NLP in Education

1
Hello everyone!
First of all, let me thank you all for coming here today.

Today I’m going to talk about NLP and its use in Education
My topic is particularly relevant to students and teachers.

2
I divided my presentation into two parts.
First, I’ll be talking about What is Neuro-linguistic programming , second and
the main Neuro-linguistic programming in education, at the end of my speech I
will be happy to answer your questions.
My speech will take about 10 minutes.

3
What is Neuro-linguistic programming?

Neuro-linguistic programming is a way to change a person's thoughts and habits

to be successful through perception, behavior, and communication techniques. It
is a pseudoscientific approach based on neural connections, specifically, on how
they process language. It has become popular among alternative approaches to
personal development or self-help. According to the NPL Empowerment
Partnership page, NLP is "learning the language of your own brain" or "a user
manual." It is based on three parts: "neuro," which is the neurological system,
"linguistics," which is the message, both verbal as well as non-verbal, that is
sent to the brain; and "programming," which is how the mind processes these
messages.

People learn through sensory experiences, so they send a message to the brain
that will interpret the information based on these experiences. Neuro-linguistic
programming then tries to detect and modify the unconscious limitations of
each person within their mental connections. For example, suppose a person has
associated broccoli with something unpleasant because, in childhood, his
parents forced him to eat it before playing as an adult. In that case, he will avoid
eating anything that contains this vegetable. Although this perception does not
reflect his current reality or is based on taste, as long as it does not alter the
mental connection he has about broccoli, his dislike will persist. Neuro-
linguistic programming will help to modify these limitations.

There is currently a debate on whether neuro-linguistic programming is a

pseudoscience or not due to the lack of empirical evidence. Its success has been
measured only through testimonials from those who experienced it. Part of the
debate stems from early attempts to evaluate NLP as the researchers found no
link between mental processing, language, and eye movement. This result left a
stigma on neuro-linguistic programming, leaving the field with the need to solve
this problem by participating more fully in research.

Now let's move on to the second part.

Neuro-linguistic programming in education

Knowing about neuro-linguistic programming gives educators the advantage of

understanding what motivates students and adapting how they teach learning to
suit them. This area offers learning strategies that help students develop skills
for more optimal learning and provides teachers with tools to deal with
challenging behaviors.

Two neuro-linguistic programming techniques, perceptual positioning, and

presupposition are considered useful in solving various education problems. The
first refers to the ability to see things from other people's point of view. In the
classroom, the teacher can perform exercises where students with different
opinions are forced to adopt the other's perspective by changing seats. This
exercise generates active participation and physical movement, which triggers a
change of thought much more profoundly than just asking them to see the other
person's perspective.
7

The presupposition, the second technique, relates to unspoken meanings in

conversation. For example, when a teacher allows the students to choose
between finishing the questions right now or doing another activity first, such as
brainstorming. It is understood that both actions must be completed but giving
them a choice results in them concentrating more on the job and not defying
instructions.

Although they seem like simple things that the teacher may already be using, a
deeper understanding of NLP will help them gain more skills to learn better.
Although much research lacks neuro-linguistic programming and education, in
2003, two researchers submitted an article entitled "Neuro-linguistic
programming: it's potential for learning and teaching in a formal education," in
which they discussed how it is useful for learning.

For Paul Tosey and Jane Mathison, the authors of the article, neuro-linguistic
programming assumes that all teachers influence the way students learn due to
their use of space and language, even if they are not aware of it.

Some of the main points of the investigation are:

To have a good teacher-student relationship, you need mutual feedback. This

must be dynamic, not a transmission of information from one individual
to another separate subject.
People, including educators, act according to the way they perceive the
world.
 The representation and processing of a student's information are reflected
differently in her language and behavior.
Skills, beliefs, and behaviors are learned. Teaching is a process by which
such habits are acquired and modified.

9
All communication potentially influences learning. The teacher's language and
behavior affect the student in two ways, her understanding of the subject itself
and her beliefs about the world.

Because the fathers of neuro-linguistic programming, Bandler and Grinder,

sought to identify what distinguishes a successful person, the area became a
means of studying how people process information, build neural connections
and develop skills to get results. According to the researchers, learning about
the learning process results in profound teaching methods and being instructed,
resulting in successful students.

10

Thank you very much for your attention.