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LR

LR

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Published by zynpturksy

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Published by: zynpturksy on Apr 13, 2010
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04/13/2010

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After the long break of the class, we talked about NLP. First of all, we divided it into its components.One is the neuro related to mind, which means our thinking process and how we experience theworld through our senses. The other is the linguistic related to our words, which means the way weuse language and how it influences us and those around us. Last, the programming stands for ourbehaviour, in other words, it is the way we organize our ideas and actions which produce expectedand unexpected results.We have four pillars of NLP, which is the mind.First,
outcomes
. ---- knowing what you want I have to know my goals.Second,
 
rapport
. ---- setting mutual background I should maximise similarities and minimisingdifferences.For instance, as the salesmen do after asking where you are from, then, ooo I am from there, too.We should create warm atmosphere as they do :)Third,
sensory acuity
. ---- notice the response what other people are doing.Fourth,
flexibility
. ---- trying another way If the thing you are doing isnt working, try anotherway.We also learnt nine presuppositions of NLP.
M
ind and body are interconected.
 
D
o physical activities as much as possible.
 
E
ncourage laughter.
 
D
ecrease stres.
Th
e map is not t
h
e territory.
 
K
now people are different from each other, and their maps are different, too.
 
D
ont forget everybody cannot think the way as you do. Be respectful.
 
E
ncourage ss to find out how other people do things.
Th
ere is no failure, only feedback.
 
We all are likely to make mistakes, so we shouldnt be too self critical.
 
Ss need constructive feedback to know what they could do better. Thus, they will be moresuccessful.
 
That is, see mistakes as useful feedback for your teaching/learning !
 
 
Th
e map becomes t
h
e territory.
 
Accept that you make mistakes.
 
Believe sincerely you can do whatever you want.
 
Build self-confidence in yourself and ss.
 
Focus on solution not only mistakes.
 
Take the risk of making mistakes, and
 
Laugh with your ss not at them.
Th
e resources we need are wit
h
in us.
 
K
now what you can do.
 
K
now your strenghts as well as weaknesses.
 
Praise your ss.
 
E
ncourage and help them to be aware of what they can do. 
C
ommunication is non-verbal as well as verbal.
 
Body language
>
Voice Tonality
>
Words
 
U
se all three to be more effective. All are deadly important.
C
ommunication is nonconscious as well as conscious.
%99
of learning is unconscious.Peripheral learning and activities are under this headline. We can hang cards and pictures on thewall, and we can teach through activities.
A
ll be
h
aviour
h
as a positive intention.
M
usic and slides we use have a positive affect on learners. We mentioned two points here. Oneis dealing with disruption and the other is reframing. Former is about how we make disruptivebehaviour good while latter means encourage ss do their best.
D
ont label them but encouragethem to do better.Our motto is  If you cannot change your students, then try changing your response! 
Th
e meaning of my communication is t
h
e response I get.
What you say is only what they understand from you. If your students learn nothing from you,this is your fault not theirs.
E
xcuse yourself! ,in other words,
M
ea Culpa! If you get negativeresponses from ss, then change your style. Teach through the way your students learn not

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