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Neurolinguistic Programming

Neurolinguistic Programming is a communication model that focuses on identifying and using thought models that influence a person's behavior as a way to improve the quality and effectiveness of life.

A problem with NLP is the nature of its name, since when the term Neurolinguistic Programming is mentioned to people who have never heard of it, the reaction is usually a bit negative. On the other hand, the name could provoke that we are dealing with empirical techniques derived from the neurosciences, but there is no evidence to confirm the efficacy of these.

Stephen Briers (2012), says that NLP is not really a coherent treatment, but "a hodgepodge of different techniques without a clear theoretical basis".

This discipline was called Neurolinguistic Programming for the following reasons:

Programming: for mathematics and cybernetics, because we are programmed by our memories and learning, by our experiences and beliefs. We have mental programs and behavior patterns.

Neuro: for neurology, because we can deactivate these programs executed by neural networks and activate other more positive programs.

Linguistics: for the importance of the use of language and its linguistic metamodels (system of questions that allow to reach a deeper knowledge of the person and their patterns).

What is the focus of the Neurolinguistic Programming model?

The world is experienced through five senses: sight, hearing, touch, smell and taste. A lot of information comes to us continuously; consciously and unconsciously we eliminate what we do not want to pay attention to. They tell us that the remaining information is based on our past experiences, values ​​and beliefs.

What is NLP based on?

The most important thing to have a vision about what is Neurolinguistic Programming is to know that it is based on four fundamental aspects, which are known as the "four pillars".

1. Results

To achieve something, we talk about objectives, in NLP the results term is used. If there is a prior concentration on what you want to achieve, there will be a guide that will guide all the available resources of that person to the achievement of a goal.

2. Sensory acuity

Sensory acuity refers to the ability to observe or detect small details to be aware of what is happening around us. People vary a lot when it comes to realizing what they see, hear or feel. There are people who are dedicated to observe more their environment, while others are more focused on their own emotions and thoughts.

3. Flexibility in behavior

When you begin to know what your results are and use your sensory acuity to observe what is happening, the information you get allows you to make adjustments in your behavior, if necessary. If the acts you perform do not take you by the direction you want, it is evident that you should try to take another path or try something different, but many people lack that flexibility in behavior and simply insist on doing the same thing over and over again.

4. Competence

The rapport could be considered as that component that unites people. Most of the time it occurs naturally, automatically, instinctively. Some people we know seem to share our vital perspective, while there are other people we do not connect with. The capacity for rapport with other people needs to be improved in order to obtain more effective relationships.

The linguistic metamodel of NLP

Bandler and Grinder wrote the first NLP book in 1975, "The Structure of Magic," in which they developed their theory of the aforementioned Metamodel of Language (a series of basic syntactic patterns that identify expressions of verbal communication that can limit our reality ).

This metamodel is also called a precision model, which will allow us, through language, to deepen the knowledge of the person and their mental map, consisting of 12 patterns that are divided into 3 categories:

Omissions, distortions and generalizations of information.

Omissions

We are selective and pay attention to part of the information and discard another part that we believe is not important.

Distortions

We understand information according to our own map and often change it and misunderstand it.

Generalizations

We draw general conclusions based on previous experiences to understand reality. They are the basis of the basic learning processes.

Uses of NLP

With NLP we can make profound and lasting changes.

Today NLP is used in many personal development techniques such as Coaching, and in many areas of day to day as in Human Resources processes, sales, conflict resolution, education, etc.

MOST USED METHODS:

In principle, NLP does not work if it is not applied.

Knowing how to communicate is not a matter of saying things, but the other interlocutor can understand it, that has as much attention, as the disposition and the tuning.

Rapport ---> term used in this technique, which is about how to encourage the ability to retain a person's attention and at the same time create a sense of confidence. Example: when you talk to the children and they are playing, even if we call them, they will not listen to us because we have not entered their level of interest or we are inside their game.

Availability: try to be attentive to the other interlocutor, observing without judging. Become aware of the movements of the other, presented the most attention in what he says and does.

Systems and representational methods. The sensory language. Eye movements, etc.

NLP can be used with its various methods in different aspects, such as:

THERAPY: Anxiety, Stress, Phobias, Relationships of Couple, Lack of confidence / self-esteem, problems of parent-child relationships, addictions, anomalous behaviors, complexes, sexuality, future approaches, etc.

PERSONAL DEVELOPMENT: Achievement of personal goals, improvement of self-esteem, establishment of success strategies, etc.

EDUCATION: Teaching and communication techniques to increase skills and performance in learning, techniques to "learn to learn", etc.

WORK / BUSINESS: Motivation, stress control, use of resources, creativity, development and achievement of objectives, leadership, competence, negotiation, etc.

ORGANIZATIONAL APPLICATIONS: Programs, unblocking of negotiations, convincing communication systems, persuasion, conflicts, interview preparation, etc.

The results of the training in NLP are positive for both the points indicated above, in the same way the fact that people can recognize the communication styles of others and their own is very useful to achieve good interactions in everyday life. It is a technique that It can be used in any field and in all circumstances.

NLP AND EDUCATION:

We start from the base that education is to communicate.

Neurolinguistic Programming extends our abilities to know the importance of verbal and non-verbal language.

Strengthen our capacities to achieve a more propitious communication climate. Raising awareness of the processes by which we receive information, store it and transmit it through our senses.

The behavior is generated by the internal responses to what I see, what I hear ... One communicates through words, quality of voice, with the body: postures and gestures. Even when one stands still, he is giving a message.

If we can be good communicators our students will perceive us intensely present in what they are sharing. The Other, the Contents and I, will be part of a very valuable and significant event.

Share the knowledge with the students and that they achieve the application of it.

Transmitting skills, practical experience is essential to develop skills, from physical to interpersonal.

The more we can discover about the way people learn, the better we can design the process to encourage learning.

All learning implies a change in the knowledge, skills or experiences of the students, and perhaps the fundamental mission of the teacher is to demonstrate that changes are possible.

Currently, there is a tendency to move away from courses focused on the Teacher, to be oriented in those focused on the student, because they are more effective.

The teacher creates a context in which children can learn. The students must want to learn. They must feel that learning is meaningful and valuable.

Teachers will create a rich context for learning.

It is important to give our students the tools to learn to learn.

In this, NLP can help us. How do our students think? How do your values, beliefs, affect your emotional states?

NLP relates our words, thoughts and behaviors to our objectives.

NLP contemplates the different parts of our personality. Imports behavior, actions, physiology and take into account that behind all behavior are values ​​and beliefs.

The P N L provides us with tools to change behaviors and abilities, beliefs and values.

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The English

                                  Learning for a new language.

We must take into account that to learn another language there are different ways to both learn and manage it. Among those we start with the barriers to learning another language:

Learning a new language is a slow, long process that requires a lot of practice and dedication. It is not something that is easy to learn from one day to the next and in which we become experts overnight.

Little dedication in teaching

It does not matter how many hours the children dedicate to learning this language in classes and with teachers, if the time they receive is not of quality.

Monotonous and uninteractive classes

If we add this to the previous point, it is already a double barrier with which the children will meet.

Afraid they will make fun of you

Undoubtedly, it is one of the most frequent barriers that children encounter when it comes to putting the new language into practice.

Lack of constancy

Children must understand that you do not learn from one day to the next and that without practice you do not advance. The key is not to study more, but to be more constant.

Lack of motivation

If the classes do not like them or seem difficult to follow, the children will quickly lose interest and return to those topics that we talked about before "I do not like it, this is not for me ...".

"There are no English speaking people to practice"

It is true that by not living in a country whose official language is English, it is more difficult to practice the language on a day-to-day basis.

For the acquisition of English for example, we must bear in mind:

That to acquire the knowledge of the theoretical-practical contents of the subject and reflect on the way we learn a second language and on the methodological implications.

The importance for the education of a new language is important, it is one of the factors that most influences the progress and progress of people and societies. In addition to providing knowledge, education enriches culture, spirit, values ​​and everything that characterizes us as human beings. Education is necessary in all senses. To achieve better levels of social welfare and economic growth; to align economic and social inequalities; to promote the social mobility of people; to access better levels of employment; to raise the cultural conditions of the population; to expand the opportunities of young people; to invigorate the civic and secular values ​​that strengthen the relationships of societies; for democratic progress and the strengthening of the rule of law; for the promotion of science, technology and innovation.

For learning a new language there are 4 stages such as:

WHAT EVERY STAGE MEANS

Unconscious incompetence

The person does not know how to do something and does not recognize that he does not know. You need to recognize your own incompetence and the value of the new skill before you can move on to the second stage.

For example, Mark does not know how to drive but since he lives in a city with excellent public transport, he does not see the need to learn. Denies the value of driving ability.

Conscious incompetence

Now the person recognizes that he does not know how to do something and also understands the importance or usefulness of the skill and wants to learn it. It is the stage when you feel the most clumsy, when you are most embarrassed.

Following the example of driving, Mark starts taking driving lessons and the teacher has to explain everything. And when Mark tries to start the car, he makes a horrible noise because he does not put the clutch on. When it starts, the car clears, etc.

Conscious competence

The person already knows how to do something but needs to concentrate a lot to do it well. Break down the skill into several steps that you need to pay close attention to - do them very consciously.

After several classes, Mark knows how to drive but he has to think about each movement he makes and the order in which they are made. To change gears, think: look at the mirror, release the accelerator, touch the clutch, change gear, release the clutch, touch the accelerator, etc.

Unconscious competence

The person has already had so much practice with the skill that it has become automatic and easily done. It may happen that, without constant practice, the person oscillates between the 3rd and the 4th stages.

Mark took out his card a long time ago and has been driving his new job out of town every day. Since you practice regularly, you already drive without thinking about what you do. Listen to the radio while driving, sing and talk to your friends on the phone.

HOW IT APPLIES TO ENGLISH LEARNING

Unconscious incompetence

You do not know English. Maybe you do not care or do not need it. And you will not go to the 2nd stage until you recognize that English is important, useful and fun.

Conscious incompetence

Now you realize that you do not know English. You may also be aware of how much you do not know, of the different elements that must be combined in order to write, speak and communicate in the language. You make many mistakes, which can be fundamental for your learning. However, you feel awkward - perhaps you are ashamed to speak - but it is imperative that you practice to move to the 3rd stage.

Conscient Competition

Now you have learned some things but you need to think a lot about what you want to say so you do not speak fluently - it is not automatic - but you can talk and communicate with people.

Unconscious competence

You already speak fluently and do it automatically without having to think about what you want to say.

Some practices for a new language or strategies:

Teaching strategies

Speaking of teaching strategies today, implies not only an approach to traditionalist methods and research carried out in the past, this also implies a look towards the future of teaching and learning. Today with technological advances, teaching strategies go beyond a plan in which guidelines are drawn.

At present, the educator has to take into account that students are characterized by what has been called a virtual mind. The school and the teachers can not ignore the new ways of reading and interpreting the world with which the current students approach the contents and the school tasks.

They handle a variety of resources to obtain information: websites, hard drives, cell phones, virtual communities, etc.; they use and decode different types of language that, moreover, do not appear sequentially, but simultaneously, as animations, photographs, graphics, texts, hypertexts; create new productions from parts of other products (copy-paste); they are relativists par excellence; on the one hand, because the web is permanently updated, and on the other, because all information is considered valid.

For this reason when defining teaching strategies and learning strategies we have to take into account all these factors, which go hand in hand with modern times.

I hope you like it, and it serves you something.