But I work in a poor school with few books and no access to technology!” Nonetheless, we would reply that they have an almost infinite supply of resources. Other teachers may make a mental inventory of the teaching tools their school can provide them: libraries, computers, CD and MP3 players, video and DVD players, video cameras, toys, cardboard, paper and art supplies, internet connections, teachers’ books, interactive whiteboards, spaces for special purposes, etc, etc. Just fitting the use of these into the class timetable must be a job in itself!

Our intention, when we set up RT (Resourceful Teaching) was not only to draw attention to the idea that we do have many physical resources at hand, but also and perhaps even more importantly, to focus on the INTERNAL RESOURCES that teachers and students bring into the classroom that can be harnessed for teaching and learning. Which means that whatever the state of our schools, wherever we give classes, obstacles can be overcome with our ability to use our minds to solve the problem and that the actual act of learning and teaching can be enhanced by knowing our brains and how to use them effectively. Some people have said that NLP, which forms the basis of our work at RT, is like incorporating an owner’s manual to the mind, with the proviso that each mind is unique and different. To learn about our mind and how to manage it better is a relatively simple process of observation, openness and the willingness to try new things that can produce enormous rewards in the very short term, both in our teaching and in our daily lives.

It can often happen that we have what seems to be a perfect lesson planned on paper but when we get into the classroom things do not follow that plan and the lesson does not live up to expectations. This is completely understandable because we are none of us robots with automatic responses. Each day, each of us in class are different people and the dynamic interaction of these “different” people means that no two lessons, no two days are going to be the same, despite any general similarity in behaviour patterns. And that is just talking about what we see on the surface. What about what is going on inside us? Each day I am different in terms of my feelings, the activity of my brain, the chemicals that flow through my bloodstream. One day I may be restless and find it hard to concentrate, another day excited and focused and a third day, tired and irritable.

So, as a teacher, what can we do with this? Well, if we know where to look, the information is all there. We can see very quickly, when students need a change of activity, when “the penny is dropping” and learning is taking place, when more help is needed, when it is enough on a given subject for today…. Strangely, we often ignore this and plough on with our plan, even though we have “lost” the class, because keeping to the timetable is more important or because we have not been consciously taught to give more importance to what is going on inside us or inside the students.

And knowing about the internal states is not just a question of honing our performance or being better able to detect changes in the students. It is also necessary to better understand the student of today – a person who is usually surrounded by electronic gadgets and stimuli, whose attention span is shorter than in the past, who responds quicker to visual input, whose mind is bombarded with information.

It is ironic that as we advance technologically as a society, and even in terms of knowing the electrical and chemical operations of the brain, we actually end up knowing less about ourselves than we think we do.

What do we really want? What do we think about a particular issue? Why do we sometimes seem to be contradictory? What do we believe in because we have never stopped to think about it and our opinion is in fact it is something someone else has said to us and not our own idea? Why do I feel what I feel and not what my mind tells me I should feel? Why do some things affect me more than others? Why do some things attract me more than others?

These questions are not meant for deep psychological analysis but rather are simple day-to-day questions to help us know ourselves better. There are neither right nor wrong answers. But by knowing myself more closely I can be aware of where I stand and what sort of message I am sending out to the world.

In our courses for the Practitioner certificate applied to Education, we study from a very practical standpoint: the power of non verbal language, the different ways we access and process the outside world, how we store and retrieve memories and learned and acquired information, what our verbal language is really saying, how we fix emotions to experience and to our memories, how to discover what we really want in life, myriad ways of solving conflicts that are both with others and within ourselves, ways to adopt new functional behaviour, and how to read all of this in others (to the extent that we can) and many more rich tools and skills.

If ever there was a “technology” that has the flexibility and applicability for the 21st century, it is NLP (Neuro Linguistic Programming). With it, we can act in any context and in any situation and be clearer about the behaviour and motivation of the other. NLP is based on the principle of “description” rather than “prescription”. There is no “correct form” to use, no dogma to follow, no theory to apply. We take each instance as unique, we develop our powers to observe, we act, we notice the reactions, we adjust our response and we refine our communication. From NLP we learn “HOW” to do things to get the results we desire. And we learn to value and respect ourselves and the other in each and every communication. We believe that these are the types of capabilities that will stand us in good stead in the classroom of today and tomorrow.

We would love you to join us on one of our trainings this year and discover ways to become even more centred and resourceful teachers.

© Resourceful Teaching 2011
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2. NLP Practitioner course starts April

Practitioner Certificate in NLP for Education

Our next Practitioner Certificate course starts on April 16 and consists of 16 modules to be held on Saturdays on a monthly basis in 2010 and 2011. 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!

For a course syllabus and further details see our website: www.resourcefulteaching.com.ar or send a mail to jamiearg@gmail.com or lauraszmuch@gmail.com

Venue: Versailles, Ciudad Autónoma de Buenos Aires
Time: One Saturday per month 9.00 – 17.00
Start Date: Saturday April 16
Investment: 310 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.

To enroll, please contact us for an enrolment form. Your place is guaranteed upon payment of the first module.

Laura Szmuch and Jamie Duncan

NB: This course is also being offered in Spanish.

________________________________________
3. Calendar of Activities 2011

We are publishing below a list of the main events for Resourceful Teaching for the next few months. As each date gets closer we will give you more information and we will of course be updating the calendar with new dates as they arise.
April 16 2011 Practitioner Certificate in NLP applied to Education starts, Buenos Aires, Argentina
April 30 2011 Curso en PNL, Buenos Aires, Argentina
May 14 2011 Master Practitioner in NLP applied to Education starts, Buenos Aires, Argentina

________________________________________
4. Workshops and Coaching

If you would like a workshop or training in your city or town, please contact us soon as we have only a few dates available on weekends each year.
We can offer you workshops as listed in the website www.resourcefulteaching.com.ar or design something especially for your needs. In English and in Spanish. Please contact jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com if you are interested.

Laura is also available for Coaching. If you wish to advance in your career or personal life and wish to design a plan of action to do so, why not have a coaching conversation with her. Contact: lauraszmuch@gmail.com

________________________________________
5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

To subscribe simply send a mail to: rtnews@resourcefulteaching.com.ar with your name and city stating 'subscribe' in the subject box. To unsubscribe, follow the same procedure but write the word 'unsubscribe'. We only send this e-magazine to those who have expressed the desire to subscribe by the above means.

To subscribe to the Spanish sister e-zine, send a mail to Laura at en.contacto.pnl@gmail.com
NB En contacto has different articles from those which appear in RT News and they are about NLP and other associated areas.

Visit our blog teaching resourcefully – nlp in the classroom
http://teaching-resourcefully.blogspot.com/


RT® Resourceful Teaching is a registered trademark.

RTNews 114

RT® News

A magazine on Neuro Linguistic Programming in Education
No 114 December 29 2010

Hello teachers,

2010 is now all but over and we look forward to the New Year. As we always say, the summer holidays are an important space for us teachers to recharge our batteries, relax and pamper ourselves. This is even more essential in these days of change when we need all our energy and skills to face the challenges of the classroom and enjoy the journeys of learning and discovery that our students and we ourselves are embarked on.

As a resolution for the New Year we want to project postive thoughts and outcomes. By being proactive in the way we view life and situations in our schools, homes and other places we inhabit, we can have a tremendous influence. Instead of buying someone else’s view of things, it is very functional to CHOOSE how we view each situation and to KNOW that this choice also extends to how we react to any given situation.

We will be considering various functional ways of interpreting our work and the way we interact with others during the next few months.

If you would like to JOIN us for our February trainings, be sure to check RT Week 2011 in part two below. We have some great new workshops, which will give you ideas and inspiration for the new academic year.

We would also like to THANK everyone who has given their support to us this year, whether it be by attending our courses, or participating in our online spaces such as our Facebook page, or in our blogs.

Finally we take this opportunity to wish you, our readers,

A VERY HAPPY, HEALTHY AND SUCCESSFUL

NEW YEAR!!!


Until next time,

Laura and Jamie


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1. A Focus on Solutions

One of the first things we learn with NLP (Neuro Linguistic Programming) is that each of us perceives the world in different ways. A different way or different ways? Different ways. Each of us has more than one way to perceive the world. An obvious example is when we view the world as a parent, a teacher or as someone’s child. We can take these three positions at the same time but each one is subtly different and will influence what we notice and give importance to.

In NLP talk, these are called “Frames”. It is as if we change the picture when we put a different frame around the basic painting. These frames mean that certain things get more emphasis, some features are given a special highlight and other things fall outside the frame. You already know that we use our sensory channels to give and receive information in the world. Some people use their visual channel most, other prefer their auditory channel and others their kinaesthetic channel. This is an example of a frame. If I am very visual I tend to give priority to what I see whereas what people say or what I feel may get less attention.

Other examples of the same sort of limit we put on our processing of the world include: our use of mainly positive or negative language (imperatives, affirmatives, positive modals vs don’t, can’t, mustn’t, negative terms), the types of values and beliefs we follow in life (eg, abundance vs. scarcity), the metaphors we use (life is a struggle vs. life is a fairground), the stories we have constructed about the world and the role we play in them.

Becoming aware of the frames that we or others use is just the same as noticing the news about our favourite film star, or in the case of language teachers, always perceiving the grammar mistake. It is something that we have programmed ourselves to become aware of. Before we were teachers or before our star became famous we never thought about these issues but as our interest grew our brain began to act like a sensor and started to “flash or beep” each time it came across something related to them.

Once we start to identify the frames others use we can acknowledge them and thereby start to enter into rapport with that person and to understand what is happening to him or her. We can also identify our own favourite frames, keep those that are useful to us and change those that no longer serve us. And we can help others to notice that there we can always choose different options in the way we view the world.

A useful practice is to notice what sort of frames work for other people in different contexts and if we like them, we can borrow them. In some societies, a focus on solutions takes a higher priority than in others and it is this approach that we would like to comment on today. A focus on solutions means that whenever we are confronted by a problem or something that does not entirely work or fit, we automatically programme ourselves to find a solution so that both we and others can resolve the problem happily and to our mutual satisfaction wherever possible.

A solutions focus means that we are proactive and rather than waiting for someone to come along and find an answer, we start to work out that answer for ourselves.

When we think about applying a solutions frame to our work in education, this has several implications. It means that we orientate ourselves to finding what will serve or work to overcome a problem. It does not mean that we focus on what doesn’t work but rather try to use models of what does work and apply them to our new situation. If our students are restless and need a stretch, why not give them some Brain Gym or a stretching session or a run outside even if it is not traditionally accepted in the school. If it helps them to concentrate and learn, then surely that is what teaching is about? Many people become stuck in a sort of blame game or a finding fault cycle when things go wrong and they heap example of failure upon example of failure, shortcoming upon shortcoming and reason upon reason. This is all very well as perhaps the problem does have causes that do not originate with us. But the point is that while we sit and gripe the problem remains…. unsolved.

Often times we wait for the authorities, for the famous “they” to come to the rescue and solve the mess “they’ve got us in”. And sometimes we end up waiting a long time. It is far more rewarding to say, “This is the way things are, this is what we want …let’s find a way of bridging that gap”. We often see that teachers in poor schools or rural schools are tremendously resourceful in finding ways to give their students the best lessons possible even though they have very few tools and elements at their disposal. They are almost obliged to work with a solutions frame. If there is no power, how can we do an activity that requires light or electricity? If we have no books or paper, what can we use instead? In more established schools that sort of flexibility may not exist as we take for granted so much more. By training ourselves to find solutions, we start to think outside the box and enhance our creativity leading to answers that perhaps nobody considered or imagined. (This topic features in the last of the RT Week workshops “Outside the Box” on Thursday 10 February at 14.00 in which we look at applying this to the classroom). Developing this skill also means we get to become a good model for our students who learn that they too can solve problems effectively.

A solutions focus is more than just having a plan B or being good at improvising.


It involves:

a) Knowing where we are at the present

b) Knowing where we want to go or what we want to achieve

c) Ascertaining what tools and resources we have to help us

d) Being open and creative so as to generate a variety of feasible alternatives

e) Letting our creative mind flow uninterrupted

f) Knowing who will be affected by our actions

g) Keeping in mind the greater good

h) Making sure that everyone wins and that nobody loses

i) Being able to work out how to put our dream ideas into practice

j) Doing it

k) Being able to assess how our solution worked

l) Trustiing ourselves, others and the universe!

Most of this is a question of practice and being prepared to have a try and see how things work out. Nothing ventured, nothing gained.

With the comments on many aspects of education becoming increasingly frustrated and pessimistic these days, surely it is time to apply a solutions focus even more to help make the transition from a conventional means of educating students to one that really serves each and every one of them.

© Resourceful Teaching 2010
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4. Calendar of Activities 2011
We are publishing below a list of the main events for Resourceful Teaching for the next few months. As each date gets closer we will give you more information and we will of course be updating the calendar with new dates as they arise.
Feb 7-10 2011 RT Week 2011, Buenos Aires, Argentina

Feb 7-12 2011 Curso en PNL, Buenos Aires, Argentina

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5. Workshops and Coaching

If you would like a workshop or training in your city or town, please contact us soon as we have only a few dates available on weekends each year.

We can offer you workshops as listed in the website www.resourcefulteaching.com.ar or design something especially for your needs. In English and in Spanish. Please contact jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com if you are interested.


Laura is also available for Coaching. If you wish to advance in your career or personal life and wish to design a plan of action to do so, why not have a coaching conversation with her. Contact: lauraszmuch@gmail.com



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6. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

To subscribe simply send a mail to: rtnews@resourcefulteaching.com.ar with your name and city stating 'subscribe' in the subject box. To unsubscribe, follow the same procedure but write the word 'unsubscribe'. We only send this e-magazine to those who have expressed the desire to subscribe by the above means.

To subscribe to the Spanish sister e-zine, leave your details on www.encontactopnl.ning.com
NB En contacto has different articles from those which appear in RT News and they are about NLP and other associated areas.



Visit our blog teaching resourcefully – nlp in the classroom

http://teaching-resourcefully.blogspot.com/





RT® Resourceful Teaching is a registered trademark.

Resourceful Teaching Week 2011

RT WEEK 2011
February 07 – 10

Resourceful Teaching workshops for teachers
Pioneers in training with NLP in Education
For those who want much more than new teaching techniques...

Giving you ideas and a space to reflect, develop, grow and thrive in the classroom!

Workshop programme

Workshop details

Monday 8 Feb am Teaching the students of today
The profile of students today, particularly teenagers and children has changed considerably from those of a few years back. What are their common characteristics and how do these affect their learning? What do we teachers need to bear in mind to help facilitate successful study
Monday 8 Feb pm Memory and learning
Learning depends mostly on a well trained memory.
How do you help your students encode, store, and later retrieve what you have taught them?
Drawing from the latest investigations in the fields of Neuroscience and Cognitive Psychology, in this workshop we will work with some very effective techniques to enhance your students’ learning processes.

Tuesday 9 Feb am Learning English with GANAS
NLP techniques to help your students come to class with GANAS, learn English, and enjoy the process.
In this workshop we will address some of the biggest challenges teachers face on a daily basis: how to reach all students, respect their learning styles, make learning memorable and set stimulating goals. There will be some theoretical input plus activities and reflection.

Tuesday 9 Feb pm Irony or Coincidence?
In this session we will explore the fascinating world of synonyms, words that look alike or words that are often confused. Discover the subtleties of meaning and usage in these vocabulary items.

Wednesday 10 Feb am A Passionfruit Smoothie
This practical workshop blends a variety of language activities and exercises with students’ own interests and passions to create new ways of learning and practising language. Fun and ideas for students to express their individuality and yet still be part of the group.

Wednesday 10 Feb pm Creative Writing for YOU
Is your own writing limited to the marking of students’ compositions?
Or maybe the projects for your academic training?
When was the last time you really enjoyed writing creatively for yourself, in English?
In this workshop you will have the chance to flow as a writer and you will learn wonderful techniques to help your students in their own creative writing.

Thursday 11 Feb am Is it all about LOVE after all?? Or isn’t it?
Why are you a teacher? What made you choose to pursue this profession? What makes you stay? Where do you derive satisfaction from? What are your rewards?
These questions and many more will be a part of this reflection session, in which we will try to determine how your motivation to teach can be developed, nurtured and, above all, cherished and treasured.
Thursday 11 Feb pm Outside the box!
How can we help stimulate students to reflect and develop their imagination? To stretch their thinking?
In this session, we take different activities, texts and tools to practise cognitive skills and develop the student’s potential for creativity and insight.


Each workshop lasts three hours. AM: 9.00 - 12.00 PM: 14.00 - 17.00.
Venue: Gallardo 719, Versailles, Capital Federal.

Please enrol by by e-mail: rtcourses@resourcefulteaching.com.ar
jamiearg@gmail.com or lauraszmuch@gmail.com
or by phoning (005411) 4641-9068

There are limited vacancies per workshop. Enrolment is only guaranteed by payment of fee.


Special Discounts:
Five people enrolling together are eligible for a discount of 10% on the whole week
Students currently enrolled in Teacher Training College $30 per workshop

Note: Fees are not refundable but can be transferred to another course or to another student where applicable.

Recommended article and web page

Applying NLP to special education students
by Deborah Roundy
Taken from: http://www.nlpiash.org/Articles/RecentArticles/tabid/250/EntryID/19/Default.aspx

Many other excellent articles on this page...we recommend it!!!

IASH member Deborah Roundy is a special education school teacher who has incorporated NLP into her teaching style. Following is a series of short articles introducing NLP, primarily oriented for parents of special education students.


Why NeuroLinguistics?
In 2007 I saw an NLP coach for some health problems. As I was taught new ways of organizing my thought processes I was able to allow both diabetes and liver disease to leave my body. This was a fascinating process.

Although I had gone for my personal health I soon found, as any good teacher does, I was making direct application of my learning to my classroom. My students were gaining new tools for learning and were happier.

This is why teachers are encouraged to continue to take classes. Furthering our education is a part of renewing our teaching certificates. Good teachers charge up their batteries as they learn new things and then discharge those batteries by charging up the learning of their students.

I realized there was a wealth of knowledge in the study of NLP and I had just scratched the surface. I wanted to share that knowledge with my students.

The catalyst for this was the death of a student through natural causes. With administrator and parent permission, I helped the the students to work through the death of their classmate using the NLP well-formed grieving process. I watched them mourn their loss, support each other, then refresh pleasant memories and create a memorial to their friend. When they left my classroom they were grounded and secure. They knew whom they could contact for more help, and many parents reported to me that their child had gone home and asked for parents’ support.

This was a contrast compared to previous experiences around students who passed away. I had been able to give my students a wonderful gift of learning how to grieve, accept loss, create special memories and move on. The children were well grounded and secure in their acceptance of her death and, more importantly, of the value of her life to them. They were secure in the knowledge that their families were there to support them and knew how to request that support. I had a tool I had never been taught in school, a program for an incredible life skill.

I started researching and found that NLP was a fairly new field used primarily in business, management training, executive coaching, sports, health, and therapy to model and create excellence. I found NLP little used in the school setting. Some teachers are using it and are enthusiastic, however it takes a lot of modifying to use it in the classroom setting. The greatest use for most teachers is for their own personal growth and teaching skills. I started looking at NLP programs such as the Disney Model of Creativity, TOTE, and Circle of Excellence and realized that these programs could be broken down into skills to be taught to my students.


Creating Excellence
NLP Presupposition: Choice is Better Than No Choice

Ana has a problem. She has to ride the bus every day and it is a bit of torture. The ride seems very long for a special ed student with ADHD.

Ana came in one morning very upset. Another girl was teasing her and wouldn’t let up. I called the bus garage and the true story emerged. Actually Ana, with her incessant talking at a low cognitive level, is the instigator. Because she does not understand, she does not understand that she is the problem.

I had recently done a 3 Square time line with another student and asked myself, “How can I apply the same type of solution to a very different problem?” Instead of a past-present-future I did one with present-immediate future-farther future.

Ana and I discussed the problem from her perspective, using the presupposition that the “map is not the territory.” We then went to the third block and discussed several options. I told her to be creative and come up with all of the ideas she could. She did, and we then filtered them and wrote out which ones were safe to do. She could entertain the idea of bopping the girl on the head, but she couldn’t actually do it. I have written down such options for normal kids, but special ed kids often cannot filter fantasy from reality. I had to make an accommodation for her disability.

We then discussed the next step and she chose the one she felt best about and put it into her immediate future.

The most interesting thing was how this empowered her. She now felt like she had further options and had control of her life. She reported back several days later that things were much better. After almost a year, I haven’t had another complaint.

Our Maps
Presupposition: The map is not the territory

This week I took my Special Olympics athletes on a school field trip to a museum and a warm spring swimming pool. We were going with other students from the school and there were five buses going. In years past my group had caused a delay for the other groups. This year our district had purchased a couple of small buses that teachers can drive, and we took a small bus so we would not hold things up. I had downloaded several maps to guide me because I knew I would be on my own. I could not follow the other drivers. We had to wait for a late bus to arrive with my students on it, then get a wheel chair on and secured before we left.

When we arrived at the museum we found, to our surprise, that we were the first ones there. I was worried because we had left a half hour later than the rest of the group. We enjoyed our museum visit, and had the entire museum to ourselves to explore. The other buses arrived as we were leaving. They had not taken the time to download the maps and information, had driven to the wrong museum, found it closed and taken the disappointed students to the swimming hole.

The maps I had downloaded served me well in several functions.
They were created for a purpose.
They use codes, pictures, symbols and words to create a mental picture, giving it meaning.
Each map has a specific point of view: highway, topographical, and so on.
The map creates a world in map form.
The map highlights some things and hides others, making it easy to use.
Details unnecessary for the purpose of the map are left out.
The map gave me a tool to reach my destination

One of the fundamental presuppositions of NLP is that the map is not the territory. We mean by this that each person sees the world by a different map. The map describes the territory as he sees it, not as it really is. Each map is created by the experiences we have had previously and by our family, our culture and even our history. Many believe that our maps are even in our genes.

Dennis Wood, in “The Power of Maps,” wrote, “this, essentially is what maps give us, reality, a reality that exceeds our vision, our reach, the span of our days, a reality we achieve no other way. We are always mapping the invisible, or the unattainable or the erasable, the future or the past, whatever-is-not-here-presence-to-our-senses-now and, through the gift that the map gives us, transmuting it into everything it is not…into the real.”

My students also use maps of their world and each has his or her own map, distinctly different from any other. We can use the same functions of paper maps to compare and contrast with maps of reality belonging to each student.

Their reality map is created with a purpose. As my map helped me make sense of the roads to get to my destination, so their reality maps help them make sense of the experiences of life and travel to their destination.

The maps use pictures, symbols and words to give the reality map meaning. Reality maps have symbols, too. They may be a loving or angry teacher that begins to symbolize all teachers. Or they could be words. If the student has always had a good experience in art and the teacher says it is time for art, the reality map will say that this, too, will be good. But what of the student who has had others make fun of his art work? The teacher says “time for art” and wonders why the student rebels, not knowing that the student’s map of reality contains symbols she is not aware of.

Each student is the creator of his own reality map. But he has a lot of help along the way. His parents, teachers, friends and enemies all play a role advising the student on what to put on the map and where.

The reality map creates a world in map form, but the map is not the territory. Using the art experience from item 2 above, let’s say the student did not understand the assignment and the children in the class laughed at him, but in our reality, the student is a talented artist. Still the student’s reality map denies his talent as it has “I can’t do art” drawn on in indelible ink.

As I drove I looked out at the beautiful winter landscape and was aware that my map left out the incredible beauty that I was feasting on. Likewise student’s reality maps leave out the beauty of life. The student may know it is there but cannot get it on the map. The student may understand that for others art is a favorite class, but cannot seem to draw that onto his own personal map.

The student’s reality map does have a purpose. It is a tool to lead the student somewhere. It gives the student’s life order and certainty. I don’t have to worry about art. I know I don’t like it. I no longer have to worry whether I like art or not.
As teachers we realize that each student has his or her own reality map. That map serves a purpose. It gives structure, order and certainty to the world for the student. We also understand that the map may not be an accurate representation of the world for that student, but is merely a tool. One of our purposes of teaching is to give our students a more accurate and functional map of reality and help our students create the maps they will need to be successful in their future.

(The idea for this article was gleaned from a slide show by Charles Faulkner found at www.nlpco.com Charles is an author and developer of NLP books, seminars and programs.)



Presupposition: If what you are doing isn’t working, do anything else
I have a darling little girl in my class named Ana May. I have worked a bit with Ana May. She comes in to school in the morning with no meds down her system and the worst case of ADHD one can imagine. Her brain is totally not in gear.

One day a boy came in sporting proudly his newly dyed blue hair. Ana May told him that it was ugly. He was hurt, and he is the type who blows up. I have chipped plaster in the walls to prove it.

Could I do it? Could I effect a change?

I escorted them back into our private room and let them talk. Talk they did. I could see and feel the anger. He had a right to his anger, she had attacked him personally.

My mentor had told me, if you remove something you will leave a void. I did not want to leave a void. These kids feel and react to voids or emptiness. They have no social restraints and no idea how to fill their voids so they hit out or cause problems trying to find a way to fill the void.

I got an idea. I had them imagine the anger they felt and give it a color. Hers was brown, his blue. I stood behind and had them place the color out in front of them with their imagination and asked if they wanted to get rid of it.

I then had them both imagine themselves as happy and in a positive state. We then together swished and superimposed the happy, positive image over the angry color, pushing the angry color away and replacing it, or filling the void it had left, with a positive image of self. We did this several times to make certain it would stick.

I then sent the blue-headed boy off to class. As he walked through the class room the aides overheard him say, “That was cool!” The anger was gone and he was calm. What was more important to me is that it seemed to hold. For the rest of the year this boy did not have another blow-up, though he had had them frequently before. I had provided an alternative way to behave and he then applied it himself to other situations.

I kept Ana May a bit longer and had her work on impulse control. She also is making progress and I am happy to say is doing better.

This program is a loosely applied NLP pattern called the SWISH. It accepts that there are things we no longer want, but leaving them will leave a vacuum in us somewhere. We therefore replace the thing we no longer want with a well-formed outcome. In this situation we replaced anger with a well-formed outcome of a happy, positive self image.


Presupposition: The Map is not the Territory
This story came to me off the Internet on a joke page. It is a story of “the map is not the territory.”

An elementary school got a new librarian. She prided herself in teaching the children responsibility. She decided that instead of checking out children's books by writing the names of borrowers on the book cards herself, she would have the youngsters sign their own names. She would then tell them they were signing a "Contract" for returning the books on time.

Her first little customer was a second grader. He looked surprised to see a new librarian. He brought his allotted four books to the desk and shoved them across to the librarian, giving her his name as he did so.

The librarian pushed the books back and told him that he was supposed to sign them out himself now. The boy laboriously printed his name on each book card in neat print, and then handed them to her with a look of utter disgust.

Before the librarian could even start her speech he said, scornfully, "That other librarian we had could write."

I laughed and thought how often we see the world from our adult eyes and forget that our students see the world in an entirely different and sometimes utterly delightful way.

This can lead to challenges. We expect the children to know the reason they are going to school. We expect them to know that they will need a job someday to support themselves and be contributing members of society.

We forget that the reason they go may be because they are “supposed to.” School may have no meaning to them. If we can create that meaning and let them have a bit of our map to enlarge their map with it will help them focus with greater depth and enthusiasm on the real reason they go to school. Part of the job is to create larger, more detailed maps for our students to carry into their future.

RTNews 112

RT® News

A magazine on Neuro Linguistic Programming in Education
No 112 June 20 2010

Hello teachers,



We hope that you are enjoying the World Cup in whatever place you are reading this. Such a global event is inescapable as even if we are not great soccer fans, we surely have some students who are and bring the topic into our classrooms. It is also a great opportunity to learn and teach something about the different countries participating and the host country, in particular. So often Africa with all the nations there that have English as an official language is forgotten when it comes to our general knowledge and all-round education.



In this month’s number, we continue with the theme of changes in the education system looking at the question of grades, marks and, to a lesser extent, exams. The prevailing education systems seem to revolve around marks and this can prove to be both productive and counter-productive in the process of learning. At times, the importance of grades can almost seem overwhelming and keeping a perspective on the issue can be a challenge.



The last chance to join our Practitioner’s Certificate course in English for this year iis this month. Our next meeting is on Saturday 26 June. Details below.



All the best for the month,

Laura and Jamie


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1. The tyranny of marks?
2. Practitioner Course 2010

3. Calendar of activities for 2010

4. Workshops and coaching

5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

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1. The tyranny of marks?


It’s that time again where I (Jamie) teach. The first term marks are due to come out and most teachers have been dedicating at least one long Sunday afternoon, calculator in hand, to the deadly serious job of working out averages and totalling scores. You can guarantee that any slip in the adding up and the borderliners, the failures and any other student keen on statistics will hunt it out in their determination to raise their grade even if it is just .5 %

With the marks out of the way, then it is time for the teacher to decide what comments to write. “Good work” or “Could do better” are not enough these days. One has to be comprehensively detailed and all within a Twitter-like 140 character limit! So, we squeeze in something nice, a plain truth, something to work at and a comment on the ability to mix with peers and hope it all hangs together in an intelligible way. In the end, despite our efforts we know that we could put anything as what really matters, what is brandished and argued over by students and parents alike – is the mark.



The energy and effort that goes into this whole marks business! Students start restlessly lobbying for their grades weeks ahead and repeat like broken records, “Have you worked out the marks yet, teacher?” Those expecting bad news try anything from doing completely unsolicited and irrelevant homework to bringing in a cake for the teacher or launching their charms of seduction on you. “But I’m always in a good mood in your class!” “If I promise to smile at you in English, will you raise my mark?”



Language and humanities teachers have an especially hard time. Maths and science teachers can usually reach a numerical total easily enough from correctly performed calculations or the inclusion or not of key information and this can be easily justified. Things are either right or wrong. But in the other subjects, so much is a matter of interpretation and how you choose to answer and there may well be no one right answer. Creating a good impression and backing up your answer with appropriate content and language is often the criteria for a top mark but getting everything possible to receive that top mark can be a challenge even for good students. This gives the grades an added air of subjectivity which doesn’t always lend itself to easy explanations to parents or students.



On the day marks are given out, stealthily hidden mobile phones are activated and grades are texted home in seconds. Within minutes, parents have clogged the school switchboard or beaten a path to the principal's office demanding to know why Juancito only got a 4 in Physical Education if he can breathe and stand up. No wonder the principal chose today to be away at a conference or insisted on previewing all the marks beforehand and on teachers raising the marks of those students whose parents came into the 'hard to handle' category!



All this energy and effort! Wouldn't it just be easier to channel it into schoolwork? It is tempting to say that students and parents alike are missing the point. They may nod in agreement when you say that the child's learning and overall progress in the process of acquiring the skill or knowledge is important or when you state that all a mark proves is that a student could satisfactorily perform the task required by a particular exam. But the marks given for a pass or fail in the subject seem to count for everything. We can spend months avoiding grades as much as possible, focusing our assessment on effort and participation, spotlighting the different intelligences students bring to a task and insisting to anyone who will listen that each individual's learning will go at a different pace. But sometimes the system in which we work gives relatively little weight to such matters to processes of internal assessment and to tools like portfolios to measure performance. How frustrating it can be in those cases when the term’s work all gets back to the one or two marks!



But maybe it is we educationalists who are missing the point. If all the energy is being put into lobbying for better grades it must be for a good reason.



Despite what we think as teachers in day to day contact with our students’ learning, we are just one source of opinion out there. Much of modern western society today seems to have an ambivalent attitude to formal education. While it is still regarded as essential for the transmission of knowledge and the educating of future citizens, it is also seen as a means to an end. That end is the piece of paper that acts as a calling card into the employment market. In short, the most valuable thing from education can turn out to be the certificate or exam result at the end and not all the other elements of learning that take place while we are at school. Consequently, for some students the years spent at school (particularly the last ones in secondary) may seem more like a nuisance which has to be borne in order to get the reward for lasting it out. The quicker and more easily it can be done the better. Armed with their school leaving certificate, first degree or whatever, students go out into the "real world", where important things happen like getting a pay packet and maybe a name in an influential field of work.



Of course this simplistic viewpoint does not represent that of many but it does seem to reflect the essence of motivation for a significant number. The measuring stick they use is the exam certificate or the grade. This is understandable when we see the same mechanism in action in much of the television we have these days. There is a plethora of shows judging people's talents at dancing, singing, cooking, designing etc, in a numerical way where often it is not who you are or how good you are at the talent but how well you play the game and accumulate points (or phone votes) that determines your survival. If you want to migrate to another country you frequently have to gather together 'points' which correspond to age, qualifications, language ability and various other features that in the past would never have been converted into a number. So, it is understandable that the game of life can seem to some like a question of chasing marks. In all this, the experience of learning, the intricacies and subtleties of the process and the creativity can get lost. After all, it's the winning that counts, not the taking part. Or as my dog might say, it is getting the bone that counts not how you contrive to get it.



This view may seem cynical and disappointing to us that believe that education is very much more than a piece of paper and who want to help our students develop their full potential as human beings. Fortunately, there are many people clamouring for other viewpoints these days and for a change in the way the functions of education are regarded. One of these is Sir Ken Robinson, an expert in creativity and education, whose very entertaining lectures in the TED series are highly recommended as giving food for thought as to where education should go now. http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html His belief is that today's schools have failed many students by precisely not providing them with tools for life, nor for developing their individual potential. This attitude presupposes that this is what education and schooling are all about, whereas there are other veins of thought which suggest that schools are more like babysitting establishments which teach students enough of the basics to get by but not too much so as to threaten the status quo. And, of course, to keep young people off the streets.

Then there are others who assert that students want to learn and grow but that the methods used and information involved in present-day schools are largely out-of-date.



Many societies seem to be lacking any sort of far-reaching debate on education and what its purposes are. As a result, we have the frequent comments that the education system is stuck in the past, in a state of crisis or whatever other negative description you care to find. It doesn’t seem to be giving societies what they want. Or is it that as a society, we haven't actually stopped to ask ourselves what we really want. So, if we don't know what we want, then people tend to stick with the traditional marks and exams that have served us so well for so long. The conveyor-belt education system of the last 200 years modeled on the factory assembly line has been very easy to set up and maintain and let's face it, it has managed to get most societies from a stage where much of the population was illiterate to one in which literacy and numeracy skills are taught to everyone (or almost everyone).



Changing to a much more individual - based system where the holistic development of a person has the space and time to grow and ‘be nurtured’ implies more resources, lower teacher-student ratios and a much less predictable means of judging progress. Some students may learn what they study in a twelve year schooling cycle in two years and others may take twenty-four years or never learn it. Is that all right? Would this be acceptable in a future society to have these personalised and wildly varied learning programmes?



Before we even get to answer that question though it might be useful to ponder on what we want adults in the future to know and be able to do. Such conjecture is going to be approximate as we don't even know what society will be like in 30, 50 or 100 years time. But that shouldn't stop us from trying to do the task. Part of our skills for the future will be innovative and involve creative thinking just as Ken Robinson advocates. We also have to be prepared for a world in which the old professional categories may well mutate into different fusions. A doctor, lawyer or engineer may well become that and something else at the same time. Other careers will emerge or disappear and it would seem to be true that this uncertainty and flexibility contrast with much of the hard-set nature of our schooling. This is not to say that we no longer need to teach basic skills, but simply that our purposes for doing so are changing.



Perhaps, the tyranny of marks is slowly coming to an end. Almost certainly many people will want to keep a firm grasp on an education system based on traditional methods of testing and examination but it may prove harder and harder to sustain that support when we realise that our students need something more than the paper to thrive beyond school. What can we do as teachers inside a system in which marks still prevail in importance?

We can make sure that we establish an individual relationship with each student, that they are not merely a number to us, that we notice and comment on details of their progress and that we encourage their awareness of their own learning and development. We can highlight for them all the different skills that are useful in operating successfully in life and not just those pertaining to academic prowess. Although we may be obliged and indeed wish to continue giving students marks it is worth we can also consistently give them or at least comments and feedback for skills not so commonly rewarded like creativity, imagination, sensitivity, ingenuity. Above all, we can be models for the fact that while grades or marks are important, there is so much else to value people for and so much else to learn that cannot be summed up neatly in a number and so be it!


© Resourceful Teaching 2010


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2. Practitioner Course 2010


The third module of our new Practitioner certificate course will be held on Saturday June 26. The course runs this year and next and involves between 130 and 150 hours of direct training in the form of practical activities and guided practice spread over 16 modules. 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.

It is still possible to join the course in this module and we have a couple of places available.



For a course syllabus and further details see our website: www.resourcefulteaching.com.ar or send a mail to jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com



Venue: Versailles, Ciudad Autónoma de Buenos Aires

Time: One Saturday per month 9.00 – 17.00

Next Module: Saturday June 26

Investment: 260 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.



To enroll, please contact us for an enrolment form. Your place is guaranteed upon payment of the first module.



The Practitioner certificate with Resourceful Teaching offers you the chance to get an NLP certification and practise your English at the same time!




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3. Calendar of Activities 2010

We are publishing below a list of the main events for Resourceful Teaching for the next few months. As each date gets closer we will give you more information and we will of course be updating the calendar with new dates as they arise.
June 26 2010 Third module Practitioner course in English

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4. Workshops and Coaching



If you would like a workshop or training in your city or town, please contact us soon as we have only a few dates available on weekends each year.

We can offer you workshops as listed in the website www.resourcefulteaching.com.ar or design something especially for your needs. In English and in Spanish. Please contact jamie@resourcefulteaching.com.ar or lauraszmuch@gmail.com if you are interested.



Laura is also available for Coaching. If you wish to advance in your career or personal life and wish to design a plan of action to do so, why not have a coaching conversation with her. Contact: lauraszmuch@gmail.com




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5. Subscribing/Unsubscribing to our e-zines in English and Spanish and an invitation to visit

To subscribe simply send a mail to: rtnews@resourcefulteaching.com.ar with your name and city stating 'subscribe' in the subject box. To unsubscribe, follow the same procedure but write the word 'unsubscribe'. We only send this e-magazine to those who have expressed the desire to subscribe by the above means.

To subscribe to the Spanish sister e-zine, send a mail to Laura at en.contacto.pnl@gmail.com
NB En contacto has different articles from those which appear in RT News and they are about NLP and other associated areas.



Visit our blog teaching resourcefully – nlp in the classroom

http://teaching-resourcefully.blogspot.com/




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