This one-day workshop was developed to introduce Teachers and TA's to the field of NLP and how it could help them personally as well as in their role as teachers www.balancedapproach.co.uk

1. A Teacher’s Revelation
I've come to the frightening conclusion that I am the decisive element
in the classroom.
It's my personal approach that creates the climate.
It's my daily mood that makes the weather.
As a teacher I possess a tremendous power to make a child's life
miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humour, hurt or heal.
In all situations, it is my response that decides whether a crisis will be
escalated or de-escalated, and a child humanized or de-humanized.
-- Haim Ginott, Child Psychologist

2. Introduction to NLP
NLP is a user manual for the brain
 If you bought a car or new gadget you would expect a
manual. You may be able to guess how things work but
that's more trial and error....
 That’s how we attempt to understand the brain..!!!
 Thankfully the NLP innovators have figured it all out and
can help us.
 Why just become excellent by accident when you can do it
quickly and easily and with more guarantee of success.

3. It all sounds a bit scary...

4. NLP & SEAL in schools
NLP (neuro-linguistic Programming) really simplifies the application of
the 5 social and emotional aspects of learning.
 Self-awareness – being present and mindful of how you act, think and
feel
 managing feelings – understanding learnt responses and how to
choose the state you’re in
 Motivation – identifying your resources and motivations to enable focus
and direction
 Empathy – building connection and understanding with others
 Social Skills – understanding the perspective of others and building
rapport

5. Presuppositions of NLP
 The map is not the territory
 People have all the resources they need
 There is no failure only feedback
 All behaviours have a good intention
 The meaning of the communication is in the
response you get.

6. The Four Pillars of NLP
 Rapport – The ability to build a good connection and effective
relationship with others
 Sensory Acuity - being able to notice yourself in relation to
another, being able to notice another's behaviours and what is
happening in a communication loop
 Behavioural flexibility – Ability to do something different, to
change what they are doing to get a different result; if that's
what they want. Remember, if you keep doing the same things,
you’ll keep getting the same results.
 Outcomes - Know what you want to achieve. Create precise,
well defined and realistic goals. SMART goal setting.

7. Rapport
 Learn to get on with everyone (you want to )
 Develop through use of sensory acuity, pacing,
leading, matching, mirroring.
 Learn to understand the other persons map
 People like people like themselves

8. Pacing
 acknowledging the other persons perspective and
world, and going along with it.
 If we copy (pace/match) some of the other
persons responses, it will give the illusion that we
understand them
 They will feel accepted and understood, even
when you do not accept or understand them.
 This is a short cut for rapport building

9. Matching
Examples of matching are:
Breathing
Body posture
Head position
Tone of voice
Language
These and others can be used to pace a person
or group and build rapport quickly

10. Matching
It can also be used to break quickly by
purposely mis-matching...
The aim is to:
Focus attention
Increase receptivity
Build credibility and trust
Reduce perceived differences

11. Leading
Two things are essential before you can
lead:
1) You have established pacing
2) You know where you are leading
This suggestible state allows you to lead
people from their present view to a new
one, or new direction.

12. Sensory Acuity
Representational Systems – senses - modalities
Visual Internal pictures, visualising, day dreaming and
imagining.
Auditory Used to listen internally, talk to yourself and
rehear sounds and voices of others.
Kinaesthetic Internal and external feelings of touch and body
awareness including balance and emotion.
Olfactory Remembered and created smells.
Gustatory Remembered and created tastes.
Communication comprises of 55% body language
38% tone of voice
7% content – the words used

13. sub-modalities
You map consists of modalities and sub-modalities.
Modalities are our representational system (above) and
sub-modalities are examples of these systems eg:
 Visual – brightness, size, colour, distance, movement,
focus
 Auditory – volume, tone, pitch, position, rhythm
 Kinaesthetic – touch, pressure, texture, temperature,
weight, pleasure/pain
 Taste/smell – bitter, sweat, pungent.

14. State change exercise
 Choose the state you want to be in
 Get yourself into a ‘right’ state
 How often have you been stuck in a
problem?
 A new way to approach problems
 Now the exercise to create change

15. State change exercise
 Get in pairs. A to describe the problem to
B – remember a smaller’ish problem only
 B to note language (body and words),
mood, modalities & sub-modalities etc.
 Do not give suggestions or solutions just
gather information………….. (5 to 10 mins)

16. Desired state – becoming outcome focused
 Ask the NLP “miracle question”
 If you woke up tomorrow and the issue was
solved what would it be like?
 What would you hear, see, feel?
 What would you say to yourself?
 Now gather the new info about the new state
5 minutes

17. Review – the changes
 Collect reactions & feedback
 Ask open questions like “what happened?”
 Have new solutions appeared?
 What are the difference?
 This is a change to outcome thing from
problem thinking
 How could this be used in a class or
meeting situation? Or other areas of you
life?

18. Behavioural flexibility
 If you keep doing what you’ve always done,
you’ll keep getting what you’ve always got.
 There are no difficult students, just
inflexible teachers.
 “Seek first to understand then to be
understood”

19. Outcomes
 Begin with the end in mind
 Be clear about outcomes – mine/yours
 SMART goal setting
 S Specific
 M Measurable
 A Attainable
 R Relevant
 T Time-bound

20. Language exercise
 Think of two smallish problems
 On a scale of 1-10 (10 worst) choose 3 or 4
 Work in pairs with these two problems
1. Give advice -> what you would do
2. Use the clean language questions

21. Clean Language questions
Motivation in a moment
 And what would you like to have happen?
 And what would need to happen for…..
 And is there anything else that needs to
happen?
 And can you? (do what needs to happen)
 And will you? (do what needs to happen)

22. The Meta Model
Surface structure (what people say)
Deep structure (Unconscious map)
Experience
Generalisations
Deletions
Distortions
Filters

23. examples
 Generalisation
 You shouldn’t find that hard
 I can’t do that
 I am always right
 Deletion
 This is important
 Mistakes are made
 I failed
 Distortion
 She’s always late (so) she doesn’t care (A=B)
 I am frightened of failure (process into a noun)
 Me makes me feel ill

24. Logical levels
Beyond identity
Identity
Beliefs & Values
Capabilities
Behaviour
Environment
Connection
Who?
Why?
What?
How?
Where & when

25. Eye access cues
 Eyes move in accordance with sensory
input/output
 Useful for rapport building
 Gives an idea of their map of the world
 Gives an idea of their representational systems
 Lets test it....

26. Eye access cues

27. Ring of Confidence
 Proof that feelings are easily changed
 Problems are mind-made
 Build confidence or motivation quickly
 Learn to harness resources
 step into your/their ‘ring of confidence’

28. Begin with the end in mind
 Make lectures have the outcome you want
 Don’t get bogged down in the detail
 State  Structure  Content
 The aim here is to create the state you want
(interest, fear, excitement etc), pick a structure to
deliver it, then last of all deal with the content.

29. Why bother with NLP..?
 The overall aim of NLP, in this context, is
to communicate effectively with students
and colleagues
 to create an effective outcome
 Take control of YOUR brain.... Choose
your own outcomes.
www.balancedapproach.co.uk • enquiries@balancedapproach.co.uk
Tel: 0121 445 0093