LESSON PLAN TEMPLATE: - Neuro- · Web viewAll states do not have the same level of intensity,...

Grade 8,9 & 10

Curriculum Area of Focus: Lessons 1- 8 Communication

Grades: 8, 9 & 10

Developed by: Lee Griessel Lizelle Visagie

Tshidi Modigarale

Lesson 1: Communication Model Lesson 2: VAK – representational systems Lesson 3: Meta Modalities Lesson 4: States – Primary States Lesson 5: Perceptual PositionsLesson 6: NS Principles of effective communicationLesson 7: Open – revision Lesson 8: States as Meta States (States about States)

Lessons 1-8 Cover page

ISNS School Project ® 2012

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Grade 8,9 & 10

Lesson Number and Title: 1- Communication Model

Concepts to be taught:

The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.

The map is not the territory. People respond according to their maps. We respect each person’s model of the world There’s an abundance of personal resources, plenty for all

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.At the end of the lesson, the learners should be able to:• Define Communication• Describe the basic communication processOutcome1: What the communication model is Outcome 2: Learners to look at how we experience the same thing differently. How we are the same and yet differentOutcome 3: How our beliefs/ values etc influence our results and behaviours. Look at how we make maps of one event in different ways.

Brief Notes for Teacher:Structure of Presenting:

Neuro-Linguistic programming is a communication model. It was modeled from three world-class communicators and created by a linguistic and a young computer student. The NLP model was developed as they used the tools of Transformational Grammar and computer science to model how we communicate within ourselves to create our sense of reality and how we communicate to each other to create relationships, understanding, and our various experiences.

Content:

Lesson 1: Communications Model


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Grade 8,9 & 10

1) Communication is at essence a mapping-process.

We are mappers. We take the events and happenings in the world “out here” beyond our nervous systems and bring them “inside” via neurological and mental mapping. Yet as we map things from without to inside we delete lots of stuff, generalize things, and distort things. These are the three modeling processes of NLP.

We communicate on our insides to our self by re-presenting on the theater of our mind what we have seen, heard, and felt out there. This gives us “the languages of the mind.” The control knobs for what plays inside our minds involve the sensory languages of visual sights, auditory sounds, and kinesthetic sensations. We “make sense” of things with our senses by internally processing information and representing such as movies in our mind.

We communicate using these languages of the mind, the languages that we use to create our cinemas that we play out on the theater of our mind. So the languages of the mind are our Sights (visual) Sounds (auditory) Sensations (kinesthetics) Smells (olfactory) Tastes (gustatory) Language (words, linguistics, symbols)

There is a tremendous difference in the speed of speaking and thinking. Most people talk between 100 and 150 words a minute, but how fast can thought go? I can read at 3,500 words a minute. There are some who can read at 10,000 words a minute. That means the mind can go hundreds, even thousands of times faster than the tongue! That gives a lot of time for us to be thinking about a conversation even while we are in the midst of it.



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Grade 8,9 & 10

2) Communication occurs verbally and non-verbally.

We learn how to communicate. Communication results is the union of two people (co-) that results when messages sent and messages received are shared. The communion of two or more people sharing an experience or awareness through the exchange of verbal and non-verbal signals. The state of connecting and relating with understanding.

Communicating is more than talking. We can talk and not communicate. It is also more than understanding another. We can understand and not communicate. In communicating we send and receive messages from another. We take the symbolic signals of another and process them within our mind to “make sense” of them. We then respond in a way that seeks further clarification so that we come to understand another as we represent in our mind a close approximation of what the other has in his or her mind.

Linguistics begins with the sensory languages and then moves to the meta-representation system that we call language. To communicate effectively we have to listen for the representations and mentally processing in the other person. The tools of our trade as communicators is what we say (our words, concepts, ideas) and how we say them (all of the non-verbal dimensions).

3) Communication creates states and we communicate from state to state.

The movies and language we use in our internal movies sends messages to our neurology and nervous system to create our mind-body states. And given that we are always in a state, we are always communicating to ourselves, consciously and unconsciously to create our states.

What and how we communicate to ourselves creates our states and state management (or emotional intelligence). Our processing of information induces us into mind-body-emotion states, neuro-linguistic states.

We communicate from the state we are in to the states that others are in. And, the quality of our life is the quality of our states. We have two royal roads: mind and body or thinking and acting: we can remember a state, create a state, and



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Grade 8,9 & 10

model a state.

As we communicate to others we are simultaneously communicating to ourselves because we are playing and replaying our own mental movies. And as we communicate we are inducing states.

4) All communication is filtered.

If we communicate from our states to the states of others, all communication is filtered. We never “hear” or “see” each other naively and simply. We hear what we hear depending on all of the things in the back of our minds and our states. It is filtered by our —

Values and beliefs Understandings and knowledge History and memories Imaginations and anticipations Meanings and frames Meta-programs and meta-states Sense of self and capabilities etc.

That’s why we never know what another person has heard and therefore what we have communicated. The meaning of our communication is the response we get. No wonder then that it is easier to mis-communicate than to communicate!



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Grade 8,9 & 10

5) Communication is layered with multi-dimensions.

We do not just communicate at one level, but multiple levels. This is true of our own self-communications, it is also true when we attempt to communicate to each other. Behind the overt messages there are layers of communication in the back of our mind. We have frames within frames of ideas, meanings, and emotions.

When self-reflexivity enters the picture, we have layers and layers of communications going on in our minds. Self reflexivity is when we reflect back as in a mirror so you can see yourself. This allows you to see your thoughts and mental pictures in your mind. Its as if you are looking at a photograph of your self. What if you could take a photo of your own thoughts and emotions?

Intention, as one of the frames in the back of the mind, is one of the most powerful drivers of communication. Our intentions set our motives, agendas, and objectives.

6) We communicate through listening and seeing.

To enter into the communication experience we have to open up our senses to see and hear all that is going on. To recognize the responses we are getting from others, we have to “lose our mind and come to our senses,” (Fritz Perls) and come into sensory awareness. Only then can we learn to calibrate to another’s responses.

Listening, seeing, and supporting makes communication safe. Without safety, Communication becomes stressed and defensive. One question that we all have in the back of our minds is, is it safe to

communicate with this person? So to become more effective as a communicator, we need to make it safe for the

other. This is what creating rapport is all about. To create rapport, we match the other’s words, values, physiology, beliefs, understanding and model of the world.

7) High quality communication involves the information loops.

Communication is open or closed depending on how well we receive feedback and feed-forward what we have thought and felt out into the world. These are the loops of communication. Feedback is information into the system and feed-forward is energy back out into the world. Feedback is information, thinking, believing, concluding, generalization, understanding, etc. Feed-forward is feeling, experiencing, speaking, acting, behaving and relating.



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Grade 8,9 & 10

If communication is a dynamic and fluid process of exchanging messages, it involves listening for feedback, questioning for clarification, and supporting, inducing states, questioning, etc. for feed-forward.

8) Via communication we structure and pattern our experiences.

As we speak and construct our sense of reality, our mapping creates our experiences. Our communicating to others and ourselves formulate our know-how knowledge as we map skills and strategies for excellence. As we describe things, we formulate and express our understandings about things.

Language calls our reality into being. We begin to make things real by say and expressing our understandings and beliefs.



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Grade 8,9 & 10

9) Communication is about evoking responses and states.

In all of this, communicating is how we evoke responses and states in others and ourselves. This makes state induction very important. We induce states of rapport and curiosity, states of learning and openness, states of motivation and decision, states of creation and integration.

If you do not evoke states in others, you will only have an intellectual talk and not a life-changing or transforming encounter. Evoking responses also lies at the heart of hypnosis and the generation of new resources and potentials.



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Grade 8,9 & 10

NLP-PRESUPPOSITIONSBelow are the Pre suppositions as listed in your manual

1. The map is not the territory

2. People respond according to their maps

3. Meaning operates context-dependently

4. Mind and body inevitably & inescapably affect each other

5. We respect each person’s model of the world

6. We cannot ‘”not communicate”

7. The way we communicate affects perception and reception

8. The meaning of our communication lies in the response we get

9. The one who sets the frame for the communication controls the

communication

10.There is no failure, only feedback

11.The person with the most flexibility, exercises the most influence in the

system

12.Resistance indicates the lack of rapport

13.People have the internal resources they need to succeed

14.All communication should increase choice.

15.We add choices with NLP. We don’t take choices away. People make the

best choices available to them.

16. Individual skills function by developing & sequencing our representational

system

17.Behind every behaviour is a positive intention

18.There ‘s an abundance of personal resources, plenty for all

19. It’s never too late to have a happy childhood.

20. It’s better to have choice, than no choice.

21.People have all the resources they need; they just need to access it

strengthen and sequence them.

These principles underpin most of your communication and facilitation work with the children.



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Grade 8,9 & 10

These principles however will be more formally introduced in SESSION 6 and will be presented in the form of a game. However, it is important that you already explain these as they come up during your different sessions.

It is best if you make flash cards of these pre-suppositions to use through-out Session 1-7 as they seem appropriate. You can just place them on the blackboard with your diagrams and explanations as required. This is just to reinforce these concepts as they would have been introduced to them in grade 7.

Include 3 learning outcomes:Outcome1: To learn the basic features of the Neuro-Linguistic Communication ModelOutcome 2: To learn to stop one’s own internal chatter, judgments, and filters and “come to one’s senses” in being present to another person.Outcome 3: To learn how to detect the states and internal experiencing of another person.Outcome 4: To learn about the mapping and movie-making inside our minds as we “make sense” of information.

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 13 -15

Frames to set for the students about the lessonHere are some frames that will be useful and resourceful to set at the start of your lesson:

Today is about learning more about yourself. Today is learning about how to become a leader and the best leaders

know how to lead them selves and how their mind works. Today we are going to learn about our brain and another piece of how we

can run our own brain. We are going to spend an hour together having fun as we learn about how

our brain works. Today we are going to learn more about the powers we have as human

beings, the power to run our own brain. Today we are going to learn and become aware of how clever our mind is. Today we are going to learn another piece of how our mind and body work

together so you can be the best you that you can be. Today we are going to learn strategies that help us to feel differently about

ourselves so we can do more and achieve what we want to achieve. Today we are going to learn more about how our brain is our friend and

how it can help us do what we want to do and reach our goals.



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Grade 8,9 & 10

Today we are going to learn how we make our own meaning of what we hear and see and how our meaning results in what we perceive and the results we get

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.Opening – Time allowed: 15 minutes (this is an estimated time and can be reviewed and adjusted)Start the lesson by providing an overview and a timeline of what will happen during the lesson. Total Time for the lesson: 60 minutes

Today we are going to spend 60 minutes together.

It is very important that we cultivate a good level of Communicating with others. This enables you to acquire good human relationships. Nobody can sense what you feel or think. Practicing to talk about feelings and thoughts in a way that you feel comfortable is something that can be learned and that we need to practice.

Here is your chance to look at how we are the same but yet different. You may not notice but you and other people around you communicate in a way that suits their personality best.

The following activity challenges you to find a connection between the way you communicate and the world around you.As they look at these pictures, what do they see or think and how do they interpret this>Each learner should share their discoveries with the class.

How can you acquire good Communication Skills?IF:



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http://www.clipartreview.com/_images_300/Woman_talking_on_cell_phone_091118-175074-072012.jpg

http://www.google.co.za/imgres?imgurl=http://wouter.sluis.cc/wp-content/uploads/2007/12/cellphone_dump.gif&imgrefurl=http://wouter.sluis.cc/%3Fm%3D200712&usg=__WTjyy7fy_jShcLTGilxZ9IeizWA=&h=360&w=334&sz=29&hl=en&start=1&zoom=1&itbs=1&tbnid=JfRg_D-bm7bgJM:&tbnh=121&tbnw=112&prev=/search%3Fq%3Dcellphone%2Bclipart%26hl%3Den%26biw%3D1259%26bih%3D615%26gbv%3D2%26tbm%3Disch&ei=DQS4TcCYB8jRhAedt9mMDw

Grade 8,9 & 10

Communication is a mapping-process.Our map is not the realityOur map has many layers and meanings; and each person’s map is different.Our map is our representation of the reality (our movie) etc.

List Communication skills that comes to your mind

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Allow Learners to form group of five depending on the number of learners in class.After the exercise each group can provide feedback to the rest of the class, everyone should participate in this exercise the teacher will facilitate the process.

Exercise 1: Time allowed: 25 - 30 minutes

FUN EXERCISE: Illustrate the NLP-concepts with practical exercises. The Cell phone - Metaphor is a physical representation of the representational system, the frames; the reflexivity of our thinking, and eventually drifting “up and up” in states/meta-states.

Compared to different cell phones used by different people; and each persons’ cell phone is unique and individual.



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Grade 8,9 & 10

Each person may have the same make and model of phone but each phone may have a different cover, different features, different photos, different songs, different contacts, different applications and even the menu structure or how they access information could be different.

PART A: Each learner is asked to describe their ideal cell phone (if time permits we draw our ideal cell phone) As a group we look at each others cell phones and have a quick discussion about its contents / features and when you would use it etc…. What does the cell phone say about you?What are the things you would be thinking about? What would you do every day if you were to be the ‘cell phone’? How would you act, talk, behave, sound like if “you are the cell phone”? Would your language change?In what way would it change? What would be on your mind? Discuss each others cell phones in some detail e.g. “Your frames are showing”.

PART B:

GROUP EXERCISE:Facilitator provides objects like a nail, a shoe, spoon, pen, headphones, torch teddy bear etc for every group and places them in the middle of their table. Discuss the objects and their dictionary meaning e.g. the semantic definition. Specific questioning to focus their mind would include: What would the value of this nail be for the techno ‘geek’, the rugby player, the chef, the policeman, the pilot? What would you do with it?What meaning would each ‘cell phone’ give to it?



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http://www.google.co.za/imgres?imgurl=http://www.freeclipartpics.com/images/cellphone.gif&imgrefurl=http://www.freeclipartpics.com/freecellphoneclipart.htm&usg=__GV2O_Qocp2H3wXmOSU26eeBUCUE=&h=134&w=115&sz=3&hl=en&start=24&zoom=1&itbs=1&tbnid=Npeb4rDBv9KjZM:&tbnh=92&tbnw=79&prev=/search%3Fq%3Dcellphone%2Bclipart%26start%3D20%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26biw%3D1259%26bih%3D576%26tbm%3Disch&ei=_QW4Tai3Ds6IhQfBx9WGDw

http://www.google.co.za/imgres?imgurl=http://www.clipartguide.com/_thumbs/0511-0810-1902-1012.jpg&imgrefurl=http://www.clipartguide.com/_search_terms/cell_phone.html&usg=__Jl2yg7445VDu8mz-t9qSKtYq4Ds=&h=100&w=80&sz=7&hl=en&start=29&zoom=1&itbs=1&tbnid=6IQTVih5MkLg6M:&tbnh=82&tbnw=66&prev=/search%3Fq%3Dcellphone%2Bclipart%26start%3D20%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26biw%3D1259%26bih%3D576%26tbm%3Disch&ei=_QW4Tai3Ds6IhQfBx9WGDw

http://www.google.co.za/imgres?imgurl=http://www.clker.com/cliparts/4/e/7/b/1215441700743422472thilakarathna_Mobile_Phone.svg.med.png&imgrefurl=http://www.clker.com/clipart-cell-phone.html&usg=__1MjGWmZhceg6MkLLY7RH2QNKZoE=&h=297&w=147&sz=23&hl=en&start=33&zoom=1&itbs=1&tbnid=YW60CO3fmhOjqM:&tbnh=116&tbnw=57&prev=/search%3Fq%3Dcellphone%2Bclipart%26start%3D20%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26biw%3D1259%26bih%3D576%26tbm%3Disch&ei=_QW4Tai3Ds6IhQfBx9WGDw

http://www.google.co.za/imgres?imgurl=http://www.cksinfo.com/clipart/electronics/phones/mobilephones/cell-phone-01.png&imgrefurl=http://www.cksinfo.com/electronics/phones/mobilephones/index.html&usg=__anF7nQKDPuV6OumJ2zXZbco1Ytw=&h=400&w=264&sz=34&hl=en&start=56&zoom=1&itbs=1&tbnid=psIZZwIAfgrCrM:&tbnh=124&tbnw=82&prev=/search%3Fq%3Dcellphone%2Bclipart%26start%3D40%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D20%26biw%3D1259%26bih%3D576%26tbm%3Disch&ei=hwa4TZnfHI2YhQe4muCODw

http://www.google.co.za/imgres?imgurl=http://www.easyvectors.com/assets/images/vectors/afbig/screws-and-nails-clip-art.jpg&imgrefurl=http://www.easyvectors.com/browse/other/screws-and-nails-clip-art&usg=__TtCT2wZ21bnYpTrD5GC78z7m6Rk=&h=238&w=425&sz=28&hl=en&start=5&zoom=1&um=1&itbs=1&tbnid=XK1yAvokfZaoHM:&tbnh=71&tbnw=126&prev=/search%3Fq%3Dcartoon%2Bnails%26um%3D1%26hl%3Den%26biw%3D1259%26bih%3D615%26tbm%3Disch&ei=cgq4TaXePMiWhQfB5sz6Dg

http://www.google.co.za/imgres?imgurl=http://pfskirklees.com/img/faiumu-giants.png&imgrefurl=http://pfskirklees.com/giants-110110.shtml&usg=__jmmt0GaZZGt-A6xkor9vLEBSBgg=&h=195&w=210&sz=42&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=8MNIMPCPylGDLM:&tbnh=98&tbnw=106&prev=/search%3Fq%3Dcartoon%2Brugby%2Bplayers%26um%3D1%26hl%3Den%26sa%3DG%26biw%3D1259%26bih%3D615%26tbm%3Disch&ei=ugm4TaW9CIu1hAfk7PCODw

http://www.google.co.za/imgres?imgurl=http://www.istockphoto.com/file_thumbview_approve/7127208/2/istockphoto_7127208-cartoon-chef.jpg&imgrefurl=http://forums.southhillsmusic.com/viewtopic.php%3Ft%3D1270&usg=__wVwCoMjhAEfz6vsFiJKu1uIVoKA=&h=380&w=345&sz=43&hl=en&start=4&zoom=1&um=1&itbs=1&tbnid=XjWFI0NAmf4AqM:&tbnh=123&tbnw=112&prev=/search%3Fq%3Dcartoon%2Bchef%2Bcooking%26um%3D1%26hl%3Den%26sa%3DX%26biw%3D1259%26bih%3D615%26tbm%3Disch&ei=Awq4TeXkOIqahQemgomGDw

http://www.google.co.za/imgres?imgurl=http://www.istockphoto.com/file_thumbview_approve/11474079/2/istockphoto_11474079-cute-cartoon-policeman.jpg&imgrefurl=http://www.istockphoto.com/stock-illustration-11474079-cute-cartoon-policeman.php&usg=__5bJDBtUNDjMlJlyDvqMA5EZE_RQ=&h=380&w=258&sz=33&hl=en&start=6&zoom=1&um=1&itbs=1&tbnid=iZshihXAMKKMcM:&tbnh=123&tbnw=84&prev=/search%3Fq%3Dcartoon%2Bpoliceman%26um%3D1%26hl%3Den%26biw%3D1259%26bih%3D615%26tbm%3Disch&ei=Hgq4TbKrA8-WhQeC2b2PDw

http://www.google.co.za/imgres?imgurl=http://www.curtoons.com/logos/funny-cartoon-pilot.jpg&imgrefurl=http://www.curtoons.com/cartoon-people.htm&usg=__OO6obujXny6AVBGyK_ejwkHtvgM=&h=128&w=130&sz=8&hl=en&start=1&zoom=1&um=1&itbs=1&tbnid=VpKoX6g5e_0sCM:&tbnh=90&tbnw=91&prev=/search%3Fq%3Dcartoon%2Bpilot%26um%3D1%26hl%3Den%26sa%3DG%26biw%3D1259%26bih%3D615%26tbm%3Disch&ei=PAq4TcKAPNGHhQeo1dWIDw

Grade 8,9 & 10

The facilitator uses a visualization script for different professions and the relationship with the objects selected.

This is optional.

“Close your eyes and think about these questions, just drift away on these questions…..allow your body to relax, your muscle to become heavy (basic muscle relaxation). These questions are floating through your mind….maybe you get the answer maybe not, that is not really important, just allow yourself to sink into the image of your chosen profession … Or maybe you could drift up into image of the profession you have chosen .…how would that feel? you might be the one becoming the doctor; or maybe the pilot or maybe you are the techno geek, or even the policeman…drift into the image of that and become the XXX)……Good, you are now the XX…….What do you think about if you are a XX? What do you feel if you are XX? If you are the rugby player, maybe you are excited about winning? If you are the policeman maybe you are excited about solving a case? If you are the Chef maybe you think about ingredients and new recipes ……so allow your thoughts to become one with XX and really think and feel that way….Now how would you act and behave if you are XX? (Fill in more of the sensory images if needed). Good, when all of you all have the thinking, the feeling and the behaviour pictures in your mind raise your hand, but keep eyes close….hang on to the picture…..you will find that you can do it…that is stepping into and out of pictures….it is easy….like stepping into a room and stepping out of the room….. easy…

Good…. Now that you have stepped into the picture as a XXX etc, think about the object on your table…it might be the shoe, the nail,, the pen etc……It is just a object….it carries no value if it sits there….maybe you can give it some meaning….some sort of use…What would the police man do with the nail (it might be useful)? What would the nail mean to the Chef (it might be pain if you step on it)? Maybe nothing, maybe a lot…you decide….it is your meaning (facilitator gives some suggestion to the groups). In your mind’s eye you have now created a value for the OBJECT on your table…It might be important, it might have no value for you, that does not really matter……What would it mean to you if you could triple it? Etc …

When you open your eyes you are going to write your different values, meanings and uses for this object….whether it is good or bad does not matter ….just give it to the group…..you will find that all of your values and meanings will differ, or maybe some of you have the same value and meaning…do not worry, that is the thing about values - there is no right or wrong. THE SHOE that means nothing for somebody, might mean the world to you….so do not worry, there is no right and wrong, just bring your value, your feeling and your behaviour to the table…. ….Just bring it back to us to understand how many meanings and values, a nail, a pen etc can have ……Then in your groups write it down on the paper provided to you. And open your eyes.”Lesson 1: Communications Model


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Grade 8,9 & 10

The group will get time to brainstorm and write up the different values/meanings about the OBJECT. This is discussed in the bigger group.

TEACHERS INFORMATION AN OBJECT is just a WORD until we add meaning. We add meaning from OUR WORLD. Therefore we get DIFFERENT MEANINGS, depending on our world etc.

PART C: SEMANTIC EXERCISE with words Use words to explore meaning and value, e.g.

FROG / SPIDERKNIFE / SWORDCUPCAKE / COOKIETEDDY BEAR / BLANKET

On the blackboard draw the different perceptual meanings and values (worlds) that you get from the learners to illustrate what the WORD evokes for them.

You add the meaning, you add value and experience then you have a reaction. Return to the group and do a few more exercises as a group.How many values can you brainstorm for this WORD? Provide the groups with words that one member of the group draws from a lucky draw.

Repeatedly strengthen the concept of your movie, your meaning and your values. (set of reflections).

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.You will need the following pictures:Tool 1 - Cell phones / Movie Projector NailTechno ‘geek’,Rugby player,Chef, Policeman,Pilot FROG / SPIDERKNIFE / SWORDLesson 1: Communications Model


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Grade 8,9 & 10

CUPCAKE / COOKIETEDDY BEAR / BLANKET

Flash Cards of NLP Pre suppositions

See Appendix A.

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others.

MEANING IN YOUR LIFE: Time allowed: 15 minutesWhat do you take away today? What would it mean for the days to come? If some people are successes to us, how do they think and behave? If we value their behaviour and performance, could we bring those values and meanings into our lives? Can we model them and add this to our own unique world?

Discussions: (Each learner should share their discoveries) Ask questions:What did you learn about yourself today?What did you learn about others?

Application:In this section, we establish how the student will apply this in their environment / world.Ask the following application questions: How will you use what you have learnt today?What will remind you, each day, of what you have learnt to do?How are you going to remember this?

Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?



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Grade 8,9 & 10

What 1 thing will you remember when you communicate with your parents, brothers, sisters, friends, teachers?



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Lesson Number and Title: 2 – VAK-Ad Representational systems

Concepts to be taught:

The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.

People respond according to their mapsWe respect each person’s model of the worldIndividual skills function by developing & sequencing our representational systemThe way we communicate affects perception and receptionThe meaning of our communication lies in the response we get

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.

By the end of this lesson: Outcome1: Know how we represent information Outcome 2: Know their own preferred language of representation Outcome 3: How we communicate and how to recognize the different representational languages

Brief Notes for Teacher:Structure of Presenting:

Content:

We “make sense” of things in the world by reproducing or representing what we have seen, heard, felt, smelled, and tasted onto the inner screen of our mind. As we do that we create some kind of sensory representation which we experience as a movie in our mind. This movie may be just a snapshot of a picture, or of a sound, or of a sensation, but it is the beginnings of how we create our mental movies. Each movie has various representations—visual (pictures, images, sights), auditory (sounds, noise, music, words), kinesthetic (sensations, feelings), etc. These Representation Systems make up the most basic components of the languages of our mind. From these we create the movies in our mind.

Lesson 2: VAK-Ad Representational Systems


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VISUAL: Those who prefer and over-specialize in the Visual system—

Memorize by seeing pictures and are less distracted by noise. Often have trouble remembering, and become bored by, long verbal

instructions. More interested in how something looks, value appearances. Will often stand or sit with their hands/ bodies erect and with their eyes

upward. Breathe high, from the top of the lungs. Sit forward in a chair; be organized, neat, well-groomed, and orderly. Often are thin, slender, even wiry. Move eyes up to access visual images, look around noticing lots of things. Use a higher pitch, talk quickly, in spurts. Use gestures that are high, wide, expansive, sometimes will point.

AUDITORY: Those who prefer and over-specialize in the Auditory system—

Pay attention to sounds, tones, volumes, and find noises more distracting. Easily repeat things back what they hear, and learn best by listening. Like music and enjoy talking on the phone. Highly value tone of voice and the use of specific words. Often move their eyes laterally (sideways). Breathe from the middle of the chest, talk to themselves, sub-vocalize,

memorize sequences, and hold their body to aim their ear. Think in more linear, word-by-word ordering, logical. Use gestures around the mid-section, adopt a “telephone position,” tilt

head.

KINESTHETIC: Those who prefer and over-specialize in the kinesthetic system—

Use their body to think, remember, and communicate. May talk slowly and in a breathy way. May respond to physical touch and rewards. Gesture closer to the body, hand over heart. Memorize by doing something or walking around. Most interested that something feels right or evokes the right feelings. Typically breathe deeply from the bottom of their lungs. Move eyes downward to access feelings. Tonality will tend to be slower, lower pitch, with hesitations.

LANGUAGE (Auditory Digital): Those who prefer and over-specialize in the language systems:

Want to “make sense” of things by using words. Talk in more abstract terms, generalize, theorize, etc. May even have little awareness of the sensory based systems. Much less use of body, gestures, more in a “computer” mode.



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LISTENING FOR REPRESENTATIONS IN SPEECHRepresentational System Predicates

What are the cues that a person is using any given system of representation to create the movies in their mind? There are linguistic cues for each system. Learning to listen for these enables us to detect the way the person is processing information.

Visually: If I could show you an attractive and very clear way so that you could X (some value), I wonder if you would like to look at that and see if it does fit with what you’re wanting?

Auditorially: If I could effectively describe to you some of the benefits that you really want to obtain, would you like to hear about them now or discuss them more fully?

Kinesthetically: If I could help you get a hold of this value that you want in a concrete way, and in a way that really embraces the value fully, would you like to try it on, just to get a feel for it?

Below are some common words and phrases.

VISUALadmire appear foresee scanattractive form see blurredgaze shin bright glanceshow clear glare sightcloudy gleam sight seecolorful glow sparkle conceal graphic dark hazy staringdawn illuminate strobe disappearimagine surface display obscuretwinkle envision observe vanishexhibit look veil exposepeer view eyed perspectivevisualize faced picture viewflash preview vivid focusreflect watch

Visual Phrases:seeing eye to eye appears to me mental picturegot an eyeful beyond a shadow of a doubt mind's eye bird's eye view naked eyecatch a glimpse of paint a picture clear cut



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photographic pretty as a picture crystal clear plainly seendim view a sight for sore eyes see to itflashed on short sighted get a perspective showing off get a scope on make a scenehorse of a different color hazy idea snap shot image staring off in spacetake a peek in light of tunnel visionIn person under your nose in view of AUDITORYannounce harmonize request answerharsh resonance argue hearsang asked hum shoutattune inquire shriek callinsult shrill chatter lecturesighs cheer listen silencescomplain loud silent crescendomelodious sound(s) cry mention stammerdeaf mumble talk discussnoisy tell echo outspokentranslate explain overtones expressionquestion utter growl quietvocal grumble recite yellgurgling reply

Auditory Phrases:be all ears make music be heard rings a bellmanner of speaking blabber mouth pay attention toclear as a bell power of speech outspokenclearly expressed purrs like a kitten call on describe in detail rap session ear full express yourself state your purpose give an account of tattle-tale give me your ear to tell the truthtongue-tied heard voices tune in/tune outhidden messages utterly hold your tongueunheard of idle talk voice an opinioninquire into well formed key note speaker word for word loud and clear grant me an audience

KINESTHETICangle grapple skip beat grasps slipbends grinds smooth bounce hard softbreak hold solid brush hug spikeburdened hurt stuffed carry impression thickclumsy irritate sweep comfortable mushy concretemovement touch crouching pinch trample crumbleplush tremble exciting pressure twist feelLesson 2: VAK-Ad Representational Systems


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pull budge firm rub unfeeling fitsrun warm flop scramble wash forcescrape weigh grab shaky work

KINESTHETIC Phrases:all washed up hot-head keep your shirt onboils down to know-how lay cards on the tablechip off the old block light headed come to grips with control yourself make contact connect with moment of panic pressure be feltpain-in-the-neck cool / calm / collected pull some stringshold it, hold on firm foundations sharp as a tackfloating on thin air under handed slip throughget a hold of slipped my mind topsy turvyget a handle on smooth operator get a load of thisheated argument start from scratch get in touch withstiff upper lip hang in there get the drift ofthrow out hand in hand tap intohands on turn around catch on

OLFACTORY/GUSTATORYbitter smell fragrant smoky fresh sourodor spicy pungent stale salty sweetsavor taste tang bite tongueaftertaste essence inhale breath flavor lickfume sip palate scent whiff reek a nose for

UNSPECIFIED PREDICATESconscious know learn aware light believemotivate change nice clear notice conceiveperceive consider process decide question experiencesense feel think sense sensitive understand

LANGUAGE Meaning evaluation significance compute count account factors factor in the bottom lineInclude 3 learning outcomes: Outcome1: State the different ways of representing things in our worldOutcome 2: Describe how the representations create mental moviesOutcome 3: Describe the basic components of the languages of the mind

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 21 - 24



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how it can help us do what we want to do and reach our goals. Today you will learn that the way you hold your mental pictures, sounds

and feelings has an effect on how you act in the world.

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.

First step – spend at least 10 minutes here before moving on to the section below.

CREATE A MOVIE METAPHOR:

(“The movie of your thoughts”)

Use the image of a movie projector starting from the film, then projecting it to the outside. The screen represents the outside world.

If possible have a real life movie/presentation projector. (From Grade 8 Lesson Plan)

Discuss possible examples of how your internal state (mood) will leak into the day? Lesson 2: VAK-Ad Representational Systems


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Have you noticed that when you start a day in a down mood how the rest of the day does not want to work out well? Or even the reverse?Discuss and create a diagram/visual representation that each child can draw for himself in his workbook.

PART A: time allowed – 10 minutes A mood (internal emotion) is like a movie we create inside our head.

But first we must become aware of state. From there we can go and see what movie is playing in your mind. We take inventory of state.

Do exercises with group to become aware of state; assist them to change the STATE by using all the senses e.g. from ANGRY state to an EXCITED STATE.

Use visual, auditory, kinaesthetic descriptions, as well as the diagram TOOL 1 (Cell phone or movie projector)

PART B: Time allowed – 10 minutesIllustrate the body’s reaction to a strong visual picture.

Repeat the exercise, but this time use a visualization technique: “Imagine a real juicy, ripe tangerine. You are about to bite into it.”

Build the VAK Ad until they can feel the body responding to explain how an image becomes so strong that your body responds.

Do more examples together and then document your findings about mind movies and bodily reactions.

PART C: Time allowed – 10 minutesMake a summary/diagram in your book about Road 1 to state.

our internal imagery and representations produce real effects in our body it impacts on the way that you behave it is not always the true representation, only a thought

BRAINSTORMING Time allowed – 10 minutes: How could this mind magic work for us, instead of against us?Any ideas?Discuss and then invite them to apply it in the days to come. Assist where necessary with positive self-talk and ask the group to help reframe it in a positive way.



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FUN EXERCISE: (Optional) Illustrate how each person’s movie is different by playing a version of the game “Broken Telephone”.

Start with a concept or picture and let them all look at it. The first person in the line share’s their ‘movie’ of what they see and what the picture means to them, with the next person.

This continues down the line until the person at the end shares their ‘movie’ with the group. How different are the movies?

FUN EXERCISE: (Optional) If you want to facilitate this exercise you need to allow an extra 15 – 20 minutes. This is an additional exercise.

Allow the learners to share their Favourite Movie, In 5 Minutes and explain how they feel during the movie. They should give five feeling words in their discussion.

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector.Flash Cards of NLP Pre suppositions

Closure/Summary/Recap of what we learnt: Time allowed: 10 minutesIn this section, we reflect on what the student has learnt about themselves and about others.Ask questions:What did you learn about yourself today?What did you learn about others?What are the different representational languages? What are some examples of the different languages? What do you now understand about VAK and how will you use this?What would be a useful way for someone who is visual to remember information? Etc.



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Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?How will you use what you now know to help you learn and remember information?What 1 think will you do to help you remember information when you next study?For the next week, make a note of the words used most at home and which modality (auditory, visual, kinaesthetic or A-id ) people are using.



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Lesson Number and Title: 3 – Meta Modalities

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.People have the internal resources they need to succeed. All communication should increase choice. We add choices with NLP. We don’t take choices away. People make the best choices available to them. It’s better to have choice, than no choice.It’s never too late to have a happy childhood.People have all the resources they need; they just need to access, strengthen and sequence them.

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.By the end of this lesson: Outcome1: Learners will know how to edit their own MoviesOutcome 2: How they can create a different experience by changing their ‘movies’ Outcome 3: How they can manipulate/change/control the Representational system to change their individual experiences for their benefit/advantage.

Brief Notes for Teacher:Structure of Presenting:Total Time of the lesson: 60 minutes For the opening of this lesson spend at least 10 minutes on explaining what you will be doing during the lesson.Explain to children that they can edit their movies to make them happier, brighter, softer, gentler, quieter etc. and by doing this they can change how they remember an event.

Content: Today we enter into the domain of mind-magic. Dramatise this with the group. They are always enthralled by the worlds of make-believe wizards and magic etc.

Introduce the concept that this WORLD (world of perceptions) can be changed by using a magic wand according to what would be beneficial to you.

Lesson 3: Meta Modalities


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We have Representational Power. This was introduced in Session 1 and 2. Remember to add more NLP pre-supposition cards as they become relevant.

We communicate on the inside to our self by re-presenting on the theatre of our mind what we have seen, heard, and felt out there. This gives us “the languages of the mind.” The control knobs for what plays inside our minds involve the sensory languages of visual sights, auditory sounds, and kinaesthetic sensations. We “make sense” of things with our senses by internally processing information and representing such as movies in our mind.

We communicate using these languages of the mind, the languages that we use to create our cinemas and that we play out on the theatre of our mind. So the languages of the mind are our:

Sights (visual) Sounds (auditory) Sensations (kinaesthetic) Smells (olfactory) Tastes (gustatory) Language (words, linguistics, symbols)

Outcome1: Learners will know how to edit their own MoviesOutcome 2: How they can create a different experience by changing their ‘movies’ Outcome 3: How they can manipulate/change/control the Representational system to change their individual experiences for their benefit/advantage.

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 45-55






beings, the power to run our own brain. Today we are going to learn and become aware of how clever our mind is.



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Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.

Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.

Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

Today you will learn how you edit your ‘movies’ to make you happier, calmer, quieter etc. and by doing this you can change how you remember an event.


Exercise Time allowed: 15 minutes – this is an estimated time and can be adjusted

Step 1: Each individual choose his/her own concept. Discuss and explain the Mind Movie as well as the 5 sense. Visualize a mind picture using (VAK Ad). Do all 5 senses. Once the visualization process is finished and they have the desired outcome they give us a thumbs-up sign.

Step 2: Now can you make it brighter? Dimmer? Etc. Ask them to share, discuss it in the group. If anyone found this difficult, use it as an example to strengthen and re-do.

Step 3: Gauge their insight in the process. What have they discovered? In what way could this assist them in life? Use specific higher order questions (meta-questions). Establish who had a real event that he/she can go and apply this to and give feedback the next time you meet? Encourage that they volunteer themselves for such an experiment in the next session.

Step 5: Support this insight with some daily awareness’s. How does the movie in your mind look like, sound like, at home, on sports fields, etc? Does this movie help you? DO you like it or you want to change it? Introduce the term STATE. This movie then creates the state that you experience.



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Exercise 2 for Learners: Time allowed: 15 minutes (this is an estimated time and can be adjusted)

Step 1: Build a room in your Mind individually (let’s call it the circle of excellence or “control room’’) E.g.Sights (visual) …… build a room in your mind that is big enough for you to enter

Sounds (auditory) …… Switch on the sound that you like inside the room

Sensations (kinesthetic)…… Imagine touching the cushions, floor, walls and chairs – feel the different textures

Smells (olfactory) …….. Imagine the smell that you like or Love that fills the room with your favourite scent

Tastes (gustatory)…….. As you step into the room Imagine picking up your favourite food and tasting it

Language (words, linguistics, symbols)……Now Add words that you like, language of love, Language that Motivates you or what do you say to yourself in this space?

Step 2: How does the movie in your mind look like, sound like, could you step into this room wherever you are, at home, on sports fields, etc? Does this movie make you feel stronger and does it help you? Do you like it or you want to change it?

Introduce the term STATE. This movie then creates the state that you experience.

Step 3: Now that you know that you can Control anything in your ‘control room’ or anywhere else, can you share your experience with the group. If anyone found this difficult, use it as an example to strengthen and re-do.

Step 4: Apply Mind to muscles exercise Teacher to apply it in their ‘control room’ Each learner gets a chance to apply mind to muscle on their control room.What is happening to you? What do you feel?What do you see?If you do not feel the way you want to feel? What is stopping you?DO you like it or you want to change it?



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Introduce the term STATE Using the circle of excellence / ‘’control room’’ discuss the learning from each learners learning and experience.

Share the learning.

Learner 1. What do you take away with you?Learner 2. ...................................................

Allow learners 5 minutes to write down their thoughts

Let the learners share what they have learnt

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Picture of a ‘Control room’

Flash Cards of NLP Pre suppositions

See Appendix A

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. Allowed 10 – 15 minutes for this portion.

Ask questions:What did you learn about yourself today?What did you learn about others?What was the best thing that you learnt about changing your ‘room’?

Application:In this section, we establish how the student will apply this in their environment / world.Ask the following application questions: How will you use what you have learnt today?Lesson 3: Meta Modalities


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What will remind you, each day, of what you have learnt to do?How are you going to remember this?

How In what way could this assist you in your life?

Who has a real event that they can go and apply this to and give feedback on next time?

Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?Now that you know you are the director of your own movies, find one movie that you could change for yourself and change it. In the next week make 1 positive “movie” in your minds of one good event that you have experienced while at school.Observe and record the non-verbal communications of family members



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Lesson Number and Title: 4 – States primary states

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.How the Mind and body affect each other

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.By the end of this lesson: Outcome1: The student should be able to ddefine a StateOutcome 2: The student should be able to ddescribe the process of how a state is created and name the 2 routes to STATE: Mind and BodyOutcome 3: The student should be able to ccreate their own state

Brief Notes for Teacher:Structure of Presenting:Before starting this lesson explain that you have 60 minutes together and how you will spend the time together. For the opening and section allow 10 – 15 minutes.Explain to the learners that what they feel individually can change depending on how they allow themselves to react, feel, think and act in a given circumstance. The educator to explain to the learners that they can choose for themselves to be happy, sad , angry etc. at any time and that no one else can make them feel or think things, or act in ways that they don’t want to.

Content: We communicate from a state to a state. It’s inevitable and inescapable. But what state? Is it a useful, productive, and/or resourceful state? Are we communicating to a person in a state that enables him or her to communicate effectively? If not, then we need to elicit or access a more resourceful state.

Original Pattern

1) Identify the desired state and its mind-body components.What state do you want? Describe it a little bit.

Lesson 4: States Primary States


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As you’re talking about that state, are you beginning to enter into that state?

2) Evoke it fully. Think of a time when you fully experienced this state...

Think of a time when you clearly had it in a powerful way.What thoughts really evoke this state?What do you need to do? How much do you now have the feeling of this state? Be with that feeling... let it grow... now let it double...What would increase the experience of this state even more?

What would it be like if you did fully experience this state? Use this if you’re having any difficulty eliciting the state.

Do you know anyone who experiences this state? What was happening to you?

3) Anchor the state when it is highly amplified.Set a physical touch on arm, forearm, or shoulder as the person reaches the peak of the state (an 8 or above on a 0 to 10 scale). Or anchor it visually through a gesture, auditorially by a particular tone.

4) Practice stepping in and out. Break state and repeatedly re-access. In just a moment I want you to step out of that powerful state, but before you do, take a snapshot of it in all sensory systems (what you see, hear, feel, etc.). Now let’s practice stepping in and out of that state so that you can quickly “fly into that state” at any time you choose.

5) Apply the resourceful state to a time or place in everyday life. Where could you really use this state in your everyday life as you engage in various wealth building activities?Think of that time and feel this (fire the anchor).

Suppose you had this feeling or way of thinking as your attitude, fully and completely, in just the way that you would want it —would you like that? –> Yes

Would that attitude transform things as you think about that activity? –> Yes

How would it transform things... just notice inside... and enjoy. –> Yes

Simplified Pattern

1) Identify the state you want and what it feels like.What state do you want? Describe it a little bit.As you’re talking about that state, are you beginning to enter into that

state?



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2) Get into that state fully. Think of a time when you fully experienced this state...

Think of a time when you clearly had it in a powerful way.What thoughts really make this state real?What do you need to do? How much do you now have the feeling of this state? Be with that feeling... let it grow... now let it double...What would increase the feeling and the way you experience this state even more?

What would it be like if you did fully feel and experience this state? Use this if you’re having any trouble feeling or getting into the feeling of this state.

Do you know anyone who experiences this state? What was happening to you?

3) Anchor the state when it is at its strongest feeling.Set a physical touch on arm, forearm, or shoulder as the person reaches the strongest feeling of this state (an 8 or above on a 0 to 10 scale). Or anchor it visually through a gesture, auditorially by saying something, using your voice and say it in a particular tone.

4) Practice stepping in and out of this feeling (state) Break state and repeatedly re-access. In just a moment I want you to step out of that powerful state, but before you do, take a picture (snapshot) of it in using all your sense i.e. what you see, hear, feel, etc.). Now let’s practice stepping in and out of that state so that you can quickly “fly into that state” at any time you choose.

5) Apply the ‘resourceful state’ or feeling to a time or place in everyday life. Where could you really use this state in your everyday life as you do certain things or in various learning activities?Think of that time and feel this (fire the anchor).Suppose you had this feeling or way of thinking as your attitude, fully and completely, in just the way that you would want it —would you like that? –> YesWould that attitude change things as you think about that activity? –> YesHow would it change or transform things... just notice inside... and enjoy. –> Yes



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Understanding States

To understand meta-states, you have to understand states.A “state” is a mental and emotional state; a dynamic mind-body state of experience or being that operates as an experiential energy field. We experience life in specific mental and emotional states. Our state of mind, state of body, state of emotion is all so inter-related that we cannot separate them. When we do, we only do so linguistically as a description. As we think, so we feel in our body and move and act and this entire configuration (or gestalt) is what we mean by “experience.” We live and move and have our being as mind-body persons—as a neuro-linguistic class of life.

As a neuro-linguistic class of life we experience and map the territory beyond our skin, the world “out there” so that we can effectively relate to it. This means that most fundamentally, we operate as pattern detectors and mappers, and from this we can take control of our inner programs. As we map things, so we become. It begins with our neurology—how we use our nervous system and sense receptors and then our linguistics —how we use symbols, words, metaphors, and classifications to create our programs.

Together this enables us to take charge and run our own brains. Taking charge of our “reality constructions” empowers us in controlling our neurology. Building ever-more accurate and enhancing models of the world increases our resourcefulness.

Our Mind-Body Components of StatesIf we create states from how we map things mentally and emotionally in our body, then we have two royal roads to state. Two avenues that we can use to evoke a state: 1) Mind—> Linguistics:

Internal representations specify our state of mind—the things that we internally map things visually, auditorially, and kinesthetically as well as the things that we say to ourselves (language), our understandings, learnings, beliefs, values, etc. that make up the representations on "the theater of the mind." Choice about what to represent and how to encode gives us representational power. These are the languages of the mind governing how the mind works. In Neuro-Semantics we call the result, the representational screen or internal cinema or movie of the mind (see MovieMind, 2003).

The sensory representation systems or VAK:Visual: pictures, scenes, imagesAuditory: sounds, noises, musicKinesthetic: sensations, touches, tactile, proprioceptive, motor movements



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Olfactory (smell), Gustatory (taste), and Vestibular (balance)The language representation system (auditory-digital)

Words, Sentences, Linguistic structures Mathematics, Music symbols, Metaphors, Stories, Symbols

2) Body —> Neurology: Physiology and/or Neurology describes the physical state or state of “body”—the things that we experience in our body involving health, posture, breathing, bio-chemistry, etc. The functioning of our nervous system as it interacts within our body and physiology of our central, peripheral, and autonomic nervous systems.

State Management #101

Terminology and strategies useful for the teacher/facilitator:State Object:

In primary states (i.e., fear, anger, joy, calmness, sadness, etc.) the object usually refers to something outside you and “beyond” your nervous system.What are thoughts-and-feelings referring to? What’s on your mind?

State Awareness: Awareness of the states and the factors that drive them. Because all states habituate, they drop out of conscious awareness. Notice the quality of the state: How "pure" your state? How much congruity? Complexity or simplicity? Meaning or semantics? Pain-pleasure quality?How is the state encoded and structured? Identify the qualities, properties, features, distinctions in the representations governing its intensity (i.e. vivid, sharp, quick, degree of movement, etc.). We have several tools for greater state awareness: Bubble Journaling; State Registering.

State Assessing/ Inducing:Memory: Remembering a state. "Recall a time when . . ."Imagination: Creating a state. "What would it look, sound, and feel like if

. . ."

State Altering: States do not stay the same, but forever change. Count on your states altering, shifting, and transforming. What methods do you have for altering your states?

State Intensity and Amplification: Lesson 4: States Primary States


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Test each state in terms of intensity. How much do you experience the state? What is happening to you? What level of strength or weakness does the state convey? How much does it dominate your consciousness? Need more? Crank it up by increasing or intensifying the representations to experience more of the state. All states do not have the same level of intensity, so gauge for intensity level. Do you need more “juice?” What processes do you rely on for amplifying your states? How do you crank them up?

e.g. If you always feel like a victim, if you feel like you are being bullied all the time and feel you need to be assertive and confidence put colour to assertive and confidence for you can measure the colour according to the level you require Low ,Medium and Strong and bright if you Need more? If you want to, can you amplify your states?

State Interrupts: Stop any and every mind-body-emotion state by jarring, interfering, sabotaging, preventing, etc. When a state is overly intense and dysfunctional in its effects, a state interrupt enables us to stop or prevent the state from doing damage as we break the state.

State Dependency: States govern our learning, memory, perception, behavior, communication, etc., state-dependent. State dependencies are “emotional expectation sets” or “conceptual expectation sets” and determine what we see and hear.What do you depend on to be at the right state?Name all the resources you need.Can you enter into the correct state without this resource?IF yes Share your experience IF No share your experience as well

State Contrasts: Compare one state with another to gain insightful understanding about “the difference that makes a difference.” What explains the difference? Does it occur at a primary or meta-level? All states are not the same. State configurations come in all sizes and shapes. Just because you have accessed a state of thoughts-and-emotions and physiology, you may not access a similar state to someone else doing the same.

State Anchoring: Set up a trigger (sight, sound, sensation, movement, gesture, word, etc.) and link it to the state. Anchors operate as Pavlovian conditioning tools for state management and depend on uniqueness, intensity, timing, and purity. Wait until you or another person has reached the peak of the experience, and then link some unique trigger to it. Test to see if the trigger then “fires off” the state. If so, you have an “anchor.”



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Emotions and States: An emotion is a combination of sensations and languaged evaluations in the form of words about the kinesthetics; a meta-level phenomena, "emotions" consist of evaluative judgments, beliefs, meanings, values.

As states, our emotions register our body’s (or soma) sense of the meaning or evaluation and so helps us feel the energy of the meaning. Emotions are the evaluative difference between our model of the world (our wants, expectations, demands, understandings, etc. our entire Matrix of frames) and our experience of the world. The difference between the two is our emotion.

The primary emotions already operate as a meta-level phenomena. Technically we could tease out yet another lost level (or coalesced level) inside the primary state: a set of kinesthetic sensations plus a cognitive evaluative judgment of meaning. Inasmuch as the primary emotions already involve cognitive evaluations from a previous meta-level having coalesced into a primary state, we have this as an illustration of how meta-levels do merge with primary states.

State Extending / State ContainmentWe can both extend and contain states—these properties of neuro-linguistic states enable us to take the thoughts-feelings and all of the mind-body correlations and contaminate other experiences with a state. We can also build boundaries and barriers around a state so as to disconnect to other things. In various contexts, both phenomena provide new resources if used appropriately.

States have expressions and framesExpressions of state (thinking-feeling, speaking, behaving) direct our awareness to our body and the outside world as we become aware of what we feel and want to do or say.

T — What do you think about this or that?F — What do you feel?S — What do you say?B — What do you do?

Frame is the significance or meaning—the cognitive structure of the state that actually creates the state. With the four expressions we build up and format an infinite number of frames as we give meaning to whatever we are experiencing. These then govern the state. We can uses these facets



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to set frames as reference structures for time, history, beliefs, values, self, concepts, and all of the meta-levels (see the Meta-Questions).

State elicitation skills The ability to effectively elicit responses, states, experiences is crucial to be a professional communicator. The skill of elicitation enables us to discover the structure of subjective experiences wherever you find them whether in ourselves or in others. The skill of eliciting enables us to learn how to effectively transform experiences. It’s crucial for effective communicating, persuading, motivating, etc. Eliciting helps the person you're talking with to become conscious of factors that are normally outside their range of conscious awareness. This means your own patience, positive expectation, and acceptance will make it easier (and safer) for the other person to access the information.

Original Pattern

1) First, move to an uptime state. Get yourself in the right state of being present to the person.Open all of your sense receptors to input sights, sounds, sensations, etc.

2) Invite a past memory, future imagination, or model.To elicit clean information about a person's experience you need to get the person into the state. If you don’t get the person in state, you will only be talking about the experience.

Think about a time when you were thinking or feeling ...What would it like if you were fully experiencing ...? Do you know anyone who does experience ...?

3) Aim for referents that are small and simple. To elicit as a pure and discreet state as possible, ask the person to think

about a referent event or experience that is clear, small, and simple. When asking for a "Strong Belief" pick something that isn't so emotionally laden as "I'm a Worthwhile person,” but "I believe learning can be fun.” "I believe developing my skills.”

4) Speak and act congruently. In eliciting a state, remember that the tools of your trade are what you say and how you say it (your tones, tempo, gestures). So be evocative. Sound like what you are trying to elicit. Make your expressions sound congruent to what you are eliciting.

5) Take your time to allow people sufficient time to process things. We all do not process information or emotions at the same rate. When a person “goes inside” grant them the space and room to do that by being quiet. Let them process.



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6) Begin with unspecified terms and then shift to more predicate specific terms.

Begin with unspecific words that allows the person to search for the experience in his or her own way. As you notice the accessing of certain representation systems, help the person by then using sensory-specific words. If you hear a visual term then say, "And what do you see...?" Good downtime questions will assist the person in locating and identifying the experience. To do that you will need just enough content so as to ask good questions. In fact, that’s the primary value of knowing some content.

7) Focus on the form and structure of the eliciting.Throughout the person’s accessing and experiencing , focus on the form and structure of the experienced by paying attention to the modalities and the cinematic features of those modes.

Simplified Pattern

1) First, move to an uptime state – being really present to the person you are with.

Get yourself in the right state of being present to the person.Open all of your senses so you can hear, see and feel etc.

2) Recall a past memory, future imagination, or model.To get as much information about a person's experience you need to get the person into the state. If you don’t get the person in state, you will only be talking about the experience and you will not be ‘experiencing’ the experience.

Think about a time when you were thinking or feeling ...What would it like if you were fully experiencing ...? Do you know anyone who does experience ...?

3) look for things that are similar and that are small and simple. To get a pure and easy to experience state as possible, ask the person to

think about an event or experience that is clear, small, and simple. When asking for a "Strong Belief" pick something that isn't full of emotion or that does not leave them feeling too emotional e.g. "I'm a Worthwhile person,” but "I believe learning can be fun.” "I believe developing my skills.”

4) Speak and act in the same way as the state that you are trying to get (Excited if talking about an adventure, soft and gentle if talking about a gentle experience).

In getting or eliciting a state, remember that the tools of your trade are what you say and how you say it (your tones, tempo, and gestures). So be inviting. Sound like what you are trying to get. Make your expressions sound congruent to what you are eliciting.



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5) Take your time to allow people sufficient time to process things. We all do not process information or emotions at the same rate. When a person “goes inside” give them the space and room to do that by being quiet. Let them process their own thoughts and feelings.

6) Begin with words and phrases that are not to specific and the change your language to more predicate specific (Hear, see and feel) terms.

Begin with unspecific words that allows the person to search for the experience in his or her own way. As you see them the accessing of certain representation systems (Visual, Auditory or kinesthetic), help the person by then using sensory-specific words. If you hear a visual term then say, "And what do you see...?" Good downtime questions will assist the person in locating and identifying the experience. To do that you will need just enough content so as to ask good questions. In fact, that’s the primary value of knowing some content.

7) Focus on the form and structure of the state that they are accessing.Throughout the time that the person is accessing and experiencing, focus on the form and structure of the experience by paying attention to the ‘movie’ that they are sharing.

Include 3 learning outcomes:Outcome1: Understanding of the 2 royal roads to states e.g. Mind and Body.Outcome 2: Understanding that thought influences the body Outcome 3: Understanding how our mind and body work together to create state

Refer to the following Manuals:Coaching Essentials Manual Module 1 pages 32 to 38






beings, the power to run our own brain. Today we are going to learn and become aware of how clever our mind is.



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Today we are going to learn another piece of how our mind and body work together so you can be the best you that you can be.

Today we are going to learn strategies that help us to feel differently about ourselves so we can do more and achieve what we want to achieve.

Today we are going to learn more about how our brain is our friend and how it can help us do what we want to do and reach our goals.

Today we are going to learn more about how our thoughts influence our body

Lesson Plan (with step by step Procedures) The content of this lesson is based on the objectives identified and set at beginning of the lesson plan. At the beginning of this lesson, if required, check in if task from the last lesson was completed and how it went.We have established TOOL 1 (Cell phone and Movie-projector). Place it on blackboard. Remind them that we now know how to use the tool.

It is time to learn about TOOL 2. This is about the 2 routes to STATE: Mind and Body For this section and the exercise below allow an estimated time of 25 minutes.

Continued understanding of the 2 royal roads to states e.g. Mind and Body.

Together they create our state Through our states we make and express our meanings of the world and

ourselves Now that you understand the languages of our mind (VAK Ad) have a

direct impact on our bodies, what does this mean?

Think about breathing, tension in your muscles, your posture, your facial expressions, biochemistry and enter into a discussion about how stress can result in sickness.

This shows that mind and body together create the STATE.

Discuss the term state.

We have 2 kinds of state: Primary and Meta states In this session we only deal with Primary State: Your first reaction to

something; in the here and the now. We communicate from a state to a state. This means that it is important

that we learn to recognize our state and to manage it. Lesson 4: States Primary States


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States change every day and even from moment to moment. What / when do our states shift? How would it look like (behaviour) if your state (your mood) could change?

We can remember a state, create a state, and model a state.As we communicate to others we are simultaneously communicating to ourselves because we are playing and replaying our own mental movies.As we communicate we are inducing states.

For this exercise allow and estimate 15 minutes

Remember the Centre of Excellence / CONTROL ROOM that you have built, keep that in your mind:

DIAGRAM: TOOLS 1. Facilitate their understanding that our internal mind-map finds its way into our muscles and into our body resulting in a certain state (feeling = private power), which then go to a certain behaviour (= public power).

Diagram: Circle of Excellence to illustrate state management.

In the inner circle where we have full control, indicate that it consists of 4 powers:2 public powers (Speech & Behaviour) and 2 personal / private powers (Thinking & Feeling)

We have established TOOL 2 for managing your own state, but also to communicate to others.



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DIAGRAM

Check your body: Are you hungry? Comfortable, Relaxed, breathing, sleepy etc?What is your body state? What is happening to you?What are you feeling: Sad, joy, happy, excited etc List 10 feelings.Is it a good state or bad state?What makes it good or bad for you?

GROUP EXERCISE:Recall a few states in the group.Then discuss what caused the state.Then give feedback to the group.

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Pictures of different feelings i.e. Sad, joy, happy, excited states Flash Cards of NLP Pre suppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. For this section allow a 10 – 15 minutes time slot.Ask questions:What did you learn about yourself today?What did you learn about others?What did you become aware of? Does the way you think help and support you to do even better?



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What would you need to be thinking, doing, feeling etc to do even better at school?


Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?What one thing can you change the way you think about it so that you change the way you feel?Ask the learners to talk about what they want to do any task that they want to perform and they have difficulty in completing that task.E.g. washing dishes? Studying?Learners are required to

Capture the state that they are in when the task is presented. To write down what is happening to them, To share what they feeling To share what they see To share what they hear To share the consequences’: If they do not achieve the task what will

happen to them, how will they feel?

Record on a paper a state per day. What caused it? The event? Just write the state and a note about the cause, no expanded information



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Lesson Number and Title: 5 – Perceptual Positions

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.Show that meaning operates context dependently.We respect each person’s model of the world. We cannot not communicate. The way we communicate affects perception and reception. The meaning of our communication lies in the response we getThe one who sets the frame for the communication controls the communicationThere is no failure, only feedbackThe person with the most flexibility, exercises the most influence in the systemResistance indicates the lack of rapportBehind every behaviour is a positive intention

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.To teach the NLP perceptual positions. By the end of this lesson: Outcome1: To demonstrate that there are different views / positions of seeing and perceiving things Outcome 2: To use different perceptual positions to help them see other peoples points of view / perspectives Outcome 3: To support the learner to communicate differently

Brief Notes for Teacher:Structure of Presenting: (This section has no information. Do you perhaps have this portion in the earlier document?)Before starting the lesson, explain to the students how much time you have and also how you will be spending the time together).

Content:

REVISION: We have learned and discovered the methods and skills to understand ourselves, to see how our mind works and then to assist us to run our brain in the way we would like it to run.

Lesson 5: Perceptual Positions


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Facilitate the process until you have the following: NLP model and the meanings of Communication skills Languages of the brain (mental movies) VAK States A mood (internal emotion) is like a movie we create inside our

head. But first we must become aware of state. From there we can go and see what movie is playing in your mind.

Mind Body states: Now that we understand that the languages of our brain have a direct impact on our bodies, what does this mean?

Think about breathing, tension in your muscles, your posture, your facial expressions, bio-chemistry and reflect on how stress can result in sickness. This suggests that mind and body together create the STATE.

Re-enforce the term state. Use mind to muscle exercise

Expanding Self to Others – refer lesson 1

In communication we always communicate from a state to state.

This means that it is important that we learn to recognize our state and to manage it. States change every day and even from moment to moment (Refer to the previous session).

But everybody around you has states too. They have their own unique individual ‘cell phone’. It is different from yours.

We communicate from ‘cell’ to ‘cell’. It is not right or wrong…It just is….

Include 3 learning outcomes:Outcome1: To demonstrate that there are different views / positions of seeing and perceiving things Outcome 2: To use different perceptual positions to help them see other peoples points of view / perspectives Outcome 3: To support the learner to communicate differently

Refer to the following Manuals: Coaching Essentials Manual Module 1 pages 30, 31

Frames to set for the students about the lesson



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Here are some frames that will be useful and resourceful to set at the start of your lesson:








how it can help us do what we want to do and reach our goals. Today we are going to learn to see things from another perspective


TOOL 3: Now that we have established Tool 2: Private and Personal Powers (Circle of Excellence) we can now establish TOOL 3, which can be used by the learners.

Throughout the session we will refer back to the Circle of Excellence.

Draw this as a triangle with the 3 different positions indicated: Position 1: SELF; Position 2: The other person; and Position 3: The Observer. Make sure that the Cell Phone and VAK Ad movie diagrams (TOOL 1 from Session 1&2) are also on the blackboard.



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In communication we always communicate from a state to state.

This means that it is important that we learn to recognize our state and to manage it. States change every day and even from moment to moment (Refer to the previous session).

But everybody around you has states too. They have their own unique individual ‘cell phone’. It is different from yours.

We communicate from ‘cell’ to ‘cell’. It is not right or wrong…It just is….

Revise TOOL 1: CELL PHONE and MOVIE DIAGRAM.

GROUP EXERCISE: Allow 8 minutes for this exerciseHow would we use the TOOLS to communicate and interact with others? Right, we have to find out how their brains work. We just use different ‘cell phones’ and movies (TOOL 1).

Can we do this? Of course we can…you have done it with session 1.We can communicate ourselves to others once we understand ourselves (TOOL 2: 4 POWERS). THEN, we can also change our positions (TOOL 3) to gain understanding of them.

Give a few examples.

FUN EXERCISE: Allow 15 – 20 minutes for this exercise Use this exercise to facilitate entrance into the different perceptual worlds of OTHERS, using the perceptual positions in this session.

Create mind-movies (VAK Ad) for the different characters in a well-known book or a fairy tale (for the younger children).It could be a movie or a Walt Disney animation for younger children.



Self

Other

Observer

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Select something that are familiar and of interest for them all. For example: Grade 7 enjoyed NEW MOON. A book filled with intra - and interpersonal conflicts, difficult choices and opportunities for creating internal movies and problem-solving opportunities, depending in whose shoes you step into. Alternatively this could link to the book that they are covering in English Literature. E.g. Pirates of the Caribbean

PART AStep 1: Using the diagrams on the blackboard / walls as tools, we enter into the minds of our characters to understand them, not to judge them. We start out by having the 3-4 main characters plotted out on the blackboard, followed by a discussion on their personal like / dislikes of the person. Then by means of a facilitated process, ask them to map out the internal representational world of each character using the languages of the brain. i.e.

Sights (visual) - What do they see? Sounds (auditory) – What do they hear? Sensations (kinesthetic) – What do they feel? Smells (olfactory) Tastes (gustatory) Language (words, linguistics, symbols) – What language do they use?

Then we determine how that would project from their internal world into the world of behaviour.

Step 2: Then when they have thought about it, they break up in smaller groups to establish the position of each role-player. There are at least 3-5 main characters and we would end up with 5 representational mind-maps on the board when the groups return. The difference and uniqueness of a person’s representation of the world (MIND MOVIE) is highlighted with the NLP pre-suppositions imbedded.

Step 3: After establishing insight and understanding for each character, we then facilitate some understanding in the learners that each character may not know what is going on in the system next to them (matrix). They think that their world is the real and the only thing. Only we know that there is more than one world and these worlds exist together (although they do not see it), these will now be represented on the blackboard.

How does this “not-knowing” create problems, conflicts and anger? Even sadness? Once they can comfortably move between the positions/worlds (matrixes) of the fictitious role-players, then we apply it to self.

Step 4: (Practical): The PERCEPTUAL POSITION exercise consists of 3 circles on the floor. TOOL 3. There should be 2 demonstrations with a volunteer first. The facilitator then walks the group through the 3 positions and facilitates placing yourself in these positions.



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Step 5: Find a place to practice and identify an issue that you want to address / resolve. Then walk through the issue, using the 3 positions and see if you can reach a solution.Return to the group to discuss and to deepen our understanding.

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Tool 3 Diagram – Perceptual positions Flash Cards of NLP Pre suppositions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. For this section allow 10 – 15 minutes at least.Ask questions:What did you learn about yourself today?What did you learn about others?


Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?Practice with a television soap opera or TV Programme.



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Ask learners to practice to enter into the representational mind-maps of the actors. We encourage them to look differently at the others around them and placing themselves in their shoes.

The aim would be understanding and not judging.

Leaving our own frame behind, knowing that it is safe and that you can step back into it any time you want. Create flexibility in the mind-processes of the children.

Using a well-known soap opera or TV programme, makes for good discussion in the next session.



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Lesson Number and Title: 6 – NS Principles of Effective Communication

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.Communication is more than just talking.We can only recognize the responses we are getting by opening up all our senses, coming into sensory awareness and calibrating to the other person’s responses We never know what we have communicatedWe communicate best by listening for representations, for how another person is mentally representing information.The meaning of our communication is the response we getWe communicate from state to state.We communicate our representational movie to the mind-body state of another.Acting out responsesCommunication is about evoking responses so others create ideas that accordwith ours in their own minds

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.To teach the learners how to communicate effectively

By the end of this lesson: Outcome1: To know the difference between mis communication and good communicationOutcome 2: Outcome 3:

Brief Notes for Teacher:Structure of Presenting

The background information needed for this section will include

1.The Map is not the territory2.We Distort, delete and generalize from reality to create our maps3.Our map is our representation of the reality

Lesson 6 NS Principles of effective communication


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4.Communication is a mapping process5.We experience the world through our 5 senses6.We develop preferences in our thinking and VAK-ad7.We all experience the world differently8.All experiences have a structure (our movies have a structure)9.Mind and body are part of the same system. Our body affects our mind and

our mind affects our body10. A state is a mental, physical and emotional condition of a person11. We can Illicit any state that we desire12. We are able to understand another person’s map

Time allowed: 10 – 15 minutes (this is an estimated time only).Content: TOOL 4 that is presented to the learner is BENCH MARKING (a simplified version).

CONTENT KNOWLEDGE: NLP and NS1. Knowledge of the NLP principles underlying feedback and benchmarking 2. All the NLP Presuppositions should have been covered informally in

Sessions 1-5. Now the teacher/facilitator needs to put them into simplified words/semantics. This is summarised in a round wheel.

3. Knowledge of the different categories of the pre-suppositions. 4. Revise all the pre-suppositions

Include 3 learning outcomes:Outcome1: Understanding of all NLP presuppositions Outcome 2: Outcome 3:

Refer to the following Manuals:Coaching Essentials Manual Module 1 pages 48 to 53 and 70 to 71




can run our own brain.



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We are going to spend an hour together having fun as we learn about how our brain works.

Today we are going to learn more about the powers we have as human beings, the power to run our own brain.

Today we are going to learn and become aware of how clever our mind is. Today we are going to learn another piece of how our mind and body work





Allow 20 – 25 minutes for the following stepsStep 1: A circle with a spinning arrow in the middle is placed on the blackboard.

It contains all the NLP presuppositions. These are written on the different wedges of the circle. The wedges are divided into the following categories and are different colours depending on the Category:

mental processing pre-suppositions are coloured in one colour; pre-suppositions that are has to do with our strategies another colour; pre-suppositions about human behaviour a different colour while communication and learning pre-suppositions are in other colours.

Step 2:

GROUP EXERCISE:Encourage competition between the groups.No more than 4 individuals in a group.

The facilitator spins the wheel to identify a Pre-Supposition. The group needs to supply the following for their answer to be awarded marks: The answer must have the following benchmark criteria to get a full mark out of 3,

(i) Meaning of the pre-supposition(ii) The colour of the group that it belongs to.(iii) And the previous sessions (TOOLS) that it relates best to.



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They are allowed to discuss it and to go back to their books/notes to answer the question.

Step 3: Bench-marking (Facilitator).

The facilitator then checks the quality of the answers given. If any of the answers are incorrect or incomplete, the facilitator can ask the other groups for the missing answers.Points are awarded based on the completeness of the answer.The winning group wins a pre-determined award.

Step 4: Bench-marking (Learners) One group is identified to sit out of the game and they then become the bench-markers. They use shortened/simplified forms, similar than the format used for the Meta-Coach benchmark form.

A number is allocated to establish the worth of the answers provided by the groups. The group will discuss the value of the answer in the group and when they are ready to give their feedback, they use a fun “gong”, to announce that they are ready to give feedback.

The facilitator will oversee this process. Each group member must give feedback and allocate a point 1, 1.5, 2 etc

(TIP: When inventing exercises build in a number of these benchmark exercises, using the simplified bench mark forms. This will lay the foundation for benchmarking skills that will be presented at a later stage as learners’ progress)

Step 5: In their workbooks the learners will complete home work assignments.

Whilst every effort is made to ensure that this is a fun learning experience, it has been found that it helps greatly if they reinforce the work at home.

Discussions

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Tool 3 Diagram – Perceptual positions Flash Cards of NLP Pre suppositions Presupposition wheel as discussed above Lesson 6 NS Principles of effective communication


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Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others. Time allowed: 10 minutesAsk questions:What did you learn about yourself today?What did you learn about others?


Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?Option 1 is for them to do an easy benchmarking project, keeping the NLP principles in mind.

AND/OR

Option 2 would be to let the group split up in smaller groups of 4 each and create the benchmarks for different activities.

This should then be done on a representational board to bring back to class.

The rest of the groups then act as bench-markers, providing feedback on their benchmark criteria.



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Lesson Number and Title: 7 – Open / Revision

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.Review the sessions that have been completed and the concepts covered up to now.To grasp all the concepts, from Session 1 to Session 6, to understand how language shape behaviour, understanding the mental world and how we can change behaviours and states.

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.This lesson is to review the content from all previous lessons and check for understanding Maps are different to reality. When or how does my map differ from the reality? How does my mind affect my body and when does my body affect my mind?What state would like to experience more? What physiology and mental maps would u need to model to fully illicit your desired state? How can I use the perceptual position model to improve your relationships?

By the end of this lesson: Outcome1: Clear understanding of all concepts covered in previous lessons Outcome 2: Demonstrate that they understand and can apply principles, Outcome 3: To understand the process of communicationOutcome 4: To understand and experience our state and to know that the quality

Of our life is the quality of our states

Brief Notes for Teacher:Structure of Presenting: (Pls can you check the previous document for this section)

Content:

Lesson 7: Open – Revision


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Revise the 4 TOOLS using the 4 diagrams Revise the spin-wheel with all the pre-suppositions Revise the concept presented above using words like states, meta-states;

etc Revise the NLP pre-suppositions Refer to all previous sessions

Refer to the following Manuals: Coaching Essentials Manual Module 1











Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Lesson 7: Open – Revision


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Tool 3 Diagram – Perceptual positions Flash Cards of NLP Pre suppositions Presupposition wheel as discussed above Any other diagrams from previous sessions

Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others.At the end of this lesson the teacher would have covered a thorough revision and integration of all the sessions, and equipping learners to unleash their true potential.Ask questions:What did you learn about yourself today?What did you learn about others?


Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons.Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?

For Home work, learners are required to draw the diagrams (tools) and, to write the presuppositions in their own words

Lesson 7: Open – Revision


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Lesson Number and Title: 8 – States as Meta States (states about states)

Concepts to be taught: The area of focus of these lessons is for the children to learn and experience the process of Communication, the Neuro-Linguistic Programming (NLP) Model of communication and the principles so they are able to understand how their brain works and how they can take charge of running their own brains.Our States are powerfully influenced by our beliefs, ideas, movies, filters, memories, imaginations, and a hundred other frames.

Specific Objectives and Purpose of this Lesson:The specific outcomes and purpose of this lesson are listed below.By the end of this lesson: Outcome1: To explain the learners the concepts of the various states Outcome 2: To create the awareness of “how” we are thinking, rather than “what” we are thinking. Outcome 3: The structure of our thinking existing at a level above or “meta” to our thinking itself. The learners have to realize that we think, inductively, deductively, as well as in the sensory systems.

Brief Notes for Teacher:Structure of Presenting:Time allowed: 60 minutes

This is too advanced to use this language and information as it is with the youngsters. However, in order to present this information effectively it is of importance that the teacher understands it well. The same information will be presented on higher levels. The important task of the foundation phase teachers is to create a foundation for the teachers of the future to build it out further.

Content: Reflexive StatesSomething wild and wonderful happens when we access and relate one state to other states—we generate a meta-state. In these complex states, our self-reflexive consciousness relates (not to the world), but to ourselves, to our thoughts, feelings,, or to some abstract conceptual state. We access a state of thoughts-feelings and apply it to another state. We layer state upon state: we

Lesson 8: States as Meta states


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feel upset about our anger; joyful about freedom; anger at our fear.

Higher StatesThe object of the state changes from an outside/external object to an internal, conceptual, and semantic object. We now think-and-feel about previous thoughts-and-feelings. The state in a higher position is meta (above, beyond) to the second and so operates as a higher logical level.

Psycho-logical StatesThe “crazy” internal logic that arises from the layering of states, namely, our psycho-logics. When we transcend from one state (say, anger or joy) to another state (say, calmness or respect) we set the second state as a frame over the first and include it inside it. This gives us “calm anger,” respectful joy, joyful learning, etc. It makes the first state a member of the class of the second.

Psycho-Logical. If you say, “But that’s not logical.” Yes, you’re right. It is not. Yet it is psycho–logical. And that’s the difference. On the inside, when we put a state like anger or fear inside another state (calmness, respect, gentleness, courage, etc.), we change the internal logic of our nervous system and person. This is what we mean when we talk about “logical levels.” When we put one state in a “logical” relationship to another state so that one is at a higher level then the higher one is about the other. This about-relationship establishes the “logic.”

Meta- or Logical-Level States;There are no such “things” as logical levels. They do not exist “out there.” They exist only in the mind as how we represent categories as we categorize and so layer level of thought upon level of thought and emotion. The term logical level is made up of two nominalizations. So what’s the hidden verb in those false-nouns? Layering and reasoning—the reasoning that we layer over our previous experiences.

States are made out of fluid Logical LevelsTo understand Meta-States, you have to shift from thinking about rigid hierarchical levels to fluid levels ever in flux, ever moving, changing, and in process. They are not things, they are not rigid, as mental and emotional energy expressions of representing and framing they arise and vanish according to our thinking. That’s why they are so fluid and plastic and do not hold still.

∙ The levels (or layering) are made out of the stuff of state (thoughts-and-feelings). They are not “real” or solid or static even though we use nominalizations like beliefs, values, identity, mission, understanding, intentions, etc. to describe them.

∙ In Meta-States we have identified over 80 logical levels. These meta-levels then give us the Meta-Questions: decisions, understandings, expectations, knowledge, pleasure, intention, symbols, metaphors, etc.



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∙ Each of these terms are but facets of the same thing— experience and just other words for describing the layering of our thoughts. If you bring a state of confidence to your self, this operates as a belief, and because you treat this as important, you value it; you understand facets of some knowledge that area, this leads to expectations, decisions, identifications, intentions, etc.

Semantically Loaded StatesMeta-States also enables us to identify the levels in our mental mappings and the way we create meanings in our mind-body system. What are the levels of mapping?1) Perceptual Mapping

Our neurological mapping with our sense receptors (eyes, ears, nose, skin, etc.) prior to conscious awareness.

2) Representational Mapping How we present to ourselves again what we have seen, heard, and felt. We fill up our internal “screen of consciousness” or internal theater of our mind. This gives us our cinematic sense of things and our primary states.

3) Conceptual Mapping How we reflect on our internal movies and experiences using various ideas and concepts. We layer more conceptual thoughts onto our thoughts and feelings to create the categories and classes of our mind. This creates our neuro-semantic states.

Outcome1: Understand the difference between a primary and a meta-state

Outcome 2: A State leads to other statesOutcome 3:

Refer to the following Manuals:Coaching Essentials Manual Module 1 pages 32 to 38





our brain works. Lesson 8: States as Meta states


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Today we are going to learn more about the powers we have as human beings, the power to run our own brain.

Today we are going to learn and become aware of how clever our mind is. Today we are going to learn another piece of how our mind and body work





Step 1: Revise the previous session 4 that addressed Primary States with the class.

Step 2: Explain the concept of Reflexive StatesSomething wonderful happens when we add on to other states or when we build in more of the same state. We call this a meta-state. This is like a very big state, with lots of add on. It is even stronger and more powerful. For example JOY. Can we add more JOY? Can you think of things that will even make it bigger and better? Then add it. Ask class to share what they are adding to create more JOY.

So you see each one added different things but you managed to make more JOY….Anyone that struggled with this? Then assist the learner with demonstration.

Now let us see if we can add 2 different states together. Let us say we are ANGRY now. Do you all have it? But now we feel upset about our ANGER? (Maybe we think that we are not supposed to get angry? Or maybe we become angry with our loved one? Or maybe we were angry with our dog and he does not understand?). Can we all get there? UPSET about our ANGER? (Write the 2 words. UPSET+ANGER=Discuss)

Get more examples from the group until you have at least 5 examples on the blackboard.



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Step 3: Explain higher StatesSo, do you see that adding two states together create much more? That is why we call it META…It is bigger, more and we now think and feel about our states. We think-and-feel about previous state. The state in a higher position is meta (above, beyond) to the second and so operates as a higher logical level. But now it is complicated, it is not only a state.

Step 4: How do we go META?When we go Meta, it’s like standing on a ladder and looking back. Or going up one stair at a time and looking at something from a different level.

Do you all remember our hats / cell phones? First use a diagram on the board. Then draw them a primary state level. Then add another line using the first level line as a PRIMARY STATE. Then add another (higher line) and call it META-state, using a specific example e.g. UPSET about ANGER.

Now let us say you feel SORRY that you have taken out your anger on your dog. What will you do now?

Let us say your sister saw you and you know she wants to get you into trouble. She is going to tell your parents. Now, you feel AFRAID and SORRY about getting angry; you are upset because you got angry etc. Draw another line for level 4.

Step 5: Ensure that they see how their mind-movie (or HAT/ cell phone) is now developing and getting more colourful and complicated. How will this change our behaviour? Illustrate on the blackboard that on any level you can actually behave and it would be the end of the story. But the more you think about it the more your behaviour change. On every level you will have different behaviour?

EXAMPLE on BLACKBOARD: On the blackboard you will explain that the bottom level is the primary state. The table start from bottom to top. You would also place a bigger table next to your picture on the blackboard. It will look like this:

LEVEL FEELING/ THOUGHT BEHAVIOUR/OUTCOMEMETASTATE 4

You feel TENSE when your mother arrives. You know that this is a problem. You feel SAD that you have disappoint her

You run away?You speak to mother about how you dealt with it?You tell her your sister is lying?

METASTATE 3

Your sister saw you. You know she will tell your mother and you are AFRAID.

You experience tension and fear and you are short tempered while you wait for your mother to come home. You fight with your sister.

META Sorry and upset about your Guilty. Negative Self-talk



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STATE 2 behaviour. You belief that dogs should be treated with respect.

METASTATE 1

Upset about anger. Dog does not understand

You hug your dog and apologize

PRIMARYSTATE

Anger Shouting or Kicking at the dog

And we can even go on to more meta-levels.

Step 6: Break up into groups. Teacher provide a real life situation to each group and they need to discuss it and fill it on a table (like above). Then 1 representative of the group speaks to the class.

Once this session is well established there is a second part to SESSION 8. This will be built on their homework session.

You would need at least 3 different response-sets that you get from the group. Now you would need to use the same table to explain to them the reason why there are so many different responses. This has to do with the ‘meaning that we give it’ response. Each person gives unique meaning. Each person has different beliefs about the same thing etc. Re-visit the Hat/cell phone - Metaphor and the movie projector. Then use the same table, but this time add another column titled WHY?

EXAMPLE: It is now important to facilitate the dimensions of meaning, although you are not using the specific words. We give PRIMARY STATES emotional meanings, and we evaluate them, we associate with it, and then we think about our intention etc. This is called WHY? This is the reason why we behave in a certain way.

Place the table back on the blackboard and then discuss values meanings etc with learners.

LEVEL FEELING/ THOUGHT

BEHAVIOUR/OUTCOME

WHY? BELIEF/VALUE/MEANING

METASTATE 4

You feel TENSE when your

You run away?You speak to mother about how you dealt



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mother arrives. You know that this is a problem. You feel SAD that you have disappointed her.

with it?You tell her your sister is lying?

METASTATE 3

Your sister saw you. You know she will tell your mother and you are AFRAID.

You experience tension and fear and you are short tempered while you wait for your mother to come home. You fight with your sister.

METASTATE 2

Sorry and upset about your behaviour. You belief that dogs should be treated with respect.

Guilty. Negative Self-talk

METASTATE 1

Upset about anger. Dog does not understand

You hug your dog and apologize

PRIMARYSTATE

Anger Shouting or Kicking at the dog

Required Materials/Tools/DiagramsThe following diagrams are used and referenced in this lesson.Tool 1 Cell phone / Movie projector Tool 2 Circle of Excellence diagram – 4 powers Tool 3 Diagram – Perceptual positions Flash Cards of NLP Pre suppositions Presupposition wheel as discussed above All Diagrams from previous lessons



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Closure/Summary/Recap of what we learnt: In this section, we reflect on what the student has learnt about themselves and about others.Ask questions:What did you learn about yourself today?What did you learn about others?


Assessment/Homework Based On Objectives:For the learning to be embodied and integrated, it’s important to task the student with some activity that they can do in their own time between lessons. Ask the following questions:What 1 thing will you think, feel, say or do from now on because of what you now know?

Now each learner is to complete a table at home for a given situation that is in their workbook.

The idea is that it is to give all learners the same situation and to illustrate in the next session how many different meanings and meta-levels they have given the same situation.



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This is an optional Chart for use by both teachers and learners

Teacher and Learners

Weekly Activity Chart to record how you feel what you hear what you see share with each other what is happening.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday Feel:Hear:See:

Note: Language used and Behavioural changes.



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LESSON PLAN TEMPLATE: - Neuro- · Web viewAll states do not have the same level of intensity,...

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