Curriculum Area of Focus:

Lessons 1- 8 Communication

Grades:

11 & 12

Developed by:

Lee Griessel Li elle !isa"ie #eidi $teyn

Lesson 1: Lesson 2: Lesson (: Lesson ): Lesson +: Lesson ,: Lesson .: Lesson 8:

Communication %odel !A& ' representational systems %eta %odalities $tates ' *rimary $tates *erceptual *ositions -$ *rinciples of effective communication /pen ' revision $tates as %eta $tates 0$tates about $tates1

Lessons 1-8 Cover page ISNS School Project 2012

Lesson -umber and 2itle:

1- Communication %odel

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ The "ap is not the territor'+ People respon accor ing to their "aps+ ,e respect each person-s "o el of the )orl + There-s an a(un ance of personal resources# plent' for all+ $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ .t the en of the lesson# the learners shoul (e a(le to/ 0 0 1efine Co""unication 1escri(e the (asic co""unication process

2utco"e1/ ,hat the co""unication "o el is 2utco"e 2/ Learners to loo* at ho) )e e!perience the sa"e thing ifferentl'+ 3o) )e are the sa"e an 'et ifferent 2utco"e 4/ 3o) our (eliefs5 values etc influence our results an (ehaviours+ Loo* at ho) )e "a*e "aps of one event in ifferent )a's+ 5rief -otes for 2eac3er: Structure of Presenting/ Neuro-Linguistic progra""ing is a co""unication "o el+ It )as "o ele fro" three )orl -class co""unicators an create (' a linguistic an a 'oung co"puter stu ent+ The NLP "o el )as evelope as the' use the tools of Transfor"ational 6ra""ar an co"puter science to "o el ho) )e co""unicate )ithin ourselves to create our sense of realit' an ho) )e co""unicate to each other to create relationships# un erstan ing# an our various e!periences+ Content/

11 Communication is at essence a mappin"-process6

Lesson 1/ Co""unications &o el ISNS School Project 2012

,e are "appers+ ,e ta*e the events an happenings in the )orl 7out here8 (e'on our nervous s'ste"s an (ring the" 7insi e8 via neurological an "ental "apping+ 9et as )e "ap things fro" )ithout to insi e )e elete lots of stuff# generali:e things# an istort things+ These are the three "o eling processes of NLP+ ,e co""unicate on our insi es to our self (' re-presenting on the theater of our "in )hat )e have seen# hear # an felt out there+ This gives us 7the languages of the "in +8 The control *no(s for )hat pla's insi e our "in s involve the sensor' languages of visual sights# au itor' soun s# an *inesthetic sensations+ ,e 7"a*e sense8 of things )ith our senses (' internall' processing infor"ation an representing such as "ovies in our "in + ,e co""unicate using these languages of the "in # the languages that )e use to create our cine"as that )e pla' out on the theater of our "in + So the languages of the "in are our Sights $visual% Soun s $au itor'% Sensations $*inesthetics% S"ells $olfactor'% Tastes $gustator'% Language $)or s# linguistics# s'"(ols% There is a tre"en ous difference in the speed of speaking and thinking. &ost people tal* (et)een 100 an 1;0 )or s a "inute# (ut ho) fast can thought go< I can rea at 4#;00 )or s a "inute+ There are so"e )ho can rea at 10#000 )or s a "inute+ That "eans the "in can go hun re s# even thousan s of ti"es faster than the tongue= That gives a lot of ti"e for us to (e thinking about a conversation even )hile )e are in the "i st of it+

Lesson 1/ Co""unications &o el ISNS School Project 2012

21 Communication occurs verbally and non-verbally6

,e learn ho) to co""unicate+ Co""unication results is the union of t)o people $co-% that results )hen "essages sent an "essages receive are share + The communion of t)o or "ore people sharing an e!perience or a)areness through the e!change of ver(al an non-ver(al signals+ The state of connecting an relating )ith un erstan ing+

Communicating is more than talking. ,e can tal* an not connect+ It is also "ore than un erstan ing another+ ,e can un erstan an not relate+ In co""unicating )e sen an receive "essages fro" another+ ,e ta*e the s'"(olic signals of another an process the" )ithin our "in to 7"a*e sense8 of the"+ ,e then respon in a )a' that see*s further clarification so that )e co"e to un erstan another as )e represent in our "in a close appro!i"ation of )hat the other has in his or her "in + Linguistics (egins )ith the sensor' languages an then "oves to the "etarepresentation s'ste" that )e call language+ To co""unicate effectivel' )e have to listen for the representations an "entall' processing in the other person+ The tools of our tra e as co""unicators is what )e sa' $our )or s# concepts# i eas% an how )e sa' the" $all of the non-ver(al i"ensions%+

(1 Communication creates states and 7e communicate from state to state6

The "ovies an language )e use in our internal "ovies sen s "essages to our neurolog' an nervous s'ste" to create our mind-body states. .n given that )e are al)a's in a state# )e are al)a's co""unicating to ourselves# consciousl' an unconsciousl' to create our states+ What and how we communicate to ourselves creates our states and state management $or e"otional intelligence%+ 2ur processing of infor"ation in uces us into "in -(o '-e"otion states# neuro-linguistic states+ ,e co""unicate fro" the state )e are in to the states that others are in+ .n # the quality of our life is the quality of our states. ,e have two royal roads: "in an (o ' or thin*ing an acting/ )e can re"e"(er a state# create a state# an
Lesson 1/ Co""unications &o el ISNS School Project 2012

"o el a state+ .s )e co""unicate to others )e are si"ultaneousl' co""unicating to ourselves (ecause )e are pla'ing an repla'ing our o)n "ental "ovies+ .n as )e co""unicate )e are in ucing states+

)1 All communication is filtered6

If )e co""unicate fro" our states to the states of others# all co""unication is filtere + ,e never 7hear8 or 7see8 each other naivel' an si"pl'+ ,e hear )hat )e hear epen ing on all of the things in the (ac* of our "in s an our states+ It is filtere (' our > ?alues an (eliefs @n erstan ings an *no)le ge 3istor' an "e"ories I"aginations an anticipations &eanings an fra"es &eta-progra"s an "eta-states Sense of self an capa(ilities etc+

That-s )h' )e never *no) )hat another person has heard an therefore )hat )e have co""unicate + The "eaning of our co""unication is the response )e get+ No )on er then that it is easier to "is-co""unicate than to co""unicate=

Lesson 1/ Co""unications &o el ISNS School Project 2012

+1 Communication is layered 7it3 multi-dimensions6

,e o not just co""unicate at one level# (ut "ultiple levels+ This is true of our o)n self-co""unications# it is also true )hen )e atte"pt to co""unicate to each other+ Aehin the overt "essages there are la'ers of co""unication in the (ac* of our "in + ,e have fra"es )ithin fra"es of i eas# "eanings# an e"otions+ ,hen self-reflexivity enters the picture# )e have la'ers an la'ers of co""unications going on in our "in s+ Self refle!ivit' is )hen )e reflect (ac* as in a "irror so 'ou can see 'ourself+ This allo)s 'ou to see 'our thoughts an "ental pictures in 'our "in + Its as if 'ou are loo*ing at a photograph of 'our self+ ,hat if 'ou coul ta*e a photo of 'our o)n thoughts an e"otions< Intention# as one of the fra"es in the (ac* of the "in # is one of the "ost po)erful rivers of co""unication+ 2ur intentions set our "otives# agen as# an o(jectives+

,1 8e communicate t3rou"3 listenin" and seein"6

To enter into the co""unication e!perience )e have to open up our senses to see an hear all that is going on+ To recogni:e the responses )e are getting fro" others# )e have to 7lose our "in an co"e to our senses#8 $Brit: Perls% an co"e into sensor' a)areness+ 2nl' then can )e learn to cali(rate to another-s responses to listen# see# an support to "a*e co""unication safe. ,ithout safet'# Co""unication (eco"es stresse an efensive an )e all have one Cuestion in the (ac* of our "in s# 7Is it safe to co""unicate )ith this person<8 So to (eco"e "ore effective as a co""unicator# )e nee to "a*e it safe for the other+ This is )hat creating rapport is all a(out+ To create rapport# )e "atch the other-s )or s# values# ph'siolog'# (eliefs# un erstan ing an "o el of the )orl +

Lesson 1/ Co""unications &o el ISNS School Project 2012

.1 #i"3 9uality communication involves t3e information loops6

Co""unication is open or close epen ing on ho) )ell )e receive fee (ac* an fee -for)ar )hat )e have thought an felt out into the )orl + These are the loops of co""unication+ Bee (ac* is infor"ation into the s'ste" an fee for)ar is energ' (ac* out into the )orl + Bee (ac* is infor"ation# thin*ing# (elieving# conclu ing# generali:ation# un erstan ing# etc+ Bee -for)ar is feeling# e!periencing# spea*ing# acting# (ehaving an relating+ Co""unication is a 'na"ic an flui process of e!changing "essages# it involves listening for fee (ac*# Cuestioning for clarification# an supporting# in ucing states# Cuestioning# etc+ for fee -for)ar +

81 !ia communication 7e structure and pattern our e:periences6

.s )e spea* an construct our sense of realit'# our "apping creates our e!periences+ 2ur co""unicating to others an ourselves for"ulate our *no)ho) *no)le ge as )e "ap s*ills an strategies for e!cellence+ .s )e escri(e things# )e for"ulate an e!press our un erstan ings a(out things+ Language calls our realit' into (eing+ ,e (egin to "a*e things real (' sa' an e!pressing our un erstan ings an (eliefs+

Lesson 1/ Co""unications &o el ISNS School Project 2012

;1 Communication is about evo<in" responses and states6

In all of this# co""unicating is ho) )e evo*e responses an states in others an ourselves+ This "a*es state in uction ver' i"portant+ ,e in uce states of rapport an curiosit'# states of learning an openness# states of "otivation an ecision# states of creation an integration+ If 'ou o not evo*e states in others# 'ou )ill onl' have an intellectual tal* an not a life-changing or transfor"ing encounter+ Dvo*ing responses also lies at the heart of h'pnosis an the generation of ne) resources an potentials+

Lesson 1/ Co""unications &o el ISNS School Project 2012

NLP-PRESUPPOSITIONS Aelo) are the Pre suppositions as liste in 'our "anual 1+ The "ap is not the territor' 2+ People respon accor ing to their "aps 4+ &eaning operates conte!t- epen entl' E+ &in an (o ' inevita(l' F inescapa(l' affect each other ;+ ,e respect each person-s "o el of the )orl G+ ,e cannot not co""unicate8 H+ The )a' )e co""unicate affects perception an reception 8+ The "eaning of our co""unication lies in the response )e get I+ The one )ho sets the fra"e for the co""unication controls the co""unication 10+ There is no failure# onl' fee (ac* 11+ The person )ith the "ost fle!i(ilit'# e!ercises the "ost influence in the s'ste" 12+ Jesistance in icates the lac* of rapport 14+ People have the internal resources the' nee to succee 1E+ .ll co""unication shoul increase choice+ 1;+ ,e a choices )ith NLP+ ,e on-t ta*e choices a)a'+ People "a*e the (est choices availa(le to the"+ 1G+ In ivi ual s*ills function (' eveloping F seCuencing our representational s'ste" 1H+ Aehin ever' (ehaviour is a positive intention 18+ There Ks an a(un ance of personal resources# plent' for all 1I+ It-s never too late to have a happ' chil hoo + 20+ It-s (etter to have choice# than no choice+ 21+ People have all the resources the' nee L the' just nee strengthen an seCuence the"+ These principles un erpin "ost of 'our co""unication an facilitation )or* )ith the chil ren+
Lesson 1/ Co""unications &o el ISNS School Project 2012

to access it

These principles ho)ever )ill (e "ore for"all' intro uce in SDSSI2N G an )ill (e presente in the for" of a ga"e+ 3o)ever# it is i"portant that 'ou alrea ' e!plain these as the' co"e up uring 'our ifferent sessions+
!t is best if you make flash cards of these pre-suppositions to use through-out "ession #$ as they seem appropriate. %ou can &ust place them on the blackboard with your diagrams and explanations as required. 'his is &ust to reinforce these concepts as they would have been introduced to them in grade previous grades.

Inclu e 4 learning outco"es/ 2utco"e1/ To learn the (asic features of the Neuro-Linguistic Co""unication &o el 2utco"e 2/ To learn to stop one-s o)n internal chatter# ju g"ents# an filters an 7co"e to one-s senses8 in (eing present to another person+ 2utco"e 4/ To learn ho) to etect the states an internal e!periencing of another person+ 2utco"e E/ To learn a(out the "apping an "ovie-"a*ing insi e our "in s as )e 7"a*e sense8 of infor"ation+

Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages #* - +# Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+

Lesson 1/ Co""unications &o el ISNS School Project 2012

10

To a' )e are going to learn ho) )e "a*e our o)n "eaning of )hat )e hear an see an ho) our "eaning results in )hat )e perceive an the results )e get

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ /penin" ' 2ime allo7ed: 1+ minutes 0t3is is an estimated time and can be revie7ed and ad4usted1 Start the lesson (' provi ing an overvie) an uring the lesson+ Total Ti"e for the lesson/ G0 "inutes To a' )e are going to spen G0 "inutes together+ a ti"eline of )hat )ill happen

Structure of Presenting/ Neuro-Linguistic progra""ing is a co""unication "o el+ Put up the 7(lue "an8 NLP Co""unication &o el picture on the )all+ It is reco""en e for the NLP Co""unication &o el to also (e ispla'e on po)er point+ 3an out a cop' of the NLP Co""unication &o el to the elegates+ Jea page 14 an 1E+ $Stop (efore 'ou get to the pro(le" to co""unication% 1ra) up the picture (elo) for the group+

Lesson 1/ Co""unications &o el ISNS School Project 2012

11

The picture a(ove can also (e ra)n (eforehan + D!plain the pro(le" of rele!ivit' to the group+ @se the i"age (elo)+

This process is 7 riven8 at an unconscious level+

.ctivit'/
Lesson 1/ Co""unications &o el ISNS School Project 2012

12

.s* the group for their ans)ers/ If an elephant co"es into this roo" no)# )hat )ill 'our e!perience (e< =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+

.n Blash Car s of NLP Pre suppositions+

Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ MEANING IN YOUR LIFE: Time allowed: 15 minute ,hat o 'ou ta*e a)a' to a'< ,hat )oul it "ean for the a's to co"e< If so"e people are successes to us# ho) o the' thin* an (ehave< If )e value their (ehaviour an perfor"ance# coul )e (ring those values an "eanings into our lives< Can )e "o el the" an a this to our o)n uniCue )orl < Discussions: 0Dach learner shoul share their iscoveries% .s* Cuestions/
Lesson 1/ Co""unications &o el ISNS School Project 2012

13

,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< ,hat 1 thing )ill 'ou re"e"(er )hen 'ou co""unicate )ith 'our parents# (rothers# sisters# frien s# teachers<

Lesson 1/ Co""unications &o el ISNS School Project 2012

14

Lesson -umber and 2itle:

2 ' !A&-Ad =epresentational systems

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+
People respon accor ing to their "aps ,e respect each person-s "o el of the )orl In ivi ual s*ills function (' eveloping F seCuencing our representational s'ste" The )a' )e co""unicate affects perception an reception The "eaning of our co""unication lies in the response )e get

$pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ A' the en of this lesson/ 2utco"e1/ Mno) ho) )e represent infor"ation 2utco"e 2/ Mno) their o)n preferre language of representation 2utco"e 4/ 3o) )e co""unicate an representational languages 5rief -otes for 2eac3er: Structure of Presenting/ Content/ ,e 7"a*e sense8 of things in the )orl (' repro ucing or representing )hat )e have seen# hear # felt# s"elle # an taste onto the inner screen of our mind. .s )e o that )e create so"e *in of sensor' representation )hich )e e!perience as a "ovie in our "in + This "ovie "a' (e just a snapshot of a picture# or of a soun # or of a sensation# (ut it is the (eginnings of ho) )e create our "ental "ovies+ Dach "ovie has various representations> visual $pictures# i"ages# sights%# auditory $soun s# noise# "usic# )or s%# kinesthetic $sensations# feelings%# etc+ These ,epresentation "ystems "a*e up the "ost (asic co"ponents of the languages of our "in + Bro" these )e create the "ovies in our "in + !?$@AL: Those )ho prefer an over-speciali:e in the ?isual s'ste">
Lesson 2/ ?.M-. Jepresentational S'ste"s ISNS School Project 2012

ho) to recogni:e the

ifferent

15

&e"ori:e (' seeing pictures an are less istracte (' noise+ 2ften have trou(le re"e"(ering# an (eco"e (ore ('# long ver(al instructions+ &ore intereste in ho) so"ething loo*s# value appearances+ ,ill often stan or sit )ith their han s5 (o ies erect an )ith their e'es up)ar + Areathe high# fro" the top of the lungs+ Sit for)ar in a chairL (e organi:e # neat# )ell-groo"e # an or erl'+ 2ften are thin# slen er# even )ir'+ &ove e'es up to access visual i"ages# loo* aroun noticing lots of things+ @se a higher pitch# tal* Cuic*l'# in spurts+ @se gestures that are high# )i e# e!pansive# so"eti"es )ill point+

A@D?2/=A: Those )ho prefer an over-speciali:e in the .u itor' s'ste"> Pa' attention to soun s# tones# volu"es# an fin noises "ore istracting+ Dasil' repeat things (ac* )hat the' hear# an learn (est (' listening+ Li*e "usic an enjo' tal*ing on the phone+ 3ighl' value tone of voice an the use of specific )or s+ 2ften "ove their e'es laterall' $si e)a's%+ Areathe fro" the "i le of the chest# tal* to the"selves# su(-vocali:e# "e"ori:e seCuences# an hol their (o ' to ai" their ear+ Thin* in "ore linear# )or -('-)or or ering# logical+ @se gestures aroun the "i -section# a opt a 7telephone position#8 tilt hea + &?-B$2#B2?C: Those )ho prefer an over-speciali:e in the *inesthetic s'ste"> @se their (o ' to thin*# re"e"(er# an co""unicate+ &a' tal* slo)l' an in a (reath' )a'+ &a' respon to ph'sical touch an re)ar s+ 6esture closer to the (o '# han over heart+ &e"ori:e (' oing so"ething or )al*ing aroun + &ost intereste that so"ething feels right or evo*es the right feelings+ T'picall' (reathe eepl' fro" the (otto" of their lungs+ &ove e'es o)n)ar to access feelings+ Tonalit' )ill ten to (e slo)er# lo)er pitch# )ith hesitations+ LA-G@AGB !Audito"# $i%ital&: Those )ho prefer an over-speciali:e in the language s'ste"s/ ,ant to 7"a*e sense8 of things (' using )or s+ Tal* in "ore a(stract ter"s# generali:e# theori:e# etc+ &a' even have little a)areness of the sensor' (ase s'ste"s+
Lesson 2/ ?.M-. Jepresentational S'ste"s ISNS School Project 2012

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&uch less use of (o '# gestures# "ore in a 7co"puter8 "o e+

LISTENING FOR REPRESENTATIONS IN SPEE'( Jepresentational S'ste" Pre icates ,hat are the cues that a person is using an' given s'ste" of representation to create the "ovies in their "in < There are linguistic cues for each s'ste"+ Learning to listen for these ena(les us to etect the )a' the person is processing infor"ation+ -isually: If I coul show 'ou an attractive an ver' clear )a' so that 'ou coul N $so"e value%# I )on er if 'ou )oul li*e to look at that an see if it oes fit )ith )hat 'ou-re )anting< .uditorially: If I coul effectivel' describe to 'ou so"e of the (enefits that 'ou reall' )ant to o(tain# )oul 'ou li*e to hear a(out the" no) or discuss the" "ore full'< /inesthetically: If I coul help 'ou get a hold of this value that 'ou )ant in a concrete )a'# an in a )a' that reall' embraces the value full'# )oul 'ou li*e to try it on# just to get a feel for it0 1elow are some common words and phrases. !?$@AL a "ire attractive ga:e sho) clou ' colorful graphic a)n i"agine t)in*le e!hi(it peer visuali:e flash reflect !isual *3rases/ seeing e'e to e'e got an e'eful "in Os e'e
Lesson 2/ ?.M-. Jepresentational S'ste"s ISNS School Project 2012

appear for" shin clear glea" glo) ar* illu"inate surface envision loo* vie) face previe) )atch

foresee see (right glare sight spar*le ha:' stro(e ispla' o(serve veil e'e picture vivi

scan (lurre glance sight see conceal staring isappear o(scure vanish e!pose perspective vie) focus

appears to "e "ental picture (e'on a sha o) of a ou(t (ir Os e'e vie) na*e e'e 17

catch a gli"pse of photographic prett' as a picture i" vie) flashe on sho)ing off horse of a ifferent color snap shot ta*e a pee* In person A@D?2/=A announce harsh sang attune insult sighs co"plain "elo ious soun $s% eaf nois' translate Cuestion vocal gurgling Auditory *3rases/ (e all ears "anner of spea*ing clear as a (ell clearl' e!presse escri(e in etail e!press 'ourself tattle-tale tongue-tie hi en "essages unhear of inCuire into )or for )or &?-B$2#B2?C angle grapple (en s grin s (rea* hol (ur ene hurt clu"s' irritate "ove"ent touch

paint a picture cr'stal clear a sight for sore e'es short sighte get a scope on ha:' i ea i"age in light of un er 'our nose har"oni:e resonance as*e inCuire shrill cheer lou cr' "u"(le tell e!plain utter gru"(le repl' "a*e "usic (la((er "outh po)er of speech purrs li*e a *itten rap session state 'our purpose give "e 'our ear hear voices utterl' i le tal* )ell for"e lou an clear s*ip s"ooth soli stuffe s)eep crouching reCuest argue hu" shrie* chatter listen silent "ention tal* echo overtones gro)l recite

clear cut plainl' seen see to it get a perspective "a*e a scene staring off in space tunnel vision in vie) of ans)er hear shout call lecture silences crescen o sta""er iscuss outspo*en e!pression Cuiet 'ell

(e hear rings a (ell pa' attention to outspo*en call on ear full give an account of to tell the truth tune in5tune out hol 'our tongue voice an opinion *e' note spea*er grant "e an au ience grasps har hug i"pression "ush' tra"ple slip soft spi*e thic* concrete cru"(le 18

(eat (ounce (rush carr' co"forta(le pinch

Lesson 2/ ?.M-. Jepresentational S'ste"s ISNS School Project 2012

plush pull run scrape

tre"(le (u ge )ar" )eigh

e!citing fir" flop gra(

pressure ru( scra"(le sha*'

t)ist unfeeling )ash )or*

feel fits force

&?-B$2#B2?C *3rases/ all )ashe up (oils o)n to chip off the ol (loc* control 'ourself "o"ent of panic pain-in-the-nec* hol it# hol on floating on thin air get a hol of get a han le on heate argu"ent stiff upper lip thro) out han s on

hot-hea *no)-ho) light hea e "a*e contact pressure cool 5 cal" 5 collecte fir" foun ations un er han e slippe "' "in s"ooth operator start fro" scratch hang in there han in han turn aroun s"o*' stale (ite (reath scent

*eep 'our shirt on la' car s on the ta(le co"e to grips )ith connect )ith (e felt pull so"e strings sharp as a tac* slip through tops' turv' get a loa of this get in touch )ith get the rift of tap into catch on fresh salt' tongue flavor )hiff sour s)eet lic* ree*

/LFAC2/=A>G@$2A2/=A (itter s"ell fragrant o or spic' pungent savor taste tang aftertaste essence inhale fu"e sip palate a nose for @-$*BC?F?BD *=BD?CA2B$ conscious *no) learn "otivate change nice perceive consi er process sense feel thin* a)are clear eci e sense

light notice Cuestion sensitive count

(elieve conceive e!perience un erstan account

LA-G@AGB &eaning evaluation significance co"pute factors factor in the (otto" line Inclu e 4 learning outco"es/

2utco"e1/ State the ifferent )a's of representing things in our )orl 2utco"e 2/ 1escri(e ho) the representations create "ental "ovies 2utco"e 4/ 1escri(e the (asic co"ponents of the languages of the "in Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages +2 - 3+
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Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+ To a' 'ou )ill learn that the )a' 'ou hol 'our "ental pictures# soun s an feelings has an effect on ho) 'ou act in the )orl +

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ The teacher5facilitator can prepare the representational Test for the group (efore the lesson starts+ 3an the test out to the group+ 2nce the group co"plete the test# )rite the scores up on a flip chart paper+

1e-(rief of the test/ 0 ,e are all ifferent+

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-ote to teac3er: The follo)ing points can (e use )hen facilitation the Jepresentational S'ste"s+ 0 The representational s'ste"s are *e' to the NLP "o el+ This is also *e' to listening+ 0 ,e all have all E s'ste"s+ Aesi es these E s'ste"s+ There-s also the s"ell an taste s'ste"s# uring this session )e are not going to iscuss the"+ 0 Jesearch have sho)n that there-s no "ovie5theatre in our (rains+ &ovie is the "etaphor )e use for this training+ 0 2ther "etaphors can also (e ra io stations5languages+ 0 This is )here I (egin "' processing+ Bor e!a"ple/ . P 9ou nee )or s 1st to access the other s'ste"s+ So if 'ou (egan 'our "ovie first )ith )or s then 'ou coul for e!a"ple access 'our visual s'ste" or visuali:e+ 0 ,hat s'ste"s are in our (o ies/ o L'"(ic s'ste" o ?isual corte! o .u itor' corte! 0 NS $Neuro-Se"antics% oes not tal* a(out (alance+ In other )or s# )hich s'ste" o I nee to access for a given conte!t< 1o I have fle!i(ilit' to access the s'ste"< 2r a" I stuc* in a certain )a' of processing in all conte!ts< ,hat is the opti"al scoring for a given conte!t< 0 ,hat 'ou )ant is fle!i(ilit' to access all E representational s'ste"s+ 0 If 'our scores are lo) in an' categor'# it )ill i"pact on 'our "ovie+ 0 M oes not "ean e"otion# it "eans feeling+ 0 Note to Teacher/ 1ra) up the i"age (elo) to e"onstrate visuall' the ?.Ma + 9ou can repeat the a(ove"entione )hilst using the visual i"age+

=e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Blash Car s of NS Pre suppositions Closure>$ummary>=ecap of 73at 7e learnt: Ti"e allo)e / 10 "inutes 21
ISNS School Project 2012

Lesson 2/ ?.M-. Jepresentational S'ste"s

In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< ,hat are the ifferent representational languages< ,hat are so"e e!a"ples of the ifferent languages< ,hat o 'ou no) un erstan a(out ?.M an ho) )ill 'ou use this< ,hat )oul (e a useful )a' for so"eone )ho is visual to re"e"(er infor"ation< Dtc+

Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< 3o) )ill 'ou use )hat 'ou no) *no) to help 'ou learn an infor"ation< re"e"(er

,hat 1 thin* )ill 'ou o to help 'ou re"e"(er infor"ation )hen 'ou ne!t stu '<
Bor the ne!t )ee*# "a*e a note of the )or s use "ost at ho"e an )hich "o alit' $au itor'# visual# *inaesthetic or .-i % people are using+

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Lesson -umber and 2itle:

( ' %eta %odalities

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ People have the internal resources the' nee to succee + .ll co""unication shoul increase choice+ ,e a choices )ith NLP+ ,e on-t ta*e choices a)a'+ People "a*e the (est choices availa(le to the"+ It-s (etter to have choice# than no choice+ It-s never too late to have a happ' chil hoo + People have all the resources the' nee L the' just nee to access# strengthen an seCuence the"+ $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ A' the en of this lesson/ 2utco"e1/ Learners )ill *no) ho) to e it their o)n &ovies 2utco"e 2/ 3o) the' can create a K"oviesifferent e!perience (' changing their

2utco"e 4/ 3o) the' can "anipulate5change5control the Jepresentational s'ste" to change their in ivi ual e!periences for their (enefit5a vantage+

5rief -otes for 2eac3er: Structure of Presenting/ Total Ti"e of the lesson/ G0 "inutes Bor the opening of this lesson spen at least 10 "inutes on e!plaining )hat 'ou )ill (e oing uring the lesson+ D!plain to chil ren that the' can e it their "ovies to "a*e the" happier# (righter# softer# gentler# Cuieter etc+ an (' oing this the' can change ho) the' re"e"(er an event+ Content/ ,e have =epresentational *o7er+ This )as intro uce in Session 1 an 2+ Je"e"(er to a "ore NLP pre-supposition car s as the' (eco"e relevant+
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,e co""unicate on the insi e to our self (' re-presenting on the theatre of our "in )hat )e have seen# hear # an felt out there+ This gives us 7the languages of the "in +8 The control *no(s for )hat pla's insi e our "in s involve the sensor' languages of visual sights# au itor' soun s# an *inaesthetic sensations+ ,e 7"a*e sense8 of things )ith our senses (' internall' processing infor"ation an representing such as "ovies in our "in + ,e co""unicate using these languages of the "in # the languages that )e use to create our cine"as an that )e pla' out on the theatre of our "in + So the languages of the "in are our/ Sights $visual% Soun s $au itor'% Sensations $*inaesthetic% S"ells $olfactor'% Tastes $gustator'% Language $)or s# linguistics# s'"(ols% Not onl' o )e have the three (asic representational $?.M% s'ste"s# (ut )ithin each of these o"ains# )e can "a*e "an' further istinctions+ These are Cualities of the sense "o alities an "a*e up the cine"atic features of our "ental "ovies+ If 'ou rea classic NLP literature# 'ou )ill fin that these are falsel' la(elle # 7su(-"o alities+8 The' are not 7su(8 or s"aller at all# (ut are actuall' editorial frames an so are our meta-"o alities+ A' these )e can edit the "ovies of our "in an co""unicate to ourselves in such a )a' to change the "ovie co"pletel'+ Jefer to page 22 in the Coaching Dssentials &anual for further infor"ation+ 2utco"e1/ Learners )ill *no) ho) to e it their o)n &ovies 2utco"e 2/ 3o) the' can create a ifferent e!perience (' changing their K"ovies2utco"e 4/ 3o) the' can "anipulate5change5control the Jepresentational s'ste" to change their in ivi ual e!periences for their (enefit5a vantage+ Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages ++ Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ 24

ISNS School Project 2012

Lesson 4/ &eta &o alities

To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+ To a' 'ou )ill learn ho) 'ou e it 'our K"ovies- to "a*e 'ou happier# cal"er# Cuieter etc+ an (' oing this 'ou can change ho) 'ou re"e"(er an event.

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ B:ercise Ti"e allo)e / 1; "inutes P this is an esti"ate ti"e an can (e a juste Note to the teacher5facilitator/ This e!cersi:e is not for group )or*+ Learners can o this one (' the"selves )hilst the teacher5facilitator as*s the" Cuestions/ Step 1/ .s* the learners to recall an event )hich )as an unhapp' event# coul (e a sa inci ent# angr'# etc+ 2nce each learner has an event as reference then as* Cuestions that )ill allo) the learners to e!plore the Cualit' or "eta-"o alities of that "ovie/ o Is the picture (lac* an )hite or full of colour< o 3o) (right is the picture< o ,here is the picture5"ovie< @se the "eta-"o alit' etail on page 22 of the Coaching Dssential &anual to elicit all the "eta-"o alities of the "ovie+

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Step 2/ No) as* the learners to recall an event5"ovie that )as an happ' event for the"+ &a*e sure each learner has the "ovie (efore 'ou (egin the e!ercise+ .s* the sa"e Cuestions to elicit the "eta-"o alities+ Step 4/ 2nce one# no) as* the learners to co"pare the Cualit' of the "ovies+ 3o) i the' co"pare in ter"s of the "eta-"o alities< Step E/ .s* the learners to recall either the sa"e unhapp' event or another unhapp' event+ 1uring this step the teacher5facilitator )ill facilitate learners to change the "eta-"o alities to realise ho) this effects the Cualit' of the "ovie+ @se the sa"e Cuestions as previousl' use an let the learners 7a just8 or 7pla'8 )ith the "eta-"o alities+ Allo7 learners + minutes to 7rite do7n t3eir t3ou"3ts 3o7 t3e metamodalities affect t3e e:perience and 3o7 c3an"in" t3e meta-modalities can alter t3e e:perience6 #o7 can t3ey edit t3e e:periences6 #o7 can t3is support t3em "oin" for7ard6 Let the learners share )hat the' have learnt =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Blash Car s of NLP Pre suppositions Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ .llo)e 10 P 1; "inutes for this portion+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< ,hat )as the (est thing that 'ou learnt a(out changing 'our Kroo"-< Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl +
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.s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< 3o) In )hat )a' coul this assist 'ou in 'our life< ,ho has a real event that the' can go an appl' this to an give fee (ac* on ne!t ti"e<

Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< No) that 'ou *no) 'ou are the irector of 'our o)n "ovies# fin one "ovie that 'ou coul change for 'ourself an change it+ In the ne!t )ee* "a*e 1 positive 7"ovie8 in 'our "in s of one goo event that 'ou have e!perience )hile at school+ 2(serve an recor the non-ver(al co""unications of fa"il' "e"(ers

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Lesson -umber and 2itle:

) ' $tates primary states

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ 3o) the &in an (o ' affect each other $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ A' the en of this lesson/ 2utco"e1/ The stu ent shoul (e a(le to efine a State 2utco"e 2/ The stu ent shoul (e a(le to escri(e the process of ho) a state is create an na"e the 2 routes to ST.TD/ &in an Ao ' 2utco"e 4/ The stu ent shoul (e a(le to ccreate their o)n state

5rief -otes for 2eac3er: Structure of Presenting/ Aefore starting this lesson e!plain that 'ou have G0 "inutes together an ho) 'ou )ill spen the ti"e together+ Bor the opening an section allo) 10 P 1; "inutes+ D!plain to the learners that )hat the' feel in ivi uall' can change epen ing on ho) the' allo) the"selves to react# feel# thin* an act in a given circu"stance+ The e ucator to e!plain to the learners that the' can choose for the"selves to (e happ'# sa # angr' etc+ at an' ti"e an that no one else can "a*e the" feel or thin* things# or act in )a's that the' on-t )ant to+ Content/ ,e co""unicate fro" a state to a state+ It-s inevita(le an inescapa(le+ Aut )hat state< Is it a useful# pro uctive# an 5or resourceful state< .re )e co""unicating to a person in a state that ena(les hi" or her to co""unicate effectivel'< If not# then )e nee to elicit or access a "ore resourceful state+ /ri"inal *attern 11 Identi)# the desired state and its mind-body components + ,hat state o 'ou )ant< 1escri(e it a little (it+
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.s 'ou-re tal*ing a(out that state# are 'ou (eginning to enter into that state0 *& E+o,e it )ull#'hink of a time when you fully experienced this state... Thin* of a ti"e )hen 'ou clearl' ha it in a po)erful )a'+ ,hat thoughts reall' evo*e this state< ,hat o 'ou nee to o< 3o) "uch o 'ou no) have the feeling of this state< Ae )ith that feeling+++ let it gro)+++ no) let it ou(le+++ ,hat )oul increase the e!perience of this state even "ore< What would it be like if you did fully experience this state0 @se this if 'ou-re having an' ifficult' eliciting the state+ 4o you know anyone who experiences this state0 What was happening to you0 35 An./o" t/e tate when it is highly amplified. Set a ph'sical touch on ar"# forear"# or shoul er as the person reaches the pea* of the state $an 8 or a(ove on a 0 to 10 scale%+ 2r anchor it visuall' through a gesture# au itoriall' (' a particular tone+ 65 P"a.ti.e te00in% in and out- 1reak state and repeatedly re-access. In just a "o"ent I )ant 'ou to step out of that po)erful state# (ut (efore 'ou o# ta*e a snapshot of it in all sensor' s'ste"s $)hat 'ou see# hear# feel# etc+%+ No) let-s practice stepping in an out of that state so that 'ou can Cuic*l' 7fl' into that state8 at an' ti"e 'ou choose+ 75 A00l# the resourceful state to a time or place in everyday life. ,here coul 'ou reall' use this state in 'our ever' a' life as 'ou engage in various )ealth (uil ing activities< Thin* of that ti"e an feel this $fire the anchor%+ Suppose 'ou ha this feeling or )a' of thin*ing as 'our attitu e# full' an co"pletel'# in just the )a' that 'ou )oul )ant it >)oul 'ou li*e that< PQ Aes ,oul that attitu e transfor" things as 'ou thin* a(out that activit'< PQ Aes 3o) )oul it transfor" things+++ just notice insi e+++ an enjo'+ PQ Aes $implified *attern 11 Identi)# the state you want and what it feels like+ ,hat state o 'ou )ant< 1escri(e it a little (it+ .s 'ou-re tal*ing a(out that state# are 'ou (eginning to enter into that state0
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*& Get into t/at tate )ull#'hink of a time when you fully experienced this state... Thin* of a ti"e )hen 'ou clearl' ha it in a po)erful )a'+ ,hat thoughts reall' "a*e this state real< ,hat o 'ou nee to o< 3o) "uch o 'ou no) have the feeling of this state< Ae )ith that feeling+++ let it gro)+++ no) let it ou(le+++ ,hat )oul increase the feeling an the )a' 'ou e!perience this state even "ore< What would it be like if you did fully feel and experience this state0 @se this if 'ou-re having an' trou(le feeling or getting into the feeling of this state+ 4o you know anyone who experiences this state0 What was happening to you0 35 An./o" t/e tate when it is at its strongest feeling. Set a ph'sical touch on ar"# forear"# or shoul er as the person reaches the strongest feeling of this state $an 8 or a(ove on a 0 to 10 scale%+ 2r anchor it visuall' through a gesture# au itoriall' (' sa'ing so"ething# using 'our voice an sa' it in a particular tone+ 65 P"a.ti.e te00in% in and out o) t/i )eelin% ! tate& 1reak state and repeatedly re-access. In just a "o"ent I )ant 'ou to step out of that po)erful state# (ut (efore 'ou o# ta*e a picture $snapshot% of it in using all 'our sense i+e+ )hat 'ou see# hear# feel# etc+%+ No) let-s practice stepping in an out of that state so that 'ou can Cuic*l' 7fl' into that state8 at an' ti"e 'ou choose+ 75 A00l# the resourceful state8 or feeling to a time or place in everyday life. ,here coul 'ou reall' use this state in 'our ever' a' life as 'ou o certain things or in various learning activities< Thin* of that ti"e an feel this $fire the anchor%+ Suppose 'ou ha this feeling or )a' of thin*ing as 'our attitu e# full' an co"pletel'# in just the )a' that 'ou )oul )ant it >)oul 'ou li*e that< P Q Aes ,oul that attitu e change things as 'ou thin* a(out that activit'< PQ Aes 3o) )oul it change or transfor" things+++ just notice insi e+++ an enjo'+ P Q Aes

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@nderstandin" $tates To unde" tand meta- tate 1 #ou /a+e to unde" tand tate . 9state is a mental and emotional state: a 'na"ic "in -(o ' state of e!perience or (eing that operates as an e!periential energ' fiel + ,e experience life in specific "ental an e"otional states. 2ur state of "in ; state of (o '# state of e"otion is all so inter-relate that )e cannot separate the"+ ,hen )e o# )e onl' o so linguisticall' as a escription+ .s )e thin*# so )e feel in our (o ' an "ove an act an this entire configuration $or gestalt% is )hat )e "ean (' 7e!perience+8 ,e live an "ove an have our (eing as "in -(o ' persons> as a neuro-linguistic class of life. .s a neuro-linguistic class of life )e experience and map the territor' (e'on our s*in# the )orl 7out there8 so that )e can effectivel' relate to it+ This "eans that "ost fun a"entall'# )e operate as pattern etectors an "appers# an fro" this )e can ta*e control of our inner progra"s+ .s )e "ap things# so )e (eco"e+ It (egins )ith our neurology>ho) )e use our nervous s'ste" an sense receptors an then our linguistics >ho) )e use s'"(ols# )or s# "etaphors# an classifications to create our progra"s+ Together this ena(les us to ta*e charge an run our own brains. Ta*ing charge of our 7realit' constructions8 e"po)ers us in controlling our neurolog'+ Auil ing ever-"ore accurate an enhancing "o els of the )orl increases our resourcefulness+ /ur %ind-5ody Components of $tates If )e create states fro" ho) )e "ap things "entall' an e"otionall' in our (o '# then )e have two royal roads to state+ T)o avenues that )e can use to evo*e a state/ 11 %indCD Lin"uistics: Internal representations specif' our state of "in >the things that )e internall' "ap things visuall'# au itoriall'# an *inestheticall' as )ell as the things that )e sa' to ourselves $language%# our un erstan ings# learnings# (eliefs# values# etc+ that "a*e up the representations on Rthe theater of the "in +R Choice a(out )hat to represent an ho) to enco e gives us representational power+ These are the languages of the "in governing ho) the "in )or*s+ In Neuro-Se"antics )e call the result# the representational screen or internal cine"a or "ovie of the "in $see )ovie)ind# 2004%+ 'he sensory representation systems or -./: !isual/ pictures# scenes# i"ages Au itor'/ soun s# noises# "usic &inesthetic/ sensations# touches# tactile# proprioceptive# "otor "ove"ents
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2lfactor' $s"ell%# 6ustator' $taste%# an ?esti(ular $(alance% 'he language representation system $au itor'- igital% ,or s# Sentences# Linguistic structures &athe"atics# &usic s'"(ols# &etaphors# Stories# S'"(ols 21 5ody CD -eurolo"y: Ph'siolog' an 5or Neurolog' escri(es the ph'sical state or state of 7(o '8>the things that )e e!perience in our (o ' involving health# posture# (reathing# (io-che"istr'# etc+ The functioning of our nervous s'ste" as it interacts )ithin our (o ' an ph'siolog' of our central# peripheral# an autono"ic nervous s'ste"s+ $tate %ana"ement E1F1 2erminolo"y and strate"ies useful for t3e teac3er>facilitator: $tate /b4ect: In pri"ar' states $i+e+# fear# anger# jo'# cal"ness# sa ness# etc+% the ob4ect usuall' refers to so"ething outside 'ou an 7(e'on 8 'our nervous s'ste"+ What are thoughts-an -feelings referring to< ,hat-s on 'our "in < $tate A7areness/ .)areness of the states an the factors that rive the"+ Aecause all states habituate# the' rop out of conscious a)areness+ Notice the Cualit' of the state/ 3o) RpureR 'our state< 3o) "uch congruit'< Co"ple!it' or si"plicit'< &eaning or se"antics< Pain-pleasure Cualit'< 3o) is the state encoded and structured0 I entif' the Cualities# properties# features# istinctions in the representations governing its intensit' $i+e+ vivi # sharp# Cuic*# egree of "ove"ent# etc+%+ ,e have several tools for greater state a)areness/ Au((le SournalingL State Jegistering+ $tate Assessin"> ?nducin": %emory: ,emembering a state. RJecall a ti"e )hen + + +R ?ma"ination: Creating a state+ R,hat )oul it loo*# soun # an feel li*e if + + +R $tate Alterin": States o not sta' the sa"e# (ut forever change+ Count on 'our states altering# shifting# an transfor"ing+ ,hat "etho s o 'ou have for altering 'our states< $tate ?ntensity and Amplification: Test each state in ter"s of intensit'+ 3o) "uch o 'ou e!perience the state< ,hat is happening to 'ou< ,hat level of strength or )ea*ness oes the state conve'< 3o) "uch oes it o"inate 'our consciousness<
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Nee "ore< Cran* it up (' increasing or intensif'ing the representations to e!perience "ore of the state+ .ll states o not have the sa"e level of intensit'# so gauge for intensit' level+ 1o 'ou nee "ore 7juice<8 ,hat processes o 'ou rel' on for a"plif'ing 'our states< 3o) o 'ou cran* the" up< e+g+ If 'ou al)a's feel li*e a victi"# if 'ou feel li*e 'ou are (eing (ullie all the ti"e an feel 'ou nee to (e assertive an confi ence put colour to assertive an confi ence for 'ou can "easure the colour accor ing to the level 'ou reCuire Lo) #&e iu" an Strong an (right if 'ou Nee "ore< If 'ou )ant to# can 'ou a"plif' 'our states< $tate ?nterrupts: Stop an' an ever' "in -(o '-e"otion state (' jarring# interfering# sa(otaging# preventing# etc+ ,hen a state is overl' intense an 'sfunctional in its effects# a state interrupt ena(les us to stop or prevent the state fro" oing a"age as )e (rea* the state+ $tate Dependency: States govern our learning# "e"or'# perception# (ehavior# co""unication# etc+# state- epen ent+ State epen encies are 7e"otional e!pectation sets8 or 7conceptual e!pectation sets8 an eter"ine )hat )e see an hear+ ,hat o 'ou epen on to (e at the right state< Na"e all the resources 'ou nee + Can 'ou enter into the correct state )ithout this resource< IB 'es Share 'our e!perience IB No share 'our e!perience as )ell $tate Contrasts: Co"pare one state )ith another to gain insightful un erstan ing a(out 7the ifference that "a*es a ifference+8 ,hat e!plains the ifference< 1oes it occur at a pri"ar' or "eta-level< .ll states are not the sa"e+ State configurations co"e in all si:es an shapes+ Sust (ecause 'ou have accesse a state of thoughts-an -e"otions an ph'siolog'# 'ou "a' not access a si"ilar state to so"eone else oing the sa"e+ $tate Anc3orin": Set up a trigger $sight# soun # sensation# "ove"ent# gesture# )or # etc+% an lin* it to the state+ .nchors operate as Pavlovian con itioning tools for state "anage"ent an epen on uniCueness# intensit'# ti"ing# an purit'+ ,ait until 'ou or another person has reache the peak of the e!perience# an then lin* so"e unique trigger to it+ Test to see if the trigger then 7fires off8 the state+ If so# 'ou have an 7anchor+8

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Bmotions and $tates/ .n e"otion is a co"(ination of sensations an language evaluations in the for" of )or s about the *inestheticsL a "eta-level pheno"ena# Re"otionsR consist of evaluative &udgments; beliefs; meanings; values. .s states# our e"otions register our (o '-s $or so"a% sense of the "eaning or evaluation an so helps us feel the energ' of the "eaning+ D"otions are the evaluative ifference (et)een our model of the world $our )ants# e!pectations# e"an s# un erstan ings# etc+ our entire &atri! of fra"es% an our experience of the world. The ifference (et)een the t)o is our emotion+ The primary e"otions alrea ' operate as a "eta-level pheno"ena+ Technicall' )e coul tease out 'et another lost level $or coalesce level% insi e the pri"ar' state/ a set of *inesthetic sensations plus a cognitive evaluative ju g"ent of "eaning+ Inas"uch as the pri"ar' e"otions alrea ' involve cognitive evaluations fro" a previous "etalevel having coalesced into a pri"ar' state# )e have this as an illustration of ho) "etalevels o "erge )ith pri"ar' states+ $tate B:tendin" > $tate Containment ,e can (oth extend an contain states> these properties of neuro-linguistic states ena(le us to ta*e the thoughtsfeelings an all of the "in -(o ' correlations an conta"inate other e!periences )ith a state+ ,e can also (uil (oun aries an (arriers aroun a state so as to isconnect to other things+ In various conte!ts# (oth pheno"ena provi e ne) resources if use appropriatel'+ $tates 3ave e:pressions and frames (xpressions of state $thin*ing-feeling# spea*ing# (ehaving% irect our a)areness to our (o ' an the outsi e )orl as )e (eco"e a)are of )hat )e feel an )ant to o or sa'+ 2 C ,hat o 'ou thin* a(out this or that< F C ,hat o 'ou feel< $ C ,hat o 'ou sa'< 5 C ,hat o 'ou o< <rame is the significance or "eaning>the cognitive structure of the state that actuall' creates the state+ ,ith the four e!pressions )e (uil up an for"at an infinite nu"(er of fra"es as )e give "eaning to )hatever )e are e!periencing+ These then govern the state+ ,e can uses these facets
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to set fra"es as reference structures for ti"e# histor'# (eliefs# values# self# concepts# an all of the "eta-levels $see the &eta-Tuestions%+ $tate elicitation s<ills The a(ilit' to effectivel' elicit responses# states# e!periences is crucial to (e a professional co""unicator+ The s*ill of elicitation ena(les us to iscover the structure of su(jective e!periences )herever 'ou fin the" )hether in ourselves or in others+ The s*ill of eliciting ena(les us to learn ho) to effectivel' transfor" e!periences+ It-s crucial for effective co""unicating# persua ing# "otivating# etc+ (liciting helps the person 'ouOre tal*ing )ith to (eco"e conscious of factors that are nor"all' outsi e their range of conscious a)areness+ This "eans 'our o)n patience# positive e!pectation# an acceptance )ill "a*e it easier $an safer% for the other person to access the infor"ation+ O"i%inal Patte"n 1& Fi" t1 mo+e to an u0time tate6et 'ourself in the right state of (eing present to the person+ 2pen all of 'our sense receptors to input sights# soun s# sensations# etc+ *& In+ite a 0a t memo"#1 )utu"e ima%ination1 o" modelTo elicit clean infor"ation a(out a personOs e!perience 'ou nee to get the person into the state+ If 'ou on-t get the person in state# 'ou )ill onl' (e tal*ing about the e!perience+ 'hink about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...0 4o you know anyone who does experience ...0 2& Aim )o" "e)e"ent t/at a"e mall and im0leTo elicit as a pure an iscreet state as possi(le# as* the person to thin* a(out a referent event or e!perience that is clear# s"all# an si"ple+ ,hen as*ing for a RStrong AeliefR pic* so"ething that isnOt so e"otionall' la en as RIO" a ,orth)hile person#8 (ut RI (elieve learning can (e fun+8 RI (elieve eveloping "' s*ills+8 3& S0ea, and a.t .on%"uentl#In eliciting a state# re"e"(er that the tools of 'our tra e are what 'ou sa' an how 'ou sa' it $'our tones# te"po# gestures%+ So (e evocative+ Soun li*e )hat 'ou are tr'ing to elicit+ &a*e 'our e!pressions soun congruent to )hat 'ou are eliciting+ 5& Ta,e #ou" time to allow 0eo0le u))i.ient time to 0"o.e t/in% ,e all o not process infor"ation or e"otions at the sa"e rate+ ,hen a person 7goes insi e8 grant the" the space an roo" to o that (' (eing Cuiet+ Let the" process+
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,1 4e%in wit/ un 0e.i)ied te"m and t/en /i)t to mo"e 0"edi.ate 0e.i)i. te"m Aegin )ith unspecific )or s that allo)s the person to search for the e!perience in his or her o)n )a'+ .s 'ou notice the accessing of certain representation s'ste"s# help the person (' then using sensor'-specific )or s+ If 'ou hear a visual ter" then sa'# R.n )hat o 'ou see+++<R 6oo o)nti"e Cuestions )ill assist the person in locating an i entif'ing the e!perience+ To o that 'ou )ill nee just enough content so as to as* goo Cuestions+ In fact# that-s the pri"ar' value of *no)ing so"e content+ .1 Fo.u on t/e )o"m and t"u.tu"e o) t/e eli.itin%Throughout the person-s accessing an e!periencing # focus on the for" an structure of the e!perience (' pa'ing attention to the "o alities an the cine"atic features of those "o es+ Sim0li)ied Patte"n 1& Fi" t1 mo+e to an u0time tate 5 6ein% "eall# 0"e ent to t/e 0e" on #ou a"e wit/6et 'ourself in the right state of (eing present to the person+ 2pen all of 'our senses so 'ou can hear# see an feel etc+ *& Re.all a 0a t memo"#1 )utu"e ima%ination1 o" modelTo get as "uch infor"ation a(out a personOs e!perience 'ou nee to get the person into the state+ If 'ou on-t get the person in state# 'ou )ill onl' (e tal*ing about the e!perience an 'ou )ill not (e Ke!periencing- the e!perience+ 'hink about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...0 4o you know anyone who does experience ...0 2& loo, )o" t/in% t/at a"e imila" and t/at a"e mall and im0leTo get a pure an eas' to e!perience state as possi(le# as* the person to thin* a(out an event or e!perience that is clear# s"all# an si"ple+ ,hen as*ing for a RStrong AeliefR pic* so"ething that isnOt full of e"otion or that oes not leave the" feeling too e"otional e+g+ RIO" a ,orth)hile person#8 (ut RI (elieve learning can (e fun+8 RI (elieve eveloping "' s*ills+8 3& S0ea, and a.t in t/e ame wa# a t/e tate t/at #ou a"e t"#in% to %et !E7.ited i) tal,in% a6out an ad+entu"e1 o)t and %entle i) tal,in% a6out a %entle e70e"ien.e&In getting or eliciting a state# re"e"(er that the tools of 'our tra e are what 'ou sa' an how 'ou sa' it $'our tones# te"po# an gestures%+ So (e inviting+ Soun li*e )hat 'ou are tr'ing to get+ &a*e 'our e!pressions soun congruent to )hat 'ou are eliciting+
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5& Ta,e #ou" time to allow 0eo0le u))i.ient time to 0"o.e t/in% ,e all o not process infor"ation or e"otions at the sa"e rate+ ,hen a person 7goes insi e8 give the" the space an roo" to o that (' (eing Cuiet+ Let the" process their o)n thoughts an feelings+ ,1 4e%in wit/ wo"d and 0/"a e t/at a"e not to 0e.i)i. and t/e ./an%e #ou" lan%ua%e to mo"e 0"edi.ate 0e.i)i. !(ea"1 ee and )eel& te"m Aegin )ith unspecific )or s that allo)s the person to search for the e!perience in his or her o)n )a'+ .s 'ou see the" the accessing of certain representation s'ste"s $?isual# .u itor' or *inesthetic%# help the person (' then using sensor'-specific )or s+ If 'ou hear a visual ter" then sa'# R.n )hat o 'ou see+++<R 6oo o)nti"e Cuestions )ill assist the person in locating an i entif'ing the e!perience+ To o that 'ou )ill nee just enough content so as to as* goo Cuestions+ In fact# that-s the pri"ar' value of *no)ing so"e content+ .1 Fo.u on t/e )o"m and t"u.tu"e o) t/e tate t/at t/e# a"e a..e in%Throughout the ti"e that the person is accessing an e!periencing# focus on the for" an structure of the e!perience (' pa'ing attention to the K"ovie- that the' are sharing+ Inclu e 4 learning outco"es/ 2utco"e1/ @n erstan ing of the 2 ro'al roa s to states e+g+ &in an Ao '+ 2utco"e 2/ @n erstan ing that thought influences the (o ' 2utco"e 4/ @n erstan ing ho) our "in an (o ' )or* together to create state Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ 37
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Lesson E/ States Pri"ar' States

To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+ To a' )e are going to learn "ore a(out ho) our thoughts influence our (o '

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ To open the lesson the teacher5facilitator can start (' "a*ing the learners a)are of their pri"ar' states (efore "oving on to the patterns as outline a(ove+

Chec* 'our (o ': .re 'ou hungr'< Co"forta(le# Jela!e # (reathing# sleep' etc< ,hat is 'our (o ' state< ,hat is happening to 'ou< ,hat are 'ou feeling/ Sa # jo'# happ'# e!cite etc List 10 feelings+ Is it a goo state or (a state< ,hat "a*es it goo or (a for 'ou< =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Circle of D!cellence iagra" P E po)ers Blash Car s of NLP Pre suppositions

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Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ Bor this section allo) a 10 P 1; "inutes ti"e slot+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< ,hat i 'ou (eco"e a)are of< 1oes the )a' 'ou thin* help an support 'ou to o even (etter< ,hat )oul school< Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< ,hat one thing can 'ou change the )a' 'ou thin* a(out it so that 'ou change the )a' 'ou feel< .s* the learners to tal* a(out )hat the' )ant to o an' tas* that the' )ant to perfor" an the' have ifficult' in co"pleting that tas*+ D+g+ )ashing ishes< Stu 'ing< Learners are reCuire to Capture the state that the' are in )hen the tas* is presente + To )rite o)n )hat is happening to the"# To share )hat the' feeling To share )hat the' see To share )hat the' hear To share the conseCuences-/ If the' o not achieve the tas* )hat )ill happen to the"# ho) )ill the' feel<
Lesson E/ States Pri"ar' States ISNS School Project 2012

'ou nee

to (e thin*ing#

oing# feeling etc to

o even (etter at

39

Jecor on a paper a state per a'+ ,hat cause it< The event< Sust )rite the state an a note a(out the cause# no e!pan e infor"ation

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Lesson -umber and 2itle:

+ ' *erceptual *ositions

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ Sho) that "eaning operates conte!t epen entl'+ ,e respect each person-s "o el of the )orl + ,e cannot not co""unicate+ The )a' )e co""unicate affects perception an reception+ The "eaning of our co""unication lies in the response )e get The one )ho sets the fra"e for the co""unication controls the co""unication There is no failure# onl' fee (ac* The person )ith the "ost fle!i(ilit'# e!ercises the "ost influence in the s'ste" Jesistance in icates the lac* of rapport Aehin ever' (ehaviour is a positive intention $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ To teach the NLP perceptual positions. A' the en of this lesson/ 2utco"e1/ To e"onstrate that there are ifferent vie)s 5 positions of seeing an perceiving things 2utco"e 2/ To use ifferent perceptual positions to help the" see other peoples points of vie) 5 perspectives 2utco"e 4/ To support the learner to co""unicate ifferentl' 5rief -otes for 2eac3er: Structure of Presenting/ Aefore starting the lesson# e!plain to the stu ents ho) "uch ti"e 'ou have an also ho) 'ou )ill (e spen ing the ti"e together%+ Content/ There are "ultiple positions in perceiving things+ ,e nu"erate these as first# secon # thir # an fourth+

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1st *osition ' $elf: The health' position of seeing# hearing# an feeling fro" out of oneself+ ,e ta*e this position to spea* authenticall'# to present ourselves# our thoughts# feelings# an responses congruentl'# to isclose# listen# inCuire# (e present )ith another+ ,hen )e are stuc* in this position# )e ta*e on the "etaprogra" of self-referent+ 2nd *osition ' /t3er: The e"path' position of un erstan ing# feeling )ith# an seeing things fro" another-s point of vie)+ 3ere )e feel in accor )ith the other an evelop a strong sense of his or her perceptive+ ,hen )e are stuc* here# )e can lose our sense of self an (eco"e co- epen ent to the person+ 1oing this "eans that )e ta*e on the "eta-progra" of other-referent+ (rd *osition C %eta: The position of stepping (ac* to gain a sense of istance# o(serve# )itness# feel neutral# an appreciate other positions+ ,hen )e are stuc* here# )e can co"e across as uninvolve # over-rational# an in anal'tical "o e+ )t3 *osition C $ystem: The position for un erstan ing the conte!ts $cultural# linguistic# (usiness# fa"il'# etc+% that influence all of the larger s'ste"s an conte!ts of our )orl + ,hen )e are stuc* here# )e can (eco"e 7the Co"pan' "an+8 Inclu e 4 learning outco"es/ 2utco"e1/ To e"onstrate that there are ifferent vie)s 5 positions of seeing an perceiving things 2utco"e 2/ To use ifferent perceptual positions to help the" see other peoples points of vie) 5 perspectives 2utco"e 4/ To support the learner to co""unicate ifferentl' Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages 3= Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ 42
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Lesson ;/ Perceptual Positions

To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+ To a' )e are going to learn to see things fro" another perspective

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ 1ra) this as a triangle )ith the 4 ifferent positions in icate / Position 1/ SDLBL Position 2/ The other personL an Position 4/ The 2(server+ &a*e sure that the Cell Phone an -./ .d movie diagrams >'??@ # from "ession #A+5 are also on the (lac*(oar 6

2ther

Self

2(server

*erceptual Fle:ibility B:ercise Thin* a(out a ti"e )hen 'ou e!presse so"ething in a strong# po)erful# an persuasive )a' an )hich )or*e out in a )a' that reall' elighte 'ou an the other person+ Then thin* of a ti"e )hen 'ou )ere not ver' resourceful in respon ing to a criticis" or so"ething+ #5 ,ecall a time when you were most resourceful in handling a challenge. Step (ac* into that "e"or' so that 'ou recall it as if inside it again# seeing# hearing an feeling )hat 'ou sa)# hear # an felt then+ .ns)er the follo)ing Cuestions fro" first positionL use 7I8 state"ents+ 43 Lesson ;/ Perceptual Positions
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,hat i 'ou e!perience that )as a valua(le resource to 'ou<8 3o) )ere 'ou a(le to access that resource<8 +5 "tep out of that memory and into the position of the person 'ou )ere interacting )ith at the ti"e+ <rom that person8s point of view; loo* at the %ou in that "e"or'+ Ph'sicall' step asi e+ Bro" this e!pan e perspective# e!press )hat 'ou see# hear an feel+ @se the language of the secon perceptual position/ 7'ou# he# she+8 3o) )oul 'ou escri(e the person e"onstrating that resource<8 73e+++ 7She+++8 ,hat i that person o or sa' that see"e resourceful<8 35 "tep aside from this memory and the first two positions to an !nvisible ?bserver to the whole experience. Bro" the position of an uninvolve ,itness# )hat o 'ou see# hear# or feel about that interaction<8 ,hat o 'ou thin* a(out that resourceful interaction fro" this position<8 65 "tep out yet another time to a position out beyond the whole "ystems of interactions. ,hat a itional a)areness o 'ou have# un erstan # feel# etc+ as 'ou loo* at all of that fro" a larger s'ste"s point of vie)<8 =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Perceptual positions Blash Car s of NLP Pre suppositions Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ Bor this section allo) 10 P 1; "inutes at least+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + 44 Lesson ;/ Perceptual Positions
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.s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< Practice )ith a television soap opera or T? Progra""e+ .s* learners to practice to enter into the representational "in -"aps of the actors+ ,e encourage the" to loo* ifferentl' at the others aroun the" an placing the"selves in their shoes+ The ai" )oul (e understanding an not &udging+ Leaving our o)n fra"e (ehin # *no)ing that it is safe an that 'ou can step (ac* into it an' ti"e 'ou )ant+ Create fle!i(ilit' in the "in -processes of the chil ren+ @sing a )ell-*no)n soap opera or T? progra""e# "a*es for goo the ne!t session+ iscussion in

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Lesson -umber and 2itle:

, ' -$ *rinciples of Bffective Communication

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ The Neuro-Se"antic Principles an 6ui elines for Dffective Co""unication/ Coaching Dssential &anual Page 1G 1) Co""unication is "ore than just tal*ing+ 2% ,e never *no) )hat )e have co""unicate + 4% The "eaning of our co""unication is the response )e get+ E% ,e can onl' recogni:e the responses )e are getting (' opening up all of our senses# co"ing into sensor' a)areness an cali(rating to the other person-s responses+ ;% It-s easier to "is-co""unicate than to co""unicate+ G+ Co""unication is a(out evo*ing responses so others create i eas that accor )ith ours in their o)n "in s+ H+ ,e co""unicate (est (' listening for representations# for ho) another person is "entall' representing infor"ation+ 8% Co""unication is a 'na"ic an flui process of e!changing "essages# listening an Cuestioning for clarification+ I% .s )e co""unicate to others )e are si"ultaneousl' co""unicating to ourselves (ecause )e are pla'ing an repla'ing our o)n "ental "ovies+ 10% ,e co""unicate fro" state to state+ 11% ,e co""unicate our representational "ovie to the "in -(o ' state of another+ 12% 2ur states are po)erfull' influence (' our (eliefs# i eas# "ovies# filters# "e"ories# i"aginations# an a hun re other fra"es+ 14% Ble!i(ilit' ena(les us to (eco"e effective co""unicators+ 1E% ,e not onl' co""unicate at one level# (ut "ultiple levels+ Co""unication is "ulti- i"ensional in nature+ 1;% ,e co""unicate using 7the languages of the "in 8 )hich are the sensor' representation s'ste"s of sights# soun s# sensations# s"ells# an tastes+ 1G% Dffective an clear co""unication is a high level s*ill involve sensor' a)areness# cali(ration# state a)areness# state "anage"ent# Cuestioning# "etaCuestioning# giving an receiving sensor'-(ase fee (ac*# an state in uction+ $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ To teach the learners ho) to co""unicate effectivel'
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5rief -otes for 2eac3er: Structure of Presenting/ Ti"e allo)e / 10 P 1; "inutes $this is an esti"ate ti"e onl'% Aefore starting this lesson e!plain ho) "uch ti"e 'ou have together for this lesson an )hat 'ou )ill (e oing togething uring the lesson+ 'ONTENT 8NO9LE$GE: NLP and NS 1+ .ll the NLP Presuppositions shoul have (een covere infor"all' in Sessions 1-;+ No) the teacher5facilitator nee s to put the" into si"plifie )or s5se"antics+ This is su""arise in a roun )heel+ 2+ 1uring this lesson the teacher5facilitator )ill cover the NS $NeuroSe"antic Principles an Presuppositions+ 4+ Jevise all the NLP Presuppositions Inclu e 4 learning outco"es/ 2utco"e1/ @n erstan ing of all NLP presuppositions 2utco"e 2/ @n erstan ing of all the NS presuppositions 2utco"e 4/ @n erstan ing of all the NS Principles for effective co""unication Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # pages $# Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the"selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+ 47
ISNS School Project 2012

Lesson G/ NS Principles of Dffective Co""unications

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+ -B@=/-$B%A-2?C *=B$@**/$?2?/-$ In Neuro-Se"antics )e also have (een a of presuppositions+ ing so"e of our pre"ises to the list

1% Dnerg' flo)s )here attention goes as irecte (' intention+ 2% If 'ou get serious# 'ou get stupi + 4% Aecause each of us create our o)n "eanings a(out things# )e are the "eaning-"a*ers )ho construct our o)n uniCue &atri!+ E% In e!ing an referencing of class an a "e"(er of class level is vital in avoi ing "eta-confusions that (in us to create ou(le-(in s+ ;% Tuestioning activates the &atri! an so is a "ost po)erful co""unication s*ill of all+ G% Personal po)er an congruenc' co"es fro" 7appl'ing to self8 first+ H% Aeing gloriousl' falli(le is the "eta-state that inoculates fro" fear of failure# vulnera(ilit'# an "ista*es+ 8% There-s no sa"eness in the )orl # onl' change an processes+ I% To get the results )e )ant )e have to ta*e action+ 10% Pro uctivit' co"es through closing the *no)ing- oing gap so that )hat )e *no) in our "in can (eco"e part of "uscle-"e"or'+ 11% 2nl' sensor' specific fee (ac* is clean enough to (e useful an onl' then if
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itOs reCueste + 12% The sanit' line is ra)n (et)een (et)een responsi(ilit' to an responsi(ilit' for+ 14% There are fra"es-('-inference in ever'thing )e thin* an sa'+ 1E% ,here there is a fra"e# there-s a ga"eL )here there is a ga"e# there-s a fra"e+ It-s all a(out the inner ga"e of our fra"es+ 1;% ,hen 'ou )in the inner ga"e# the outer ga"e is a cinch+ 1G% So"eone is al)a's setting the fra"esL )hoever sets the fra"e controls the ga"e+ 1H% The na"e of the ga"e is to na"e the ga"e+ P"e u00o ition E7e".i e 1% I entif' the pre"ise that )oul create the "ost e"po)er"ent for 'ou as a professional co""unicator an 5or as a coach+ The learners can iscuss the ones that stan out for the" in groups of 4 or E+ 6ive the learners 10 "inutes first to rea through all the principles an then to iscuss in their s"aller groups+ 2% .fter 10 "inutes in the (igger group each learner )ill share )hich principle stoo out for the"+ Tuestions that can (e as*e to facilitate further iscussion/ ,hat o 'ou nee to full' integrate it into 'ourself< =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Blash Car s of NLP an NS Presuppositions Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ Ti"e allo)e / 10 "inutes .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others<
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Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this< Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< 2ption 1 is for the" to principles in "in + .N152J 2ption 2 )oul (e to let the group split up in s"aller groups of E each an create the (ench"ar*s for ifferent activities+ This shoul then (e one on a representational (oar to (ring (ac* to class+ The rest of the groups then act as (ench-"ar*ers# provi ing fee (ac* on their (ench"ar* criteria+ o an eas' (ench"ar*ing project# *eeping the NLP

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Lesson -umber and 2itle:

. ' /pen > =evision

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ Jevie) the sessions that have (een co"plete an the concepts covere up to no)+ To grasp all the concepts# fro" Session 1 to Session G# to un erstan ho) language shape (ehaviour# un erstan ing the "ental )orl an ho) )e can change (ehaviours an states+ $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ This lesson is to revie) the content fro" all previous lessons an un erstan ing A' the en of this lesson/ 2utco"e1/ Clear un erstan ing of all concepts covere in previous lessons 2utco"e 2/ 1e"onstrate that the' un erstan an can appl' principles# 5rief -otes for 2eac3er: Structure of Presenting/ Content/ Jevision chec* for

Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/ To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ 51 Lesson H/ 2pen P Jevision

ISNS School Project 2012

To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+

Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+

=e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ NLP an NS Presuppositions &o els an i"ages use uring previous lessons+

Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ .t the en of this lesson the teacher )oul have covere a thorough revision an integration of all the sessions# an eCuipping learners to unleash their true potential+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others<

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Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this<

Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< Bor 3o"e )or*# learners are reCuire to ra) the iagra"s $tools% an # to )rite the presuppositions in their o)n )or s

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Lesson -umber and 2itle:

8 ' $tates as %eta $tates 0states about states1

Concepts to be tau"3t: The area of focus of these lessons is for the chil ren to learn an e!perience the process of Co""unication# the Neuro-Linguistic Progra""ing $NLP% &o el of co""unication an the principles so the' are a(le to un erstan ho) their (rain )or*s an ho) the' can ta*e charge of running their o)n (rains+ 2ur States are po)erfull' influence (' our (eliefs# i eas# "ovies# filters# "e"ories# i"aginations# an a hun re other fra"es+ $pecific /b4ectives and *urpose of t3is Lesson: The specific outco"es an purpose of this lesson are liste (elo)+ A' the en of this lesson/ 2utco"e1/ To e!plain the learners the concepts of the various states 2utco"e 2/ To create the a)areness of 7ho)8 )e are thin*ing# rather than 7)hat8 )e are thin*ing+ 2utco"e 4/ The structure of our thin*ing e!isting at a level a(ove or 7"eta8 to our thin*ing itself+ The learners have to reali:e that )e thin*# in uctivel'# e uctivel'# as )ell as in the sensor' s'ste"s+ 5rief -otes for 2eac3er: Structure of Presenting/ 'ime allowed: 2= minutes Content $Inclu e in this section is content fro" lesson E a(out Pri"ar' States as )ell% In .ommuni.ation1 we .ommuni.ate )"om a tate to a tate- T/i ma,e tate ."iti.al and ou" a6ilit# to "e.o%ni:e and mana%e ou" tate e entialThere are three core s*ills in coaching co"petence of !nducing "tates+ The' involve eliciting# anchoring# an in uction+ State Eli.itin% This refers to the art of i entif'ing# etecting# an provi ing the reCuire sti"ulus so that another person elicits a state of "in -an -e"otion+ 2(viousl'# to (e a(le to o that effectivel'# )e have to (e co"forta(le )ith our e"otions an those of another+ ,e have to (e a)are of e"otional states an alert to the"# that is# a(le
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to cali(rate+ .n )e have to have the fle!i(ilit' in offering a )i e range of triggers to call forth a state+ State An./o"in% This refers to the art of (eing a(le to esta(lish a trigger or lin* to a state# to o so consciousl' an to (e a(le to replicate it at )ill+ 2nce )e can o that# then )e can evelop the s*ill of calling forth the state that )e anchore # 7firing it off8 (' replicating the lin*age+ State Indu.tion This refers to the s'ste"atic a(ilit' to provi e an 7in uction8 (' "eans of a stor'# an anchor# a "enu list# an a )i e range of options so that )e can invite others into "ore resourceful states+ $e)inition o) ;State< . state is a mental and emotional state; a 'na"ic "in -(o ' state of e!perience or (eing that operates as an e!periential energ' fiel + ,e experience life in specific "ental an e"otional states . 2ur state of "in ; state of (o '# state of emotion are all so inter-relate that )e cannot separate the"+ ,hen )e o# )e onl' o so linguisticall'# an as a escription+ .s )e thin*# so )e feel in our (o ' an "ove an act an this entire configuration $or gestalt% is )hat )e "ean (' 7e!perience+8 ,e live an "ove an have our (eing as a neuro-linguistic class of life. .s a neuro-linguistic class of life )e experience and map the territor' (e'on our s*in# the )orl 7out there8 so that )e can effectivel' relate to it+ This "eans that "ost fun a"entall'# )e operate as pattern etectors an "appers# an this gives us our "ost uniCue a(ilit' to program ourselves+ .s )e "ap things# so )e (eco"e+ It (egins )ith our neu"olo%#G ho) )e use our nervous s'ste" an sense receptors+ It also involves our lin%ui ti. ; ho) )e use s'"(ols# )or s# "etaphors# an classifications to create "ental an e"otional progra"s+ In this )a' )e iscover ho) to ta*e charge of these processes an run our own brains. NLP provi es the "o els an technolog' for precisel' oing this+ Ta*ing charge of our 7realit' constructions8 e"po)ers us in "anaging our neurolog'# (uil ing ever-"ore accurate an enhancing "o els of the )orl
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increases our resourcefulness+ This is the co""unication > excellent state management.

foun ation

for

effective

$tate Components: If )e create our states fro" our "ental-e"otional-so"atic "apping# this gives us two royal roads to state+ T)o avenues that )e can use to evo*e or in uce a state+ 11 %ind CD Lin"uistics: Internal representations specif' our state of 7"in 8>the things that )e internall' "ap out visuall'# au itoriall'# an *inestheticall' $?.M% as )ell as the things that )e sa' to ourselves $language%# our 7un erstan ings# learnings# (eliefs# values#8 etc+ that "a*e up the representations on Rthe theater of the "in +R Aecause )e al)a's have a choice a(out )hat to represent an ho) to co e that representation# )e have Jepresentational Bower+ The languages of the "in # ho) the "in 7thin*s8 an enco es infor"ation+ In NS )e call the result# the representational screen or internal cine"a or "ovie of the "in $see )ovie)ind# 2004%+ 'he sensory representation systems: !isual/ pictures# scenes# i"ages Au itor'/ soun s# noises# "usic &inesthetic/ sensations# touches# tactile# proprioceptive# "otor "ove"ents 2lfactor' $s"ell%# 6ustator' $taste%# F ?esti(ular $(alance% 'he language representation system $au itor'- igital% ,or s# Sentences# Linguistic structures &athe"atics# &usic s'"(ols# &etaphors# Stories# S'"(ols 21 5ody CD -eurolo"y: Ph'siolog' an 5or Neurolog' escri(es the ph'sical state or state of 7(o '8>the things that )e e!perience in our (o ' involving health# posture# (reathing# (ioche"istr'# etc+ The functioning of our nervous s'ste" as it interacts )ithin our (o ' an ph'siolog' of our central# peripheral# an autono"ic nervous s'ste"s+ 'ogether; mind-6od# makes up our tate Pthe interface (et)een neurolog' an the 7languages8 of "in (' )hich )e enco e the infor"ation of the process )orl 7out there8 an in the process )orl 7insi e+8
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This structure of our "in -(o ' states serves as the (asis for )eta-"tates; the higher levels of the "in + .lfre Mor:'(s*i first coine the ter"s# neurolinguistics an neuro-semantics an use the" interchangea(l'+ 3ere )e use Ceuro-@inguistics for pri"ar' states an Ceuro-"emantics for "etastates+ $2A2B %A-AGB%B-2 E1F1 $tate /b4ect: In pri"ar' states $i+e+# fear# anger# jo'# cal"ness# sa ness# etc+% the ob4ect usuall' refers to so"ething outside 'ou an 7(e'on 8 'our nervous s'ste"+ . What o 'our thoughts-an -feelings refer to< ,hat-s on 'our "in < In "eta-states# the o(ject of our state is another state so that )e are no) in reference to ourselves# to our o)n e!periences of thoughts an e"otions+ 7I feel jo' a(out "' learning+8 $tate A7areness/ .)areness of the states an the factors that rive the"+ Aecause all states habituate# the' rop out of conscious a)areness+ Notice the Cualit' of the state/ 3o) RpureR 'our state< 3o) "uch congruit'< Co"ple!it' or si"plicit'< &eaning or se"antics< Pain-pleasure Cualit'< 3o) is the state encoded and structured0 I entif' the Cualities# properties# features# istinctions in the representations governing its intensit' $i+e+ vivi # sharp# Cuic*# egree of "ove"ent# etc+%+ . tool for greater state a)areness is Au((le Sournaling $See "ourcebook of )agic; -ol. !%+ $tate Assessin"> ?nducin": 11 %emory: ,emembering a state. RJecall a ti"e )hen + + +R 21 ?ma"ination: Creating a state+ R,hat )oul it loo*# soun # an feel li*e if + + +R (1 %odelin": ?bserving a state+ 71o 'ou *no) an'one )ho + + +8 $tate Alterin": States o not sta' the sa"e# (ut forever change+ Count on 'our states altering# shifting# an transfor"ing+ ,hat "etho s o 'ou have for altering 'our states< $tate ?ntensity and Amplification:
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6auge each state in ter"s of intensit'+ 3o) "uch o 'ou e!perience the state< ,hat level of strength or )ea*ness oes the state conve'< 3o) "uch oes it o"inate 'our consciousness< 1o 'ou nee "ore< Cran* it up (' increasing or intensif'ing the inner "ovie an 'ou )ill e!perience "ore of the state+ .ll states o not have the sa"e level of intensit'# so gauge for intensit' level+ 1o 'ou nee "ore 7juice<8 ,hat processes o 'ou rel' on for a"plif'ing 'our states< 3o) o 'ou cran* the" up< $tate ?nterrupts: Stop an' an ever' "in -(o '-e"otion state (' jarring# interfering# sa(otaging# preventing# etc+ "tate !nterrupts refer to )a's for stopping or preventing a state fro" functioning+ $tate Dependency: States govern our learning# "e"or'# perception# (ehavior# co""unication# etc+# state- epen ent L&PAC+ State epen enc' is calle Re"otional e!pectational setsR or Rconceptual e!pectational setsR eter"ining )hat )e see an hear+ $tate Contrasts: Co"pare one state )ith another to gain insightful un erstan ing a(out 7the ifference that "a*es a ifference+8 ,hat e!plains the ifference< 1oes it occur at a pri"ar' or "eta-level< .ll states are not the sa"e+ State configurations co"e in all si:es an shapes+ Sust (ecause 'ou have accesse a state of thoughts-an -e"otions an ph'siolog'# 'ou "a' not access a si"ilar state to so"eone else oing the sa"e+ Anc3orin" a $tate: Set up a trigger $sight# soun # sensation# "ove"ent# gesture# )or # etc+% an lin* it to the state+ D.nchorsD operate as Pavlovian con itioning tools for state "anage"ent an epen on uniCueness# intensit'# ti"ing# purit'+ ,ait until 'ou or another person has reache the peak of the e!perience# then lin* so"e unique trigger to it+ Test to see if the trigger then 7fires off8 the state+ If so# 'ou have an 7anchor+ $tate @tili ation: 1etect an then use resourceful )a's of thin*ing-feeling# perceiving# co""unicating# etc+ R,here )oul I li*e to use this state<R R,hat )oul it loo*# soun # feel li*e to have this state in this or that situation<R
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$tate $trate"y: The pieces of infor"ation $?.M%# neurolog'# responses# etc+ that co"prise the seCuential co"position of a state+ Trac* o)n this seCuence an "o el the pieces of the strategy that creates the state+ $tate as HBmotionH 0&meta1 : .n e"otion is a co"(ination of sensations an language evaluations in the for" of )or s about the *inestheticsL a "eta-level pheno"ena# Re"otionsR consist of evaluative &udgments; beliefs; meanings; values. .s RstatesR $neuro-linguistic states% e"otions register our (o '-s $or so"a% sense of the "eaning or evaluation to help us feel the energ' of the "eaning+ .n e"otion is the ifference (et)een our model of the world $)hich inclu es all of our "appings a(out )hat )e )ant# e!pectations# e!pect# (elieve# un erstan ing# etc+% an our experience of the world $)hat actuall' happens at the contact point of our s*ills an actions% . The ifference (et)een the t)o is our emotion $ iagra" (' &i*e 1avis%+ The primary e"otions alrea ' operate as a "eta-level pheno"ena# M"eta Technicall' )e coul tease out 'et another lost level $or coalesce level% insi e the pri"ar' state/ a set of *inesthetic sensations plus a cognitive evaluative ju g"ent of "eaning+ 2ur pri"ar' e"otions alrea ' involve cognitive evaluations fro" a previous "eta-level having coalesced into a pri"ar' state+ This illustrates ho) "etalevels "erge )ith pri"ar' states+ $tate B:tendin" > $tate Containment ,e can (oth extend an contain states>these properties of neuro-linguistic states ena(le us to ta*e the thoughts-feelings an all of the "in (o ' correlations an conta"inate other e!periences )ith a state+ ,e can also (uil (oun aries an (arriers aroun a state so as to isconnecte to other things+ In various conte!ts# (oth pheno"ena provi e ne) resources if use appropriatel'+ $tate B:pressions versus $tate Frames ,e have E central expressions of State/ Thin*ing-Beeling# Spea*ing# Aehaving+ 2 C ,hat o 'ou thin* a(out this or that< F C ,hat o 'ou feel< $ C ,hat o 'ou sa'< 5 C ,hat o 'ou o< $2A2B BL?C?2A2?/- $&?LL$
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The a(ilit' to effectivel' elicit responses# states# e!periences is crucial to (e a professional co""unicator+ The s*ill of elicitation ena(les us to iscover the structure of su(jective e!periences )herever 'ou fin the" )hether in ourselves or in others+ The s*ill of eliciting ena(les us to learn ho) to effectivel' transfor" e!periences+ It-s crucial for effective co""unicating# persua ing# "otivating# etc+ (liciting helps the person 'ouOre tal*ing )ith to (eco"e conscious of factors that are nor"all' outsi e their range of conscious a)areness+ This "eans 'our o)n patience# positive e!pectation# an acceptance )ill "a*e it easier $an safer% for the other person to access the infor"ation+ 1& Fi" t1 mo+e to an u0time tate6et 'ourself in the right state of (eing present to the person+ 2pen all of 'our sense receptors to input sights# soun s# sensations# etc+ *& In+ite a 0a t memo"#1 )utu"e ima%ination1 o" modelTo elicit clean infor"ation a(out a personOs e!perience 'ou nee to get the person into the state+ If 'ou on-t get the person in state# 'ou )ill onl' (e tal*ing about the e!perience+ 'hink about a time when you were thinking or feeling ... What would it like if you were fully experiencing ...0 4o you know anyone who does experience ...0 2& Aim )o" "e)e"ent t/at a"e mall and im0leTo elicit as a pure an iscreet state as possi(le# as* the person to thin* a(out a referent event or e!perience that is clear# s"all# an si"ple+ ,hen as*ing for a RStrong AeliefR pic* so"ething that isnOt so e"otionall' la en as RIO" a ,orth)hile person#8 (ut RI (elieve learning can (e fun+8 RI (elieve eveloping "' s*ills+8 3& S0ea, and a.t .on%"uentl#In eliciting a state# re"e"(er that the tools of 'our tra e are what 'ou sa' an how 'ou sa' it $'our tones# te"po# gestures%+ So (e evocative+ Soun li*e )hat 'ou are tr'ing to elicit+ &a*e 'our e!pressions soun congruent to )hat 'ou are eliciting+ 5& Ta,e #ou" time to allow 0eo0le u))i.ient time to 0"o.e t/in% ,e all o not process infor"ation or e"otions at the sa"e rate+ ,hen a person 7goes insi e8 grant the" the space an roo" to o that (' (eing Cuiet+ Let the" process+ ,1 4e%in wit/ un 0e.i)ied te"m and t/en /i)t to mo"e 0"edi.ate 0e.i)i. te"m Lesson 8/ States as &eta states ISNS School Project 2012

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Aegin )ith unspecific )or s that allo)s the person to search for the e!perience in his or her o)n )a'+ .s 'ou notice the accessing of certain representation s'ste"s# help the person (' then using sensor'-specific )or s+ If 'ou hear a visual ter" then sa'# R.n )hat o 'ou see+++<R 6oo o)nti"e Cuestions )ill assist the person in locating an i entif'ing the e!perience+ To o that 'ou )ill nee just enough content so as to as* goo Cuestions+ In fact# that-s the pri"ar' value of *no)ing so"e content+ .1 Fo.u on t/e )o"m and t"u.tu"e o) t/e eli.itin%Throughout the person-s accessing an e!periencing # focus on the for" an structure of the e!perience (' pa'ing attention to the "o alities an the cine"atic features of those "o es+ A-C#/=?-G In co""unicating5coaching )e are )or*ing )ith "in -(o '-e"otional states+ 2nce a state has (een accesse # )e can anchor it so that )e can utili:e the (est states or "ore effective eal )ith the less than resourceful state+ In the process of anchoring# )e help the person recall a iscreet e!perience (' as*ing for specifics of it+ In oing this )e invite the person to choose one e!perience an groun it in specifics+ 1- Inten it# 3o) intense is the state< .s 'ou gauge it fro" 0 to 10# )here are 'ou< ,hat increases the intensit' of 'our state< 3o) Cuic*l' o 'ou change states< Cali(rate to the spee of so"eone going into state+ Capture the state at the pea* of its intensit' an anchor )hen the person goes into the esire state+ If 'ou are touching# increase the fir"ness of 'our touch as their state increases an then release just after the pea* of the e!perience+ *- Pu"it# 3o) pure an iscreet is the state< 3o) "i!e < 3o) focuse is the person-s attention< Is he or she thin*ing a(out one referent or a group of the"< 2- Uni=uene 3o) uniCue is the ne) sti"ulus of the anchor< ,hen *inestheticall' anchoring# )here )ill 'ou touch< 3o) "uch pressure# for )hat length of ti"e< 1o 'ou have a location 'ou can easil' return to<
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.voi setting a touch anchor in an area thatOs regularl' touche + Touch a precise place on the s*in# not the clothing )hich )ill shift+ 3- Timin% In replicating an anchor# 'ou Rfire it offR (' returning to the precise location )ith the sa"e sti"ulus an appl' the sa"e pressure for the sa"e a"ount of ti"e+ .ppl' a fir" stea ' pressure# (ut never in a painful )a'# or too faintl'+ Then hol it+ 6ra uall' increase the pressure as the person goes "ore full' into the e!perience+ It ta*es ti"e for people to co"pletel' re-e!perience a state+ ,hen learning to anchor# have the person signal 'ou )hen the'Ore in the esire stateL itOll help 'ou cali(rate+ Anc3orin" B:ercise #5 !n pairs; access a state of relaxation. @se 'our elicitation s*ills+ +5 .mplify the state until it is strong and robust. @se 'our cali(ration an Cuestioning s*ills+ 35 "et an anchor for the relaxation state. @se 'our anchoring s*ills+ 65 1reak state and then test the anchor+ $2A2B ACCB$$?-G A-D A-C#/=?-G *A22B=,e co""unicate fro" a state to a state+ It-s inevita(le an inescapa(le+ Aut )hat state< Is it a useful# pro uctive# an 5or resourceful state< .re )e co""unicating to a person in a state that ena(les hi" or her to co""unicate effectivel'< If not# then )e nee to elicit or access a "ore resourceful state+ 11 Identi)# the desired state and it8s mind-body components + ,hat state o 'ou )ant< 1escri(e it a little (it+ .s 'ou-re tal*ing a(out that state# are 'ou (eginning to enter into that state0 *& E+o,e it )ull#'hink of a time when you fully experienced this state... Thin* of a ti"e )hen 'ou clearl' ha it in a po)erful )a'+ ,hat thoughts reall' evo*e this state< ,hat o 'ou nee to o
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3o) "uch o 'ou no) have the feeling of this state< Ae )ith that feeling+++ let it gro)+++ no) let it ou(le+++ ,hat )oul increase the e!perience of this state even "ore< What would it be like if you did fully experience this state0 @se this if 'ou-re having an' ifficult' eliciting the state+ 4o you know anyone who experiences this state0 35 An./o" t/e tate when it is highly amplified. Set a ph'sical touch on ar"# forear"# or shoul er as the person reaches the pea* of the state $a 8 or a(ove on a 0 to 10 scale%+ 2r anchor it visuall' through a gesture# au itoriall' (' a particular tone+ 65 P"a.ti.e te00in% in and out- 1reak state and repeatedly re-access . In just a "o"ent I )ant 'ou to step out of that po)erful state# (ut (efore 'ou o# ta*e a snapshot of it in all sensor' s'ste"s $)hat 'ou see# hear# feel# etc+%+ No) let-s practice stepping in an out of that state so that 'ou can Cuic*l' 7fl' into that state8 at an' ti"e 'ou choose+ 75 A00l# the resourceful state to a time or place in everyday life. ,here coul 'ou reall' use this state in 'our ever' a' life as 'ou engage in various )ealth (uil ing activities< Thin* of that ti"e an feel this $fire the anchor%+ Suppose 'ou ha this feeling or )a' of thin*ing as 'our attitu e# full' an co"pletel'# in just the )a' that 'ou )oul )ant it >)oul 'ou li*e that< PQ Aes -,oul that attitu e transfor" things as 'ou thin* a(out that activit'< PQ Aes 3o) )oul it transfor" things+++ just notice insi e+++ an enjo'+ PQ Aes =efle:ive $tates So"ething happens )hen )e access an relate one state to other states>)e generate a "eta-state+ In these co"ple! states# our self-refle!ive consciousness relates $not to the )orl %# (ut to ourselves# to our thoughts# feelings## or to so"e a(stract conceptual state+ ,e access a state of thoughts-feelings an apply it to another state+ ,e la'er state upon state/ )e feel upset a(out our angerL jo'ful about free o"L anger at our fear+ (i%/e" State The ob&ect of the state changes fro" an outsi e5e!ternal o(ject to an internal# conceptual# an se"antic o(ject+ ,e no) thin*-an -feel a(out previous thoughts-an -feelings+ The state in a higher position is meta $a(ove# (e'on % to the secon an so operates as a higher logical level+ P #./o-lo%i.al State The 7cra:'8 internal logic that arises fro" the la'ering of states# na"el'# our
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psycho-logics. ,hen )e transcend fro" one state $sa'# anger or jo'% to another state $sa'# cal"ness or respect% )e set the secon state as a fra"e over the first an include it insi e it+ This gives us 7cal" anger#8 respectful jo'# jo'ful learning# etc+ It "a*es the first state a "e"(er of the class of the secon + Bsycho-@ogical. If 'ou sa'# 7Aut that-s not logical+8 9es# 'ou-re right+ It is not+ 9et it is psychoElogical. .n that-s the ifference+ 2n the insi e# )hen )e put a state li*e anger or fear insi e another state $cal"ness# respect# gentleness# courage# etc+%# )e change the internal logic of our nervous s'ste" an person+ This is )hat )e "ean )hen )e tal* a(out 7logical levels+8 ,hen )e put one state in a 7logical8 relationship to another state so that one is at a higher level then the higher one is about the other+ This about-relationship esta(lishes the 7logic+8 Meta- o" Lo%i.al-Le+el State > There are no such 7things8 as logical levels+ The' o not e!ist 7out there+8 The' e!ist onl' in the "in as ho) )e represent categories as )e categori:e an so la'er level of thought upon level of thought an e"otion+ The ter" logical level is "a e up of t)o no"inali:ations+ So )hat-s the hi en ver( in those falsenouns< La'ering an reasoning>the reasoning that )e la'er over our previous e!periences+ State a"e made out o) )luid Lo%i.al Le+el To un erstan &eta-States# 'ou have to shift fro" thin*ing a(out rigi hierarchical levels to fluid levels ever in flu!# ever "oving# changing# an in process+ The' are not things# the' are not rigi # as "ental an e"otional energ' e!pressions of representing an fra"ing the' arise an vanish accor ing to our thin*ing+ That-s )h' the' are so flui an plastic an o not hol still+ U The levels $or la'ering% are "a e out of the stuff of state $thoughts-an feelings%+ The' are not 7real8 or soli or static even though )e use no"inali:ations li*e (eliefs# values# i entit'# "ission# un erstan ing# intentions# etc+ to escri(e the"+ In &eta-States )e have i entifie over *= logical levels+ These "etalevels then give us the &eta-Tuestions/ ecisions# un erstan ings# e!pectations# *no)le ge# pleasure# intention# s'"(ols# "etaphors# etc+ Dach of these ter"s are (ut facets of the sa"e thing> e!perience an just other )or s for escri(ing the la'ering of our thoughts+ If 'ou (ring a state of confi ence to 'our self# this operates as a belief# an (ecause 'ou treat this as i"portant# 'ou value itL 'ou understand facets of so"e knowledge that area# this lea s to expectations; decisions# identifications; intentions; etc+

Semanti.all# Loaded State &eta-States also ena(les us to i entif' the levels in our "ental "appings an the )a' )e create "eanings in our "in -(o ' s'ste"+ ,hat are the levels of
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"apping< #5 Berceptual )apping 2ur neurological "apping )ith our sense receptors $e'es# ears# nose# s*in# etc+% prior to conscious a)areness+ +5 ,epresentational )apping 3o) )e present to ourselves again )hat )e have seen# hear # an felt+ ,e fill up our internal 7screen of consciousness8 or internal theater of our "in + This gives us our cine"atic sense of things an our pri"ar' states+ 35 Conceptual )apping 3o) )e reflect on our internal "ovies an e!periences using various i eas an concepts+ ,e la'er "ore conceptual thoughts onto our thoughts an feelings to create the categories an classes of our "in + This creates our neuro-se"antic states+

Jefer to the follo)ing &anuals/ Coaching (ssentials )anual )odule # Frames to set for t3e students about t3e lesson 3ere are so"e fra"es that )ill (e useful an resourceful to set at the start of 'our lesson/

To a' is a(out learning "ore a(out 'ourself+ To a' is learning a(out ho) to (eco"e a lea er an the (est lea ers *no) ho) to lea the" selves an ho) their "in )or*s+ To a' )e are going to learn a(out our (rain an another piece of ho) )e can run our o)n (rain+ ,e are going to spen an hour together having fun as )e learn a(out ho) our (rain )or*s+ To a' )e are going to learn "ore a(out the po)ers )e have as hu"an (eings# the po)er to run our o)n (rain+ To a' )e are going to learn an (eco"e a)are of ho) clever our "in is+ To a' )e are going to learn another piece of ho) our "in an (o ' )or* together so 'ou can (e the (est 'ou that 'ou can (e+ To a' )e are going to learn strategies that help us to feel ifferentl' a(out ourselves so )e can o "ore an achieve )hat )e )ant to achieve+ To a' )e are going to learn "ore a(out ho) our (rain is our frien an ho) it can help us o )hat )e )ant to o an reach our goals+

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Lesson *lan 07it3 step by step *rocedures1 The content of this lesson is (ase (eginning of the lesson plan+ on the o(jectives i entifie an set at

.t the (eginning of this lesson# if reCuire # chec* in if tas* fro" the last lesson )as co"plete an ho) it )ent+

$tep 1: Jevise the previous session E that a class+

resse Pri"ar' States )ith the

$tep 2: B:plain t3e concept of =efle:ive $tates $tep (: B:plain 3i"3er $tates $tep ): #o7 do 7e "o %B2AI =e9uired %aterials>2ools>Dia"rams The follo)ing iagra"s are use an reference in this lesson+ Blash Car s of NLP an NS Presuppositions

Closure>$ummary>=ecap of 73at 7e learnt: In this section# )e reflect on )hat the stu ent has learnt a(out the"selves an a(out others+ .s* Cuestions/ ,hat i 'ou learn a(out 'ourself to a'< ,hat i 'ou learn a(out others< Application: In this section# )e esta(lish ho) the stu ent )ill appl' this in their environ"ent 5 )orl + .s* the follo)ing application Cuestions/ 3o) )ill 'ou use )hat 'ou have learnt to a'< ,hat )ill re"in 'ou# each a'# of )hat 'ou have learnt to o< 3o) are 'ou going to re"e"(er this<
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Assessment>#ome7or< 5ased /n /b4ectives: Bor the learning to (e e"(o ie an integrate # it-s i"portant to tas* the stu ent )ith so"e activit' that the' can o in their o)n ti"e (et)een lessons+ .s* the follo)ing Cuestions/ ,hat 1 thing )ill 'ou thin*# feel# sa' or o fro" no) on (ecause of )hat 'ou no) *no)< No) each learner is to co"plete a ta(le at ho"e for a given situation that is in their )or*(oo*+ The i ea is that it is to give all learners the sa"e situation an to illustrate in the ne!t session ho) "an' ifferent "eanings an "eta-levels the' have given the sa"e situation+

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