Rt conference launched!

FIRST LATINAMERICAN BILINGUAL CONFERENCE OF NEUROLINGUISTIC PROGRAMMING IN EDUCATION/
PRIMER CONGRESO LATINOAMERICANO BILINGÜE
DE PROGRAMACIÓN NEUROLINGÜÍSTICA
EN EDUCACIÓN

The difference that makes the difference!

AUGUST 8-9 2008

Buenos Aires

This conference also marks the tenth birthday of RT Resourceful Teaching, training teachers in NLP

In this unique event for Latin America, we will be offering a range of sessions showing how NLP can be applied effectively to a wide variety of situations and teaching contexts. In both English and Spanish. You will go home with practical ideas and the experience ‘in the muscle’!

Friday 8 August 18.00
Welcome ceremony with Laura Szmuch, Jamie Duncan and special invited guests
First Plenary
Birthday party!

Saturday 9 August 9.00 – 17.00
Plenary sessions
A wide selection of workshops and displays relating to the use of NLP in teaching and learning.

NB: There will be sessions and plenaries in both English and Spanish

Topics include:
NLP and teacher development
NLP to reach all students
Learning styles
Effective communication
Multisensory storytelling
Levels of learning
Conflict resolution
Classroom management
Mental maps
Learning to learn
and others



Certificates of Attendance will be issued.

For enrolment details contact: rtconference@gmail.com or jamie@resourcefulteaching.com.ar

Smelling to learn?

Want a better memory? Stop and smell the roses
By Maggie Fox, Health and Science Editor, Reuters

People who want to learn things might do better by simply stopping to smell the roses, researchers reported on Thursday.
German researchers found they could use odors to re-activate new memories in the brains of people while they slept -- and the volunteers remembered better later.
Writing in the journal Science, they said their study showed that memories are indeed consolidated during sleep, and show that smells and perhaps other stimuli can reinforce brain learning pathways.
Jan Born of the University of Lubeck in Germany and colleagues had 74 volunteers learn to play games similar to the game of "Concentration" in which they must find matched pairs of objects or cards by turning only one over at a time.
While doing this task, some of the volunteers inhaled the scent of roses. The volunteers then agreed to sleep inside an MRI tube. Functional magnetic resonance imaging was used to "watch" their brains while they slept.
At various stages during sleep, Born's team wafted in the same scent of roses.
The volunteers were tested again the next day on what they had learned. "After the odor night, participants remembered 97.2 percent of the card pairs they had learned before sleep," the researchers wrote.
But they only remembered 86 percent of the pairs if they did not get the rose smell while sleeping.
And the stage of sleep was important too, the researchers said in a finding that will add to the debate over whether people "learn" in their sleep the way some animals have been shown to.
Research has shown, for example, that rats learning a new maze will rehearse their movements during sleep, and that songbirds rehearse their songs.
Born's team said the scent improved learning when it was administered during slow-wave sleep, but had no effect during rapid eye movement or REM sleep.
The MRI showed that the hippocampus, the part of the brain associated with learning new things, was activated when the odor was wafted over the volunteers during slow wave sleep.

This article came from Reuters

http://www.reuters.com/article/healthNews/idUSN0835573820070309?pageNumber=2&virtualBrandChannel=0&sp=true

CALL FOR PAPERS

RESOURCEFUL TEACHING

10TH ANNIVERSARY CONFERENCE
AUGUST 8-9 2008

First Latin American Conference in NLP for Education

CALL FOR PAPERS


To celebrate our tenth birthday, we have decided to hold a conference to mark the moment and to show the public what we have all achieved applying NLP to our work in Education.

We are therefore launching a Call for Papers for those who would like to participate by submitting a proposal for a workshop at the conference.


Sessions can be given in English or in Spanish as we intend to make this a bilingual event reaching out as well to the teaching community. Each workshop will be of one hour and there may be the possibility of repeating them.

Requirements for presenters:
Holds a recognized certificate as a Practitioner in NLP or have completed a Practitioner training with us.
To present in English, you must be a graduate of a recognized Teachers College or be a native speaker.

First step: Send us an abstract of 200 words explaining
a) what you wish to present
b) describing how it represents the application of NLP to Education
c) cite any relevant academic sources relevant to the presentation
d) indicate in general terms how you will go about the presentation


Deadline for papers 10 May 2008
Send to: jamiearg@gmail.com
lauraszmuch@gmail.com

Jamie and Laura
April 2008

More students...Resourceful Teaching Tenth Anniversary!!!!!

A whole year of celebrations with our students....

Ten years learning and growing together..

Please watch this!!!!

Neuroanatomist Jill Bolte Taylor had an opportunity few brain scientists would wish for: One morning, she realized she was having a massive stroke. As it happened -- as she felt her brain functions slip away one by one, speech, movement, understanding -- she studied and remembered every moment. This is a powerful story about how our brains define us and connect us to the world and to one another.

http://www.ted.com/talks/view/id/229


I really recommend you to watch this...

Laura

Who are we?

Resourceful Teaching was founded by Laura Szmuch and Jamie Duncan. We are Master Practitioners and Trainers in NLP. Laura is a graduate of the Instituto Superior del Profesorado "Dr. Joaquín V. González" and works as a teacher of English as a Foreign Language in her studio in Buenos Aires, Argentina. Jamie Duncan is lecturer in Language III at the I.N.S.P.T of the Universidad Tecnológica Nacional in Buenos Aires and works with students of all ages.

At one point in our careers we felt the need to go further in understanding the learning process. In particular, we paid attention to some important aspects in teaching which were not generally covered, like the delicate chemistry produced by the communication between teacher and student. We began to play with this intuitively and change things in our teaching and we started to read a lot about NLP. We wondered what would happen if we took all these marvellous ideas and technology and used them in education. We realised we had a lot to learn and that there was an amazing world to which we had only just gained entry, so we decided to take a course and learn about it properly.

As we were both very enthusiastic about applying what we had been learning to our classes, we began to try things out, take notes, read, and get books from the US, the UK and New Zealand that were not available here. Above all, we shared everything we were discovering. Individually, we started giving some workshops to friends and colleagues, until the day, when as we were about to finish the Master Practitioner, we organised a study group together. From this group, there were requests or almost 'demands' from our colleagues who wanted something deeper and more structured than just a workshop, to be given in English and dedicated to education and language teaching. At this point we were completing the Trainer training and we realised that we had all the material and ideas in our heads. What was needed was to put it in order and form a course. And our first Practitioner Certificate course in Education started.


The wonderful thing about working with teachers is that we see almost instant results. They tend to have a phenomenal drive and come to us interested in acquiring techniques to help their students learn more easily. Little by little, however, they realise that they are also helping themselves immensely. They become more open and more complete as people and discover that they have resources available to resolve conflicts and communicate more effectively. They see that they possess an enormous treasure in the form of their academic knowledge and training but that however rich this intellectual knowledge may be, it is still not quite enough. Therefore, they acquire tools to transmit learning, not just from the mental perspective. It is incredible to see the difference in their classes when they learn to use their bodies, their voices, aspects of non-verbal and unconscious communication and to value their intuition. They improve their communication with their students, parents of students, colleagues, heads and other staff in a remarkable fashion. And this is because their communication reveals a different point of view, one which has been nourished by NLP.


What most excites us is that they approach us as 'professionals', committed to their work and then they discover themselves as 'people'. They realise that they need to devote time and space to themselves and to the
organisation and planning of their lives and careers in a wider perspective. Teachers normally live in a whirlwind of classes, preparation, marking, exams and different groups and undoubtedly this is a situation in which it is easy to lose oneself. The changes that we witness in teachers have to do with finding themselves again and reacquainting
themselves with their subject, their pupils and their lives. Apart from dramatic improvements in their classrooms, they tell us of important changes in their families and with their partners, of new jobs or growth in their institutes, of more useful free time which emerges from better organisation and clear objectives. They also tell of better physical
health and we insist a lot on this point as teachers need strong and flexible bodies, loads of energy and to eat well. Teachers need to set an example for students.

...............................................................................................................................................................



When people complain about the crisis in education, we consider that it is a good idea to teach those who teach. When those who are part of the teaching-learning process know where they are going, what their beliefs and values are and how to find their mission, the crisis becomes a path of opportunities. The huge changes that we are experiencing in the world are an excellent challenge and the better prepared we are and the greater our self-knowledge and our personal and spiritual development, the more chances we have for continued learning and growth in all aspects of our life.


© Laura Szmuch and Jamie Duncan, 2001

Resourceful Teaching

What is RT?

Photo: Jamie and Laura in Comodoro Rivadavia-2000

The vision of Resourceful Teaching is to see teachers growing and developing with wisdom, maximising their skills as communicators and models of excellence in their field through the application of Neuro Linguistic Programming (NLP). These teachers are committed to using their talents and strengths in helping the world recognise the supreme importance of meaningful education as a birthright of all human beings.

The mission of RT is to provide a structure through which teachers have access to the skills and technology of NLP as applied to education. This includes high quality training and support, materials and information, contacts and networking. Our graduates are empowered with the awareness, choices, communication skills and facilitating beliefs and values to make a real difference in their teaching context.

The strategy of RT has been to create a Practitioner's Certificate and Master Practitioner's Certificate course completely orientated towards practising teachers. It is also to run workshops, shorter courses and other training for teachers. We offer consultancy and information to teachers and to educational institutes. We develop materials and literature applying NLP to the teaching and learning processes.

The structure of RT is to offer training and consultancy in Education in
the following ways:

* General Educational workshops
* Tailor-made on-site workshops responding to special needs of schools
or other educational institutions
* Practitioner Certificate in NLP for Education courses
* Master Practitioner Certificate in NLP for Education courses
* Consultancy upon request
* Electronic mail newsletter
* Free introductory talks
* Participation in major ELT events
* Ongoing access to instruction and trainers
* Networking and a forum for contact both within Argentina and
internationally.
© Laura Szmuch and Jamie Duncan, 2001